This document summarizes UNESCO's work on quality assurance of technical and vocational education and training (TVET) qualifications in Asia and the Pacific. It discusses the development of country studies, guidelines, and principles to help countries strengthen their TVET quality assurance systems. The guidelines were published in 2017 to provide a framework for stakeholders to develop, monitor, and improve the effectiveness of their TVET qualifications systems.

1. UNESCO EDUCATION SECTOR
The AP Regional initiative on QA of TVET Qualifications
in the context of ASEAN Community
Dr. Eunsang Cho
Programme Specialist, UNESCO Asia and Pacific Bureau for Education
OECD GIZ ADB workshop on
‘Building Talent for the Next Production
Revolution’
11-12 Oct 2017, Hanoi, Vietnam.

2. UNESCO EDUCATION SECTOR 2
z
Education and training
in the context of
the sustainable development GOALS
SDG 4 : Ensure inclusive and equitable quality education
& promote lifelong learning opportunities for all

3. UNESCO EDUCATION SECTOR 3
Background : QA of TVET Qualifications in
Asia-Pacific
Rationale
• 3rd International Congress on TVET (Shanghai, 2012)
– Recommendation: international guidelines on quality assurance for the
recognition of qualifications based on learning outcomes
Outputs
1. Discussion Paper on Quality Assurance of Qualifications in TVET
2. Country Studies from 12 countries in Asia-Pacific (Afghanistan, Brunei, Cambodia,
Indonesia, Republic of Korea, Lao, Malaysia, Philippines, Samoa, Thailand, Tonga,
Vietnam)
3. Synthesis report (To be published in May 2017)
4. Guidelines for supporting countries in developing effective and harmonized QA of
qualifications systems (Feedback from South Asia on the draft Guidelines will be
highly appreciated)
Future Plans
Support the operationalisation of the Guidelines by
• Engaging interested countries in peer-learning activities
• Providing technical assistance to countries base on formal requests

4. UNESCO EDUCATION SECTOR 4
Expert Meetings on QA of TVET Qualifications
First Expert meeting
9-10 October 2015
Bangkok, Thailand
• Presentation of draft
discussion paper
• Agreement on the research
framework
• Discussion on the
development of country
reports
Second Expert meeting
11-12 July 2016
Manila, Philippines
• Feedback on the discussion
paper
• Presentation of country
reports
• Input on regional QA
guidelines
Third Expert meeting
31 Oct – 1 Nov 2016
Bangkok, Thailand
• Presentation of final
synthesis report
• Discussion on the proposed
regional Guidelines

5. UNESCO EDUCATION SECTOR 5
Quality Assurance of TVET Qualifications
Table of Contents
SECTION 1: INTRODUCTION
SECTION 2: BACKGROUND TO QA OF TVET QUALIFICATIONS
SECTION 3: THE COUNTRY REPORTS
SECTION 4: THE NATIONAL CONTEXTS FOR TVET
SECTION 5: OVERVIEW OF TVET SYSTEMS AND THEIR QA
SECTION 6: GOVERNANCE OF QA IN TVET
SECTION 7: ASSESSMENT THAT UNDERPINS QA
SECTION 8: EMPLOYER, EMPLOYEE AND CIVIL SOCIETY ORGANISATIONS INVOLVEMENT
SECTION 9: NATIONAL CAPACITY TO SUPPORT QA OF TVET QUALIFICATIONS
SECTION 10: FUNDING QA OF TVET QUALIFICATIONS
SECTION 11: CONCLUSIONS AND RECOMMENDATIONS
(Bateman and Coles, forthcoming)

6. UNESCO EDUCATION SECTOR 6
National Qualification Frameworks (NQFs)
Of ASEAN Member States
Country Level of Establishment stage
Brunei Darussalam Inaugurated 2013, implemented 6
Cambodia Established 2012, initial stages of implementation 5
Indonesia Established 2012, initial stages of implementation 5
Lao PDR Planned 3
Malaysia Established 2007, fully implemented and at review stage 8
Myanmar Planned 3
Philippines Established 2012, initial stages of implementation 5
Singapore Sector QF-Workforce Skills Qualifications system,
Inaugurated 2005
7
Thailand Established 2014, initial stages of implementation,
3 established sub frameworks
4
Vietnam Planned 3

7. UNESCO EDUCATION SECTOR 7
Principles and Indicators
For the QA of TVET qualifications
in the Asia-Pacific
Aims
• Support countries in developing effective and harmonized quality assurance of TVET qualifications
Scope
• Provide a metric for judging progress in the implementation of a quality assurance system for TVET
qualifications.
• The principles and indicators have been designed to be applied at all levels of quality assurance of
TVET qualifications- regional, national/systemic and education institute/provider.

8. UNESCO EDUCATION SECTOR 8
13 Principles for the QA of TVET qualifications
1. There is a clear vision for how QA operates across the TVET qualifications system.
2. Organisations involved in QA operate with clear and transparent governance arrangements.
3. QA practice is appropriately financed
4. QA practice is based on clear and transparent quality standards
5. QA practice addresses conception and formation of qualifications, assessment, validation and
certification processes.
6. Key stakeholder groups are involved in key aspects of QA
7. Economic, social and environmental dimensions are explicit in QA

9. UNESCO EDUCATION SECTOR 9
13 Principles for the QA of TVET qualifications
8. Barriers to assessment, including assessment of non formal and informal learning,
are minimised
9. Professionalization of staff underpins QA practice
10. Continuous improvement underpins QA practice;
decisions are informed by data and research
11. Organisations involved in QA commit to internal evaluation and cyclical external evaluation,
and to make public the findings of the external evaluation.
12. QA practice remains fit for purpose and is sustainable
13. QA practice is enhanced through national and international linkages and cooperation

10. UNESCO EDUCATION SECTOR 10
5 Stages of implementation of QA
• Emerging stage: systemic approach desired but no progress made
• Entry stage: Overarching vision of QA of TVET Qs is agreed
• Intermediate stage: Structures and processes agreed,
communicated and operational
• Advanced stage: Structures and processes established for 5 years
• Mature stage: Review of structures and processes under way

11. UNESCO EDUCATION SECTOR 11
The guidelines for
Quality Assurance of TVET Qualifications
Progress: published in Oct, 2017
Purposes:
1. Provide a framework for stakeholders within the Asia-Pacific region for the quality
assurance of qualifications.
1. Assist countries to document, develop, monitor, evaluate and improve the
effectiveness of their TVET qualifications
2. Support countries in developing effective and harmonized quality assurance of
qualifications systems
3. Enable the tracking of countries’ progress against national priorities and where
appropriate, support regional commitments, for example, to ASEAN.

12. UNESCO EDUCATION SECTOR 12
Customers of the guidelines
• TVET providers when reviewing the assessment, validation and certification processes.
• Assessment bodies (private or public) when carrying out assessments of learning and
validation of the assessment outcomes.
• Employers or employee organisations could use these guidelines when developing
occupational standards for performance evaluations
• Professional associations when establishing professional standards and licensing processes
• Government ministries in reviews of quality assurance
• Policy makers when developing or reviewing the qualifications system, including the
development and review of qualifications
• Regional communities or networks in supporting member countries in improving
qualifications systems, harmonizing quality assurance processes and expectations.

13. UNESCO EDUCATION SECTOR 13
Thank you
Dr. Eunsang Cho
UNESCO Bangkok
e.cho@unesco.org
Learn more: http://www.unescobkk.org/education/tvet/