Review - Department of Innovation, Industry, Science and Research

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• initial vocational education PISA (Berufsbildungs-PISA by Baethge/Achtenhagen/Arends/Babic/Baethge-Kinski/Weber) • adult education PISA (PISA für Erwachsene—PIAAC developed by the OECD). These developments will make output quality more transparent and may affect quality assurance procedures in the future. But at the moment they are still work in progress. Note: The above described systems of quality assurance are not comprehensive since the applied approaches vary strongly. Comparisons of international quality assurance systems in vocational education and training Page 90 of 115
Appendix 5: New Zealand Overview The overall responsibility for developing criteria for course approval and accreditation in the tertiary education sector lies with the New Zealand Qualifications Authority. The authority is also responsible for registration, accreditation and quality assurance of tertiary education organisations outside the university sector. 87 It delegates some of the responsibility for quality assurance within the technology and polytechnic sector to ITP Quality, which is a standing committee of ITP New Zealand, the national association for institutes of technology and polytechnics. Scope New Zealand does not have a separate vocational education and training system, and the New Zealand quality assurance framework applies across the whole of the tertiary education sector. All tertiary education organisations have the right to offer degree programs if they meet a series of set criteria and legislated requirements. The type of tertiary education organisations involved in vocational education and training include: • private training establishments • government training establishments 88 • wānanga 89 • industry training organisations 90 • course owners 91 • institutes of technology and polytechnics • adult education providers. A range of tertiary education organisations deliver vocational education and training, and both the New Zealand Qualifications Authority and ITP Quality have a quality assurance role. The quality assurance approach for all tertiary education organisations is four-fold and includes: • upfront quality assurance of courses • accreditation of organisations • audit (being replaced by self-evaluation and external evaluation of performance at organisation or course level) • moderation of assessment against National Qualifications Framework unit standards. Registering bodies The New Zealand Qualifications Authority is the quality assurance body responsible for registering private training establishments and recognising other organisations such as course owners. The audit standard for inter-institutional quality assurance bodies with delegation from the New Zealand Qualifications Authority sets out the expected standards for the authority’s quality assurance functions as well as for those functions delegated to other quality assurance bodies. The document is divided into nine standards under 87 Quality assurance of the university sector is separately managed by the New Zealand Vice-Chancellors’ Committee. 88 GTEs are established by legislation and are attached to government organisations that provide in-house training for employees, for example, NZ Fire Service. 89 Wānanga is a type of publicly owned tertiary institution that provides education in a Māori cultural context. 90 ITOs are recognised organisations that set standards for the NQF, within their industry scope. ITOs do not deliver education and training. 91 Course owners are organisations that develop courses and related qualifications, but do not deliver them. Comparisons of international quality assurance systems in vocational education and training Page 91 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
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Regulatory monitoring and reporting
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• financials • protection of st
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For Singapore, approval criteria co
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In Ontario’s private career colle
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• competency standards and curric
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Page 51 and 52: Implications A review of the variou
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Page 55 and 56: Leney Tom, May Tom, Hayward Geoff,
Page 57 and 58: Glossary ACE AMAP APEC APS AQF AQTF
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Page 73 and 74: Quality assurance approach Ontario
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Page 81 and 82: orders to colleges that are not con
Page 83 and 84: Comment Ontario participates in the
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Review - Department of Innovation, Industry, Science and Research

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