Skills Development for Employability in Rural
Description: Skills Development for Employability in Rural Areas of Uzbekistan 15 Mar 2022 QUALITY ASSURANCE FOR TRAINING PROVIDERS Belinda Smith What we know about why quality does and doesnt work Quality has no impact when: Top-down approach
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slide1. Skills Development for Employability in Rural Areas of Uzbekistan 15 Mar 2022 QUALITY ASSURANCE FOR TRAINING PROVIDERS Belinda Smith<br>
slide2. What we know about why quality does and doesn’t work Quality has no impact when:
Top-down approach
Complexity
Unfamiliar processes
Staff consider quality work as an extra task without any obvious benefit
Lack of follow up and recognition
No leadership - management commitment
Quality has an impact when:
A bottom up and top-down approach is used
Recognition – personal and organizational
Staff understand and experience the benefits
Involves collaborative processes<br>
slide3. 3 Levels of Quality Improvement 3<br>
slide4. QA Qualifications SSCs Develop industry networks & ensure relevant stakeholder consultations Verify qualifications, learning outcomes, assessment resources meeting the industry needs Council for the Development of Professional Qualifications and Competencies Verify quality of consultations & products according to national guidelines Develop templates, guidelines & quality processes Relevant stakeholder consultations, LLL, Gender Equity & Social Inclusion
Other Govt prorities Identify industry preferred assessment models Validate & verify assessment resources & processes
Certification? Policy Research Monitor Evaluate update Self asses QIP SISQE Ministries<br>
slide5. Title of presentation header here Registering TVET Organisations All nations have a process for gate keeping the approval or registration of training organisations. However, these processes vary in terms of:
the level of scrutiny
the parameters reviewed, for example program design, program materials, skills of practitioners, program facilities; and
the complaints processes and outcomes of graduates.
Terminology matters: registration, approval, accreditation, affiliation have different meaning in different systems.
In many nations, not all training organisations require approval or registration within the TVET system.
Whilst this coverage is fairly common across systems, greater variation exists in the approaches taken and the areas scrutinised for approval purposes.<br>
slide6. Approaches for Training Provider QA Quality guidelines
Quality Standards
Self-evaluation – Voluntary or not
Quality Improvement Plan
Approval and inspection approaches
Combinations of the above
Contemporary QA focuses more on – quality culture, leadership, direction, action and results<br>
slide7. Quality criteria for the priority component for training providers<br>
slide8. Processes and indicators Training Delivery Continuous final assessments Stakeholder cooperation satisfaction Financial stability Outreach Special Programmes Enrolment, Participation, Employment, Dropout, Satisfaction Participation, Completion, Progression, learning strategies, relevance and flexibility, workplace Attainment, Progression, Consistency in decisions, moderation activities, feedback strategies Progression, learning strategies, responsive to industry, flexible Employment, Satisfaction, engagement strategies Participation, innovation, flexibility, stakeholder involvement Maintenance of governance, level of autonomy
Continuous professional development Accountable ongoing financial viability, financial plans, meets ongoing legal requirements Safety & health requirements
Maintenance
Optimum space Safety and health requirements
Maintenance schedules
Optimum space
Replacement plans, currency<br>
slide9. QA components & process links TVET Institution Oversight Agency (SISQE/ Ministry Agriculture)<br>
slide10. Compliance approach – quality standards met not met
Monitoring and facilitating quality improvement - approach
Performed either by the regulating body or through a third party
Training of auditors
Auditor moderation
Many countries apply some form of risk assessment rating to minimise the audit burden but there are variations in methodologies Audits<br>
slide11. Capacity Building - Leadership is an activity not a role Training for quality champions – to facilitate implementation
Six one-day sessions for all staff at institutions- by quality champions
Follow-up intervention for all staff at institutions- by quality champions
Collaborative approaches, team building, goal setting
Capacity building for management
The main goals of the capacity building:
Strengthening commitment to quality work (attitude change)
Creating awareness regarding quality work and advantages (knowledge enhancement)
Involving all staff in quality work (individual concern)
Triggering quality activities in training centres (quality measures)
Supporting and enhancing the introduction of QMS (quality improvement).<br>
slide12. Quality Culture, Leadership, Direction, Action and Outcomes<br>
slide13. Proposed Criteria for TVET Institions Governance and management of the TVET Organisation
Teaching and management capacity of the TVET Provider
Facilities and equipment of the TVET Provider
Management of Learning resources
Management of Learning Services
Management of Student Services
Data collection and communication<br>
slide14. Quality criteria information includes: Individual criteria identifies evidence for meeting the criteria
An implementation timeline – 1 to 3 years
Indicators ( example X@ % of teachers have received professional development on new learning methodologies) (x % per cent of graduates employed)
Emphasises quality practices
Peer review and critical friends<br>
slide15. Next steps
Continue consultations on the Quality Assurance Framework and the set of quality criteria for training providers
Identifying where the different functions and responsibilities sit at the national level
Review the reporting lines and governance structures for monitoring and support
Capacity building for government administrators and quality champions Thank you for your time
Comments & Questions<br>
slide2. What we know about why quality does and doesn’t work Quality has no impact when:
Top-down approach
Complexity
Unfamiliar processes
Staff consider quality work as an extra task without any obvious benefit
Lack of follow up and recognition
No leadership - management commitment
Quality has an impact when:
A bottom up and top-down approach is used
Recognition – personal and organizational
Staff understand and experience the benefits
Involves collaborative processes<br>
slide3. 3 Levels of Quality Improvement 3<br>
slide4. QA Qualifications SSCs Develop industry networks & ensure relevant stakeholder consultations Verify qualifications, learning outcomes, assessment resources meeting the industry needs Council for the Development of Professional Qualifications and Competencies Verify quality of consultations & products according to national guidelines Develop templates, guidelines & quality processes Relevant stakeholder consultations, LLL, Gender Equity & Social Inclusion
Other Govt prorities Identify industry preferred assessment models Validate & verify assessment resources & processes
Certification? Policy Research Monitor Evaluate update Self asses QIP SISQE Ministries<br>
slide5. Title of presentation header here Registering TVET Organisations All nations have a process for gate keeping the approval or registration of training organisations. However, these processes vary in terms of:
the level of scrutiny
the parameters reviewed, for example program design, program materials, skills of practitioners, program facilities; and
the complaints processes and outcomes of graduates.
Terminology matters: registration, approval, accreditation, affiliation have different meaning in different systems.
In many nations, not all training organisations require approval or registration within the TVET system.
Whilst this coverage is fairly common across systems, greater variation exists in the approaches taken and the areas scrutinised for approval purposes.<br>
slide6. Approaches for Training Provider QA Quality guidelines
Quality Standards
Self-evaluation – Voluntary or not
Quality Improvement Plan
Approval and inspection approaches
Combinations of the above
Contemporary QA focuses more on – quality culture, leadership, direction, action and results<br>
slide7. Quality criteria for the priority component for training providers<br>
slide8. Processes and indicators Training Delivery Continuous final assessments Stakeholder cooperation satisfaction Financial stability Outreach Special Programmes Enrolment, Participation, Employment, Dropout, Satisfaction Participation, Completion, Progression, learning strategies, relevance and flexibility, workplace Attainment, Progression, Consistency in decisions, moderation activities, feedback strategies Progression, learning strategies, responsive to industry, flexible Employment, Satisfaction, engagement strategies Participation, innovation, flexibility, stakeholder involvement Maintenance of governance, level of autonomy
Continuous professional development Accountable ongoing financial viability, financial plans, meets ongoing legal requirements Safety & health requirements
Maintenance
Optimum space Safety and health requirements
Maintenance schedules
Optimum space
Replacement plans, currency<br>
slide9. QA components & process links TVET Institution Oversight Agency (SISQE/ Ministry Agriculture)<br>
slide10. Compliance approach – quality standards met not met
Monitoring and facilitating quality improvement - approach
Performed either by the regulating body or through a third party
Training of auditors
Auditor moderation
Many countries apply some form of risk assessment rating to minimise the audit burden but there are variations in methodologies Audits<br>
slide11. Capacity Building - Leadership is an activity not a role Training for quality champions – to facilitate implementation
Six one-day sessions for all staff at institutions- by quality champions
Follow-up intervention for all staff at institutions- by quality champions
Collaborative approaches, team building, goal setting
Capacity building for management
The main goals of the capacity building:
Strengthening commitment to quality work (attitude change)
Creating awareness regarding quality work and advantages (knowledge enhancement)
Involving all staff in quality work (individual concern)
Triggering quality activities in training centres (quality measures)
Supporting and enhancing the introduction of QMS (quality improvement).<br>
slide12. Quality Culture, Leadership, Direction, Action and Outcomes<br>
slide13. Proposed Criteria for TVET Institions Governance and management of the TVET Organisation
Teaching and management capacity of the TVET Provider
Facilities and equipment of the TVET Provider
Management of Learning resources
Management of Learning Services
Management of Student Services
Data collection and communication<br>
slide14. Quality criteria information includes: Individual criteria identifies evidence for meeting the criteria
An implementation timeline – 1 to 3 years
Indicators ( example X@ % of teachers have received professional development on new learning methodologies) (x % per cent of graduates employed)
Emphasises quality practices
Peer review and critical friends<br>
slide15. Next steps
Continue consultations on the Quality Assurance Framework and the set of quality criteria for training providers
Identifying where the different functions and responsibilities sit at the national level
Review the reporting lines and governance structures for monitoring and support
Capacity building for government administrators and quality champions Thank you for your time
Comments & Questions<br>