The purpose of these guidelines is to define the Quality Assurance (QA) organization, tasks and responsibilities; provide reference documents and guidelines to perform the QA activities; provide the standards, practices and conventions used in carrying out QA activities; and provide tools, techniques, and methodologies to support QA activities and reporting.

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This document contains guidelines for the quality assurance of vocational edu-cation and training (VET) in Europe. The guidelines are based on research into quality assurance within case study institutions providing healthcare VET in six EU countries: Demark, Estonia, Germany, United Kingdom (England), Italy and the Netherland.

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There has always been an individual and social need to improve the quality of life of people, including the quality of what they learn over many years of organized schooling, how they learn it, and why they learn it. Concerns about the quality of higher education are also not recent, being an intrinsic part of any discussion on the subject. Over the years, various developments have taken place relative to the assessment, monitoring, and improvement of the quality of different components of...

 119 p caodangnghe 20/10/2018 17 0

In this perspective, a European Network of competent bodies for quality assurance and development in VET has been established at the initiative of the European Commission following the favourable opinion of the Advisory Committee for Vocational Training on 16-17 June 2005. The Network has been set up on a voluntary basis, and its purpose was outlined in the Commission’s proposal to the ACVT

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The education sector in most developing countries is faced with the challenge of providing access to educa-tion to a very large young population. In its efforts to reach out to diverse learner groups spread over small towns and remote areas with poor infrastructure, a variety of learning materials are increasingly being used, both in conventional and open and distance learning systems and in formal and non-formal contexts.

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The Recommendation establishes a European Quality Assurance Reference Framwork, as a reference instrument, in order to help Member States to promote and monitor continous improvement of their Vocational Education and Training (VET) sytems based on common European references.

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Published with the support of the European University Association (EUA), in which ELU is a working group, this report provides a comparative analysis of various uses of performance indicators as well as a typology and application tool for this group of indicators that is available to institutional leaders. Both well-documented and rich in content, this study offers a definitive contribution to the European need to make national higher education teaching and research more efficient, relevant,...

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This project examined the quality assurance mechanisms for the vocational education and training (VET) sector used in five nations: Canada (Ontario), Germany, New Zealand, Singapore and the United Kingdom (UK). The mechanisms used by these nations have been compared with those in Australia to identify best practice.

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To provide for the establishment, composition and functioning of the General and Further Education and Training Quality Assurance Council; to provide for quality assurance in general and further education and training; to provide for control over norms and standards of curriculum and assessment; to provide for the issue of certificates at the exit points; to provide for the conduct of assessment; to repeal the South African Certification Council Act, 1986; and to provide for matters...

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The Finnish Higher Education Evaluation Council (FINHEEC) will perform audits of the quality assurance (QA) systems of all Finnish higher education institutions (HEIs) by 2011. The key aim is to support the HEIs while they are developing their QA systems to meet European QA principles1 and to demonstrate that competent and consistent higher education QA is in place in Finland at the national level.

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This paper provides a description of various approaches to TVET quality assurance in the following countries: Australia, Bahrain, Malaysia, New Zealand, Singapore, Sri Lanka and The Philippines. The systems are categorized according to their key features and paper also includes a description of the different ways that TVET Quality Assurance is managed at the national, regional (state or provincial) and institutional levels, an analysis and review of data from the ILO study and suggests...

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This publication precedes a more substantial comparative study – currently in progress in Cedefop – on accreditation of VET providers in assuring the quality in VET.

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