Review - Department of Innovation, Industry, Science and Research

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In Germany, the initial training system is bound to federal or state law, so it is unlikely that organisations will implement training according to that law in a different country. However, for the further education system other rules apply. Here training organisations offer their courses to customers outside of Germany. Concerning the quality assurance approaches there are three different options: • the ISO 9000ff standards are internationally standardised norms • the European Foundation for Quality Management standards apply for Europe • there are many quality assurance approaches that are specifically made for certain regions, certain providers or for national providers, like the LQW. In the third case the transnational application is in most cases not given. In the UK, for England, Wales and Northern Ireland, international settings quality assurance is controlled by and at the discretion of the awarding organisation and the local ‘partner’. The requirements of the awarding body in this regard are detailed in The statutory regulation of external qualifications in England, Wales and Northern Ireland (2004), and further expanded in the NVQ Code of Practice (2006): • Awarding bodies must apply the same level of quality assurance requirements to centres operating outside England, Wales or Northern Ireland as to those within this territory. • The regulatory authorities reserve the right to take appropriate action if practices in approved centres outside of their territory could bring the education and training system of England, Wales and Northern Ireland into disrepute (NVQ Code of Practice, 2006, p.9). For Scotland, the quality assurance framework is applied to all SQA qualifications, and the Guidance for UK-based centres offering qualifications overseas 57 applies to offshore provision. This guide provides advice to centres but also explicitly states the quality assurance arrangements. It notes that: • SQA will continue to have a direct quality assurance relationship with SQA approved centres overseas. • This policy does not preclude overseas sites becoming SQA approved centres in their own right. In this respect, SQA approved centres in Scotland can provide training and consultancy services to support overseas sites through the process of becoming directly-approved SQA centre. • Approval will depend on these sites meeting SQA’s existing approval criteria. • The cost for all quality assurance of centres and/or sites overseas will be met by the approved centre. It is not the intention of the SQA to visit every site overseas, but to use a sampling strategy based on a rigorous assessment of risk to SQA’s reputation overseas. • The sampling strategy will be developed on the basis of the data provided by centres on their overseas assessment activities. This data will be gathered twice a year—in April and October. Failure to provide accurate data may result in a review of the centre’s existing quality assurance arrangements with SQA. In Ontario, the public providers are expected to have policies, practices, and procedures in place that cover all programs offered by the institution regardless of where this occurs. The Program quality assurance process audit orientation manual (2007) 58 addresses the off site delivery of programs in criterion 3: methods of program delivery and student evaluation are consistent with the program learning outcomes. It specifically states: Program delivery, including that which takes place off-site, is consistent with the nature of the program, the learning outcomes, and the needs of the students (p.13). 57 SQA, 2005, at www.sqa.org.uk/files_ccc/Guidance_for_UKbased_centres_on_providing_SQA_qualifications_overseas_WEB.pdf 58 Ontario College Quality Assurance Service, 2008, at www.ocqas.org/pdf/PQAPA%20Manual%20- %20Revised%20Novembe%2008.pdf Comparisons of international quality assurance in vocational education and training Page 48 of 115
For private providers in Ontario, there does not appear to be any explicit requirements in regards to cross border education provision outside Ontario. Finally, for Singapore, the WDA does not permit offshore provision. To be able to issue a statement or qualification under the WSQ, assessment needs to be undertaken in Singapore. Conclusion As can be seen, the nations reviewed have used various approaches to quality assurance of training organisations. Although the specifics of each of these approaches may vary there are also similarities. For example, each had a gate keeping process in terms of registration, used audit as a form of monitoring, and reported findings. The approaches can be summarised in the following table. Comparisons of international quality assurance in vocational education and training Page 49 of 115
Page 1 and 2: Attachment A Comparisons of Interna
Page 3 and 4: Acknowledgements The project team w
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: As this report was being prepared,
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
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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
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changes to UK regulatory practice a
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Review - Department of Innovation, Industry, Science and Research

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