Review - Department of Innovation, Industry, Science and Research

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Singapore Workforce Development Agency, 2006, Singapore Workforce Skills Qualifications: qualification design guide, Singapore Workforce Development Agency. Singapore Workforce Skills Qualifications System (WSQ) & National Skills Recognition System (NSRS) guide to continuous improvement review, 2009, Singapore Workforce Development Agency. The Ministry of Training, Colleges and Universities, 2005, Private Career Colleges Act, 2005: training manual, Toronto. The Ministry of Training, Colleges and Universities, Ontario Qualifications Framework, www.edu.gov.on.ca/eng/general/postsec/oqf.pdf Workforce Development Agency, 2007, Workforce development in Singapore, unpublished presentation. Workforce Development Agency, 2006, Programmes for employers, http://app.wda.gov.sg/employers.asp, accessed 15.11.06. Young, Michael, 2008, Bringing knowledge back in, Oxford, Routledge. Comparisons of international quality assurance in vocational education and training Page 56 of 115
Glossary ACE AMAP APEC APS AQF AQTF AUQA BIBB CBT CQAF CRICOS CVS CVT ECVET EFQM ENTO EQF EU ISC ITO IVT LLL LQW MCEETYA NARA NQC NQF NSRS NTIS NVQ NZQA QCA QCF OECD Ofqual Ofsted OQF PCC PISA PQAPA SQA SVQ TVET TVT UK UKCES TEO VET WDA WSQ Adult and community education Accreditation and moderation action plan Asia-Pacific Economic Cooperation approved program sequence Australian Qualifications Framework Australian Quality Training Framework Australian Universities Quality Agency Bundesinstitut für Berufsbildung Competency based training Common quality assurance framework Commonwealth Register of Institutions and Courses for Overseas Students Credentials Validation Service Continuing vocational training European Credit System for VET European Foundation for Quality Management National Training Organisation for Employment European Qualifications Framework European Union Industry skills councils Industry training organisations Initial vocational training Lifelong learning Lernerorientierte Qualität in der Weiterbildung Ministerial Council for Education, Employment, Training and Youth Affairs National Audit and Registration Agency National Quality Council National Qualifications Framework National Skills Recognition System National Training Information Service National Vocational Qualification New Zealand Qualifications Authority Qualifications and Curriculum Authority Qualifications and curriculum framework Organisation for Economic Cooperation and Development Office of the Qualifications and Examinations Regulator Office for Standards in Education Ontario Qualifications Framework Private career college Programme for School Assessment Program quality assurance process audit Scottish Qualifications Authority Scottish vocational qualification Technical and vocational education and training Technical vocational training United Kingdom United Kingdom Commission for Employment and Skills Tertiary education organisations Vocational education and training Workforce Development Agency Workforce Skills Qualifications System Comparisons of international quality assurance in vocational education and training Page 57 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 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: Leney Tom, May Tom, Hayward Geoff,
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,
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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