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This article is dealing with two facets: First of all it discusses the experiences made by applying participative evaluation to Chinese pilot projects on the co-operation of School and Enterprise. Here, usually benchmark and distance oriented evaluation approaches are practised and it is the question, whether formative self evaluation approaches have a value for the Chinese stakeholders. At the beginning of the article we explain the reasons for this new co-operation policy. How is co-operation of school and enterprise undertaken in a particular case, here a technical college in Beijing? Then we present the tool in its design and criteria and show some results of an evaluation session. Is it possible to start an effective discussion under the stakeholders involved in this co-operation project: the government, school leaders, company managers and last but not least the students and ordinary teachers. Does this collaborative learning allow better amalgamation of practical and theoretical learning? In the final part, prospect and limits of the new assessment approach on the quality of co-operation activities across institutions is discussed.

Published abstract.

The volume from which this paper is taken is available in VOCEDplus at TD/TNC 100.484. Show less

This study analyzes the key determinants of the effectiveness of collaboration between public and industrial training institutes. It aims at developing potential factors and eventually a framework that can be alternative solutions to enhance cooperation between the stakeholders in apprenticeship training. The close collaboration of industry and institute can develop a competent and highly skilled workforce. Consequently, quality work based training in vocational education and training for apprenticeship performance can be realized. Therefore, evaluation feedback on the quality of teamwork of the experts, trainers, teachers and apprentices are used to develop a framework for effective collaboration. This sample consists of 30 interviews, 100 survey questionnaires and four focus group discussions and workshops.

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This short paper is about a Chinese-German project on quality development in [vocational education and training] VET schools in Beijing. Tools and theories of German and Swiss pedagogical quality management were introduced, reflected on and adapted in this project. These tools were referred to the classical fields of school development: improvement of teaching, organizational development, human resource development and development of cooperation. The most important issue in our project was the improvement of school-company cooperation. This paper introduces our basic [quality management] QM-concept and two evaluation tools: HOLAQ and the ERC tool. In conclusion we reflect on our conclusions from the project in respect to school development and intercultural learning.

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