Review - Department of Innovation, Industry, Science and Research

improvements may be seen in and around the college, and these are motivated
explicitly by the key quality criteria.
• Organised effort—means that quality process initiatives begin to be planned and
tracked, work methods are systematically rooted in the quality criteria, and the
college has begun to develop performance metrics and norms.
• Mature effort—means quality processes have been embedded in the college’s
culture, continuous improvement is a way of life, and organisational learning
about and commitment to QA&I are fully established.
Similar to AUQA audits, there are recommendations, affirmations and
commendations. The draft report is forwarded to the college and it has 30 days to
respond. A final draft is then prepared. The executive summary is posted on the
OCQAS website, and follow-up reports (as to progress against the
recommendations) are also posted with it.
The follow-up reports are self-reports and meant to serve as an interim status report
on how the college is doing with the implementation of its plans. It will serve the
next round of audits as a starting point (along with the initial audit report). In cases
where the board may believe there is not a demonstrated movement towards
implementation of the plans or recommendations, it has the right to send in another
panel (that is, to have the college undergo another audit before the full five-year
cycle. This has not been the case to date).
An appeals process is also in place, and the appeal can be raised within 30 days of
receiving the draft final report.
Provided in the Program quality assurance process audit: orientation manual, at
www.ocqas.org/pqapa-orientation-en.pdf are:
• site visit agenda
• final report template
• sample audit checklist/form.
Transnational
application
Comment
The institution is expected to have policies, practices, and procedures in place that
cover all programs offered by the institution. In addition, one of the quality criteria
(criteria 3) specifically addresses ‘off site’ delivery of programs.
Other monitoring strategies include:
key performance indicators
CAATs are required to annually submit data on five indicators:
• graduate employment
• graduate satisfaction
• employer satisfaction
• student satisfaction
• graduation rate.
Multi-year accountability agreements (MYAAs)
Each CAAT has a MYAA with the Ministry of Training, Colleges and Universities
and submits an annual report on its performance that monitors the use of
government funds against government goals of access, quality and accountability.
Comparisons of international quality assurance systems in vocational education and training Page 74 of 115