Towards quality assurance of technical and vocational education and training

246 Pages·2017·1.37 MB·English

Towards Quality Assurance
of Technical and Vocational
Education and Training
Towards Quality Assurance of
Technical and Vocational
Education and Training
Published in 2017 by the United Nations Educational, Scientific and Cultural
Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France
and
UNESCO Bangkok Office
© UNESCO 2017
ISBN 978-92-9223-581-9 (print version)
ISBN 978-92-9223-582-6 (electronic version)
This publication is available in Open Access under the Attribution-ShareAlike 3.0
IGO (CC-BY-SA 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/
igo/). By using the content of this publication, the users accept to be bound by
the terms of use of the UNESCO Open Access Repository (http://www.unesco.
org/open-access/terms-use-ccbysa-en).
The designations employed and the presentation of material throughout this
publication do not imply the expression of any opinion whatsoever on the part
of UNESCO concerning the legal status of any country, territory, city or area or of
its authorities, or concerning the delimitation of its frontiers or boundaries.
The ideas and opinions expressed in this publication are those of the authors;
they are not necessarily those of UNESCO and do not commit the Organization.
Authors: Andrea Bateman and Mike Coles
Project co-ordinators: Eunsang Cho, Borhene Chakroun and Pundaree Boonkerd
Copy-editor: Ellie Meleisea
Graphic designer: Umaporn Tang-On
Cover photo: Zulkarnaen Syri Lokesywara
TH/C3/EISD/17/018-500
Contents
Acronyms .................................................................................................................................... vi
Foreword .................................................................................................................................... vii
Acknowledgements .............................................................................................................ix
Executive summary ...............................................................................................................xi
Section 1: Introduction .................................................................................................... 1
Section 2: Background to Quality Assurance of TVET Qualifications .... 5
Section 3: Research and Reporting Frameworks ............................................16
Section 4: The National Contexts for TVET ..........................................................18
Section 5: Overview of TVET Systems and Their Quality Assurance ...22
Section 6: Governance of Quality Assurance in TVET ..................................37
Section 7: Assessment that Underpins Qualification
Arrangements ...............................................................................................57
Section 8: Participation by Employers, Employees and
Civil Society ..................................................................................................66
Section 9: National Capacity to Support Quality Assurance of TVET
Qualifications .................................................................................................75
Section 10: Funding Quality Assurance of TVET Qualifications .............82
Section 11: Conclusions and Recommendations ..........................................86
References .................................................................................................................................98
Appendix 1: Country Contexts that Shape TVET ..............................................99
Appendix 2: Country Summaries ............................................................................110
Appendix 3: Summary of the Proposed Guidelines for the Quality
Assurance of TVET Qualifications in
the Asia-Pacific Region ......................................................................219
iii
List of tables
Table 1: Considerations that influence quality assurance of TVET ...................... 11
Table 2: Factors that shape TVET in the Asia-Pacific ...................................................... 18
Table 3: Strengths of TVET provision ....................................................................................... 23
Table 4: Weaknesses and challenges in TVET provision .............................................. 24
Table 5: Cambodia National TVET Development Plan (2006-2010) .................... 35
Table 6: Summary of national positions in terms of the typology of
governance .......................................................................................................................... 38
Table 7: Lao PDR Quality Assurance System ..................................................................... 51
Table 8: Assessment models ........................................................................................................ 59
Table 9: Samoa – Standards for Quality Assurance Processes ............................... 60
Table 10: Committees involved in TVET ................................................................................. 70
Table 11: Areas for improvement of quality assurance of TVET ............................... 86
List of tables - Appendices
Table 1: Overview of the TVET system in Brunei Darussalam ................................118
Table 2: Assessment components and types ..................................................................121
Table 3: Summary of the bodies and procedures for TVET assessment
and verification in Indonesia ...................................................................................139
Table 4: Conventional exam-based testing methods of NTQ ...............................149
Table 5: Standards and criteria relating to assessment and moderation in
Samoa ....................................................................................................................................186
Table 6: Summary of the principles and indicators .....................................................219
iv
List of figures
Figure 1: Population sizes in the 13 participating countries (2016) ..................... 19
Figure 2: GDP per capita in the 13 participating countries, USD (2016) ............. 20
Figure 3: Labour force participation rates in the 13 participating
countries (2017) ................................................................................................................. 20
Figure 4: The TESDA competency-based TVET model ................................................. 26
Figure 5: Role of the NQF in Indonesia .................................................................................... 28
Figure 6: Samoa’s post-secondary education and training quality
assurance system ............................................................................................................. 34
Figure 7: Indonesia’s Quality Assurance System ................................................................ 49
Figure 8: Philippines’ TVET Quality Assurance System .................................................... 50
Figure 9: Malaysia’s Proposed Revised NQF ......................................................................... 52
List of figures - Appendices
Figure 1: The Philippines’ TVET quality assurance system ..........................................173
Figure 2: The Philippines’ TVET Competency Assessment and Certification
System ..................................................................................................................................175
v
Acronyms
Acronyms
ASEAN Association of Southeast Asian Nations
CESP Committee on Education and Skills Policy
CLC Community learning centre
ESQAC Educational Standards and Quality Assurance Centre
IBTE Institute of Brunei Technical Education
KRIVET Korea Research Institute for Vocational Education and
Training
MOES Ministry of Education and Sports
MOET Ministry of Education and Training
MOLISA Ministry of Labour, Invalids and Social Affairs
MQA Malaysian Qualifications Agency
NQF National qualifications framework
NGO Non-governmental organization
OVEC Office of the Vocational Education Commission
QA Quality assurance
RPL Recognition of prior learning
SQA Samoa Qualifications Authority
TESDA Technical Education and Skills Development Authority
TNQAB Tonga National Qualifications and Accreditation Board
TVET Technical and vocational education and training
VCCI Viet Nam Chamber of Commerce and Industry
vi
Towards Quality Assurance of Technical and Vocational Education and Training
oF reword
ualifications, official records attesting a person’s learning or
training achievement, play a fundamental role in today’s
Qincreasingly interconnected and competitive world. They
facilitate entry and movement in the job market and enable people to
pursue lifelong learning opportunities, within and across borders.
Quality assurance is fundamental to qualifications. Trust and transparency
in qualifications are a requisite for the comparability and recognition of
qualifications at both the national and international levels. This is
becoming an increasingly urgent priority in Asia-Pacific, particularly
among countries in ASEAN, where the free exchange of qualified
labour stands to significantly boost economic development. To ensure
the validity and trustworthiness of qualifications and certificates,
the qualification and certification process needs to be underpinned
by reliable and standardized quality assurance arrangements and
mechanisms.
Following a recommendation made at the Third International Congress
on Technical and Vocational Education and Training, held in Shanghai in
2012, to explore the possibility of developing quality assurance guidelines
for the recognition of qualifications based on learning outcomes, and to
facilitate the international comparison and recognition of TVET
qualifications, UNESCO Bangkok conducted a regional study to examine
quality assurance mechanisms supporting the qualification process in 13
countries in the Asia-Pacific region. Exploring the quality assurance
mechanisms that underpin the certification and qualification process is
especially timely in the region, as more and more national qualifications
frameworks are emerging and countries are increasingly working towards
linking their qualification systems within a broader regional framework. As
national and regional qualification frameworks are being established and
vii
Foreword
their implementation strategies being devised, attention is increasingly
shifting to quality assurance processes, which are essential if qualifications
systems are to have transparency and international credibility.
This synthesis report offers insights into issues and challenges in assuring
the quality of qualifications in TVET in 13 Asia-Pacific countries. It identifies
common areas for improvement and provides recommendations that
could lead to enhancements of the quality assurance systems in the
region. The report is intended as a resource for policy-makers, assisting
them to rethink the policies and practices related to ensuring the quality
of TVET qualifications, and to make reforms where required. We at UNESCO
hope that the analysis of countries’ experiences presented here, and
the guidelines proposed, will help Member States optimize the quality
assurance mechanisms for TVET qualifications, and respond more
effectively to both national and international needs and developments.

Gwang-Jo Kim
Director
UNESCO Bangkok
viii
Towards Quality Assurance of Technical and Vocational Education and Training
Acknowledgements
he synthesis report was written by Andrea Bateman and Mike
Coles. It is primarily based on the results of 13 country studies on
tquality assurance of TVET qualifications.1 We would like to thank
the country researchers who conducted the research and produced the
country studies: Afghanistan: Sayed Hameed Sadaat of the Committee
on Education and Skills Policy (CESP); Brunei Darussalam: Syazana Ebil,
Norazlina Othman, Hjh Norhakimah Hj Mohd Nor, Marlinawati Ahmad,
Mohd Yusran Hj Masud of the Institute of Brunei Technical Education (IBTE);
Cambodia: Chhoum Khoeun of the Ministry of Labour and Vocational
Training (MoLVT); Indonesia: Didik Sumbodo of the Training Provider
Accreditation Authority, Ministry of Manpower and Transmigration;
Lao PDR: Panya Chanthavong of the Educational Standards and Quality
Assurance Centre (ESQAC), Ministry of Education and Sports; Malaysia:
Junainah Mohd Amin of the Malaysian Qualifications Agency (MQA);
Myanmar: Kyi Shwin of the Banmaw University; The Philippines: Maria
Susan P. dela Rama of the Technical Education and Skills Development
Authority (TESDA); The Republic of Korea: Cho Jeong Yoon of the Korea
Research Institute for Vocational Education and Training (KRIVET); Samoa:
Melesete Lino-Mariner of the Samoa Qualifications Authority (SQA);
Thailand: Siripan Choomnoom and Athippatai Potang of the Office of
the Vocational Education Commission (OVEC); Tonga: Pauline Moa of
the Tonga National Qualifications and Accreditation Board (TNQAB);
Viet Nam: Nguyen Thi Thanh Binh of the General Department of
Vocational Training, Ministry of Labour, Invalids and Social Affairs.
The report was prepared under the overall supervision of Eunsang Cho,
TVET programme specialist of the Section for Educational Innovation
and Skills Development (EISD) at UNESCO Bangkok. Borhene Chakroun,
Section Chief of Youth, Literacy and Skills Development at UNESCO
1 Thirteen countries participated in the study, but only 12 reports were completed.
ix