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Contents

1 Quality Assurance in TVET 1.1 Quality Assurance in European Union: CQAF 1.2 Indicators of quality in TVET 1.3 ISO Standard 1.4 Commercial Providers 2 Labour Market and Training Needs 3 Links 4 References

1 Quality Assurance in TVET

TVET is often seen as "last choice education" because of a lack of quality. High-quality TVET, on the other hand, leads to a higher status and improved attractiveness of TVET (see also Status of TVET).

Therefore the standards of Quality Assurance and Quality Control should be applied to TVET. That can be done by seeking a certification from a standardization organisation or by adopting quality assurance management mechanism to ensure quality of training (Competence Assurance Management System).

1.1 Quality Assurance in European Union: CQAF [Edit]

In the context of The Copenhagen Declaration (http://ec.europa.eu/education/pdf/doc125_en.pdf), Europe has developed the Common Quality Assurance Framework (http://www.evta.net/CQAF/infopage/index.html) (CQAF) in VET in an effort to increasing transparence and consistency between Member States. It provides a common framework and tools to Member States to improve, monitor and evaluate their quality assurance policies and practices. The CQAF consists of four main components:

• (1) a model;
• (2) a method for assessment and review;
• (3) a monitoring system; and
• (4) a measurement tool.

A set of coherent quality indicators was also developed, which includes input, process, output and outcome measures in VET.

1.2 Indicators of quality in TVET [Edit]

The European Quality Assurance for Vocational and Traning (http://www.eqavet.eu) has developed a list of indicators to assess the quality of TVET systems, expecially in Europe^[1]. The indicators are :

1. Relevance of quality assurance systems for VET (Vocational Education and Training) providers

2. Investment in training of teachers and trainers

3. Participation rate in VET programmes

4. Completion rate in VET programmes

5. Placement rate in VET programmes

• Proportion of VET programme completers who are placed either in the labour market, further education or training (including university) or either destination within 12-36 months after the end of programme. A large period of transition to the world is required to measure the external effectiveness of education, especially in high level training^[2]
• Percentage of VET programme completers who are employed after the end of training.

6. Utilisation of acquired skills at the workplace

7. Unemployment rate

8. Prevalence of vulnerable group

9. Mechanisms to identify training needs in the labour market

• The indicator shows information on Mechanisms set up to identify changing demands at different levels and how the Mechanisms are effective.

10. Schemes used to promote better access to VET

For further information on this topic, Concerning extra-european countries, the study from Australian National Training authority^[3] revealed that six more frequently used quality indicators in the countries studied were (1) education attainment; (2) teachers; (3) learner support; (4) articulation; (5) learning environment; and (6) demographic and inclusiveness.

1.3 ISO Standard [Edit]

Quality assurance mechanism such as the ISO standard is also gaining momentum in TVET. Globally, a number of education and training institutions have now obtained ISO 9001:2008 certification.

1.4 Commercial Providers [Edit]

• TaskStream (http://www.taskstream.com) have developed a system called AMS (http://www.taskstream.com/pub/Training.asp) (Accountability Management System) that allows organisations delivering TVET programmes to manage all of the quality assurance, compliance and accreditation on a single platform. It allows organisations to identify and measure learning outcomes and add documentary evidence as findings. It measures both quality and helps providers in their quest for continual improvement.

2 Labour Market and Training Needs [Edit]

Related to the indicator "Mechanisms to identify training needs in the labour market" of eqavet (see above), the German Institute for Employment Research (http://www.iab.de/en/forschung/forschungsschwerpunkte.aspx) publishes research on labour market needs. The German Institute for the Study of Labor (http://www.iza.org/index_html?lang=de&mainframe=) also conducts research on a variety of subjects, such as labor market programs and employment and development. Furthermore, the US Bureau of Labour Statistics (http://www.bls.gov) gives an broad view of the labour market in the United States but also in other countries. For instance, a large number of data about the job market in western countries are available in the International Comparisons on the Annual Labour Force Statistics (http://www.bls.gov/fls/flscomparelf/lfcompendium.pdf).

3 Links [Edit]

• Survey on training quality

management in Europe: Need for improvement (http://www.adequate.org/PublicationsDetails.aspx?id=277), by Dr Lichia Saner-Yiu and Dr Raymond Saner, 12/2009, Portuguese and English

• Quality Management

Recommendation for Vocational Education and Training (http://www.enqavet.eu/downloads/QARecommendationforVETFinland.pdf) Finnish National Board of Education, Helsinki 2008

20 education%20and%20training%20industry.doc Quality improvement in the vocational education and training industry (https://www.batchelor.edu.au/system/files/Quality%20improvement%20in%20the%20vocational%), Susan Holland (9 pages)

research.net/ECER_2007/sep21/session_9b/702/702_pdf/attach/Stefan%20Humpl%20- %20QA%20in%20VET%20and%20HE.pdf Quality Assurance in VET and HE - Possibilities for Mutual Learning (http://www.vet-)Paper for VETNET-Network at the ECER Conference 2007 in Gent

• Quality Framework in TVET developed

by AMAQUEN, a Moroccan ONG (http://www.amaquen.org/Quality_TVET_framework.ppt)

• The European Quality Assurance for Vocational and Traning (http://www.eqavet.eu)

_th e_European_Quality_Assurance_Reference_Framework_for_VET.sflb.ashx?download=true Study on the set of indicators in the European Quality Assurance Framework for Vocational Training (http://www.eqavet.eu/Libraries/2009_Publications/Study_on_the_set_of_indicators_proposed_in)

• Original content of this article provided in January 2009 by Chris Chinien, see e-Forum

discussion on Quality TVET Provision (http://www.unevoc.unesco.org/forum.php?lang=&show=618)

[1] (http://www.plymouthdevelopmenttool.eu) =The Development Tool for Vocational Training is a free to use tool that employs a traffic-light system and high quality support materials to help small, medium and large NGO's plan, implement and evaluate vocational training programmes. The tool draws on concepts currently applied in public health and encourages organisations to engage stakeholders in prioritising need and demonstrating impact and value for money. By Graham Russell, C. Psychol. Plymouth University. United Kingdom.

4 References [Edit]

1. ^ List of EQAVET Indicators (http://www.eqavet.eu/Libraries/2009_Publications/Explanatory_brochure_on_the_EQARF_indicators.sflb.ashx?download=true)
2. ^ Calmand J., Epiphane D. and Hallier P.(2009) De l'enseignement superieur a l'emploi : voies rapides et chemin de traverses, access on June 8th 2010 (http://www.cereq.fr/pdf/nef43.pdf)
3. ^ Quality indicators in vocational education and training. International perspectives (Blom & Meyers, NCVER 2003, pdf, 525 KB (http://www.ncver.edu.au/research/proj/nr0026.pdf)

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Category:Standards of quality in TVET