Integration of TVET into ASEAN

Quality Assurance Framework (AQAF)

10th Regional Policy Dialogue, Session 3A

Zita Mohd Fahmi

Former Secretary of ASEAN Quality Assurance Agency

Yangon, 14-15 November 2019

11/20/2019 2

Key points

• Introduction

• Features of AQAF and AQAN (list of EQAAs & NQF)

• 4 quadrants

• Question 1 What and Why

• Question 2 where and How

• Question 3 Benefits

• Question 4 Impact

Regional/international frameworks/guidelines

Purpose:

regional harmonisation, integration and regional

goals, recognised frameworks

Features: Developed by networks/international

agencies, neutral device, voluntary application-

referencing , generic or sector or specialised

Related ASEAN Policies

ASCC 2025

AEC

Kuala Lumpur Declaration for HE and Implementation Work

plans (2016-2020)

HE,TVET Student mobility

AQAF

Developed by ASEAN Quality Assurance

Network

ASEAN entity

Harmonisation InstrumentAgreed commonalitiesImproves quality of HE

and Training Regional reference pointLaunched:2016 EU SHARE

ASEAN QUALITY ASSURANCE FRAMEWORK

11/20/2019 4

Key Features of AQAF (2015)

Principles of good practices

Higher education and training (TVET)

Generic, neutral device,

developmental-oriented

One of the agreed regional QA framework to be referred by AMS

for referencing

Process for referencing: application mainly for

formal EQAA review/assessment

ASEAN Quality Assurance Network

2008

National External Quality Assurance agencies (EQAA)

HEIs and TVET providers

ASEAN Quality Assurance Network

Brunei DS Brunei Darulssalam National Accreditation Council (2011)

Brunei Darussalam Qualifications Framework (2011)

Cambodia Accreditation Council Cambodia (2003) Cambodian National Qualifications Framework (2014)

IndonesiaBAN PT (National Accreditation Agency for Higher Education) (2005/2012)

Indonesia Qualifications Framework (2012)

Laos PDR Educational Quality Assurance Center (2008) Laos National Qualifications Framework (2018)

Malaysia Malaysian Qualifications Agency (2007) Malaysian Qualifications Framework (2007)

Myanmar National Accreditation and Quality Assurance Committee(2018)

Myanmar National Qualifications Framework (2018?)

PhilippinesCHED (1994) + CHED recognised Private Accrediting Agencies/PAASCU (1957)

Philippine Qualifications Framework (2012)

Singapore MOE/Committee of Private Education No formal QF-Singapore Workforce Skills Qualifications

ThailandMinistry of Education, ONESQA (2000) (shared responsibilities)

Thai Qualifications Framework (2014)

Vietnam 5 Centres Educational Accreditations (2012) Vietnames Qualifications Framework (2016)

11/20/2019 6

Extracts from components of AQAF-interconnectedness and TVET

Principle 1 : External Quality Assurance Agency- competent, innovative and effective to assess, audits, evaluates and accredits programmes, certifications and institutions (HE/TVET)

Principle 2 : EQAAs Standards andprocesses

international good practice and standard/processes-assessors, stakeholders,

assessments, accreditation/ audit ,validation- CQI of their practices (HE/TVET)

Principle 4: National Qualifications Framework

classification of qualifications , use of learning outcomes, credit and learning outcomes/competency for access, progression, employment are addressed (HE/TVET qualifications)

Principle 3: Internal Quality Assurance (Institutional) responsibility for

quality and systems to ensure objectives, and outcomes are met-T&L, research,

programmes, management, services….(HE/TVET institutions)

AQAF

Inputs

Process

Outputs

Outcomes

11/20/2019 7

1. Subject to future review of AQAF, some expansion of AQAFis necessary to cover TVET domain

• Are AQAF principles broad and inclusive of TEVT domains?

• Why, what and how more TEVT domains to be added?

• Yes AQAN serves to promote QA principles and practices

• EQAAs of AQAN role either HE only or HE and TVET

• TEVT trends and current need are changing

• What and where to expand TEVT domains in the current framework?

11/20/20198

2. The approaches recommended to proceed better integration of TVET in to AQAF

• Interim: analyse Principles to assess gaps and prove clarity in:

– Guidance notes/interpretation/advisory notes

– Sample of evidences

• e.g. qualitative and quantitative evidences and suggested indicators of performance e.g. as indicated in RQAM of RECOTVET

▪ Ensure a coherent, cohesive and comparable “Fit for purpose” framework with the additions

▪ Consult, pilot, promote, approval and capacity building

▪ Separate guideline or advisory note? Adapt regional model?

11/20/2019 9

Principle 3 Internal Quality Assurance (institutions)

Guidance Notes/interpretation Sample of evidences

3.8 The institution should have formal mechanisms for the approval, periodical reviews and monitoring of programmes and awards

Addresses the need for formal system to ensure quality-planning, developing, monitoring Ensure well design , relevant, current up to date e.g. advisory note, inputs for Market needs analysis, occupational standards, resources, stakeholders

Documented policy fpr programmesRecords of development and reviews for improvementFeedback from stake holder e.g. indicators stated in Focus Area1 RQAM, Sample of review outcomes

Principle 2 EQAA standards and processes

Guidance Notes /interpretation Sample of evidences

2.2 Standards should be comparable to international good practices and related to IQA ….HE

Development and selection of standards involve stakeholders, experts and are benchmarked or referenced with international best practices. Must be fit for purpose…Examples of quality assurance standards for TVET domain?

• Procedures for developing standards

• Dialogues or consultation

• Workshops• Involvement of

industry• International

advisors

Suggested reference to international good practice relevant to TVETe.g. quality of TVET teachers, industry linkages, curriculum design, assessments practices

11/20/2019 10

3. The benefit for the AQAN members to have TVET better integrated in the AQAF

• Increase relevancy & usefulness AQAF

• Promote trust –recognition, mobility, employability

• Improves harmonisation and quality

• Share knowledge and practices

• Relevancy to AQRF

• May even influence QA in HE e.g. evidences for better outcomes performance

11/20/2019 11

4. Implication that is prompted by this integration of TVET into AQAF – long term? intangible value?

•

ASEAN-harmonisation

AQANAdd value to

members and load

NQF and AQRF operations

Ministries/ TVET authorities trust

and enhancement

Mobility skilled

workers

TEVT EQAAReferencing

choice and zone of trust

Thank you

Zita

mohdfahmizita@gmail.com