Review - Department of Innovation, Industry, Science and Research

More documents

Recommendations

Info

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
Ontario—private sector Overview As of December 2008, the province of Ontario had 421 registered private career colleges, with 544 campuses, and catering to 28 000 students who were enrolled in 3500 approved programs. Scope Registering bodies Private career colleges operating in Ontario must be registered, and have their programs approved by the Ministry of Training, Colleges and Universities. The Act that governs private career colleges is the Private Career Colleges Act 2005. This Act contains requirements for registration, program approvals, fee collection, tuition fee refunds, student contracts, financial security, instructional staff, advertising and compliance measures. The Superintendent of Private Career Colleges registers institutions under the Private Career Colleges Act 2005. Before programs can be delivered, the institution must be registered and the program approved. To register a private career college, applicants must complete a three step registration process: • Registration pre-screening—this is conducted online and is used to assess whether the programs proposed by an organisation require approval under the Private Career Colleges Act 2005. 66 This process generally takes between four to six weeks. • Application for registration, including application for program approval— the website indicates that registration process and course approval process may take between six and eight months. Applications are completed online, reviewed by the ministry and a two week period from notification is allowed if any additional information is required. If the timeline is not met, the application and supporting information is returned and a new application is required. • Site visit/inspection—inspections are undertaken for all new private career colleges to ensure that the facility meets the requirements of registration. Accrediting bodies There are no accrediting bodies to oversee the sector, however there are regulatory bodies which accredit programs and colleges within their profession and jurisdiction. Institutions accredited by these bodies have to maintain their standards to remain accredited. The ministry considers accreditation as part of its risk assessment of the quality of service provided by private career colleges. Each regulatory body has its own quality standards and components usually cover program content and delivery, resources used and instructors’ qualifications. 67 The training manual, under the program approval section, notes that in future the ministry will develop a credentials framework for private career college programs that will define the criteria a program must meet for it to lead to a given credential. 66 There are some exceptions. See www.edu.gov.on.ca/eng/general/factsheet1.pdf. Exceptions are single skill training (that is, not a whole occupational outcome), those delivered to a corporate or third party, and a few specific national occupation groups. The training manual notes that courses under 40 hours or $1000 do not require approval. 67 An example of an accreditation body is the Commission on Dental Accreditation of Canada at www.cdaadc.ca/cdacweb/en/. For a more exhaustive list, go to www.regulators4access.ca/html/regbdylink.htm Comparisons of international quality assurance systems in vocational education and training Page 75 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 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: Quality assurance approach Ontario
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
show all

Review - Department of Innovation, Industry, Science and Research

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?