a quality assurance in the australian professional training system june 2014
TRANSCRIPT
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A
Quality assurance in the Australian professional training
system
June 2014
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Education and training is delivered across three inter-connected sectors:
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3.5 million Australians involved in education and
training (16% of population)
Universities39 (+2)
Schools9,600
TAFE Institutes
58
Registered Training
Organisations(RTOs)
5000
Learning Institutions
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TVET in Australia: 5,000 RTOs; 1.9m students
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Australia’s National TVET System – Components
Australian SkillsQuality Authority (ASQA)
Training Packages(Competency Standards)
AustralianQualifications
Framework (AQF)
In various versions since 1990’s
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New Standards & Regulatory Framework – July 1, 2011
VETHigher
Education
Industry &Skills
Council Advisory
Committee
Higher EducationStandards
Panel(HESP)
AustralianQuality Skills
Authority(ASQA)
Tertiary EducationQuality Agency
(TEQSA)
STANDARDS
REGULATIONMinisterial
Council
StandingCommittee
Function Oversight
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VET Quality Framework● Standards for NVR Registered Training Organisations 2012
● Fit and Proper Person Requirements 2011
● Financial Viability Risk Assessment Requirements 2011
● Data Provision Requirements 2012
● Australian Qualifications Framework
●National Code of Practice for Registered Authorities and Providers of Education and Training to Overseas Students 2007
●National Standards for ELICOS Providers and Courses
●Standards for VET Accredited Courses
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● systematic and rigorous
● evidence-based
● flexible
● fair, open and transparent
● moderated
Rigorous assessment of courses for accreditation
ASQA’s regulatory approach
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Volume of regulatory activity (July 2011 – November 2013)
*all figures are approximate
14,000 provider
registration applications
740 course
accreditation applications
2,400 audits
2,100 complaints
80,000 calls29,000 emails
(Info line)
ASQA
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What do the regulators look for?
•Documented systems for quality training and assessment
•Internal audits carried out at least annually
•Documented agreements with other organisations when they provide training or assessment in partnership
•Written procedures for recruitment, induction and professional development of staff
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What do the regulators look for?
•Trainers and assessors with specified competencies
•Evidence that explicit requirements for quality assurance in assessment are being met
•Recognition of prior learning process in place and all learners are offered RPL on enrolment
•Specific requirements for developing, validating and implementing learning and assessment strategies are being met
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Enforcement
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Links and contacts:
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Thank you for listening