Presentation on theme: "An Example of Best Practices Presenter: Halden A. Morris, Ph.D., P.E."— Presentation transcript:
An Example of Best Practices Presenter: Halden A. Morris, Ph.D., P.E.
Recommendations for implementing quality assurance measures Identify indicators of quality of a TVET quality assurance system Present best practices in Quality Assurance of TVET Clarify the concept of quality assurance in TVET
Globalization and the quality focus What is quality and quality assurance Quality assurance approach in TVET Quality indicators Key principles for consideration Establishing TVET quality standards Quality assurance for TVET in the Caribbean Benchmark achievements Quality assurance of TVET in Jamaica Looking ahead
Greater prominence of QA bodies due to the increase demand by stakeholders Critical elements in the development of an education system. Need to: ◦ maintain professionalism. ◦ Enhance stakeholder’s confidence ◦ Empower personnel
Organizations that have expressed interest in the movement of greater quality focus are: ◦ World Bank (WB), ◦ United Nations Educational Scientific and Cultural Organization (UNESCO), ◦ International Labour Organization (ILO)
Australian Quality Training Framework (ATQF) Established in 2001 as a body for providing minimum quality standards for the registration of training organizations in Australia 2007, this body has gone beyond its prescriptive minimum-standards view of quality by introducing additional criteria called the “excellence criteria”
National Council on Technical Vocational Education and Training (NCTVET) Jamaica Established in 1992 as a body for providing minimum quality standards for the registration of training organizations in Jamaica. became a member of the Association of Commonwealth Examination and Accreditation Bodies (ACEAB) in 2000 Now focusing on quality assurance for all TVET institutions in Jamaica
“The totality of features and characteristics of a product or service that bear on its ability to satisfy stated or implied needs” (British Standard Institution (BSI) (1991)).
Harvey and Green (1993) identified five different approaches to defining quality: ◦ exceptional ◦ consistency ◦ Fitness for purpose ◦ value for money ◦ transformative
Quality Assurance in education “the process of monitoring and assessment in line with defined requirements. (The Lao Peoples’ Democratic Republic (PDR) (2011))
“The processes and procedures that systematically monitor different aspects of service, process or facility to detect, correct and ensure that quality standards are being met” (Mirriam-Webster, 2012)
“A processes of establishing stakeholder confidence that provisions (input, process and outcomes) fulfils expectations or measures up to minimum requirements” (UNESCO, 2007)
Components: 1. Quality Policy 2. Quality assurance Framework 3. Evaluation System 4. Internal monitoring System (Lim, 2009)
Relevance to the labour market Access for trainees Quality of delivery Standardization Inclusion of soft skills and secure and uninterrupted funding source
The quality indicators were developed to provide continuous improvements and external monitoring based on an evidence based, outcomes focused approach. Three primary quality indicators: 1. learner engagement 2. employer satisfaction 3. competency completion.
Learning Engagement ◦ Active engagement of learners in effective training practices plays a critical role in developing high quality outcomes All hands on deck!
Employer Satisfaction Employer satisfaction’ quality indicator emphasizes the importance of the employer’s opinion in determining quality and focuses on learner
Competency Completion ◦ The ‘competency completion’ quality indicator was developed to affirm the importance for quality management of understanding the outcomes being achieved by the registered training organizations
Assessment of all Stakeholders ◦ Ministry of Education’s TVET Unit (TVU) in Jamaica ◦ The quality assurance body (NCTVET & UCJ) ◦ The current students ◦ The graduates and ◦ Organizations that employ graduates of the institutions
Interlocking Components for Monitoring and Evaluating TVET Performance FinanceFinancing is largely determined by the rules and regulations whereby financial resources are collected, allocated, and managed. It largely depends on the economic situation and available resources Access and Participation The extent to which various types of TVET promote equity and inclusion and the implications on expanding learning opportunities for excluded groups Quality and Innovation Options leading to a TVET system focused on the teaching and learning process and its effectiveness RelevanceThe extent to which TVET is responsive to labour market needs and requirements
1. The development of a 5-level Regional Qualifications Framework representing the different levels of skill, autonomy and responsibility that correspond to levels of employment in the labour market (2003) 2. The setting up of National TVET Apex Agencies namely the HEART Trust /NTA (Jamaica, 1991), the TVET Council (Barbados, 1998) and the National Training Agency (T&T, 1999) 3. The setting up of CANTA as the implementation arm of the Regional Coordinating Mechanism for TVET (RCMTVET) (2003) 4. The wide participation of Caribbean territories in major regional TVET workshops hosted by Trinidad & Tobago and Jamaica (2000-2008)
5. The adoption of the CARICOM Process for Workforce Training, Assessment and Certification (2005) by the Council for Human and Social Development (COHSOD) 6. The launch of a CANTA TVET Journal in conjunction with the ILO/CINTERFOR (2005) 7. The agreement by COHSOD for the Caribbean Vocational Qualification (CVQ) to be used for the movement of artisans (2007) 8. The setting-up of regional processes for the development of Occupational Standards and the Quality Assurance of TVET Providers (2007/08) 9. The regional approval of occupational standards (first in 2003 and again in 2008)
10. The implementation of a project by the Organization of American States (OAS) to develop teachers and administrators within the secondary school system in the region. They were trained as Assessors of Competency Based Education and Training as part of a School-to-Work strategy 11. The recent setting up of TVET Agencies and Competency Based Systems in countries such as Antigua & Barbuda, Bahamas, Belize, Grenada, St. Kitts & Nevis, St. Lucia and Guyana, most of which are in the formative stages 12. The award of the CVQs by the Caribbean Examinations Council (CXC) in the Trinidad & Tobago Secondary School system to over 1,000 students (2007/08).
HEART Trust NTA in Jamaica, (1982), NCTVET (1991)The TVET Council in Barbados, (1998)The National Training Agency in Trinidad and Tobago, (1999) The National Training Agency in Antigua, (2012) hastened the establishment of quality assurance mechanisms for TVET in the Caribbean. This was followed by the establishment of national councils in Barbados and Trinidad & Tobago in 1998 and 1999 respectively. CANTA was established with one of its primary role as the coordinating body for quality assurance of TVET in the Caribbean,CANTA (2008).
2012 proposed strategies for assuring quality of TVET in CARICOM Redefining TVET for workforce development and economic competitiveness Integrating TVET into general education Establishing a CARICOM training system Developing labour market intelligence Expanding public awareness Incorporating career guidance and counseling mechanisms Providing appropriate instructor training Improving the infrastructure for training
Maintaining access to an up-to-date listing and details of all available qualification plans for national and regional qualifications Auditing training centres for compliance using criteria that have been established for “Approved Centre Status Ensure that all quality assurance procedures have been completed in Approved Centres before the issuing of certificates Conducting audits in Centres where queries or areas of risk to the authenticity of assessment are identified. Maintaining accurate records of the candidates’ achievements and certificates issued
1. Embrace appropriate quality assurance systems in the delivery of TVET 2. Both, private and public sectors agree on strategies to fund quality assurance mechanisms for TVET 3. Trainees to be able to enroll easily in training programmes 4. Provide quality assurance for programmes delivered in the various contexts.
5. Bench mark regional and national standards with those established internationally to facilitate ease of migration of trained persons 6. All stakeholders are aware of the processes involved and refrain from accepting performances that have not met the established standards.
Pre-application Activity Organization attends an awareness/sensitization session prior to submitting a completed application form. ORGANIZATION: Post Application Activity 1.Organization completes and submits application form with the programme(s) for evaluation (or reaffirmation) to the Registrar of NCTVET. 3. Organization completes and submits policy and procedure manual and agrees on evaluation dates. 7. The organization submits to the Quality Assurance Unit of the NCTVET a written response to the evaluation team report within three (3) weeks of receipt of the report. NCTVET 2. Quality Assurance unit conducts gap audit to determine status with respect to the standard requirements. 4. Evaluation activities are scheduled and organization is informed of all evaluation arrangements. 5. The accreditation evaluation exercise is conducted by a visiting team of professionals. The evaluation exercise usually takes between 2-5 days. 6. An evaluation team report is prepared and submitted to the organization within three (3) weeks.
ORGANIZATION: Post Application Activity 7. The organization submits to the Quality Assurance Unit of the NCTVET a written response to the evaluation team report within three (3) weeks of receipt of the report. 11. If accreditation is denied, an organization may appeal the decision by the Council through the Registrar of NCTVET. The Council re-examines the information, the outcome of which is final. NCTVET 8. Verification of the organizational response conducted and verification report submitted to the Quality Assurance Committee of the Council for review and judgment on accreditation. 9. Quality Assurance Committee reviews verification report and makes recommendation regarding accreditation to Council for judgment on accreditation. 10. Council makes Judgment on the organization’s accreditation status. If an appeal is made and Council decides not to accept or has denied same, then the institution would be required to re-apply for accreditation. 11a.The Appeals Committee meets and makes a judgment on Appeal.
ORGANIZATION: Post Application Activity 12. If accreditation is granted, the organization submits an annual report to the NCTVET for the period of the accreditation. 13. Quality Assurance Committee makes judgment on continuation of accreditation status. If the recommended status is revoked, the organization may file an appeal to the Council, through the Registrar of NCTVET. The outcome of which is final. 15. If continuation is granted, organization repeats the annual review for the period of Accreditation. NCTVET 14. The Quality Assurance Committee makes a judgment on the continuation of the accreditation status.
Type of Institutions Total Number Accredited Level 1Level 2Level 3Level 4 20062008200620082006200820062008 Vocational Training Centres 16 1415040 HEART Training Academies 787778330 Training Institutes (HEART) 313111000 Training Institutes (Private) 796648030 Tertiary Institution 332222331 TOTAL3637343228346131
Type of InstitutionsTotalNumber Accredited Level 1Level 2Level 3Level 4 Vocational Training Centres 171617120 HEART Training Academies 66642 Technical High Schools 22000 Training Institutes (HEART) 33320 Training Institutes (Private) 64220 Tertiary Institution42332 TOTALS383331234
Put in place mechanisms to facilitate quality assurance of all TVET institutions in Jamaica and the Caribbean. Maintain international standards to assure recognition of institutions.