Review - Department of Innovation, Industry, Science and Research

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Registering bodies serve pre-employment students aged between 16 and 25. They are established by an act of government and their operations and programs are governed by relevant education-institutional councils. Their programs are made available under continuing education and training when resources permit. There are no registering bodies apart from the Ministry of Education and the Workforce Development Agency. Accrediting bodies Training organisations There are no accrediting bodies apart from the Ministry of Education and the Workforce Development Agency, as the polytechnics and the universities have a self-accreditation capacity. Course accreditation involves a site audit. An approved training organisation is an organisation which is formally recognised by the Workplace Development Agency to deliver training and assessment under the Workforce Skills Qualifications regulations. Registration is based on two sets of requirements, which address organisational structure and courses. The organisation requirement involves the evaluation of organisational practices to ensure quality and professionalism in the delivery of training and assessment services. This covers: • management responsibility • financial practices • learner support services* • administrative practice.* *Effective from 1 April 2008, supporting evidence relating to learner support services and administrative practices need not be submitted for evaluation. However, the relevant systems and processes must be implemented prior to Workforce Skills Qualifications training and assessment delivery. The course requirement involves an evaluation of the ability to design and develop curriculum, deliver instructions, and carry out competency-based assessment according to the Workforce Skills Qualifications requirements. This covers: • course design and development • trainer and assessor qualifications • facilities and equipment. The registration process involves two stages: • Pre-delivery approval—accreditation is put in place to ensure that the approved course satisfies the competency requirements of the Workforce Skills Qualifications system and is accessible to workers through appropriate delivery modes and resources. It also ensures that the course is to be delivered by a quality training organisation using qualified trainers and assessors. • Continuous improvement review—an accredited training organisation is expected to pursue continual improvement to uplift the quality of design and delivery. The Workforce Development Agency will validate the internal quality assurance system and capability of an accredited training organisation Comparisons of international quality assurance systems in vocational education and training Page 100 of 115
Quality assurance approach on a regular basis. This involves a continuous improvement review. The roles and responsibilities of the accredited training organisation include the appointment of a management representative, which is a management level staff member responsible for ensuring its training and assessment activities meet the Workforce Skills Qualifications requirements. The management representative is also the main contact point for all Workforce Development Agency audits and required responses. The process typically involves a training program in quality assurance, and an audit of the courses. For public providers, it is necessary for all staff to acquire the necessary competency based training and competency based assessment competencies through training and assessment or through assessment-only. There should be a minimum of one supervisor who is competent in CBT and CBA. This supervisor will directly supervise staff that are not yet competent in the necessary CBT and CBA competencies. The staff under supervision are required to attain the necessary competencies within 12 months from the date of course accreditation approval. Details and guidelines on the Workforce Skills Qualifications accreditation framework administered by Workforce Development Agency can be found at http://app2.wda.gov.sg/web/contents/contents.aspx?ContId=359 Details and guidelines on the criteria set out by the Ministry of Education for the private education sector can be found at www.moe.edu.sg/education/privateeducation/. All private schools and colleges are registered by the Ministry of Education, and its registration requirements relate to programs, teachers, facilities, ownership, health and safety. Registration involves a full inspection by the ministry and payment of a fee. Singapore does not specifically outline the requirements for trainer qualifications. The guidelines state that they need training and assessment qualifications at the advanced certificate level as a base—although alternatives are accepted—trade or vocational qualifications and a number of years of industry experience. Details and guidelines on the Workforce Skills Qualifications accreditation framework administered by Workforce Development Agency can be found at http://app2.wda.gov.sg/web/contents/contents.aspx?ContId=359 The accreditation approach is broadly categorised into two categories: Pre-delivery • Organisation accreditation (management responsibility, financial practices). • Course accreditation (course design and delivery, trainer and assessor qualifications, facilities & equipment). Post-delivery • Annual continuous improvement review audits look into: o the internal quality assurance system o the adult educator management system o the outcome evaluation system o the Workforce Skills Qualifications/National Skills Recognition System related administrative system o viability of organisation o whether the organisation is free from breaches of terms and conditions. • Training organisations are graded accordingly under Continuous Improvement Review to determine their quality level and viability under the Comparisons of international quality assurance systems in vocational education and training Page 101 of 115
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Attachment A Comparisons of Interna
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Acknowledgements The project team w
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Executive summary Project purposes
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Course and qualifications accredita
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Any comments related to the evaluat
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Context: what influences the nature
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Systems The characteristics of thes
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o quality improvement—linking the
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As well each of the countries has d
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Table 1: Context summary Constituti
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Although the German federal governm
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There has been a strong emphasis on
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A consultation paper has been relea
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Qualifications and competency units
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Regulatory monitoring and reporting
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• financials • protection of st
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For Singapore, approval criteria co
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In Ontario’s private career colle
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• competency standards and curric
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Development and Design. This criter
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• NZQA notifies and publishes out
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The Regulatory monitoring and repor
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In Scotland, the emphasis on intern
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As this report was being prepared,
Page 49 and 50: For private providers in Ontario, t
Page 51 and 52: Implications A review of the variou
Page 53 and 54: small degree of state supplementati
Page 55 and 56: Leney Tom, May Tom, Hayward Geoff,
Page 57 and 58: Glossary ACE AMAP APEC APS AQF AQTF
Page 59 and 60: Appendix 1: The European Quality As
Page 61 and 62: Quality criteria Indicative descrip
Page 63 and 64: Indicator Type of indicator Policy
Page 65 and 66: Indicator Type of indicator Policy
Page 67 and 68: Training organisations • AQTF 200
Page 69 and 70: Appendix 3: Canada, Ontario Canada
Page 71 and 72: local college board of governors, m
Page 73 and 74: Quality assurance approach Ontario
Page 75 and 76: Ontario—private sector Overview A
Page 77 and 78: Or • have 48 months of occupation
Page 79 and 80: oad consultation. These replace key
Page 81 and 82: orders to colleges that are not con
Page 83 and 84: Comment Ontario participates in the
Page 85 and 86: ones: • The tasks of the Federal
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Page 89 and 90: drive the results, well-developed e
Page 91 and 92: Appendix 5: New Zealand Overview Th
Page 93 and 94: Key aspects of QAS1 include: Defini
Page 95 and 96: National Qualifications Framework a
Page 97 and 98: Institute for technology and polyte
Page 99: Appendix 6: Singapore Overview In S
Page 103 and 104: Appendix 7: United Kingdom England,
Page 105 and 106: • corporate governance • admini
Page 107 and 108: These standards are regulatory. Qua
Page 109 and 110: The website (which is relatively ne
Page 111 and 112: egard to policy that this generates
Page 113 and 114: training needs. It defines standard
Page 115: changes to UK regulatory practice a
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Review - Department of Innovation, Industry, Science and Research

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