Review - Department of Innovation, Industry, Science and Research

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About this report This report was commissioned by the Department of Education, Employment and Workplace Relations in April 2009. Education consultants, Bateman & Giles Pty Ltd were contracted to research and produce the report. The Bateman and Giles research team included Ms Andrea Bateman, Professor Jack Keating, University of Melbourne and Ms Alison Vickers, Victorian Registration and Qualifications Authority. Acknowledgements The Department of Education, Employment and Workplace Relations would like to thank Bateman & Giles Pty Ltd for managing this project and all the individuals who contributed. © Commonwealth of Australia 2009 ISBN 978-0-642-77884-0 This work is copyright. You may download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal, noncommercial use or use within your organisation. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, Attorney-General’s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at www.ag.gov.au/cca Comparisons of international quality assurance in vocational education and training Page 2 of 115
Acknowledgements The project team would like to acknowledge the assistance of a range of contacts who provided advice though both email and teleconferencing. Thanks go to: Canada Tim Klassen, Manager, Ontario College Quality Assurance Service. George Lim-Fat, Policy Advisor, Program Standards and Evaluation Unit, Ministry of Training, Colleges and Universities. Vanine Yee, Senior Policy Advisor, Program Standards and Evaluation Unit, Ministry of Training, Colleges and Universities. Germany Andrea Reupold, Research Assistant, Institute for Educational Research at the Ludwig-Maximilians- University Munich, who was responsible for the drafting the German summary. She was assisted by: Professor Dr. Rudolf Tippelt, Chair of the Institute for Educational Research, Ludwig-Maximilians- University, Munich. Helmut Kuwan, Social Research and Consultancy, Munich. New Zealand Kathy Maclaren, Register Manager/Manager, Course Approvals and Accreditation, Quality Assurance Division, New Zealand Qualifications Authority. Prue Wilson, Policy Analyst, Policy Unit, New Zealand Qualifications Authority. Singapore Tracy Lee, Assistant Director, Singapore Workforce Development Agency, Quality Assurance Division. Gary Wilmott, Executive Director, Institute for Adult Learning Singapore. United Kingdom The following colleagues were responsible for drafting the United Kingdom overview, especially the England, Wales and Northern Ireland section. Barry Smith, Director, Alpha Plus Consultancy, UK and overseas (formerly Qualifications and Curriculum Authority). Frank Stoner, Consultant, Vocational Education and Skills, Visiting Fellow, University of York. Honor Murphy, Project Manager, Policy and New Products, Scottish Qualifications Authority, was responsible for drafting the Scotland overview. Comparisons of international quality assurance in vocational education and training Page 3 of 115
Page 1: Attachment A Comparisons of Interna
Page 5 and 6: Executive summary Project purposes
Page 7 and 8: Course and qualifications accredita
Page 9 and 10: Any comments related to the evaluat
Page 11 and 12: Context: what influences the nature
Page 13 and 14: Systems The characteristics of thes
Page 15 and 16: o quality improvement—linking the
Page 17 and 18: As well each of the countries has d
Page 19 and 20: Table 1: Context summary Constituti
Page 21 and 22: Although the German federal governm
Page 23 and 24: There has been a strong emphasis on
Page 25 and 26: A consultation paper has been relea
Page 27 and 28: Qualifications and competency units
Page 29 and 30: Regulatory monitoring and reporting
Page 31 and 32: • financials • protection of st
Page 33 and 34: For Singapore, approval criteria co
Page 35 and 36: In Ontario’s private career colle
Page 37 and 38: • competency standards and curric
Page 39 and 40: Development and Design. This criter
Page 41 and 42: • NZQA notifies and publishes out
Page 43 and 44: The Regulatory monitoring and repor
Page 45 and 46: In Scotland, the emphasis on intern
Page 47 and 48: 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
Page 87 and 88:
Overall, the system defines norms t
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 and 100:
Appendix 6: Singapore Overview In S
Page 101 and 102:
Quality assurance approach on a reg
Page 103 and 104:
Appendix 7: United Kingdom England,
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• 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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