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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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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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...

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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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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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The purpose of the principles is to provide a useful reference guide to both higher education institutions in developing or reviewing current arrangements for the involvement of students in quality assurance processes and to quality assurance agencies undertaking external quality assurance activities.

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This publication gathers a representative sample of the contributions to the Forum. Some of the keynote presentations are included as well as a few of the many excellent papers that contributed to lively discussions in the parallel sessions. The keynotes discuss quality from a conceptual, historical and policy perspective. The papers are mostly focused on institutional case studies and show the variety of ways that higher education institutions and QA agencies ensure quality.

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The training and education provi-sion needed by a modern public administration system involves a wide variety of training providers and programmes. At one extreme, the professional formation of, people who intend to spend their, careers in the public service, involves the university systems of each country, and perhaps at different levels of qualification (di-ploma, degree, post-graduate etc.).

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The study investigated the quality assurance attributes of training being given in the igerian higher learning institutions. This was assessed by examining the cognition of training functionality vis-à-vis the ability to correlate the courses of study with their practical ndeavours. The hypothesis tested in the study at P

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This paper presents the major challenges confronting quality assurance of Engineering Education in Nigerian institutions which have been characterized by inadequate and low skilled manpower evelopment, poor research network, and lack of adequate teaching aids, poor funding and weak industry-institutions relationship.

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The Toolkit now being published contains, first, a package of Quality Indicators listed within a set of quality aspects and categories and, second, a collection of case studies drawn out of best practices from across the Commonwealth linked to one or more of the indicators. The Toolkit can be of use for both internal and external assessment. A teacher education institution could use the toolkit for formative evaluation involving periodical quality assessment followed by taking appropriate...

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The manual has been designed as teaching aid for trainers conducting the quality assurance training programme. It includes material on all topics of the programme. Each page can either be used as transparency to support lectures or as a reference to prepare more detailed teaching material for class work and practical sessions.

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