Study On Self-assessment Of Education Quality In Tertiary Vocational Education Organizations In New Zealand

Self-assessment of education quality is an important means for colleges and universities to take the path of connotative development.Self-assessment of education quality in higher vocational education organizations is an important part of higher education quality assessment.This study takes the self-assessment of education quality in New Zealand's higher vocational education organizations as the research object.Based on the types of higher vocational education organizations in New Zealand,this paper analyzes the nature and purpose,the indicators and standards,and the organization and implementation of the self-assessment of education quality in New Zealand's higher vocational education organizations.Through the literature analysis method and comparative research method,this study sorts out the emergence and development of the quality assurance system of New Zealand higher education organizations.Through the case study method,it summarizes the achievements and shortcomings of the self-assessment of education quality in New Zealand's higher vocational education organizations.Through the analysis of the above problems,combined with the advanced experience of New Zealand's higher vocational education organizations,as well as the problems in the diagnosis and reform work of higher vocational colleges in China,this paper puts forward important inspirations for the self-assessment of higher vocational colleges in China.This study consists of six parts,the specific content is as follows: Introduction.Starting from the origin of the research,the research significance of this topic is analyzed,the core concept is defined,the relevant research results of scholars at home and abroad are analyzed,and the research methods and innovations adopted in this study,and thus determines the research direction and ideas of this study.Chapter I: the emergence and development of higher vocational education organizations and their quality assurance system in New Zealand.On the one hand,it is clear that the higher vocational education organizations in New Zealand are divided into three types: polytechnics,industrial training organizations and private training organizations.On the other hand,the emergence and development of higher education quality assurance system in New Zealand are analyzed.Among them,the development stage is divided into three stages:formation,development and improvement.Chapter II: The nature and purpose of self-assessment of education quality in New Zealand's higher vocational education organizations.On the one hand,the nature of self-assessment is analyzed.It consists of four components of self-assessment and six key features of effective self-assessment.On the other hand,through relevant literature analysis,it is concluded that the self-assessment of New Zealand's higher vocational education organizations is to improve education performance,and the second is to strengthen supervision arrangements.Chapter III: Indicators and criteria for self-assessment of educational quality in higher vocational education organizations in New Zealand.New Zealand Higher Vocational Education organizations have successfully carried out their self-assessment work thanks to the establishment of advanced evaluation indicators and standards.Evaluation indicators and standards mainly include: key evaluation questions,Tertiary Evaluation Indicators and Performance Criteria.Chapter IV: The organization and implementation of self-assessment of educational quality in New Zealand's higher vocational education organizations.The self-assessment of the quality of Higher Vocational Education in New Zealand is organized and implemented independently within the organizations.The steps of self-assessment include planning,collecting evidence,analyzing and interpreting information,making decisions,reporting and action,and monitoring and improvement.Chapter V: evaluation and enlightenment of self-assessment of education quality in higher vocational education organizations in New Zealand.After years of development,New Zealand higher vocational education organizations have made great achievements in self-assessment of education quality.First,a stronger self-management culture has been gradually established;second,the communication level of higher vocational education organizations has been significantly improved;third,the overall quality of students has been greatly improved.However,there are still two major problems,that is,the low enthusiasm of each interest subject to participate in self-assessment and the large cultural differences among the assessors.In addition,although the self-assessment of higher vocational colleges in China has made some achievements,there are still three problems: unclear goals and objectives of self-assessment of education quality,incomplete indicators and standards of self-assessment,and single implementation subject of self-assessment of education quality.Therefore,China should learn from its advanced practices in strengthening the top-level design of self-assessment,establishing and improving self-assessmentindicators and standards,and promoting the joint participation of multiple subjects in self-assessment.Through this study,it expands the research field of self-assessment of education quality in higher vocational colleges in China,enriches the theoretical research of self-assessment of education quality in higher vocational colleges in China,and provides a practical basis for the smooth development of self-assessment of education quality in higher vocational colleges in China.