SECOND INTERNATIONAL
CONFERENCE ON TVET
IN THE CARIBBEAN
13-15 May 2015
Quality Assurance: An Exploration of its
Benefits in the Management of 21st Century
TVET in Caribbean Secondary Schools
Elaine Shakes
MPHIL/PHD Student
University of the West
Indies, Mona , Jamaica
1
SOME OF THE CRITICAL DRIVERS OF THE 21st
CENTURY TVET REFORMS
THE
GLOBALIZATION OF
TVET
THE MOST
PROFOUND
STRATEGY TO
ACCOMPLISH AND
SUSTAIN THE
HUMAN CAPITAL,
EFA AND MD GOALS
INCREASED INTEREST IN
THE FORMULATION AND
IMPLEMENTATION OF
SKILLS POLICIES
2
HIGHLIGHTS OF THE PRESENTATION
•
•
•
•
•
•
•
•
•
•
TVET Definitions
21st Century Education and training reforms
Pillars of an Effective TVET system in secondary education
Secondary general education, work related knowledge and
skills
The Caribbean secondary TVET programmes examined and
certified by the Caribbean Examinations Council
TVET: A Huge Socio-economic system
Quality Assurance in secondary education
Exploring the Demand-Led Quality Assurance
Structure of the proposed Conceptual Framework for the
Demand- Led Quality Assurance
Conclusion
3
DEFINITIONS OF TVET
UNESCO/ILO 2001
Technical and Vocational Education and Training
(TVET) is a comprehensive term referring to those
aspects of the educational process involving, in
addition to general education, the study of
technologies and related sciences and the
acquisition of practical skills, attitudes,
understanding and knowledge relating to
occupation in various sectors of economic life.
4
DEFINITIONS OF TVET (cont’d)
Lauglo (2005) refers to TVET as deliberate
interventions to bring about learning which will
make people more productive (or simply adequately
productive) in designated areas of economic activity
(economic sectors, occupations, specific work tasks).
TVET, however, will also have other purposes which
are not unique to TVET and which apply to other
forms of education for example knowledge, skills,
insights and mindsets. These are deemed to be
generally valueable for the learners.
5
21st Century Education Reform
Efforts
An effective
Technical and Vocational
Education and Training
(TVET) system
6
Match the
Use Policies, Standards and strong
competencies to
collaborative support systems
be developed
with labour
market needs
Pillars of an Effective
and the
TVET system in
economy
secondary education
Lay the foundation for
students’ entry into
productive work and
lifelong learning
Merge TVET and academic
education for the mastery of
skills and information
7
SECONDARY GENERAL EDUCATION,
WORK-RELATED KNOWLEDGE AND
SKILLS
Have the potential to :
• enable the society to understand TVET
• increase access to TVET
• develop students’ productivity and
work skills consistent with industry
standards
8
SECONDARY GENERAL EDUCATION,
WORK-RELATED KNOWLEDGE AND
SKILLS (cont’d)
Have the potential to:
• enable students to obtain recognizable and marketable
credentials for integration in the workforce
• develop the network and alliances among stakeholders to
achieve the goals of training and education for sustainable
development.
9
Education and
Training for
Sustainable
Development
Sustainable
Human
Resource
Base
Sustainable
Structures
Quality
Responses
Sustainable
Systems
Sustainable
Operating
Mechanism
Success is
dependent on the
Alliances which will
develop among
10
stakeholders at all
levels.
THE CARIBBEAN SECONDARY TVET PROGRAMMES
EXAMINED AND CERTIFIED BY THE CARIBBEAN
EXAMINATIONS COUNCIL (CXC)
• CXC is the regional examining body that provides examinations for
secondary and post-secondary candidates in Caribbean countries
• The vision of CXC is to ensure the global intellectual competitiveness
of the Caribbean through the provision of Quality Assurance in
education and comprehensive certification
• CXC has launched several initiatives aimed at defining new directions
in technical education and rationalizing the certification that it offers
in that domain. Among the Council’s goals is to get TVET “right” at
the secondary education level.
11
THE CARIBBEAN SECONDARY TVET PROGRAMMES
EXAMINED AND CERTIFIED BY THE CARIBBEAN
EXAMINATIONS COUNCIL (cont’d)
1. Caribbean Advanced Proficiency Examination
(CAPE)
2. Caribbean Secondary Education Certificate
(CSEC)
3. The Caribbean Vocational Qualification (CVQ)
12
TVET: A HUGE SOCIO-ECONOMIC
SYSTEM
• An all-inclusive approach, therefore, in
the achievement of quality to radically
reform secondary school TVET must be
pursued. The major re-adjustments
must be embedded in the development
of a mutual integrated system for
shared understanding and conduct of
Quality Assurance.
13
Quality Assurance in
Secondary Education
TOWARD
A
DEMAND
-LED
INTEGRATED AND
INCLUSIVE
QUALITY
MANAGEMENT
SYSTEM
THE KEY TO FACILITATING 21ST
CENTURY TVET REFORMS IN
SECONDARY EDUCATION
14
DEFINITION OF QUALITY
ASSURANCE
According to Shakes (2013) Quality Assurance (QA) is one
component of a system of Total Quality Management. It
refers to administrative and procedural activities
implemented in a quality system to ensure that the requisite
standards and goals of an activity, product or service are
fulfilled.
The activities are achieved through a series of
• systematic measurements
• standard comparisons
• periodic monitoring
• feedback loops
which are used to confer performance weaknesses and assist in the
development of plans to improve them.
15
EXPLORING THE DEMAND-LED
QUALITY ASSURANCE
Its Driving force are industries, firms and businesses. They
constitute the following two main quality measures:
• An input measure - development of the competency
standards, curricula and the assessments of the learners.
• An output measure - determining and implementing
graduate endpoints, absorption and continuous industry
(furlough, apprenticeship) develoment.
16
EXPLORING THE DEMAND-LED
QUALITY ASSURANCE (cont’d)
Rooted in the concepts of:
• Total Quality Management
• Conformance to Specification.
17
Total Quality Management: Model
Management
Methods
Inputs
Processes
TQM
Movement
Forward
Outputs
Movement
Backward
18
Conformance To
Specification : Elements
Controls
Specifications
Standards
19
The roles of
facilitators and
instruction
The roles of TVET
stakeholders
TVET
Philosophies
and TVET
Principles
The roles of
TVET
institutions
The decisions on
the competencies
to be taught
The nature of the
economy and the
learners
20
PHILOSOPHICAL POSTURES AND BASES OF
THE DEMAND-LED QUALITY ASSURANCE
•
Dewey (1916);
•
Statement of the Ideal Caribbean Person (2000);
•
UNESCO Pillars of Learning;
•
Goleman’s Emotional Intelligence;
•
Wagner’s Seven Survival Skills for the New Economy, 2008;
•
Pragmatism;
•
Progressivism.
21
FEATURES OF THE DEMAND-LED QUALITY
ASSURANCE
The Demand-Led Quality Assurance:
• incorporates an underpinning philosophical
principle that provides intellectual guidance and
coherence to the quality assurance processes
• instils a culture of quality and accountability from
all levels of the TVET system
• ensures that a TVET system has a strong capacity
to demonstrate industry skill needs and standards
22
FEATURES OF THE DEMAND-LED
QUALITY ASSURANCE (cont’d)
• provides the means by which achievements are
monitored, inefficiencies are detected and
improved and continuous progress are measured
• ensures consistency of TVET outputs and helps
to raise the value of the TVET system
• provides assurance and objective evidences to
management and stakeholders that an adequate
level of quality is being achieved.
23
PRINCIPLES OF THE DEMAND-LED QUALITY
ASSURANCE
• Quality is defined by customer requirements
• Top management has direct responsibility for quality
improvement
• Increased quality comes from systematic analysis and
improvement of work processes
24
PRINCIPLES OF THE DEMAND-LED
QUALITY ASSURANCE (cont’d)
• Quality improvement is a continuous effort and is
conducted throughout the institution
• The institution operates as a business in a culture of
quality that focuses on continuous improvement and
the delivery of high-quality products and services to
stakeholders.
25
THE CONCEPTUAL FRAMEWORK FOR THE
DEMAND-LED QUALITY ASSURANCE
Quality Assurance begins with the establishment of the Quality System.
This entails three stages as outlined in Figure 1.1.
Figure 1.1: The Quality System
Stage 1: Develop the Quality Assurance
Standards and Indicators
Stage 2:
Conduct the Evaluation
Stage 3: Use of the Evaluation Results
Achievement
of a culture
of Quality
Secondary
school TVET
26
STAGE 1: DEVELOP THE QUALITY
ASSURANCE STANDARDS AND
INDICATORS
Quality assurance components and
indicators must be based on established
standards. Quality standards according to
Morris (2013) must involve all stakeholders in
their development process.
27
FUNCTIONS OF THE STANDARDS
FUNCTIONS OF THE INDICATORS
• define the expected level of
performance of an institution;
• help to develop the quality of the
institution’s products or services
and measure its performance;
• strengthen societal confidence in
educational quality and
institutional services;
• facilitate decision-making on
resource and financial allocations;
• provide quality information to
learners;
• provide information for parents,
industry and government
regarding institutional
mechanisms and operations:
• enhance transparency, equity and
accountability in training and
education.
• clarify the educational
achievements against set
objectives as defined by the
standards;
• outline the inputs,
processes and outputs of
quality ;
• contribute to the overall
quality assurance achieved
through self-assessment
and external assessment;
• encourage quality
development;
• benchmark regional and
international standards to
support the development of
quality.
28
Table 1.2: THE PROPOSED FRAMEWORK OF THE
DEMAND-LED QUALITY ASSURANCE TOOL
CORE COMPONENT
1. TVET PHILOSOPHY
INDICATORS
1. Total Quality Management principles and Core Values are
developed, communicated and implemented by stakeholders and
the institution.
2. TVET Policy, Vision and Mission, are developed, communicated
and implemented by stakeholders and the institution.
3. TVET Strategic Plan is developed communicated and
implemented by stakeholders and the institution.
4. The Strategic Plan reflects the institution’s policies, roles,
responsibilities and capacity to operate the TVET programmes
aligned with the socio–economic needs of the society.
5. Customer and market focus activities are developed and
implemented.
29
CORE
COMPONENT
INDICATORS
2. HUMAN RESOURCE 1. Sufficient and qualified TVET staff is available
DEVELOPMENT
to support each department of the institution
(management, delivery, assessment, placement and
industry relationships).
2. An active Staff Development Plan is available
and includes local, regional and international
industrial attachment and continuous staff
professional development.
3. Staff management strategies are developed and
implemented.
30
CORE COMPONENT
INDICATORS
3. PHYSICAL RESOURCES 1. Facilities Standards are available for all programmes.
AND ENVIRONMENT
2. Facilities Audits are conducted and the
recommendations meet the requirements of specific
sectors of the economy and for improving the quality of
training.
3. Occupational Safety and Health standards are
developed and operational for staff, learners, buildings,
equipment, tools and materials.
4. Workshops ambience (floors, walls, roofs, windows,
doors, tools, stores, equipment, safety lanes, protective
clothing) adheres to OHS quality standards.
5. Ambience of the general internal environment (offices,
class rooms) adheres to OHS quality standards.
6. External environment (buildings, grounds, water)
adheres to OHS risk management strategies.
31
CORE
COMPONENT
4. CURRICULUM AND
OCCUPATIONAL
STANDARDS
ALIGNED TO
INDUSTRY
STANDARDS
INDICATORS
1. The Approved Regional Occupational
Standards are utilized for the delivery and
assessment of the programmes.
2. An advisory system including
stakeholders is in place to review curricula
and advise on new skills requirements and
training needs.
32
CORE COMPONENT INDICATORS
5. TRAINING
DELIVERY,
MONITORING AND
EVALUATION
1. Programme Delivery Plans are developed, communicated and
implemented by stakeholders and the institution.
2. Functional Lesson Planning and Feedback systems are
established and implemented by stakeholders and the
institution.
3. Internal Verification Personnel and quality reporting systems
are established and implemented with stakeholders and the
institution.
4. External Verification personnel and quality reporting systems
are established and implemented with stakeholders and the
institution.
5. Systems for the use of results of the internal and verification
systems are established and implemented with stakeholders and
the institution.
6. Teachers and students’ Portfolio development and
management standards are developed, implemented and
33
monitored by stakeholders and the institution.
CORE COMPONENT INDICATORS
6. TRAINING
ASSESSMENT,
MONITORING AND
EVALUATION
1. Assessment Plans are developed, communicated and
implemented by stakeholders and the institution.
2. Internal verification personnel and quality reporting systems on
assessment are established and functional.
3. Continuous assessment strategies to include individual, peer,
group, research-based, and industry participation are established
and utilized.
4. Student Record management systems are developed and
implemented.
5. A system of continuous collection of data and data analysis to
measure the performance of each TVET area is developed,
communicated and implemented by stakeholders and the
institution.
6. Impact evaluation systems for each TVET area are developed,
communicated and implemented by stakeholders and the
institution.
34
CORE COMPONENT INDICATORS
7. BUDGETARY
ALLOCATION AND
USE
1. A budget for the successful operation of each
TVET programme is prepared by stakeholders
and the institution.
2. The approval of the budget is done by the
relevant personal and a system for budget use
developed, communicated and implemented by
stakeholders and the institution.
3. Requisition and inventory processes for
regulating the use of the budget are developed,
communicated and implemented by stakeholders
and the institution.
35
CORE COMPONENT
INDICATORS
8. INDUSTRY LINKAGES 1. Partnerships are developed with
industry and the social partners and are
functional.
2. Industry linkages encompass
assistance with the delivery and
assessment of TVET programmes, work
experience, apprenticeship and
employment opportunities for graduates
and industry furlough for staff.
36
CORE COMPONENT
INDICATORS
9. CAREER GUIDANCE 1. An established system of career guidance and
AND COUNSELLING
counselling to provide career and vocational
guidance and employment orientation to learners
is in place.
2. Learners have access to an established appeal
procedure that addresses issues in relation to the
fairness and consistency of assessment.
3. Tracking systems on graduate absorption ad
participation in the labour market are developed
and implemented.
37
CORE COMPONENT
INDICATORS
10. RESEARCH,
TECHNOLOGY AND
INNOVATION
1. TVET Research and Development are linked to
regional and international Labour Market
Information Systems (LMIS).
2. Innovative systems utilizing ICT in the
administrative, delivery and assessment of TVET
programmes are developed, communicated and
implemented with stakeholders and the
institution.
3. Partnerships are developed with local,
regional and international partners for the
enhancement of technology and innovation.
38
STAGE 1: INCONCLUSIVE AREAS
Self
Assessment
Scores
External
assessment
Compliance
Status
39
CONCLUSION
In conclusion, this presentation:
• Offers a lens toward the establishment of an effective
secondary level TVET system in the 21st century
• Highlights the benefits of a Demand-Led Quality Assurance
• Proposes the structure of the Conceptual Framework of a
Demand-Led Quality Assurance to stimulate discussion
with a view to creating a culture of quality in the
management of TVET in Caribbean secondary schools
• Invites the inputs of relevant stakeholders for finalization
of the Demand-led Quality Assurance Conceptual
Framework.
40
THANK YOU
Stakeholders desiring more information or further
contact with the presenter:
Telephone: (876) 799 4028
e-mail:
eishakes@yahoo.com
41