Skills Development for Employability in Rural

Transcript:Skills Development for Employability in Rural:
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 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 3 Levels of Quality Improvement 3 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 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. 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 Quality criteria for the priority component for training providers 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