Quality Assurance in Technical and Vocational Education

Quality

assurance in the Management, Planning and delivery of instruction Mr. Genus

and revise TVET Curriculum Mr. Parham and deliver competency-based instruction, and assessment Mr. Martinez

Review

Plan

Measure of excellence Consistent adherence to measurable and verifiable standards Outcome of the sum of all of the features and characteristics of a programme

 Quality

Procedures, processes or systems used to guarantee and improve the quality of a vocational and technical education and training institution. Quality assurance aims to avoid unfavorable development and so prevent poor quality.

management

Improve the quality of education and training Produce and disseminate coherent information Ensure the protection of beneficiaries Create a quality culture Help implement policies in education Achieve better value for money Improve attractiveness of programme Tool for policy developers

Allows for flexibility- articulation Practical experience for students Monitoring of quality Relevance of curriculum Vocational guidance Monitoring and evaluation Coordinating training Effective teaching Qualified instructors

Establish mechanism for accreditation Flexible methods of delivery

Outcome-based delivery Outcome-based assessment

Feedback mechanism and procedure for improvement A cooperative process National goals for education / TVET policy

Consideration of function as a whole Leadership/management Customer focus Result orientation Continuous learning / innovation Relevance to the world of work Financial stability

Management commitment Personnel Development Communication strategy Clear objectives Develop a process of planning, evaluation and implementation Document the process Measure outcome
Based on need assessment

A structure to support and sustain efforts toward achieving quality

Lines of leadership- specify positions
Specify duties

Number of persons reporting to position Divide departments by functional areas

Types of Leaders
Charismatic Leaders Transformational leaders Contingency and situational leaders

 Democratic or participative
Decentralize authority High degree of participation

Paternalistic
Provides benefits, employee services and fair supervision

Authoritarian
Use authority Economic rewards

Free-Rein
Leader depend on subordinate No leader inspired motivation

Identify community needs Identify business and industry needs Identify students needs Assess potential for employment for specific occupation Identify programme goals and objectives Analyze equipment, materials, instructors and other support staff Plan for articulation
Vertical - across institutions Horizontal - across programmes

Define enrolment policy Enrolment number Course pre-requisite Objectives Admission requirements Modes of delivery Learning support services

Prepare to serve students with disabilities

Vocational assessment Individualized education plans Instructional strategies Evaluation strategies Promote peer acceptance Provide guidance counselling Coordinating support services Transition programming
Interdisciplinary team

Registration of institutions
Conform to required standards

Programme evaluation
Programme improvement

Evaluation of facilities
Equipment

Qualified instructors
Technical and educational qualifications

Self-assessment/responsibilities
Identify the requirements Gain management commitment Coordinate and communicate the process Assign resources Assess the gap analysis Document the process

Course Design
Title of the course Duration Course level Course objectives Outcomes Course modules

Course Curriculum
Who is involved in the curriculum development? Who approves the curricular? How is course content determined?

Course delivery
Who delivers the course? Is the provider accredited? Is the assessment process quality assured?

Enrolment

Guidance and monitoring

Course pre-requisite Objectives Modes of delivery Learning support services Cost of the course

Define enrolment policy Enrolment number

Guidance and monitoring

Course assessment requirement Course certification Student counselling

Measuring student performance

Criteria Continuous Certification

Knowledgeable about the world of work Should have teaching skills

Principles/Methodology Philosophy

Understand their student

Psychology Sociology

Assess/evaluate students Lifelong learners

Course evaluation Develop teaching plan

Content should be industry driven Measurable objectives

Discover new ways to engage students

Use different methodology of teaching

Delivery methods for a maximum learning effect

Classroom / Workplace learning

Quality learning environment

Facilities/equipment

Integrate technologies
Technology for teaching/learning

How it contributes to teaching and learning

Engage attention and interest Reinforcing key aspects of subject matter Act as focal point for learner response Add value to instructional method Reinforces learning

Types of learning resources

Black/whiteboards/flipcharts Overhead/LCD projector Computers/video/CD Handouts/ books/manuals/web resources Equipment/machines

Sleeping in class Grandstanding Prolonged chattering Excessive lateness Noisy electronic devices Disputing instructors authority/expertise Verbal or physical threats to trainee or instructor

Discuss disruptive behaviour in private Address behaviour not trainee/individual Find ways to re-channel energy of participants Maintain positive attitude Use ground rules very early Dont assume that old model work

Curriculum is in line with the requirements of the labour market Coordination among agencies/institutions Flexibility for the individual to move from one educational strand to another Stakeholders involvement

A formalized approach to collecting and analyzing information or data so as to:

Determine the worth of a programme Determine areas of failure Take corrective measures Improve a programme

Formative
Conducted during operation of a program for the purpose of improvement

Summative
Conducted at the end of program to provide for making decision or judgment about the programs worth or merit

Quality of course Students performance Graduates employment rate Students satisfaction Qualified instructors Employer satisfaction

The status of graduates 4-6 months after completing their studies

Graduates satisfaction level The extent to which graduates utilize Career Guidance services Graduates interest in further education Graduates capability of securing employment Graduates earning Graduates experience in securing a job Graduates ability to perform at work

Accounting system
Ledgers
T-accounts: Debit, Credits and Balance

Budget and Budgeting

Flexible budgeting
Allows for some level of flexibility

Fixed budgeting
Specified levels of allowable expenditure

Budget and Budgeting

Direct cost- All cost that will be specifically spent Indirect cost- cost incurred which are not shared with other budget Budget planning

Inventory control and purpose

Reduce mismanagement
Provide for marking system

Valuable for planning Valuable when facilities are moved Provide historical document of type, cost, supply Provide basis for calculation of depreciation

Internal audit administrators /accountants

Financial statement Compliance Operational functions

External audit- conducted by external auditors

Provide reliable data Safeguard records and assets Focus on operational efficiency Adhere to agreed policies

Prepare for audit and reporting

Personnel development
Teaching staff
instructors/training staff

Leadership staff
Administrators/managers Supervisors Department heads

Support staff
Guidance counselors Admission officers Other support staff

Personnel development Activities

Credit Course

In-Service Days

Occupational Experience

Short Term Training

Workshop and Conference

Personnel development need assessment

A survey Observation Advisory committee recommendation Instructors request New innovation Accreditation requirements

Leaders Role in Personnel Development

Team Vs Individual planning

Active Vs Passive

Priority Vs
Random

External Agency

Graduate Feedback

Quality is monitored by:

Feedback from the public

Employers Feedback

Quality monitoring
Assess inputs of learning
Teaching materials/equipment Teaching staff

Assess process of learning

delivery assessment

Assess output of learning

Students performance

Administrators
Accreditation External monitoring body Government Stakeholders Students

Instructors
Students / trainees Institution

Prepare and disseminate report

Government Stakeholders General public Students Administrators and Instructors

Invite comments

Why Quality Assurance?

Standards are achieved and maintained Coordination of activities General public should be involved Curriculum should be relevant Guidance is provided to students Facilities/ technologies are improved Continuous professional development Administrators and Instructors are held accountable Monitoring and evaluation

The Approach

Educational system that emphasizes the specification, learning, and demonstration of competencies (knowledge, skills, behaviors) that are of central importance to a given task or activity.

Often comprised of modules Outcomes are based on standards set by industry Assessment is designed to ensure each student has achieved all the outcomes (skills, knowledge and attitudes)

 Competencies

selected. Theory is integrated with skill practice Essential knowledge is learned to support the performance of skills Training materials are keyed to the competencies

are carefully

 Materials

designed to support the acquisition of knowledge and skills Methods of instruction involve mastery learning Sufficient time and appropriate training methods are used Prior learning is assessed

Learning should be self-paced Training approach is flexible Variety of support materials Satisfactory completion of training is based on achievement of all specified competencies

Determine required competencies Specify course / unit learning objectives Identify learning outcomes Design instructional activities and criteria to assess learning outcome Develop a process where trainees can demonstrate mastery of competencies

Consider:

What students or trainees will learn Students needs on the job What are the essential prerequisites Previously learned knowledge and skills

Identify occupation title Narrow the list of occupations Is formal training required Is the occupation allowed by law What is the entry level?

What are competencies?

Measurable or observable knowledge, skills, abilities, and behaviors critical to successful job performance Example
Prepare tax Rebuild an inboard engine Fill cavity

What is a task?

Smallest identifiable and essential piece of a job that serves as a unit of work A complete unit of work performed on the job that result in a complete product or service
Specific job or occupation Competencies/Duties Task .
Step I .. Step II .. Step III ..

A complete unit of work performed Has definite beginning and ending points May be broken into several procedural steps Begins with an action verb in the present tense Is short and precise Can be learned in a short period of time

Performance action verb What is Used or produced

Example: Type, Replace, Fabricate, Transport.. Letter, Lower unit, Joint, Patient ..

Qualifiers- serve to distinguish task

From dictation, Mercury engine, By wheel chair

Why Verify?

Out-of-date task Unimportant task Qualified individuals in the

Strategy for Verification

occupation.. Experts in the field

Importance of task to the worker How frequently is the task performed? How critical is the task? Can the task be learned? Is the task a prerequisite to performing other task? How much time can be used for completing task?

The process of identifying and writing down the specific skills, knowledge, and attitudes that distinguish someone who performs a task competently from someone who cannot perform the task at all.

Duties

________ Tasks____________

Break down each task into component parts steps

Benefits
Each specific step required to complete a task is identified Technical knowledge for performing the steps are identified Specialized tools are identified Critical safety knowledge and skills are identified Critical attitudes that are an integral part of performing the task are identified

Terminal performance objective

Brief statement describing exactly:
What the trainee must do to show that the task has been mastered Describe a situation under which performance must be demonstrated What performance is required How well the trainee must perform to reach mastery

Three basic components

Observable behavior or performance on the part of the learner Standard acceptable performance on the part of the learner Conditions under which learner behavior of performance is to occur

Task

Repair or replace a window mechanism

Terminal performance objective

Provided with an automobile with damaged window mechanism: repair or replace the window mechanism so that it operates smoothly

Help to check the wording of Task Trainee knows exactly what they are to master Help instructor decide on learning activities Decide on how testing situation can be set Provide an excellent means of looking at programme Determine instructional materials and resources

Learning package designs

Student direction sheet
Student direction for completing task

Learning guide
Carefully guide students through wide variety of developed print and media materials

Self-contained module
Include detailed instructions, pictures, diagrams, pretest and post-test

Develop instruction- Lesson plan

Instructor lesson notes

Is the process of collecting

evidence and making judgments on ones progress towards satisfying the performance criteria set out in a standard or learning outcome

At the appropriate point, judgment is made as to whether competency has been achieved.

Criteria-referenced testing Norm-referenced testing

Evaluating and or grading the learning of students against a set of pre-specified criteria
Evaluating and or grading the learning of students by judging or ranking them against the performance of their peers

A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills

Requires students to develop responses rather than select from predetermined options Elicits higher order thinking in addition to basic skills Directly evaluates holistic projects Criteria made known to students Allows for the possibility of multiple human judgments Relates more closely to classroom learning Teaches students to evaluate their own work

Reliability: Produce the same result with

precision after repeated attempts

Adequacy of feedback: Result are recorded

and provided to the user in a timely manner

Accessibility: Assessment available and can

cover a wide range of tasks

criteria for the skills and knowledge of the standard being assessed; Authenticity: it must be the individuals own work; Sufficiency: enough evidence must be collected to judge the individual is competent across all elements and performance criteria Competent: the individual is competent now and meets the current standard

Validity: it must cover all the performance

 The

purpose is to confirm that an individual can perform the standard expected in the workplace, as expressed in the relevant endorsed competency standards

The assessment:
Based on clearly stated learning objectives that are measurable Demonstrate outcomes under particular conditions (preferably workplace conditions) Skill mastery and records are maintained Direct evidence about a students knowledge and skills Use performance criteria as a benchmark and measure the evidence against the performance criteria

Gathering evidence about a students / trainees performance Assessment is linked to the requirements of the workplace Direct evidence about a students knowledge and skills should be obtained Use performance criteria as a benchmark and measuring the evidence against the performance criteria

To be competent
Carrying out tasks at an acceptable level Organizing and managing a range of different tasks Responding appropriately to routine changes Applying existing skills and knowledge to new situations Using communication and interpersonal skills which suit the work environment

Internal Verifier

External Verifier

Assessor

Interpersonal skills Have current evidence of competence Evidence of professional development Knowledge of principles and practice of assessment Knowledge of units of assessment Assist institutions to develop best practice Provide information on new qualification

An external verifier:
Is an Employer of awarding body or institution Sees individual records of assessment Samples the evidence collected Monitors the overall assessment process Makes recommendation for certification to awarding body

Make sure quality control procedures are mastered Samples assessment and countersigns assessment records

Direct observation of the candidate Documentation

Photograph, audio, video or other electronic recording of candidates activities

The presentation of artifacts

Sample projects

Questioning the candidate to assess the underpinning knowledge and understanding

Written test

Recognition of Prior learning Simulation Journal Oral presentation Case study Problem solving Research

Assessor-led approach:
assessor could take some responsibility for collecting and structuring evidence and collects evidence through observation of performance supplemented by questioning

Candidate-led approach:
may be particularly appropriate if it is difficult for the assessor to carry out direct observation. Candidates who take the lead

Develop test before instruction Select learning resources

Benefits of developing test
Diagnosing entry level Providing immediate feedback Assessing mastery of task Evaluating the effectiveness of learning materials

Determine exactly what should be tested Determine whether the process or product or both is critical Determine minimal acceptable standards Write directions for the students/trainees
Purpose of the test General testing situation Exactly what trainee/student is expected to do Time, etc.

Recall items
Short answers Completion

Recognition
Multiple choice True or false Matching items

Instructor preparation

Deliver instruction and meet course objectives Assess students

Observation in the workplace Practical demonstration and questioning Written tests and essays Projects

Ensure required equipment and resources are available

Provide clear instruction Explain level of performance Assess student

Managing learning
Design a form to be completed and signed by student and instructor after the completion of a task Re-arrange the learning environment (Lab) Keep a students progress record Document Mastery of Task
Satisfactory Unsatisfactory

Determine required competencies Specify course/learning objectives Identify learning outcomes Design instructional activities Assessment of learning outcomes
Demonstrate mastery competencies

Develop learning package Implement and manage student learning

Technical and Vocational

Education and Training

Curriculum Development can be defined as the systematic planning of what is taught and learned in schools as reflected in courses of study and school programmes.

The curriculum is the sum of all learning activities or experiences that a student has under the direction of the school.

Oriented towards performance in the workplace Based on identified occupational needs

Standards / applied performance

Focused in developing knowledge, skills attitudes, and values for employability

Graduates success is demonstrated in the workplace Responsive to community needs Governments involvement is required Responsive to technological changes Resources are critical for implementation Adequate funding is critical

Curriculum developed on objective databased information Curriculum must be dynamic Take into consideration globalization Explicit Outcomes Realistic course content Dynamic curriculum Student-Oriented Future-Oriented

To prepare students for successful employment in the labour market

To adjust to changing technology and the world of work Acquire skills needed for a competitive global economy Be lifelong learners Be innovative and creative

Assess existing programmes Strategic planning and policy decision Programme planning Programme delivery Take a decision Implications for decisions made
Irreversible Futuristic

Indiv. Phil.

National TVET Policy

TVET Curr.
Nat. Goals for Educ.

Nat. & State Phi of Educ.

Who establishes the standards?

School Board Board of Trustees Teachers/Administrators Representatives of business and industries

How are standards established?

Involvement of teachers Administrators and directors Employers and employees When opportunities have been identified

When are standards established?

What standards need to be established?

Delivery of programmes Opportunities for cooperation/partnership Employment opportunities for graduates Prospective enrolment Availability of qualified instructors Availability of facilities / equipment Availability of funding Courses to support programme

 Assessing current status of vocational programmes

Determine students occupational interest

What are the current programmes What are the courses

Standardized test Interest inventories Standardized aptitude test Standardized achievement test Institution made survey

 Following up former students

Assessing facilities
School facilities
Community data Projecting school enrolment
Employed, unemployed or continuing education

Identifying and collecting information on graduates

Projecting enrolment

 Understanding the community Projecting programme cost Identifying and assessing available resources
Population trends Community goals and priorities

 Labour Market Data

Number of businesses and industries in the community Assessing current and projected labour demand
Current and emerging areas of employment Growing occupations and qualifications Where are the skills shortages?

Changes in technology

What are competencies?

 Labour Market Data

Sources of employment in the community Assessing current and projected labour supply
Addition to current labour supply Losses from the current labour supply

 Sources of Information

National / local / sectoral employment data Data forecast from businesses and industries National / local / sectoral research data Institution enrolment / graduation numbers

Factors to consider

Time Funds Internal and external pressure Government requirements National TVET policy / Goals for Education Skills needed by employers Level of content Academic / vocational content Entrepreneurial skills

 Determining

curriculum Content Introspection Instructors develop individual thoughts The DACUM approach Duties Task

 DACUM

Committee

A committee of 8-10 expert workers Recruited from business and industries Professional bodies
Content decided by DACUM Committee

 DACUM

Committee

Review of job or occupational area Identify areas of responsibilities Identify specific tasks Sequence the tasks Identify general knowledge, attitude and skill requirements Occupational standards Identify equipment, tools, and materials

 Job/Occupation identified
Determine duties Determine tasks which are focused on performance Sequence the tasks

Duties

________ Tasks____________

Industry standards Competencies

Duties and tasks

Identifying Constraints
Student characteristics Instructors and support staff Curricula arrangements The employment settings
Youth employment Shortage areas

Goals: Broad (unmeasurable) aim or purpose of a total educational curriculum

Gives direction for development of specific objectives Individual involvement Consistency of curriculum goals with other goals

General objectives/Performance objectives

Precise and measurable

Identifying and selecting materials

What materials do you need to enhance teaching? What materials do you need to deliver instruction?

Selecting Curriculum Materials

General information Acceptable standards of quality Strengths and weaknesses Instructor bias Readability level Short and long range planning for materials

Factors to consider

Time Expertise Accuracy of information Editorial assistance Material production Funds

Determining the worth or merit of a curriculum

Context assessment

Input assessment

Process assessment

Product assessment

Need for curriculum materials assessment Defining curriculum materials quality

Acceptability Practicability Generalizability

Conducting the curriculum materials assessment

Assess ripple effect of change

Is re-training of faculty instructors necessary? Must other parts of curriculum be changed?

Assess students response to change Assess students in employment Students satisfaction with programme Assess instructors / staff response to change Employer satisfaction

Planning the Curriculum

Establishing Curriculum Content
Strategies to determine content Make curriculum content decision Develop curriculum goals and objectives
Establish decision-making process Collect and assess school / Community-related data

Implementing and evaluating the Curriculum

Identify and select materials Develop materials Select delivery strategies Assess the curriculum