Against the backdrop of widely discussed deficiencies in the Indian education and training system, aspects of quality development are becoming increasingly important. This paper is dedicated to quality development in vocational schools in India in the context of educational transfer and ‘policy learning.’ Within the framework of an explorative study, first insights into potentials and obstacles as well as necessities of a planned adaptation for the implementation of future systematic, self-directed quality development processes by vocational education institutions are to be gained. The study focuses on the evaluations and perceptions of Indian school administrators with regard to the content and formal design of a quality approach developed specifically for the Indian context. For this purpose, 7 expert interviews with school principals and 10 group discussions with members of the school management and teaching staff in 5 vocational schools in Delhi and Bangalore were conducted. The findings show potentials for institutionally controlled design and development processes. The feasibility as well as comprehensibility of the concept are of central importance for the local actors. While some parallels to national and international contexts of quality initiatives at the meso level have been identified, the Indian context has additional specific conditions that need to be considered in the development and implementation of institutional quality management reforms.

Keywords
Indien, Bildungsprozesse, berufliche Bildung, Evaluation