Review - Department of Innovation, Industry, Science and Research

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Transnational application Comment Nil information. A number of lessons were learnt from completing the inspections of the original risk list: • not all colleges in targeted programs required inspection • private career colleges are more of a danger to student (consumer) protection when issues of financial viability arise • chronic violators need chronic inspections • compliance issues with other regulators are a good indicator, especially in areas such as licensing • ignorance of or poor attention to regulation can be worse than wilful disregard • some indicators are symptoms of others. The Private Career Colleges Compliance Unit, in concert with the Internal Audit unit of the Ministry of Training, Colleges and Universities conducted a rigorous assessment of the results of inspections, as well as a review of college closures and other sector-wide issues. This review brought about the following risk factors which have been incorporated into the next iteration of the risk framework: • illegal operators (historical and known) • financial viability • chronic violators • targeted programs • renewal issues • international students • advertising issues • information from other regulatory/government bodies. Current developments Private career colleges were mapped against these criteria using a points-based system that also featured weighted categories. New standards (both program and quality standards) are being developed for private career colleges in Ontario. The current changes brought in by the new Act consist of a progressive series of steps that escalate according to the seriousness of the infraction, the college’s history of infractions and the response of the college to prior notices of non-compliance. 1. The first step to be taken by the superintendent to bring colleges into compliance with the new Act and regulations is education, including organised training sessions, facts sheets that provide information about the new Act and regulations in plain language, and guidance provided by program consultants. 2. Education is followed by a series of compliance steps that the superintendent may take, depending on the issue. 3. For repeat or serious infractions, the superintendent may choose to use suspension or revocation of registration or even prosecution. While employing these escalating steps, the superintendent always has the flexibility to apply a more serious response first, depending on the seriousness of an infraction. Publication is another tool under the Act that aims to deter non-compliance. The superintendent may post notices at college campuses or on the ministry website of infractions and non-compliance. The superintendent can also issue notices and Comparisons of international quality assurance systems in vocational education and training Page 80 of 115
orders to colleges that are not conducting their business in accordance with the law. These notices and orders are listed on the ministry’s website at www.edu.gov.on.ca/eng/general/notices.html. There are various types of orders, including refusal to register, suspension, restraining and compliance, interim injunction, permanent injunction, suspend and revoke, revocation, refusal to renew, cease and desist. Economic disincentives (including full refunds to students for some violations) are also intended to discourage non-compliance. The superintendent or their designate may meet with college students to advise them of any issues affecting the college and their rights under the Act. Before the recent changes, the ministry conducted annual general inspections and periodic field visits at private career colleges to verify compliance with the Private Career Colleges Act. Under the new Act, the ministry is implementing a risk-based approach to inspections. This means that some colleges will be subject to fewer inspections and some will be subject to more. The new Act also extends inspection powers to institutions that are operating illegally. The superintendent or their designate has the authority to make inquiries and conduct examinations of registered private colleges or other organisations that are required to register for the purposes of ensuring compliance with the terms and conditions of registration and the requirements of the Act and regulations. Private colleges are required by the Act to produce information and assist the inspectors. A college will not necessarily get notice of an inspection. Files must be available at all times. In the initial phase of implementing the Act, the ministry focused on the following new obligations: • using the right student contracts • proper maintenance of student files • calculating fee refunds accurately • complying with international student protection requirements • complying with advertising requirements • accurate and timely reporting to the ministry • timely resolution of student complaints according to the approved student complaint. Comparisons of international quality assurance systems in vocational education and training Page 81 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
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o quality improvement—linking the
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As well each of the countries has d
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Table 1: Context summary Constituti
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Although the German federal governm
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There has been a strong emphasis on
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A consultation paper has been relea
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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 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: oad consultation. These replace key
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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