Qualitätssicherung

Quality development projects for schools of music in Germany

 

Background

Quality assurance policies within the Association of German Schools of Music (Verband deutscher Musikschulen, or VdM) are not the instant products of fashions and trends, but should be viewed in the context of broader societal developments. One of those developments is the systematic squeeze on government subsidies, which has been troubling the sector for music education for years. Politicians and citizens alike are also keeping an ever closer watch on public spending. What is it used for? What results should it produce? It is important for schools of music to be aware of their social task and ensure that funds are being invested effectively and efficiently, to the satisfaction of citizens and clients (students) .

Other characteristics are comparisons of quality levels as well as performance levels. The publication of inspection reports has a positive effect on quality, given that public comparisons promote quality as a major management objective. This development should also be seen in the context of the New Public Management principle, known in Germany as Neue Steurungsmodel. Comparisons of schools of music in the public sphere not only serve to fuel competition on quality, but also help learning organisations improve themselves. Trial and error, comparisons and exchanges, and clients’ comments are all thought to bring about quality improvements.

Yet another trend that can be observed is the demand for quality marks. Schools of music will find it easier to attract sponsors and partners if they are shown to provide a high-quality output.

 

Financing and regulations

School of music are non-profit institutions. They are public, municipal organisations whose tasks cover educational, cultural, youth, and social and political objectives. Schools of music either form part of the municipal administration or, as non-profit institutions, of private law organisations ‘for the common good’ under the municipality’s authority. In both cases music schools get financial funding of the municipal administration and also of the Bundesland (federal state).

Each German federal state has its own financing system for schools of music. In Bavaria, for example, schools of music on average receive 47% of their funding from municipalities, 43% from tuition fees and 10% from the Bavarian administration.

Schools of music generally do not operate within the context of federal state legislation for the national education system. However, few federal states have introduced their own legislation for schools of music. So far, of the sixteen federal states only three states, Bayern, Brandenburg and Sachsen-Anhalt, did so. Where it does exist, music school legislation in federal states covers the following matters: funding by federal state and/or municipality in their capacity as the competent authorities, teacher salaries, conditions on student enrolment, teaching programmes, quality assurance, and public activities such as concerts. If a music schools is a member of the association of schools of music, (Verband deutscher Musikschulen) the guidelines and regulation of the association of schools of music rule. That is also the case if the member-school is in the states with a legislation for music school (Bayern, Brandenburg and Sachsen-Anhalt). The association covers sixteen federal states and approximately 1,000 public schools of music ‘for the common good’ throughout Germany. Schools of music may obtain VdM membership provided they meet certain conditions; fulfilling the guidelines and the Structural Plan of Schools of Music.

 

Quality assurance initiatives

In 1995, the quality offensive received a major impulse from the introduction, by VdM, of the Gütesiegel Musikschule im VdM (VdM Quality Mark for Schools of Music). The purpose of the quality mark was to provide those interested in music with unambiguous information. Music schools that boast the VdM quality mark guarantee compliance with certain minimum quality standards.

Since then VdM has consistently expanded its quality assurance efforts. In 1996 it published the document “Neue Wege in der Musikschularbeit” (New Roads for the Music Education Sector), followed in 1997 by a music school conference under the same name. Before, in 1993, VdM had formulated also guidelines (Richtlinien für die Mitgliedschaft im VdM) concerning the conditions a school of music must meet in order to be able to fulfil its role in music education. These conditions concern the school’s structure and teaching programme, as well as teacher and management qualifications. In addition, curricula were adapted, and the Structural Plan for Schools of Music was revised in 1998. At the 1999 music school conference the main theme, Music Needs Quality, was discussed from an educational perspective. At that time VdM was in the process of developing a quality assurance system for schools of music (Qualitätssystem Musikschule, or QsM), which has been tested in music school practice since the beginning of 2000.

Within the framework of the New Public Management principle, VdM cooperated with the Kommunale Gemeinschaftsstelle (Body for Municipal Authorities) on a Product Description and Key Figures for Schools of Music. This document links up with the current EDuR project, Inter-municipal Benchmark Test of Music Schools, which was generated as a result of previous activities in cooperation with the Bertelsmann Foundation[1] and, like QsM, has been tested at schools of music since the beginning of 2000.

 

Selection and development of an integrated quality assurance system

As applied in Germany, QsM is an adapted version of the EFQM model, a Total Quality Management Model. The adaptation was supported by the Federal Government and carried out by VdM. The model was elaborated by a working group comprising music school managers and VdM staff, and chaired by Burkard Fleckenstein. The Frey Akademie Mainz offered additional advice.

The basic EFQM model covers nine criteria. Numbers one to six are about ‘enablers’, and numbers six to nine about ‘results’. Each of these criteria comprises various subcriteria. In all, QsM, the version of the EFQM model specially adapted for schools of music recognises 33 key areas of successful practice.

QsM lists 500 features of good music school practice. In addition, QsM offers five quality stages for each subcriterion. In the ‘Results’ section approximately 300 aspects are evaluated. After implementation of the model the school will have completed a process of thorough self-assessment, substantiated by concrete evidence and documentation.

 

Benefits of the system:

• EFQM (hence also QsM) is a management tool and a guide for the continuous and systematic improvement of all school activities.
• QsM offers such specific applicability that users will soon learn to recognise their own practices. At the same time, however, it will also remain sufficiently general to be suitable and effective for all schools of music within VdM.
• The school of music will eventually be provided with a form of self-assessment that includes concrete evidence and documentation and will lead to  a new form of awareness.
• EFQM (hence also QsM) applies a weighted credit system, enabling meaningful comparison of the quality of different schools.
• There is a possibility for schools to obtain an EFQM certificate at a later stage.

 

For the highest quality stages QsM tends to require the implementation of the EDuR Inter-municipal Benchmark Test of Music Schools (EduR).

EDuR is a professional tool enabling schools of music to compare themselves with, and learn from fellow institutes (benchmarking). It originated within the framework of the New Public Management model. Increased decentralisation and corporatisation of municipal authorities have greatly added to the significance of inter-municipal performance comparison, which for schools of music serves as an instrument for self-assessment and learning from fellow schools in the sector. The system is based on a number of core questions, such as: What does a school of music need to rank as a high-quality institute? What tools might aid a school of music to effectively improve its quality?

 

Comparisons are based on collations of key figures or indicators. A total of 18 core key figures (including a subdivision into 26 key figures) have been developed. The figures represent test data relating to specific situations, and as such provide meaningful information on control and management that may provide insight into any of the following four areas: political assignment, client satisfaction, staff satisfaction and cost-effectiveness. Exact formulations and interviews with children and their parents constitute the core of the database, which provides a basis from which all participating schools may be compared. A distinction is made, however, between schools in large cities and those in small towns, as well as between provincial and government-funded schools.

One fixed component of EDuR is support for key figure activities by ensuring a consistently high level of quality management.

 

As a result of the collaboration, initiated in September 1999, between the Bertelsmann Foundation and the National Association of Schools of Music (Verband deutscher Musikschulen), the knowledge gained in the area of product comparisons was transferred to VdM so as to allow schools of music throughout Germany to benefit from it. The tools for comparing schools of music were further developed in a joint effort, and tested in practice during a pilot phase. The name EDuR refers to the musical key of E sharp. The four sharps in that key refer to the four dimensions outlined above.

 

Benefits:

• The system is transparent to politicians and citizens alike
• The four dimensions serve as four clear management objectives
• The 18 key figures are unambiguous and within the reach of any school of music

 

Disadvantages:

• The project requires investments in time and money

 

Implementation

Implementation requires very substantial levels of commitment and conviction. The implementation phase was scheduled to last 18 to 24 months and was supported by training programmes jointly administered to the QsM teams of other schools. This reinforced the programme’s motivating and instructional effects. A plan for implementation was written by the Frey Akademie Mainz.

 

The school’s Principal is meant to be the driving force behind implementation. In addition, at least two staff members should be made responsible for the implementation.

QsM was successfully tested in a pilot project in 2000, in which nine schools participated, and has been available to all schools since 2001. Sixty schools have now implemented the system. After implementation, a school of music may qualify for a VdM Award. So far, one German school of music has been granted a European quality mark.

 

Regulations concerning the QsM

In Germany there is no legal framework for the quality standards of the QsM, neither is the system compulsory. Even though the quality assurance system is not compulsory, it is enthusiastically promoted because of the benefits that it offers.

 

Future

With its annual Federal General Meeting and an Internet platform, VdM offers schools opportunities for staff exchanges. After implementation, schools may apply for external assessment and may be granted a certificate if the results are positive.