Issue 7

Quality Assurance as Basis of Trust and Labour Market Relevance of TVET Qualifications

Editorial Issue 7: Quality Assurance as Basis of Trust and Labour Market Relevance of TVET Qualifications

by Eunsang Cho, Anne Busian, Andrea Bateman, Mike Coles

Full issue 7
The recommendation to create quality assurance guidelines to recognize qualifications based on learning outcomes was made at the 3rd International Congress on TVET which took place in Shanghai in 2012. Quality assurance is fundamental to the TVET system in general and with regards to qualifications, and is of particular relevance at this time as many countries in the global village are developing and implementing NQFs.
As Asia moves towards greater socio-economic integration, mutual recognition of qualifications and their quality assurance is becoming increasingly important. Countries that have developed National Qualification Frameworks (NQF) are now shifting attention to their implementation including through the establishment of quality assurance mechanisms which are the foundation for mutual trust, relevance and recognition across borders.

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About TVET@Asia

TVET@Asia is an open content online journal for scientists and practitioners in the field of Technical and Vocational Education and Training (TVET) and Vocational Teacher Education (VTE) in the East and Southeast- Asian region.

Its main purpose is to provide access to peer reviewed papers and thus to enhance the dissemination of relevant content and the initiation of open discussions within the TVET community.

Learn more about TVET@Asia

Quality of VET in India: The case of Industrial Training Institutes

by Nayana Tara Suresh Kumar, Sanath Kumar N. S., Matthias Pilz

The paper focusses on the need for quality in vocational training institutions in India. The need for integrating Quality Management principles in effective functioning of vocational schools (Industrial Training Institutes) is emphasised. In a first step the discussion about the quality of vocational education and training in India will be described. In the following chapters findings of two own empirical studies of ITIs conducted in different states of India are presented. One survey focusses on the ordinary or regular ITIs and the other on upgraded ITIs, the so called Centres of Excellence (COE). Our findings highlight the lack of application of quality principles in these institutions and, especially in ordinary ITIs, problems with infrastructure and equipment and sometimes with the recruitment of qualified teaching staff.

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Quality assurance as a way to support labour markets: a reflection on TVET policies in Bangladesh

by Anm Ehsanul Hoque

Technical and vocational education and training (TVET) systems are not geared towards the market needs in Bangladesh though the country has a comparative advantage in the production of labour intensive goods and services. The government determined that the TVET sector has to emphasize clearly the development of skilled workers with special attention given to quality assurance. Populations in the most developed nations are declining, on the other hand, Bangladesh is becoming now the most densely populated country in the world. In recent decades, remittance has become one of the main sources of economic growth and development. The remittance would be higher with the same number of expatriates’ workforce provided the quality assurance has given a preference.

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Substantial policies and measures to promote quality assurance of TVET in Vietnam towards mutual recognition of qualifications in ASEAN

by Phuong Chi Diep | Issue 7

In order to strengthen the TVET quality assurance in the period of ASEAN economic integration which offers the opportunities of labour force mobility in ASEAN countries (ASEAN Secretariat 2015a, b), the Vocational Training Development Strategy of Vietnam for the period 2011-2020 was launched as a relevant policy (VPM 2012). Besides the quantitative objectives in terms of the amount of vocationally trained labourers and in terms of the amount of vocational schools, the strategy contains objectives and measures focusing on TVET quality assurance such as – among others – developing National Occupational Skill Standards (NOSS) and establishing a National Vocational Qualification Framework (NVQF) in accordance with National Qualification Framework (NQF).

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Developing core competencies of students through Competence Based Assessment at Ho Chi Minh City University of Technology and Education

by Thi Kim Oanh Duong | Issue 7

Core competencies can be defined as personal attributes or underlining characteristics, which, combined with technical or professional skills, enable an individual to fulfill a role/job. Core competencies such as problem solving or teamwork are basic/fundamental for technical competencies. To meet requirements of employers in Vietnam regarding engineers’ and technicians’ technical competencies and core competencies, higher education institutions should support students to develop these competencies in process of leaning. This paper reviews some theoretical approaches to Competence and Competence Based Assessment and applies them by developing core competencies of students at Ho Chi Minh City University of Technology and Education. The application of Competence Based Assessment in developing core competencies of students must be consistent with learning outcomes, teaching methods and assessment.

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Quality indicators in the field of culinary professions in Malaysia – a method of developing competency profiling through self-assessment

by Nornazira Suhairom, Aede Hatib Musta'amal, Nor Fadila Mohd Amin, Muhammad Khair Nordin, Dayana Farzeeha Ali | Issue 7

For many years, the concept of competentcy and quality of the workforce has been prevalent around TVET world. Top performers contribute to a tremendous impact on organizations’ productivity and overall performance. Therefore, identifying top performers is crucial for organizational success and workforce planning. Once identified, those top performers can be targeted for development and a planned progression throughout the organization. However, there are limited indications on how to identify top performers within and across organizations. Thus, the objectives of the current study are to measure the competencies of workers and to develop a competency profile. Using Malaysian hotels sector as the research setting, a survey was employed using a newly-developed questionnaire as the competency measurement instrument.

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Standards – an instrument to enhance the quality of TVET teacher training

by Georg Spöttl, Matthias Becker

Standards with a focus on learning and supporting measurable learning processes including their outcome have been under discussion since several decades. In the last two decades more and more standards have been discussed for teacher training for technical education and vocational education and training. Teachers in this area are facing a bunch of challenges worldwide. The reasons for this vary from country to country because of the very different approaches and organization models of teacher training for technical education and vocational training. This situation has prompted some planners to creating standards for whole regions such as Asia, Europe, the United States and so on. This approach is not followed in this article.

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Quality assurance of the qualification process in TVET: Brunei Darussalam Country Report

by Syazana Ebil, Norazlina Othman, Hjh Norhakimah Hj Mohd Nor, Marlinawati Ahmad, Mohd Yusran Hj Masud

With greater socio-economic cooperation and integration in South-East Asia, mechanisms for fair and transparent recognition of qualifications are needed to facilitate learning and labour mobility. This need is recognised by the Government of Brunei Darussalam which has transformed the technical and vocational education and training in the country in response to the national and regional developments. This article explores the main characteristics of TVET in Brunei and quality assurance mechanisms currently in place in the qualification process in TVET, based on desk research, document analyses and interviews with key stakeholders. It also identifies strengths, key issues and areas of improvement in the current systems and provides suggestions for further developing effective and efficient quality assurance system for TVET qualifications in Brunei.

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Quality assurance of the qualification process in TVET: Malaysia Country

by Junainah Binti Mohd Amin | Issue 7

For the Government of Malaysia to remain competitive in an increasingly challenging global environment and to become a high-income nation by 2020, it is imperative that it embarks on an integrated approach which involves government and Economic Transformation Programme. This programme is important on intensifying human resource development in order to produce a workforce which is well-equipped to face a competitive global market. The Government of Malaysia has determined that the Technical and Vocational Education and Training (TVET) sector as the main route in providing highly-skilled human resources and contribute towards economic growth. This article explores general overview of the TVET system in Malaysia, the current quality assurance governance for the TVET qualification and its development based on desk research, documents analyses and interview with stakeholders related. This article also identifies strengths and main issues in current systems and provides suggestions and proposal for improvement of quality assurance system for TVET qualifications in Malaysia.

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Quality Assurance of Qualifications in TVET: Korea Case Study

by Jeong Yoon Cho | Issue 7

Quality assurance of TVET in Korea has been mainly led by the government since 1960s and now this system is sustained by two quality assurance systems: National Technical Qualification System (NTQS), and Private Qualification System (PQS). Since 1973, NTQS has been administered by the MoEL, which is working as a quality controller of TVET in Korea. However, NTQS has unveiled a fundamental limitation in balancing between education and training, and qualification system, even though it has achieved remarkable outcomes in terms of total number of successful candidates. The root cause of the issue was the gap between National Technical Qualification (NTQ) and TVET, and industrial needs, which has caused ineffectiveness of the system.

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