The Concept Of Quality Assessment And Quality Assurance In Vocational Education And Training
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The Concept Of Quality Assessment And Quality Assurance In Vocational Education And Training
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Author : Vladimir Tkalec
language : en
Publisher:
Release Date : 2000
The Concept Of Quality Assessment And Quality Assurance In Vocational Education And Training written by Vladimir Tkalec and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with categories.
Report On The Quality Assurance Of The Examinations And Assessment For Vocational Education And Training
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Author : Umalusi Council for Quality Assurance in General and Further Education and Training (South Africa)
language : en
Publisher:
Release Date : 2010
Report On The Quality Assurance Of The Examinations And Assessment For Vocational Education And Training written by Umalusi Council for Quality Assurance in General and Further Education and Training (South Africa) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Accreditation (Education) categories.
Improving Quality Assurance In European Vocational Education And Training
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Author : Adrie J. Visscher
language : en
Publisher: Springer Science & Business Media
Release Date : 2009-04-29
Improving Quality Assurance In European Vocational Education And Training written by Adrie J. Visscher and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009-04-29 with Education categories.
Many resources are invested in the development and introduction of Quality Assurance Systems in educational institutions all over the world. Our assumption is that, as a result of quality assurance activities, practitioners obtain information about their own functioning and institutional performance which is new and valuable to them and which therefore will form a basis for them to improve performance. This assumption proves to be naïve; too often performance feedback is under-utilized, and evaluations become void, legitimizing rites instead of a basis for organizational learning and the improvement of institutions. The aim of this book was to find out when educational institutions do transform Quality Assurance data into actions to improve performance, and how the use of such data can be promoted. This volume reports on the study of Quality Assurance structures and activities in 36 educational institutes in 6 European Countries and presents guidelines for Quality Assurance.
Quality Debate In Initial Vocational Education
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Author : Søren P. Nielsen
language : en
Publisher:
Release Date : 1997
Quality Debate In Initial Vocational Education written by Søren P. Nielsen and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1997 with Occupational training categories.
This report presents the overall quality assurance framework for initial vocational education in Denmark and the Netherlands and 10 case studies on quality assurance initiatives at Dutch and Danish vocational colleges. Chapter 1 provides an overview of the policy context on quality. Chapter 2 views the quality debate from the perspective of the decentralization or deregulation of vocational education and training (VET) policies (from the government's point of view) and greater autonomy for colleges (from the school's point of view) during recent years. A general conceptual framework is offered for the description of the policy context, quality programs, and case studies. Chapter 3 describes the policy context of initial vocational education at the secondary level within which the quality initiatives of the vocational colleges are taking place. The Danish and the Dutch policy contexts are described separately, followed by a comparison between the countries that highlights similarities and differences in the contexts and programs of quality assurance. Chapter 4 presents 10 case studies describing and discussing the different ways chosen by Dutch or Danish vocational colleges to improve quality. Four case studies emphasize quality activities based on a program of external quality assurance; six place emphasis on fully inhouse quality systems and programs. Chapter 5 provides an evaluation of the implementation of school-based quality concepts in the two countries. Appendixes contain 17 references and background information about the national systems of VET. (YLB)
Quality Assurance And Practice Oriented Assessment In Vocational Education And Training
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Author : Philipp Grollmann
language : en
Publisher:
Release Date : 2005
Quality Assurance And Practice Oriented Assessment In Vocational Education And Training written by Philipp Grollmann and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Educational evaluation categories.
Quality Management And Qualification Needs 2
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Author : Johannes Köper
language : en
Publisher: Springer Science & Business Media
Release Date : 2012-12-06
Quality Management And Qualification Needs 2 written by Johannes Köper and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-12-06 with Business & Economics categories.
A research network has examined how quality management is implemented in small and medium sized enterprises (SMEs) in Europe and what the consequences are for the qualification needs of employees. The research has taken place within the framework of the Leonardo da Vinci programme, which is an action programme of the European Commission DG XXII - Education Training and Youth. This book presents conclusions including three parts: "Results" deriving from the sector studies - specialised "Scientific contributions" of network partners - "Action-oriented dialogue" documenting comments of key actors in vocational training from the participating countries. Special objectives are: Support of quality-oriented development of SMEs and their staff; Support of quality-oriented development of vocational education and training; Support of implementation requirements including regional aspects.
How To Assess The Vocational Curriculum
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Author : Kathryn Ecclestone
language : en
Publisher: Routledge
Release Date : 2013-09-13
How To Assess The Vocational Curriculum written by Kathryn Ecclestone and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-09-13 with Education categories.
Using case studies from schools and colleges, this book outlines different forms of assessment, highlights their purposes, and provides practical guidelines to their implementation.
The Vocational Assessor Handbook
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Author : Ros Ollin
language : en
Publisher: Kogan Page Publishers
Release Date : 2016-05-03
The Vocational Assessor Handbook written by Ros Ollin and has been published by Kogan Page Publishers this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-05-03 with Study Aids categories.
For UK assessors of QCF qualifications and NVQs, verifiers, school and FE college teachers, providers of training and work-based learning and those working towards PTLLS, CTLLS, DTLLS teaching qualifications, The Vocational Assessor Handbook contains a detailed guide to the following QCF units for assessment and internal quality assurance (verification) enabling readers to: -Understand the Principles and Practices of Assessment (Knowledge and Understanding Unit) -Assess Occupational Competence in the Work Environment -Assess Vocational Skills, Knowledge and Understanding -Understand the Principles and Practices of Internally Assuring the Quality of Assessment (Knowledge and Understanding Unit) -Plan, Allocate and Monitor Work in Your Own Area of Responsibility Packed with the most up to date, detailed and reliable guidance, The Vocational Assessor Handbook is the only book for assessors and verifiers of vocational qualifications and is essential reading for anyone involved in vocational education. Previously published as The NVQ Assessor, Verifier and Candidate Handbook, this revised edition includes fully updated terminology as well as the latest information on regulations and qualifications.
Accreditation And Quality Assurance In Vocational Education And Training
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Author :
language : en
Publisher:
Release Date : 2009
Accreditation And Quality Assurance In Vocational Education And Training written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with categories.
Assessing Quality Assurance In The Technical And Vocational Education And Training System In Malawi
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Author : Zizwa Msukuma Chisi
language : en
Publisher:
Release Date : 2018
Assessing Quality Assurance In The Technical And Vocational Education And Training System In Malawi written by Zizwa Msukuma Chisi and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with categories.
Quality Assurance in Malawian TVET institutions follows the legal provision, as stipulated in the TEVET Act of 1999, which mandates the Authority to regulate technical and vocational training in Malawi. Since 1999, the legal provision requiring TVET institutions to develop and implement quality management systems has been enacted. Informed by this regulatory provision, this research study had the exploration of critical issues that have hindered effective implementation of quality assurance systems in TVET institutions as purpose. To this purpose, the researcher conducted a content analysis of data collected from participants through focus group discussions, questionnaires, and interviews. The researcher adopted phenomenology as my research methodology since it enabled me to explore and describe the phenomenon being researched as it manifested in the real-life experiences of individuals with knowledge of quality management system practices in TVET institutions in Malawi. Again the researcher employed a purposive sampling technique to select participants who are conversant with Quality Assurance systems, and able to provide me with the information relevant to my research questions. Five themes emerged from my data analysis: Resources and facilities in TVET institutions; Quality assurance methods and processes; Recruitment and staff development; Parallel TVET qualification and curriculum, and Governance and management in TVET. Together, they constitute a framework within which challenges that have negatively affected implementation of quality management system in TVET institutions can be addressed. Regarding resources and facilities, research findings indicate that the general condition of facilities as well as teaching and learning materials, being in a poor state is negatively affecting training at TVET institutions. Quality management system practices and implementation at TVET institutions need to be adequately supported with resources to ensure that training provision meets the requirements of the industry. Research findings indicate, however, that the implementation of quality assurance systems is relatively non-existent at TVET institutions, thus quality output is poor. As to recruitment and staff development, the analysis of data revealed that a large proportion of teachers is inadequately qualified since Malawi Universities do not currently provide full training for TVET teachers. This makes it difficult for TVET institutions to provide effective teaching and learning. Regarding governance and management, the study found a lack of institutional autonomy with regard to the making of decisions on the number of students to admit, and the eligibility students to be enrolled at TVET institutions, factors which negatively affect the quality of teaching and learning at these institutions. Research findings suggest, moreover, that leadership and governance systems are inefficient, resulting in the ineffective implementation of internal quality management systems as required by the TEVET Act. Since the implementation of quality management systems in TVET institutions is inadequate, the study suggests that TEVETA, as a regulatory body, is not performing its functions as required. More specifically, due to a shortage of capable staff, it is unsuccessful in motivating and triggering internal quality promotion processes in TVET institutions hence the lack of a quality culture within these institutions. As regards the multiplicity of TVET qualifications, research participants mentioned parallel TVET qualifications as a problem, indicating that the use of different examination bodies for TVET programs results in students writing different TVET examinations for certification. The findings of this study have a number of implications for the implementation of quality management systems at TVET institutions in Malawi. Firstly, a theoretically pertinent insight emerging from the study is that merely putting a quality management system in place at TVET institutions is not a solution to the quality challenges of the TVET sector in Malawi. Various factors, critical to the effective implementation of quality management systems implementation are missing. The theoretical model of the study focused on two key assumptions regarding the implementation of quality assurance. Firstly, promoting quality training in general is the primary objective of TVET institutions. Secondly, the external organizational framework plays an important part in establishing the requirements that promote institutional quality assurance processes. The research findings indicate that the key problems for implementing quality assurance mechanisms in TVET institutions relate to lack of capacity and commitment of staff being some of the main challenges. The study has therefore revealed that internal and external factors of TVET institutions have negatively contributed in hampering the development and implementation of quality management systems. Internally, the research has revealed that lack of incapable, unmotivated, and uncommitted leadership is the key problem in TVET institutions. So far, TVET institutions lack systematic and supportive internal quality assurance mechanisms aimed at improving teaching and learning outcomes. Externally, ineffective regulatory frameworks, inadequate provision for secondary schools to prepare students for TVET is some key impediment to the quality assurance mechanisms implementation in TVET institutions. Additionally, on the implications of my study, there is inadequate implementation of quality assurance systems in TVET institutions due to inadequate regulatory framework to facilitate quality assurance system implementation in TVET institutions. One notable recommendation is that TVET institutions and TEVETA are staffed and led by committed and capable staff.