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 the QA/QC Program is to ensure the quality of the information and results generated by US Fish and Wildlife Service (USFWS) fish health centers (FHC) for fish health inspection and diagnostic assays. The personnel of each laboratory are to be familiar with the QA/QC Program described in this document, and implement its policies and procedures at all times.

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The overall goal of a well-designed and well-implemented sampling and analysis program is to meas-ure accurately what is really there. Environmental decisions are made on the assumption that analytical results are, within known limits of accuracy and precision, representative of site conditions. Many sources of error exist that could affect the analytical results, including sample collection methods; sample han-dling, preservation, and transport; personnel training; analytical methods; data...

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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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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 paper examines the current academic and policy literatures surrounding quality assurance in tertiary education. It provides a typology of existing national quality assurance mechanisms, in addition to presenting the advantages and disadvantages of different quality assurance systems. Finally, it provides an account of the current empirical evidence on the effects of quality assurance mechanisms.

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This report forms the response to this mandate and comes with the endorsement of all the organisa-tion named in that section of the commuiqué. The achievement of such a joint understanding is a tribute to the spirit.

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Không nên xem tài liệu này nhằm hướng dẫn tự đánh giá hệ thống đảm bảo chất lượng bên trong như một khuôn đúc, bởi các hệ thống ở các trường khác nhau. Vì vậy chỉ nên xem nó như một mức chuẩn để xác định chúng ta đã đạt được đến mức nào những tiêu chuẩn được quốc tế thừa nhận đối với một hệ thống đảm bảo chất lượng bên trong? Và nếu đạt, thì tại sao?

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This publication aims to contribute to the international dialogue on quality assurance of transnational higher education, with an emphasis on quality audit. Although it reflects Australian experience and lessons learned, it includes consideration of the wider comparative context in which Australian practices and approaches should be viewed. Findings from quality audits and the advice from experienced auditors will be of particular interest to those in higher education institutions who...

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The purpose of these booklets includes monitoring the evolution and change in educational policies and their effect upon educational planning requirements; highlighting current issues of educational planning and analyzing them in the context of their historical and societal setting; and disseminating methodologies of planning which can be applied in the context of both the developed and the developing countries.

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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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The purpose of the Quality Management Recommendation is to provide a framework for long-term development of quality management in all types of vocational education and training. The recommendations can be applied to vocational education and training implemented in different ways: initial VET and further and continuing training, competence tests and training preparing for competence-based qualifications, as well as curricular or school-based VET, special needs VET and apprenticeship...

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