Review - Department of Innovation, Industry, Science and Research

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Appendix 2: Australia Overview There are three overarching quality assurance strategies related to vocational education and training in Australia: • Australian Qualifications Framework, which specifies the outcomes of all nationally recognised qualification types achieved in post-compulsory education • training packages, which are a set of nationally endorsed standards and qualifications used to recognise and assess the skills and knowledge people need to perform effectively in the workplace • Australian Quality Training Framework (AQTF). Scope The AQTF is the national set of standards established to quality assure nationally recognised training and assessment services for the clients of Australia’s VET system. The AQTF was established in June 2001. The AQTF 2007 is the current version of the framework. The AQTF 2007 applies to registering and accrediting bodies and authorities, and also to registered training organisations. The AQTF 2007 provides a suite of interrelated regulatory and accreditation functions and includes associated documents as a basis for managing VET in the eight jurisdictions within Australia. All these documents can be accessed at www.training.com.au. Registering bodies State and territory registering bodies are responsible for registering training organisations and for quality assuring the training and assessment services they provide, in accordance with the AQTF 2007 and relevant legislation within each jurisdiction. The standards and supporting guidelines provide a national operating framework. www.training.com.au/portal/site/public/menuitem.cc082fa4fbe6abea3771b51017a62 dbc/ The AQTF also includes the following range of documents that underpin the regulatory functions: • AQTF 2007 Standards for state and territory registering bodies (which include three standards, quality indicators [consistency, effectiveness, proportionality, responsiveness and transparency] and operational protocols) • AQTF 2007 National guideline for risk management • AQTF 2007 National guideline for audit moderation • AQTF 2007 National guideline for managing non-compliance • AQTF 2007 National guideline for industry regulator engagement • AQTF 2007 National guideline for responding to complaints about vocational education and training quality • AQTF2007 National guideline for conducting audits of the interstate operations of a registered training organisation • AQTF 2007 Audit handbook. Accrediting bodies State and territory accrediting bodies are responsible for accreditation of courses not promulgated through the training package endorsement process. These bodies are to meet the requirements of AQTF 2007 Standards for state and territory course accrediting bodies. Support resources include: • AQTF 2007 Standards for accredited courses Comparisons of international quality assurance of vocational education and training Page 66 of 115
Training organisations • AQTF 2007 User's guide to standards for accredited courses • AQTF 2007 Template for course documentation for accreditation. Training organisations must meet the essential standards (AQTF 2007 Essential standards for registration) to deliver and assess nationally recognised training and issue nationally recognised qualifications. The essential standards include three standards, a requirement for registered training organisations to gather information on their performance against three quality indicators, and nine conditions of registration. The three essential standards have a strong focus on continuous improvement: • Systematic approach across provision of quality training and assessment. • Adherence to the principles of access and equity and maximising outcomes for clients. • Robust and responsive management systems. These standards include minimum qualifications for trainers and assessors, quality of training and assessment, facilities and equipment, information provided to prospective students, support provided to students, records management and quality management systems. The three standards are accompanied by nine conditions of registration which are considered non-negotiable and relate to: • governance • interactions with registering bodies • compliance with legislation • insurance • financial management • certification and issuing of qualifications and statements of attainment • recognition of qualifications issued by other registered training organisations • accuracy and integrity of marketing • transition from superseded qualifications and courses. Associated documents include: • AQTF 2007 Essential standards for registration • AQTF 2007 Users' guide to the essential standards for registration. www.training.com.au/portal/site/public/menuitem.1b0e231889399bea3771b51017a6 2dbc/ Quality assurance approach In terms of registered training organisations, the quality assurance approach is based on an external audit model managed by the registering bodies. However, to streamline regulation and reduce the regulatory burden, the risks of the operations of registered training organisations are assessed as a process of registration and audit. Registered training organisations with a low risk rating and high-quality outcomes against the standards can expect less regulatory monitoring by registering bodies. Advice pertaining to this risk management approach can be found at: www.training.com.au/documents/AQTF_National%20Guideline%20for%20Risk%2 0Management.pdf To assess an organisation’s compliance, a registering body conducts an outcomes- Comparisons of international quality assurance systems in vocational education and training Page 67 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
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: Indicator Type of indicator Policy
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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Review - Department of Innovation, Industry, Science and Research

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