Review - Department of Innovation, Industry, Science and Research

uild an international skills market. 11 This strategy has two purposes: apart from establishing another
industry, it builds a base capacity for the knowledge economy that is different from the former
(although to an extent continuing) current centrally directed approach.
The skills programs were also directed by central agencies (Standards, Productivity and Innovation
Board) in consultation with leading employers and employer groups (Kuruvilla et al, 2002). More
recently a Workforce Development Agency (WDA) has been established, which funds a large number
of centrally designed and tightly targeted programs for employers and workers (WDA, 2006). The
WDA has encouraged the diversification of the training market through the provision of funding and
the establishment of a set of national VET qualifications and a VET based qualifications framework.
The Singapore model therefore, has been built on a more traditional workforce planning approach,
which in turn has been built on an economic development model that has a high degree of planning.
It is a highly competitive system with students being allocated between the universities, the
polytechnics and the Institute of Technical Training. There are state supported private schools,
international colleges and private tertiary providers, some of which have used international
qualifications. The accreditation and quality assurance of these providers, and their curriculum and
qualifications, is largely through self-accreditation and quality assurance, but under the careful
supervision of the Ministry of Education.
The Workforce Development Authority (WDA) is also chartered with strengthening worker training
and access to qualifications. As the industries shift towards the high skills, which are more difficult to
predict, there is a need to allow more flexibility and innovation to develop across the education and
training system. Typically, however, this is being achieved through measures such as the
implementation of quality systems that are linked to licenses for the enrolment of students, including
foreign students.
United Kingdom
The UK has two distinct education and training systems (England and Scotland) and two partially
integrated systems (Wales—England and Northern Ireland—England). The Welsh—English system is
a work in process as the Welsh Assembly Government attempts to establish distinctive Welsh
elements, including some Welsh qualifications.
However, there is a degree of consistency in VET qualifications across each of the nations and the
industry lead bodies that are responsible for establishing the standards for VET qualifications are
common across the country. Diversity is expressed through the formulation and awarding of multiple
VET qualifications across the non-state based and multiple awarding bodies. Furthermore, the
Scottish Qualifications Authority has an awarding role in contrast to its English counterpart.
The English and Welsh VET sector is highly diverse with the further education colleges playing a
major role in school age provision across a range of course and qualifications types. These include the
new national (vocational) diplomas, which are partially industry developed, and which the education
secretary of state hopes will eventually supplant the A level qualifications.
This contrasts with a less diverse Scottish system in terms of both provision and qualifications. On the
whole the system is user-led, mainly through patterns of student enrolments and the subsequent course
offerings of the 43 colleges (21 universities), which are funded mainly through bloc grants or broad
purchasing agreements rather than profile funding. Most of the colleges have a local market, although
there is a degree of competition between them. The system can be described broadly as a governance
approach built around enterprise networks.
11 The Straits Times (24.3.07) reported that Singapore’s ‘Global Schoolhouse’ had reached 80 000 foreign
students, halfway to its target of 150 000 by 2015.
Comparisons of international quality assurance in vocational education and training Page 22 of 115