June 2017 apprenticeship presentation bm final

Association of University Administrators

Validation is the process by which an awarding body confirms that a learner who completes an education program will acquire the intended knowledge, skills, and competencies. The awarding body reviews the program's design and development to ensure it is coherent, has the necessary capacity and resources, and complies with standards and regulations. The validation process involves comparing a program to occupational profiles developed by industry consortiums, quality assurance guidelines, and ensuring existing QA procedures are followed. The first apprenticeship programs submitted for validation were not ready, and both providers and the awarding body learned more was needed, such as additional guidance and communications, to help apprenticeship programs successfully complete the validation process.

Education

Validation
Bryan Maguire
Director of Quality Assurance, QQI

QA guidelines – core, sectoral, and apprentice-specific
• each individual consortium develop its own QA
procedures based on guidelines
QA procedures reflect capabilities and roles of various
players in consortium
• QA approval & validation conducted in parallel
• Existing QA procedures are relevant
– Coordinating providers without previous QQI-approved QA
have an additional step
Quality assurance

2016
• First applications presented – programmes not ready
for validation
• QQI new validation policy unfamiliar to applicants
2017
• Applicants learning of resources and time required for
programme development and consortium building
• Validation giving feedback to providers and consortia
• QQI learning of need to provide additional guidance
and communications
In Summary … Learnings

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Christopher Costigan - Partnering With Employers

This document discusses partnering with employers to provide work-based learning opportunities for students. It notes that quality assurance guidelines allow for delivering full programs, modules, or other learning elements for specific employers using the workplace. Challenges include meeting employer needs for speed, validating internal training, teaching programs, and developing bespoke options. Programs must also ensure adequate support for students, including learning contracts negotiated between students, institutions, and mentors to identify workplace tasks addressing program learning outcomes. Oversight requires due diligence for high volumes of partners and low student numbers per employer.

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While ensuring student employability, improving cooperation with the labour market and acting as engines for economic growth are increasingly core missions for universities, they are still often weakly represented in Quality Assurance procedures. Using data from a number of EU projects, including PHExcel, HAPHE and Beehives, as well as the upcoming ISO Management Systems for educational organizations (ISO 21001), the presentation will consider a variety of quality approaches which can help institutions in designing, implementing, monitoring and improving their relationship with the labour market, and give tips on their practical implementation. Delivered at the SPACE Annual Conference in Ghent, on 20.04.2016.

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This document discusses quality assurance in vocational education and training (VET). It provides an overview of key frameworks and approaches to quality assurance for VET providers. These include the European Standards and Guidelines, EQAVET framework, PDCA cycle, and Kaizen approach. The document emphasizes integrating requirements from the world of work and stakeholders into all aspects of quality assurance. It also stresses the importance of continual improvement and staff involvement in quality processes.

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The document provides an overview of EQAVET (European Quality Assurance in Vocational Education and Training). It discusses the history of quality assurance frameworks for vocational education in Europe beginning in 2002. Key events included establishing the Common Quality Assurance Framework (CQAF) in 2004 and the European Quality Assurance Reference Framework for VET (EQARF) in 2009. EQAVET replaced the European Network for Quality Assurance in VET in 2010. The framework establishes a quality assurance cycle and criteria at both the system and provider levels focused on planning, implementation, evaluation, and review. Descriptors are provided for each quality criterion.

Open ECBCheck: Open Quality Certification Scheme for Online Courses and Programs

Ulf-Daniel Ehlers

The Open ECBCheck is an accreditation and quality improvement scheme for e-Learning programmes. It supports capacity building organizations to assess the quality of their e-Learning programmes, facilitating continuous improvement through peer reviews and collaboration. Initially developed by the European Foundation for Quality in e-Learning (EFQUEL) and InWent, the OPEN ECBCheck initiative is now supported by over 30 international organizations involved in the delivery of capacity-building activities, including eight United Nations agencies. The overarching goal of the Open ECBCheck initiative is to raise the standards of technology enhanced learning programmes in the field of capacity building.

ECBCheck is a quality framework for e-learning programs and courses that was developed through multistakeholder involvement. It aims to improve quality, strengthen recognition, and enable learning through building a community, international consensus on criteria, openness, inclusiveness, and transparency. The framework consists of seven criteria areas (information, target audience, content, design, media, technology, evaluation) that are assessed through guiding questions. The self-assessment and peer review process involves online self-assessment, peer review, and certification. ECBCheck can be used for higher education distance learning programs and courses both as guidelines for development and delivery and as a certification scheme.

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Colin Tück

The document discusses new trends in quality assurance in European higher education. It outlines the European Higher Education Area's vision of higher education contributing to inclusive societies. Key priorities include enhancing quality teaching and learning, increasing graduate employability, and implementing structural reforms. The standards and guidelines for quality assurance provide a common framework across Europe. New developments include adopting the revised 2015 standards, enabling cross-border quality assurance using registered agencies, establishing a European approach for quality assurance of joint programs, and working towards automatic recognition of qualifications by 2020.

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The document discusses a quality assurance pilot program that aimed to improve processes and ensure desired results. It describes activities conducted by the quality assurance team, such as training, evaluations, coaching, and testing of employees and processes. The goal was to continuously improve established standards and procedures. There were six functions of quality management actions, including quality planning, assurance organization, education, standardization, improvement, and auditing. Reports on activities were housed and tracked to monitor goals, errors, and identify areas for coaching or process improvements.

Developing a System for the Accreditation of Digital Learning in Malta

European Foundation for Quality in E-Learning

This document discusses developing a system for accrediting digital learning in Malta. It outlines Malta's strategic positioning due to its small size and pluralistic education system. A design thinking approach is proposed to understand user needs, define challenges, and ideate solutions. Key challenges include jurisdictional issues, quality management, and data/trust issues. Scenarios that could be enabled by accreditation include full credit portability, mapping MOOCs to qualifications frameworks, and increased student opportunity. The system aims to be learner-centric and responsive to demand.

QUALITY ASSURANCE IN EDUCATION THROUGH VOLUNTARY ACCREDITATION

Mary Blaise Mantiza

This document discusses quality assurance in education through voluntary accreditation in the Philippines. It explains that voluntary accreditation is a process of self-regulation that focuses on self-study and evaluation to continually improve educational quality. The Commission on Higher Education was created in 1994 to oversee accrediting agencies in the Philippines. These agencies have established standards and procedures for institutions to undergo peer review and receive certification. More recently, outcomes-based education has been adopted, which focuses on defining program and student learning outcomes and using curriculum mapping and outcomes-based assessment to measure the achievement of outcomes.

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More flexibility in the form of education, allowing students to choose where and when to study, was deemed the most desirable development in higher education after the pandemic. The document discusses microcredentials and short learning programmes in European higher education, which offer smaller certifiable learning units of 5-30 ECTS credits that focus on specific skills. Recognition, accreditation, and legal frameworks are challenges, but these programmes have potential if quality assurance is emphasized and connections are made to formal education. Uniform terminology and clear reporting of level and size are advised to support stackability and recognition.

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Prog devdevvalplolicysf

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This document outlines a new policy developed by LCETB to manage the programme validation process in a more effective and efficient manner following an agreement with QQI to treat each ETB as a single entity. The policy establishes a Programme Committee and application process for LCETB centers to request accessing, delivering, and developing new educational programmes. The committee evaluates applications based on criteria such as the program rationale, available resources, and staffing to recommend programmes for validation. The process involves centers submitting proposals that are screened before the committee meets periodically to review and make decisions.

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This document provides guidelines for quality assuring assessment processes for education providers. It outlines the key stages of the assessment process, including assessment, authentication of results, results approval, appeals processes, and requesting certification. The guidelines emphasize principles of validity, reliability, fairness, quality, transparency, and complementarity. Providers are responsible for establishing assessment policies and procedures, while QQI (Quality and Qualifications Ireland) monitors providers to ensure national standards are upheld consistently.

qauality assurance

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