1. Introduction to VET Quality Assurance in the UK Mark Novels 6 th December 2011 Quality Assurance in Technical and Vocational Education and Skills Study Tour (5 th -9 th December 2011)

2. Drivers Government Employers Higher education Learners Parents The general public

3. Background Quality assurance system has evolved over many years UK government defines policy and implements strategies for achieving VET priorities in relation to: Type and quantity of provision needed The standards that should be expected Targets for engagement and completion Availability of public funding This impacts on how quality assurance is designed and applied The infrastructure has changed to accommodate new approaches to quality assurance but the principles that underpin the system remain true The principles align with the Common Principles for Quality Assurance in Higher Education and Vocational Education and Training in the context of the European Qualifications Framework (EQF)

4. Principles Policies and procedures underpin the quality assurance system Quality assurance is integral to education and training institutions Regular evaluation of institutions, their programmes or their quality assurance systems is undertaken by external bodies or agencies External monitoring bodies or agencies are subject to regular review Quality assurance includes context, input, process and output dimensions, while giving emphasis to outputs and learning outcomes Quality assurance system includes elements of: Clear and measurable objectives and standards Guidelines for implementation, including stakeholder involvement Appropriate resources Consistent evaluation methods, associating self-assessment and external review Feedback mechanisms and procedures for improvement Widely accessible evaluation results

5. Principles (contd) Initiatives are co-ordinated to ensure overview, coherence, synergy and system-wide analysis Quality assurance should be a co-operative process across education and training levels and systems, involving all relevant stakeholders Orientations at local level provide reference points for evaluations and peer learning

6. Interconnected themes Employer engagementQualifications systemLearning environment

7. Employer engagement UK TVET system is demand-led Sector Skills Councils (SSCs) provide employer leadership to address skills needs within and across sectors, guided by national skills strategies set by government and supported by the work of the UK Commission for Employment and Skills (UKCES) Labour market intelligence provides information about employment trends, skills gaps and priorities within and across sectors Sector strategies review the match between learning provision and the needs and priorities of employers and set out plans for alignment Occupational standards define the competence (knowledge and skills) required for occupations and job functions Employers are increasingly involved in designing and delivering vocational qualifications and learning programmes, such as apprenticeships

8. The qualifications system The qualifications system is regulated by the Office of Qualifications and Examinations Regulation (Ofqual) Awarding organisations are recognised by Ofqual to develop, quality assure and award qualifications – they are required to meet strict criteria and undertake self-evaluation to demonstrate on-going compliance Only those qualifications that meet defined standards are accredited by Ofqual and admitted to the qualifications framework Vocational qualifications must be fit for purpose, align to sector needs and priorities, relate to occupational standards (where these exist) and have the support of employers and other key stakeholders Qualifications must take account of government policy and comply with specific requirements if they are to be available to 14-16 year old learners Assessment and awarding processes are rigorously standardised and quality assured using defined tools and methods

9. The learning environment Colleges and other providers of vocational learning programmes: Work with employers, higher education and other stakeholders to ensure learning is innovative, relevant to employment, delivered in appropriate settings, meets learner needs and offers progression Must comply with specific requirements for delivery, assessment and standardisation, especially if programmes lead to accredited qualifications Undertake continuous improvement through self-assessment and make the outcomes of this available Are inspected by the Office for Standards in Education, Children's Services and Skills (Ofsted), which regulates services that care for children and young people and those providing education and skills for learners of all ages Are ultimately judged on the quality of their programmes and the success of their learners (e.g. Ofsted reports and performance tables)

10. Any initial questions?

11. Programme (6 th December) TimeTopic/activityLed by 09:00Introduction to VET Quality Assurance in the UKMark Novels, Programme Director 09:45Ensuring the Quality and Continuous Improvement of FE Inspection Julie Wootten, Tribal Education Ltd 10:45Break 11:00Ensuring the Quality and Relevance of Vocational Education and Training to meet Industry Defined Standards Kate Tetley, People 1 st 12:00Lunch 13:15Travel to Hackney Community College 14:00Meeting the Colleges Responsibilities for Quality AssuranceTayebeh Kazampour, Hackney Community College 17:00Return to Devonport House 18:45Meet for dinner