The purpose of this paper is to outline the role of quality assurance processes at both the natio... more The purpose of this paper is to outline the role of quality assurance processes at both the national and regional level and also to outline the conceptual design for an East Asia Summit Technical and Vocational Education and Training Quality Assurance Framework (EAS TVET QAF). The EAS TVET QAF provides a set of principles, standards and quality indicators to assist EAS countries to assess the quality of their TVET systems and develop it accordingly, as well as provide a basis for greater alignment between national TVET systems. The EAS TVET QAF aims to address the needs of developing and developed economies in the region through an appropriate balance of compliance and evaluative approaches to quality assurance. It is flexible to respond to the varying needs and circumstances of countries. The EAS TVET QAF is capable of application at TVET accrediting and registering agency level and TVET training provider level, and it aims to bring benefits such as improved effectiveness, transpar...
The notional ‘new VET practitioner ’ is in tune with the needs of industry and the community, and... more The notional ‘new VET practitioner ’ is in tune with the needs of industry and the community, and seeks to customise programs to suit both enterprises and individuals. However, an exceptional version of this practitioner has emerged in recent times in the vocational education and training (VET) sector, who could be described as the ‘advanced VET practitioner’. While the new VET practitioner is demand-driven, the advanced VET practitioner has extraordinary capabilities for building client relationships, ensuring customer responsiveness and supporting flexible delivery. This superior strand of VET practitioner is raising the bar of professional practice and deserves public profiling.
The purpose of this strategic audit was to identify issues related to the quality of the delivery... more The purpose of this strategic audit was to identify issues related to the quality of the delivery and assessment of the Certificate IV in Assessment and Workplace Training across a range of registered training organisations (RTOs) in Victoria. The central importance of the competencies to ...
Analysing critical issues in teaching, learning and assessment Supporting vocational education an... more Analysing critical issues in teaching, learning and assessment Supporting vocational education and training providers in building capability for the future CONSORTIUM RESEARCH PROGRAMe Need more information on vocational education and training?
This Guide is a practical resource material for assessors and assessor trainers seeking technical... more This Guide is a practical resource material for assessors and assessor trainers seeking technical guidance on how to develop and/or review assessment tools. The Guide is not intended to be mandatory, exhaustive or definitive but instead it is intended to be aspirational and educative in nature. There are three sections to this Guide. Section 1 explains what an assessment tool is, including its essential components. Section 2 identifies a number of ideal characteristics of an assessment tool and provides four examples of how each of these characteristics can be built into the design for four methods of assessment: observation, interview, portfolio and product-based assessments. Section 3 provides an overview of three quality assurance processes (i.e. panelling, piloting and trialling) that could be undertaken prior to implementing a new assessment tool.
Country researchers from 13 countries in the Asia-Pacific region conducted national studies of th... more Country researchers from 13 countries in the Asia-Pacific region conducted national studies of the quality assurance of TVET qualifications in their countries. These countries were: Afghanistan, Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, the Republic of Korea, Samoa, Thailand, Tonga and Viet Nam. The key themes and findings from these reports, together with the outcomes of discussions between country researchers form the basis of this synthesis report. Summaries of the country reports can be seen in Appendix 2.
on teaching, learning and assessment in vocational education and training Support document for Qu... more on teaching, learning and assessment in vocational education and training Support document for Quality is the key: Critical issues in teaching, learning and assessment in vocational education and training
International journal of continuing engineering education and life-long learning, 2014
Some National Qualifications Frameworks (NQFs) are simply hierarchical classifications for levels... more Some National Qualifications Frameworks (NQFs) are simply hierarchical classifications for levels of formal learning programmes and their associated qualifications and certificates. More advanced NQFs can also play a role in facilitating stakeholder interactions, creating coherent qualifications systems, ensuring fit-for-purpose qualifications, supporting wider quality assurance processes, recognising learning gained outside formal education and training and for driving broader educational reforms. They also make national qualifications systems more transparent to foreigners. Across the world there has been a rapid take-up of NQFs and there has been associated development of regional frameworks that coordinate NQFs across wide geographical regions. The evidence for the success and reliability of NQFs is weak and this raises the question about what is driving the expansion of NQFs. What are they expected to do and how might they fulfil these expectations? In this paper the evolution ...
The purpose of this paper is to outline the role of quality assurance processes at both the natio... more The purpose of this paper is to outline the role of quality assurance processes at both the national and regional level and also to outline the conceptual design for an East Asia Summit Technical and Vocational Education and Training Quality Assurance Framework (EAS TVET QAF). The EAS TVET QAF provides a set of principles, standards and quality indicators to assist EAS countries to assess the quality of their TVET systems and develop it accordingly, as well as provide a basis for greater alignment between national TVET systems. The EAS TVET QAF aims to address the needs of developing and developed economies in the region through an appropriate balance of compliance and evaluative approaches to quality assurance. It is flexible to respond to the varying needs and circumstances of countries. The EAS TVET QAF is capable of application at TVET accrediting and registering agency level and TVET training provider level, and it aims to bring benefits such as improved effectiveness, transpar...
The notional ‘new VET practitioner ’ is in tune with the needs of industry and the community, and... more The notional ‘new VET practitioner ’ is in tune with the needs of industry and the community, and seeks to customise programs to suit both enterprises and individuals. However, an exceptional version of this practitioner has emerged in recent times in the vocational education and training (VET) sector, who could be described as the ‘advanced VET practitioner’. While the new VET practitioner is demand-driven, the advanced VET practitioner has extraordinary capabilities for building client relationships, ensuring customer responsiveness and supporting flexible delivery. This superior strand of VET practitioner is raising the bar of professional practice and deserves public profiling.
The purpose of this strategic audit was to identify issues related to the quality of the delivery... more The purpose of this strategic audit was to identify issues related to the quality of the delivery and assessment of the Certificate IV in Assessment and Workplace Training across a range of registered training organisations (RTOs) in Victoria. The central importance of the competencies to ...
Analysing critical issues in teaching, learning and assessment Supporting vocational education an... more Analysing critical issues in teaching, learning and assessment Supporting vocational education and training providers in building capability for the future CONSORTIUM RESEARCH PROGRAMe Need more information on vocational education and training?
This Guide is a practical resource material for assessors and assessor trainers seeking technical... more This Guide is a practical resource material for assessors and assessor trainers seeking technical guidance on how to develop and/or review assessment tools. The Guide is not intended to be mandatory, exhaustive or definitive but instead it is intended to be aspirational and educative in nature. There are three sections to this Guide. Section 1 explains what an assessment tool is, including its essential components. Section 2 identifies a number of ideal characteristics of an assessment tool and provides four examples of how each of these characteristics can be built into the design for four methods of assessment: observation, interview, portfolio and product-based assessments. Section 3 provides an overview of three quality assurance processes (i.e. panelling, piloting and trialling) that could be undertaken prior to implementing a new assessment tool.
Country researchers from 13 countries in the Asia-Pacific region conducted national studies of th... more Country researchers from 13 countries in the Asia-Pacific region conducted national studies of the quality assurance of TVET qualifications in their countries. These countries were: Afghanistan, Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, the Republic of Korea, Samoa, Thailand, Tonga and Viet Nam. The key themes and findings from these reports, together with the outcomes of discussions between country researchers form the basis of this synthesis report. Summaries of the country reports can be seen in Appendix 2.
on teaching, learning and assessment in vocational education and training Support document for Qu... more on teaching, learning and assessment in vocational education and training Support document for Quality is the key: Critical issues in teaching, learning and assessment in vocational education and training
International journal of continuing engineering education and life-long learning, 2014
Some National Qualifications Frameworks (NQFs) are simply hierarchical classifications for levels... more Some National Qualifications Frameworks (NQFs) are simply hierarchical classifications for levels of formal learning programmes and their associated qualifications and certificates. More advanced NQFs can also play a role in facilitating stakeholder interactions, creating coherent qualifications systems, ensuring fit-for-purpose qualifications, supporting wider quality assurance processes, recognising learning gained outside formal education and training and for driving broader educational reforms. They also make national qualifications systems more transparent to foreigners. Across the world there has been a rapid take-up of NQFs and there has been associated development of regional frameworks that coordinate NQFs across wide geographical regions. The evidence for the success and reliability of NQFs is weak and this raises the question about what is driving the expansion of NQFs. What are they expected to do and how might they fulfil these expectations? In this paper the evolution ...
Vers un Cadre continental africain des certifications, 2021
Le Cadre continental africain des certifications (ACQF) est une initiative politique de l’Union a... more Le Cadre continental africain des certifications (ACQF) est une initiative politique de l’Union africaine (UA); son processus d’élaboration a commencé en 2019, s’appuyant sur un large éventail de processus continentaux en cours, en particulier l’Agenda 2063 (CUA, 2015b), la Stratégie continentale d’éducation pour l’Afrique (CESA) (CUA, 2015a; CUA, 2019c), et plus récemment aussi, « l’Accord établissant la zone de libre-échange continentale africaine » (ZLECAf) (CUA, 2019b). La vision actuelle de l’ACQF est d’améliorer la comparabilité, la qualité et la transparence des certifications de tous les sous-secteurs et niveaux d’éducation et de formation ; de faciliter la reconnaissance des diplômes et des certificats, ainsi que la mobilité des apprenants et des travailleurs ; de travailler en complémentarité avec les cadres nationaux et régionaux des certifications, de soutenir les développements aux niveaux national et régional ; et de promouvoir la coopération et l’alignement entre les cadres des certifications (nationaux et régionaux) en Afrique et dans le monde (CUA, 2019d). À cette fin, l’ACQF vise à être inclusif et complet, ouvert à l’innovation et aux nouvelles technologies, et fondé sur les enseignements tirés de processus similaires en Afrique et dans le monde. L’étude cartographique a été commandée par le Programme de l’UA-UE sur les compétences pour l’employabilité des jeunes/Initiative compétences pour l’Afrique (SIFA), la Coopération technique au Développement du Cadre continental africain des certifications, un partenariat de la Commission de l’Union africaine (CUA) avec l’Union européenne (UE), l’Association allemande pour la coopération internationale (GIZ) et la Fondation européenne pour la formation (ETF). Le programme a été lancé en juin 2019, et l’atelier inaugural de la composante développement de l’ACQF a eu lieu du 2 au 4 septembre 2019 au siège de l’UA à Addis-Abeba. Ce rapport d’étude cartographique de l’ACQF présente les principales conclusions de l’étude cartographique du développement des cadres des certifications dans les pays africains, menée de septembre 2019 à septembre 2020, couvrant les cadres/systèmes des certifications à différents niveaux de développement, de consolidation et de mise en oeuvre. Les principaux destinataires de ce rapport sont les décideurs politiques, les praticiens et les chercheurs travaillant sur les cadres et systèmes des certifications aux niveaux africain, régional et national. Ce rapport d’étude cartographique est le premier d’un processus en trois parties, et sera suivi par l’analyse des options et des scénarios pour l’ACQF (2020-21), et l’élaboration du document politique et technique ainsi que du plan d’action de l’ACQF (2021-22), accompagné d’un plan d’action et de directives techniques.
Some National Qualifications Frameworks (NQFs) are simply hierarchical classifications for levels... more Some National Qualifications Frameworks (NQFs) are simply hierarchical classifications for levels of formal learning programmes and their associated qualifications and certificates. More advanced NQFs can also play a role in facilitating stakeholder interactions, creating coherent qualifications systems, ensuring fit-for-purpose qualifications, supporting wider quality assurance processes, recognising learning gained outside formal education and training and for driving broader educational reforms. They also make national qualifications systems more transparent to foreigners. Across the world there has been a rapid take-up of NQFs and there has been associated development of regional frameworks that coordinate NQFs across wide geographical regions. The evidence for the success and reliability of NQFs is weak and this raises the question about what is driving the expansion of NQFs. What are they expected to do and how might they fulfil these expectations? In this paper the evolution of NQF development in “first generation” NQFs, namely in the United Kingdom, South Africa and Australia, is used to analyse the policy rationales for NQFs, concrete experience of them and to chart the evolution of these NQFs over two decades. This analysis is then used to reflect on the future development of second and third generation NQFs as many of these new NQFs reach maturity. The paper concludes with a critical consideration of the extent to which the existing NQFs, as well as those being considered, are “flying blind”: Are NQFs being developed without the necessary evidence base for their continued existence, or are there legitimate policy rationales for this global trend that has grown exponentially over the last twenty years?
This paper provides a comparative commentary and analysis of critical issues in teaching, learnin... more This paper provides a comparative commentary and analysis of critical issues in teaching, learning and assessment in vocational education and training (VET) in Australia and in further education (FE) in Scotland and England, in order to promote continuing discussion concerning the ...
... Credit transfer arrangements are based on completion of the same subjects with another VET pr... more ... Credit transfer arrangements are based on completion of the same subjects with another VET provider (known as 'mutual recognition' under the AQTF), or of equivalent subjects at anothereducation or training institution such as some other VET provider, a higher education ...
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Papers by Andrea Bateman
L’étude cartographique a été commandée par le Programme de l’UA-UE sur les compétences pour l’employabilité des jeunes/Initiative compétences pour l’Afrique (SIFA), la Coopération technique au Développement du Cadre continental africain des certifications, un partenariat de la Commission de l’Union africaine (CUA) avec l’Union européenne (UE), l’Association allemande pour la coopération internationale (GIZ) et la Fondation européenne pour la formation (ETF). Le programme a été lancé en juin 2019, et l’atelier inaugural de la composante développement de l’ACQF a eu lieu du 2 au 4 septembre 2019 au siège de l’UA à Addis-Abeba.
Ce rapport d’étude cartographique de l’ACQF présente les principales conclusions de l’étude cartographique du développement des cadres des certifications dans les pays africains, menée de septembre 2019 à septembre 2020, couvrant les cadres/systèmes des certifications à différents niveaux de développement, de consolidation et de mise en oeuvre. Les principaux destinataires de ce rapport sont les décideurs politiques, les praticiens et les chercheurs travaillant sur les cadres et systèmes des certifications aux niveaux africain, régional et national. Ce rapport d’étude cartographique est le premier d’un processus en trois parties, et sera suivi par l’analyse des options et des scénarios pour l’ACQF (2020-21), et l’élaboration du document politique et technique ainsi que du plan d’action de l’ACQF (2021-22), accompagné d’un plan d’action et de directives techniques.