国外职业教育质量评价赋能高职院校发展

The movement towards internationalisation of education and training practices to facilitate the global flow of labour, technology, trade, and industry; has brought to the forefront the discussions of national TVET strategies, the issues of credibility of qualifications in regard to national economic growth and graduates’ mobility nationally and internationally in search of employment opportunities. This pressure to internationalise TVET systems and qualifications has mainstreamed the development and implementation of national and regional frameworks for quality assurance through which the comparability of standards and qualifications can be achieved. Document analysis research methodology has been used to review and analyse existing regulatory frameworks on quality assurance of education and training in Uganda so as to establish: 1) Existing quality TVET assurance governance entities, 2) Regulatory frameworks that guide TVET quality assurance, and 3) Progress on future opportunities for quality assurance. The findings showed that: numerous loopholes exist in the quality assurance processes of the education sector as a whole; the TVET sub-sector in Uganda is still being guided by the BTVET Act of 2008 lacks a regulatory structure to oversee quality assurance throughout the entire TVET sub-sector in the country; lack of a policy implementation action plan for the TVET Policy; governance of TVET quality assurance in the country is scattered among many government departments and agencies; and existing quality assurance guiding frameworks never encompassed investment and financing of TVET. The paper recommends that the Government of Uganda prioritises the: establishment of the TVET council as envisaged in the TVET Policy, the development and operationalisation of the TVET qualifications framework and TVET qualifications registry system, and the development of a TVET policy implementation Action Plan.

… and Training (TVET) systems in supporting economic development, … of quality assurance in TVET to promote competent workforce. As per findings, quality assurance in TVET institutions …

… here has been the introduction of linked regional, local and institutional (TVET) planning using current labour market data and forecasts of skills needs. These linked processes are …

… quality management system in education institution to form the conceptual framework of this study. Respondents were asked to evaluate the questions using a five-point Likert in a …

This study developed a management framework for quality assurance to enhance Technical-Vocational Education and Training (TVET) and technology pre-service teacher education programs in CALABARZON (Cavite, Laguna, Batangas, Rizal, and Quezon). Using the three-round Delphi consensus-building technique, the research assessed quality assurance practices and challenges in managing Bachelor of Technology and Livelihood Education (BTLEd) and Bachelor of Technical Vocational Teacher Education (BTVTEd) programs. The study also examined key factors affecting student performance in licensure examinations, career decision influences, and strategies to improve program appeal. Thirteen Delphi experts, including College Deans and program chairs, and 117 BTLEd and BTVTEd graduates participated. Thematic and statistical analyses, including the Mann-Whitney U test, compared assessment differences between graduates concerning licensure exam performance, career decisions, and program appeal strategies. The findings highlight that Teacher Education Institutions (TEIs) in the region prioritize quality assurance through curriculum reviews, faculty engagement, accreditation, facility maintenance, and continuous improvement. However, they face challenges such as resource limitations, curriculum misalignment, faculty development issues, and lack of specific quality assurance standards for TVET programs. Graduates noted factors influencing their licensure exam performance and career decisions, emphasizing the importance of review preparation, teaching strategies, and professional development. To enhance program appeal, there is a need for sustained career guidance, institutional initiatives, and program awareness efforts. The study recommends strengthening collaboration with stakeholders and implementing the proposed management framework to align with national and international standards.

Technical and Vocational Education and Training (TVET) has become increasingly important in meeting the needs of the global workforce. The objective is to examine some activities that promote quality assurance in TVET institutions and recommend solutions to any challenges. A hundred and fifty questionnaires were administered only 50 responses were returned. Descriptive statistics was used to analyse the data collected. Results showed that the National Board for Technical Education curriculum is not reviewed regularly and the time span for the review varies from department to department. Also, local content is integrated into the NBTE curriculum. TVET institutions take accreditation seriously, all programmes for departments surveyed are accredited. 96% of the academic staff give feedback to students after continuous assessment and examination. Some equipment for students’ practical are obsolete. TVET trainers do not attend conferences/workshops/seminars as regularly as expected due to lack of sponsorship. Most departments do not conduct industry needs assessment and about 90% are not in partnership with any industry for curriculum enhancement nor job placement. The study concludes, curriculum review should be done at least once in two academic sessions with more emphasis on local content. For quality assurance the accreditation pattern should be improved upon. Also, feedback mechanism must be improved. The obsolete equipment needs to be replaced through increased funding for TVET institutions. For continuous professional development, conspicuous allowance should be provided for TVET trainers for conferences/workshops/seminars. Invariably, ccollaborative curriculum development with the industries is a key to entrepreneurship, and relevance in the work environment.

Recent digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. Major forces driving changes in the world of work include globalization, rapid advances in information and communications technology, changes in financial markets, new business strategies, new management practices and new forms of work. The uncertainty emerging from the fast changing environment, technological development has increased ethical and social responsibility. TVET was often a second choice of the students and was disregarded as a significant player in academic orientation in some years back. Now, that statement has been slowly discarded since awareness increased and through quality in education it is proved that TVET are the best providers of knowledgeable and skilled workers in the 21st century. Quality assurance in TVET is a concept that is concerned with high performance in entire academic process involving activities such as teaching, learning, infrastructure, students’ behavior and so on. The TEVT sector and its policy makers respond rapidly to the changing scenario. Good quality education is very necessary in the total development of the student, which ensures proper development, job prospects and the realization of academic goals and objectives. There are varied factors working against the realization of quality TVET. Practical partnerships between public and private actors will have an increasingly important role to play in the delivery of TVET programs so that the fresh TVET graduates have to be world class and the education quality has to maintain of global standards. This paper outlines and discusses the relevancy and quality assurance need in TEVT to meet the requirements in the coming future.

PurposeIn the current period quality assurance (QA) and technical vocational education and training (TVET) are known as the two comprehensively examined ideas in schooling, dependent on exceptional abilities in this modern era of Industrial Revolution (IR) 4.0. The incapability or need for QA of technology-oriented programs has been dissected by policy makers as a hindrance in accomplishing the TVET objectives. Consequently, the reason for this exploration paper was to contemplate over the impact and association of QA on TVET programs and level of preparedness of TVET teachers for the market of IR 4.0 in Pakistan.Design/methodology/approachIn this study a quantitative research method with survey-based research has been used whereas, two research questions and hypotheses were structured and explained to lead the study. The research sample was 475 TVET teachers having technical competence for Pakistan using the random sampling technique. The instrument was an adapted questionnaire using five Likert scales. Moreover, mean and standard deviation was utilized while one-way ANOVA and Pearson correlation was used to test the hypothesis.FindingsThe findings of this study uncovered that there is no significant impact of QA of TVET programs to fulfill the need of IR 4.0 in Pakistan. But there is strong and positive association between QA of TVET programs as per the demand of IR 4.0 and level of preparedness of teachers toward it. The study suggested that in order to meet the labor market's requirements according to IR 4.0, future employment demand could be met by assuring their TVET programmers' QA and putting them into practice in accordance with the indicators and the TVET framework suggested in literature and by United Nations Educational, Scientific and Cultural Organization (UNESCO), which is widely accepted. The findings will also help to detect current trends in teaching, providing important insights in terms of QA and the focus of digitalization in TVET education.Practical implicationsThe implication of this study is that in order to influence TVET's technological development, employment and national development, policy makers, TVET principals, coordinators and teachers must work on important aspects of their access that are very important on inclusion, financing and quality – the assurance of standards, as it meets the needs of the country according to the IR 4.0 labor market.Originality/valueThis is one of the unique studies of its nature which has focused on the QA on TVET programs for the digital employment market of IR 4.0 in Pakistan and South Asia.

A quality assurance system in TVET provides the framework and processes for the consistent delivery of graduates with valid skills and competencies needed in the labor market. It also includes constant review and improvement cycles so the institutions become more efficient and effective in meeting the changing demand of the labour market. Setting and monitoring improvement targets within the system, and then evaluating the quality benefits of those improvements, are key elements of the overall management of the TVET system and as such need to include a variety of relevant measures that are polled consistently according to defined schedules. In this way, quality assuarance system in TVET ensures the effectiveness of system inputs (policy, management systems and processes, infrastructure, human resources, financial resources) to produce the desired outcomes that can be monitored and evaluated to examine if TVET institutions under evaluation responds to labor market, societal and individual needs; leads to nationally, or even internationally, recognized qualifications or credentials; provides access to decent jobs and sustainable employment; is attractive, inclusive and accessible, i.e. all citizens have access to TVET; and fosters capabilities that enable progression to further learning. In this paper, an integrated system of quality assurance is proposed to streamline Nepal's TVET and assure the quality of all institutions delivering TVET in Nepal.

This article aims to investigates the implementation of Total Quality Management (TQM) to improve leadership efficacy in Technical and Vocational Education and Training (TVET) institutions. The author conducted a very thorough and comprehensive search across 30 selections of past publish articles between year 2018 to 2024 and summarizes the findings. This review shows that Technical and Vocational Education and Training (TVET) plays a critical role in closing the skills gap by offering practical training that corresponds with industry requirements and cultivating a proficient workforce. Not only that, effective leadership is essential for managing educational programs and aligning them with industry standards, while Total Quality Management (TQM) offers a holistic management framework that prioritises continuous improvement, customer satisfaction, and organisational excellence. Hence, by incorporating TQM principles, including a strategic and systematic approach, data-driven decision-making, and efficient communication, TVET leaders may cultivate a quality-oriented culture that enhances institutional performance. The results indicate that TQM effectively addresses issues in curriculum implementation, personnel development, and conformity with industry benchmarks. Furthermore, the study emphasises the importance of leadership in executing TQM practices, which fosters teamwork, transparency, and responsiveness, hence improving the quality and relevance of TVET programs. Lastly, the findings highlight the significance of implementing Total Quality Management as a strategic instrument for promoting ongoing enhancement and attaining educational excellence in TVET institutions.

Purpose This study aims to identify the key indicators for quality enhancement in an educational institute which affect student’s outcome in terms of employability and entrepreneurship. These indicators can be used for improving the quality of engineering institutions imparting technical education. Design/methodology/approach Review of conceptual and empirical literature has been done to establish a linkage between institutional factors and quality output. The paper further identifies existing quality gaps in engineering education that make their students misfit to the requirements of market. Findings The relevant literature reviewed suggests that quality of technical institutions can be viewed form two perspectives: first, students’ achievement in the form of placements, entrepreneurial output, enrollment in higher studies and university ranks. Second, faculty research output in the form of publication in refereed journals, consultancy projects and patents. The study concludes by stating that when these two important stakeholders are provided with the infrastructural support and environment to showcase their skill, the quality of technical institutions improves automatically. Research limitations/implications The study is conducted on technical institutions engaged in providing engineering education. This research can be extended to other disciplines. Originality/value The framework proposed in the study will help technical institutions in evaluating their service quality levels which will further help them in improving the same.

… of nine courses of a large higher vocational education institute… the quality of assessment in higher vocational education, to … assessment quality and to study whether self-evaluation leads …

Purpose The issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning standards. This study aims to identify standard components for teaching and learning to ensure quality delivery for the achievement of VTE objectives. The quality assurance framework for teaching and learning is envisioned as a closed-loop management process that functions as an effective operational scheme to coordinate teaching processes that support the structure for quality assurance in VTE programs. Design/methodology/approach Survey data were collected through a questionnaire developed to examine the quality standards for teaching and learning in VTE from 259 respondents from colleges of education. The identified quality components for teaching and learning and their quality indicators were analysed. Findings The conceptual framework for teaching and learning with the 12 quality components and 62 quality indicators is the key standard for improving quality teaching and learning to meet the desired goals of VTE programs. Originality/value The framework proposed is flexible and can be applied to many other programs to ensure that teachers are professional enough to teach effectively to provide adequate learning outcomes.

… article is to present a framework of basic evaluation concepts that can be … Vocational Education and Training (VET) system in a particular setting has a comprehensive evaluation system …

PurposeThis paper aims to present an innovative model to evaluate the quality of the learning outcome in vocational education and training (VET) considering a wide approach that includes, in particular, stakeholders' expectations and perceptions.Design/methodology/approachThe Expero model was implemented in various kinds of vocational schools and educational institutions in different European countries.FindingsThe model was validated through review by several international experts and by translation into a quality standard certification model.Research limitations/implicationsExpero needs a larger testing phase in non‐European countries to validate its appropriateness. Different vocational systems in non‐EU countries could enrich and widen the model in terms of transferability and sustainability as well as fostering cross‐educational requirements and needs that may impact the quality of the learning outcome. The Expero model is mainly dedicated to vocational education and, in its current form, is not suitable to be applied to other levels of education (i.e. primary or secondary). Meanwhile, it seems promising in terms of its application in higher education institutions, in workplace learning, and in continuous professional training.Practical implicationsExpero permits analysis of the quality of the learning outcome, which constitutes the prior mission of a school. Being dedicated to the vocational sector, Expero is based on stakeholder evaluation, including school personnel, trainees, industries, companies and external bodies interested in a school's results. Applying the Expero model, a school can analyse its strengths and weaknesses in a systematic way; strengthening – or even creating – a collaborative network with its stakeholders finalised in improving learning outcome.Originality/valueAmong the various opportunities a school has to perform a quality assessment (ISO 9000, EFQM, CAF), Expero is the first model focused on the quality of the learning outcome based on multi‐stakeholder data analysis.

Vocational education and training has emerged from traditional industry and technical training into a vigorous post-compulsory education sector focused on satisfying the ever-changing demands of today’s employers. This chapter considers issues around the accreditation and regulation of providers and the assessment and certification of outcomes. Quality and comparability of outcomes has been a common concern for regulatory regimes. The front-end emphasis of training assessors and the requirement for workplace assessment contexts is designed to align with employer needs. However there are legitimate concerns about the consistency of judgments. Competency based assessment (CBA) has been the dominant assessment model and contrasts with the traditional assessment approach in general education. However the more recent standards-referenced assessment movement in the latter sector suggests ways in which assessment approaches are converging. Employability and 21st century skills reinforce the interest in developing generic skills in all sectors of education.

… vocational training in public education. A general consensus had emerged about the importance of establishing vocational training in public schools … of public vocational education. Two …

… He continues his work in TVET and quality assurance as a Research Fellow for the Sino-NZ Model Programme project. In July 2016 John was appointed as the Mark Laws Endowed …

… the end goals of VET trajectories, and (ii) changes in the system of quality assurance of VET assessments. The goal of this chapter is to describe how VET institutions (re)developed their …

Purpose The purpose of this paper is to review three international frameworks, including the International Standard Classification of Education (ISCED), in relation to one country’s higher professional and vocational education system. Design/methodology/approach The frameworks were examined in the context of English higher work-related education, and areas of mismatch identified. These were investigated to identify the extent to which they were due to weaknesses in the national system or to limiting assumptions contained in the frameworks. Findings Assumptions based on stages of education are problematic in the context of lifelong higher and professional education, while more open, lifelong-learning oriented assumptions can be too skeletal to aid comparisons between systems of initial vocational education and training. Particular problems are identified with assumptions contained in the ISCED that do not reflect the reality of professional education. Practical implications International frameworks need to take account of patterns of learning that take place outside of formal institutions and throughout life, but which lead to equivalent outcomes. Nevertheless, it is not adequate to substitute assumptions based only on the level of achievement. Social implications The assumptions underpinning the ISCED in particular mean that equivalent achievements in different systems can be classified differently, leading to under-reporting of individual achievements, a lack of comparability in international statistics, and potential for policy distortion. Originality/value The paper builds on the work of Hippach-Schneider et al. by providing additional evidence, from a different national context, for issues relating to the ISCED in the context of higher professional and vocational education, and extends this analysis to the two major European frameworks.

Enhancing quality is the focus of vocational education reform, and building a quality evaluation system that is adapted to the needs of modern vocational education is an important task of vocational education reform. However, international research on quality evaluation models of vocational education has still not been explored in depth. In order to reveal the influencing factors and the relationships between them in the quality evaluation system of vocational education in China, this study establishes a theoretical model of quality evaluation of vocational education in China and tests the model. Based on in-depth interviews, this study reached the following conclusions: (1) Educational orientation is the starting and ending point of vocational education quality evaluation. The quality evaluation of vocational education in China is directly reflected through professional settings and talent training objectives; (2) the quality evaluation of vocational education in China focuses on factors external to the education system, which is an important means through which the quality of vocational education can be recognized by the public, enterprises, and industries; (3) there are internal factors influencing the quality evaluation of vocational education, namely institutional resources and evaluation system construction. In addition, strategies for vocational institutions are proposed based on the study results, suggesting that other countries should strictly regulate the settings of majors based on the real needs of industries; promote the development of technical knowledge, teaching materials, and teacher training; and explore the function of international exchange and cooperation, industry–education integration, and school–enterprise cooperation in educating people. This study provides a theoretical model for the quality evaluation of vocational education; in terms of practical value, the constructed model extends the scope of basic theory.

… with its implementation and assurance. Additionally, the aim of … of quality management in Vocational Education and Training (… Quality Assurance is about defect prevention while Quality …

… indicators and the feedback resources described in this paper have all been endorsed by the National Quality Council, the body responsible for quality assurance in Australia's …

… This article reflects on the development of the European approach towards quality and quality assurance in vocational education and training (VET) and its relevance for VET reforms in …

… In the process of creating a framework of qualifications of … professional educational institutions of different levels and different types of businesses on the requirements both to the training …

Some evaluation has been carried out in Vocational High Schools (VHSs), but most of it focuses on the documents or passive data rather than the processes happening in VHSs. Thus, this research focuses on the evaluation of VHS performances where the process is initiated with identifying the constructs and developing the instruments of performance evaluation for VHSs with Technology and Engineering expertise programs. Based on the problems found in the field, before conducting the evaluation, the researcher needs to, at first, develop the instrument of evaluation through three stages of development. The first stage is analyzing the concepts related to the evaluation by examining the factors affecting VHS performances. In the second stage, instrument development and instrument analysis (content validation) are conducted with the help of experts. The third stage is performance evaluation in VHSs located in Yogyakarta. The evaluation employs a set of instruments developed by the researchers. This research has produced a set of instruments for performance evaluation, which can be used extensively in VHSs. Based on the evaluation, it is found that the aspects of general management and academic management of the VHSs being studied are considered “Good”.

: Under the new situation comprehensive promotion of the "double-high plan", the comprehensive ability and professional quality of the administrative personnel in higher vocational colleges are facing new challenges. In this paper, under the requirements of college construction of the "double-high plan" project, the balanced scorecard is introduced, the strategic objective is converted into specific indicators, and the importance of indicators is studied by using the analytic hierarchy process, so as to establish a scientific and effective performance appraisal indicator system for the administrators of higher vocational colleges. A case is studied at last, which results calculated with Matlab prove the validity of the method.

Objective : As a great number of higher schools in Poland are financed from public resources, there arises a question about the adequacy of those schools' inputs to the obtained outputs. The aim of this paper is to examine the technical efficiency of 27 state higher vocational schools in Poland. Research DesignM DEA; efficiency; higher education JEL codes: I23, C14

Higher vocational education (HVE) aims to cultivate high-quality technical and skilled talents so that the educated have the professional ethics, scientific culture, professional knowledge, technical skills, and other comprehensive professional qualities and action abilities required for engaging in a specific profession to achieve sustainable career development. Two problems related to critical management strategies for sustainable development activated this study: Should HVE colleges conduct academic research? What types of research should HVE colleges do? This article attempts to empirically study the second question while affirming the answer to the first question. HVE colleges focus on talent cultivation, which does not mean they will never engage in academic research. The key is to decide and evaluate the research types for HVE colleges. First, a survey was conducted on the current status and practical needs of HVE colleges globally and especially in China, and it was found that there is a mutually beneficial relationship between teaching and research in HVE colleges. Then, the positioning of HVE colleges for academic research was analyzed from three aspects—research type, performance assessment, and combination comparison—and three types of research positioning were proposed, i.e., applied research type, educational research type, and comprehensive research type. Then, three assessment index systems of academic research positioning types were designed from two input and output levels, and a research performance assessment model was established using data envelopment analysis (DEA). Finally, taking 22 vocational colleges in Shanghai as examples, a comparative study was conducted on the assessment results of three research types to determine the research types of different HVE colleges. Based on their educational history and academic research resources, HVE colleges can choose their research types. The HVE management department can guide HVE colleges to conduct differentiated academic research and support teaching and talent cultivation through input–output analysis for sustainable educational and teacher development.

… These goals function as reference points for the definition of competencies, which must be developed by vocational education and training. To measure and compare the performance …

This study aimed to evaluate the performance of vocational high schools by developing and applying a comprehensive assessment instrument. The focus was on the actual processes occurring within these institutions, rather than solely relying on document-based evaluations. By analyzing factors affecting school performance, constructing a valid instrument, and conducting a thorough evaluation, the study found that the investigated vocational high schools demonstrated satisfactory performance in general management and academic management. Most of the evaluations of education, training and performance carried out in vocational high schools focus on documents or passive data, rather than on the processes taking place in the secondary schools themselves. Recognizing the need to study precisely these processes, this study focuses on the performance evaluation of secondary schools. The study begins with the identification of constructs and the development of instruments to assess the performance of vocational high schools. Based on the problems found in the field, before conducting the evaluation, the researcher must first develop the evaluation tool through three stages of development. The first one is to analyze the concepts related to evaluation by examining the factors affecting the performance of vocational high schools. In the second, instrument development and instrument analysis (content validation of selected criteria) are conducted with the help of experts. The third one, entailed a rigorous evaluation of the effectiveness of vocational secondary schools. Based on the evaluation findings, the investigated vocational high schools demonstrated commendable performance in both general management and academic management.

The development of education and vocational training is the cause and responsibility of the whole society, an essential content of the national human resource development strategy and planning; in which vocational colleges hold important positions and roles. In recent years, the network of vocational colleges has grown rapidly and widely throughout the country, the force of teachers and administrators as well as the number of trainees participating in vocational training has grown tremendously. With this development, accreditation of vocational education is a necessary requirement and plays an important role. A study of the State’s legal documents, the requirements of practice, and survey results on vocational education quality accreditation show that this activity plays an important role in developing vocational education. On the basis of survey and evaluation, combined with the regulations of the State, this study identifies the importance and the factors affecting the accreditation of vocational education quality in colleges, thereby recommending solutions to improve the quality of this activity in the future.

… mechanism for ensuring the quality and relevance of training (OECD 2025a). … accreditation policy on the wages and employability of graduates from Chile’s Technical and Vocational …

… the mechanism for accountability. Article 17 of this Law specifies that accreditation is the key mechanism … state and private HEIs, vocational and technical colleges, and teacher training …

… accreditation at vocational colleges; the State’s policies on self-assessment and quality accreditation at vocational colleges; … accreditation activities at vocational colleges in the future. …

In the context of the construction of the Hainan Free Trade Port, enhancing the quality of vocational education has become a key support for high‑quality regional economic development. By comparing the German Q2E framework, the EU quality assurance framework, and the UK vocational education evaluation mechanism, and taking into account practical issues such as the homogenization of program offerings and the insufficient depth of industry‑education integration in Hainan's vocational colleges, this paper proposes a "three‑dimensional dynamic assessment model" based on an international benchmarking perspective. Using "input‑process‑output" as its logical thread, the model incorporates enterprise certification standards, third‑party data collection, and the concept of lifelong learning to construct an assessment and certification system comprising seven first‑level indicators and twenty‑three second‑level indicators. Empirical research shows that the system can effectively improve the alignment between program offerings in Hainan's vocational colleges and industrial demands, with the conversion rate of practical training outcomes increasing by 37.6%, and the post competency score of graduates improving by 21.3%. The study provides theoretical support and a practical pathway for the internationalization of regional vocational education.

… Accreditation developed as a mechanism that could provide structure for what the … Interestingly, we discerned that care should be taken not to overemphasize the “how” (ie, vocational) …

The problem of unemployed graduates or mismatch between jobs and qualifications is amongst the subject often discussed by the new graduates nowadays. employers argue that many graduates do not possess the sufficient experience, knowledge and skills applicable to industry requirements even if they have spent between three and five years on a degree or graduate diploma. With high competition between the young graduates and experienced workers as well as the limited job vacancies available due to the current economic downturn as a result of the covid-19 pandemic, majlis amanah rakyat (mara) thus took the initiative to develop the centre of accreditation and recognition of excellence (care) in providing technical and vocational education and training (tvet) courses to undergraduate students towards industrial-based recognition. This paper hence appraises the scope management of tvet courses offered by care in ensuring that mara inspiration can be successfully fulfilled whilst the aforementioned problems amongst the young graduates can be solved efficiently. The findings of this paper are expected to clarify the elements needed by other higher education institutions and industries in managing the scope of tvet courses to develop care with industry-based recognition added value

… This article examines and compares the NQFs and RVA/RPL mechanisms of five countries with the objectives to find (search for) possible reference level(s) among the levels of NQFs …

Fulfilment of educational quality standards in Islamic religious higher education is essential for maintaining both academic and non-academic excellence. To date, quality assurance has primarily focused on national standards and accreditation in specific scientific fields. However, with the advancement of the tridharma of higher education, quality fulfilment must be assessed against national frameworks and disciplinary standards established by the National Accreditation Board for Higher Education (BAN-PT) and independent accreditation agencies (LAM). This study aims to formulate quality standards grounded in national regulations and accreditation requirements issued by BAN-PT and LAM to strengthen the quality of Islamic religious higher education. This research employs a qualitative phenomenological field design, with data collected through interviews, observations, and documentation. Data validity was ensured through source and time triangulation. The findings reveal that the State Islamic University of Sayyid Ali Rahmatullah Tulungagung, the State Islamic University of Syekh Wasil Kediri, and Hasyim As'ari University Tebuireng Jombang have implemented systematic strategies to ensure the quality of the tridharma, teaching, research, and community service, in accordance with both national and disciplinary accreditation standards. All three institutions integrate Islamic and pesantren-based values into their academic systems. The accreditation results demonstrate the achievement of these quality standards: UIN Sayyid Ali Rahmatullah Tulungagung (51 study programs: 27 Excellent, 19 Very Good, 5 Good), UIN Syekh Wasil Kediri (34 study programs: 10 Excellent, 13 Very Good, 11 Good), and UNHASY Jombang (28 study programs: 6 Excellent, 7 Very Good, 15 Good). The study's original contribution confirms that the development of quality standards in Islamic higher education is not solely oriented toward academic performance, but also integrates Islamic values, morality, and spirituality as defining characteristics of Islamic religious higher education.

… The education quality accreditation is defined as a special management mechanism that allows the state and society to monitor education quality in order to provide solutions that …

This chapter discusses the drivers for assessment and enables readers to understand the tensions arising within colleges and universities in regard to accountability, accreditation, and performance evaluation.

… training (TVET) programmes, performance indicators have … , the study and use of performance indicators has never been as … using performance indicators to evaluate the quality of TVET …

… quality improvement indicators of the curriculum of technical and vocational university. By identifying these indicators, … university staff to develop and improve the quality of its curriculum. …

Technical Vocational Education and Training (TVET) is widely recognized as a vital driving force for the socio-economic growth and technological development of nations. In achieving the goals and objectives of TVET in Nigeria, the quality of the programme needs to be improved and sustained. The purpose of this study is to ascertain the challenges and improvement strategies of attaining quality TVET programmes in Nigerian tertiary institutions. Four research questions were raised to guide the study and four null hypotheses were tested at 0.05 level of significance using z-test statistics. The survey research design was used and a total 160 registered Nigerian Vocational Association (NVA) members participated in the study. The instrument of data collection was a questionnaire (CSQTVETQ) and data were collected by the researchers. The study revealed the following factors as challenges of attaining quality TVET programmes in Nigeria tertiary institutions: lack of required TVET facilities, poor funding of TVET programmes; poor teaching methods employed by teachers; and poor assessment of TVET students’ competency. Also, the study showed that adequate funding; training and retraining of TVET teachers; provision of required TVET facilities; adequate internal and external supervision; and public private partnership are improvement strategies for quality TVET programmes in Nigeria. Thus, it was recommended that the government, stakeholders, policy makers and TVET providers in Nigeria should focus on TVET quality assurance best practices that have worked in countries around the world.

This chapter starts with a discussion of the challenges in and need for developing TVET teachers’ digital teaching competencies. Informed by existing research and practices in developing professional competencies for teachers, in particular for TVET teachers, we then propose a framework that identifies core competencies required of in-service TVET teachers and practitioners in the digital age in Sect. 3.2. In Sect. 3.3, this framework is further expanded by the proposal of indicators for each of the proposed core competencies, which form the basis for an instrument developed for assessing these competencies. Section 3.4 suggests ways of how the framework, indicators, and assessment instrument can be used to guide and support TVET teachers’ professional development.

Quality assurance in vocational education and training (VET) becoming a concern driven by evolving educational landscapes and the demand for skilled and job-ready individuals. This study presents a comprehensive bibliometric analysis of research on VET quality assurance from the year 2003 to 2022. Data was visualized using VOSviewer and Tableau. This paper aims to provide insights into the quantitative distrubution, citation pattern, geographical dispersion, and emerging topics in this field. Results show an increasing volume of publications on quality assurance in VET. The citation pattern suggests that the depth of exploration and engagement with existing knowledge is not proportionally robust. Russian Federation emerges as a prominent contributor in terms of document output. A lack of international research collaboration among countries, signaling a need for increased global engagement. The identified trends in research can be categorized into three clusters. Cluster 1 focuses on aspects related to the implementation of quality assurance in VET, Cluster 2 delves into methodological approaches in this context, and Cluster 3 explores research contexts associated with the value, benefits, or objectives of implementing quality assurance in VET. This article also offers a reflection on the findings as research that necessitates further exploration. This article can serve as a valuable resource for empirical researchers seeking to examine the temporal evolution of study participants and the shifting research themes pertaining to quality assurance in vocational education.

… qualifications and real-life work experience offered by the ‘dual’ vocational training system. This means that the ‘dual’ system is highly rated within the Common Quality Assurance …

Abstract The parallel session of the 2024 World Vocational and Technical Education Development Conference, titled “Establishing Quality Assurance Systems for Vocational Education”, was held in Tianjin. The session focused on three themes: International Comparison of Vocational Education Quality Assurance, Exploration and Practice of Innovation in Vocational Education Quality Assurance Systems, and The Role of School-Enterprise Cooperation in Vocational Education Quality Assurance. In-depth discussions addressed several key issues: the evolving process of constructing China’s vocational education quality assurance system, the pathways and measures adopted by other countries to establish their vocational education assurance systems, the role of high technology in driving the development of these systems, and the critical contribution of school-enterprise cooperation in shaping China’s vocational education quality assurance system.

Historically, many European education systems were hierarchically structured, and schools were externally steered by governmental bodies. The introduction of New Public Management prompted a shift towards decentralised school development, separating strategic and operational school management. This transition has led to the introduction of comprehensive quality management (QM) systems across Europe to ensure desirable developments in schools, including the vocational education and training (VET) sector. Using an educational governance perspective, this study analyses how QM is framed in selected European countries and how this reflects educational governance differently. The study focuses on Austria, Germany, and Spain, considering their distinct educational governance regimes and VET systems. The theoretical framework is grounded in the concept of educational governance as a complex interaction of stakeholders. The method used for the study involves a documental analysis of government reports, recommendations, regulations, and research studies. The findings show that two central functions of QM prevail in the countries analysed. In the formal VET system, accountability and performance functions seem to take precedence. In the non-formal VET system, the marketing function is predominant. However, quality development and improvement at the level of teaching and learning is more of a secondary aspect.

… in Australia, little to no attempt is currently made at comparing the quality of training by assessing or engaging with the final product: the person who has completed the …

Continuous development of education and training programmes in the European Union is a key factor in enhancing cooperation at European level. Today, economic and social changes are taking place in the world, which is why vocational training is seen as a tool to prepare people for a changing world of work, improving employability and competitiveness. Vocational education and training must adapt to changes affecting the economy, society and the labour market. Vocational education and training (VET) policy has been a national, autonomous area of the Member States for decades, but the issue of VET has increasingly been given priority in the process of European economic unification. At the Lisbon Summit, the European Council recognised the important role of education as an integral part of economic and social policies, which is an important tool for increasing the European Union’s competitiveness. European cooperation in VET has been promoted by the three common European instruments created as a result of Copenhagen process: the European Qualifications Framework (EQF), the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) and the European Credit System for Vocational Education and Training (ECVET), which are progressively integrated in their VET systems by the Member States. The aim of these instruments is to support recognition between European VET systems, to promote lifelong learning and mobility and to improve learning experiences. The aim of our study is to explore with a comparative study, to what extent and manner the V4 Member States (Czech Republic, Hungary, Poland, Slovakia) have integrated EQF, EQAVET and ECVET transparency instruments into their national vocational training systems and to what extent the transformations are in line with EU objectives.

ABSTRACT The transferability of vocational education and training (VET) systems is a central issue within international comparative VET research. However, scholars working in related disciplines also focus on the international cooperation associated with VET. This literature review presents relevant findings from the field of VET research, but also from the fields of comparative political economy, comparative educational research, and international human resource management. It explores differences and parallels in research about policy transfer between these fields. For example, scholars working in the comparative political economy and educational sciences tend to focus on transfer activities at the systemic level, while those working in international human resource management tend to focus on regional management strategies, and scholars working in VET research focuses on successes and obstacles associated with cooperation. All of these features are interconnected, providing important insights into the transferability of VET systems. The following discussion begins by exploring the rationales underpinning different disciplinary perspectives on policy transfer in VET. Next, it reviews empirical research on the transfer of VET policies from different disciplinary perspectives. It concludes with a critical reflection on the transfer potential – and how scholars in all relevant disciplines stress the need for cultural sensitivity, adaption, and long-term planning when transferring policy from one country to another.

… the maturity level of the organization of secondary vocational … model and adapted to the system of secondary vocational … the maturity model of business processes for universities. …

… the level of maturity of an institution of secondary vocational education. … maturity, maturity models are used that are accepted and used as standards. The most common maturity models …

… maturity model and proposal for a continuous digital transformation process with digital maturity model … the transformation maps of each institution, thereby providing operational action …

INTRODUCTION The Association to Advance Collegiate Schools of Business (AACSB) is an international accrediting organization that reviews business schools' ability to provide quality programs. Accreditation is voluntary and includes self-evaluations, peer-reviews, committee reviews, as well as evaluations of strategic plans, mission statements, faculty qualifications, and curriculum. AACSB was established in 1916 as an organization where business schools could network and address issues affecting business education. Accreditation standards were developed in 1919 and often revised to support continuous improvement in college or university-level education. Many schools seek or maintain accreditation as way of promoting rigor, quality, and relevance in business education. AACSB standards are used to evaluate an institution's mission, operations, faculty qualifications and contributions, and programs to assure various stakeholders of a quality education (Association to Advance Collegiate School of Business, 2013). Accreditation has many benefits not only to institutions and students, but also as an opportunity to increase a country's wealth (Kiger, 2002). In addition, many students are interested in investing in an education that is more tangible, marketable, and personally satisfying and are therefore more interested in the quality and potential payback from their educational commitments (Dealtry, 2003). AACSB International has over 1,300 member institutions in over 70 countries; however, only 650 member institutions hold AACSB accreditation (membership does not include accreditation). This represents approximately 6 percent of all undergraduate programs and only 4 percent of all master's and doctoral programs. AACSB also maintains a comprehensive database on current business school enrollments, programs, faculty, operations, students, and financial information that it makes available to its members. This information can be useful for schools and institutions interested in benchmarking their programs (AACSB, 2013). Assurance of Learning (AoL) is an approach for the continuous improvement of curriculum development, program review, and, in many cases, accreditation. AoL programs are important for assessing undergraduate, masters, and/or doctoral degree programs, their maturity, and impact on curriculum management. A recent mandate from AACSB is that accredited and accredit-seeking institutions must have mature AoL processes in place. Therefore, this paper describes the Capability Maturity Model (CMM) and its application to assess the maturity and capability of AoL processes. In 1986, the Software Engineering Institute (SEI), a federally funded research development center at Carnegie Mellon University, developed a Capability Maturity Model (CMM) to assess and evaluate the capability and maturity of software development processes. This model was chosen because it provides an evolutionary path that focuses on five levels of process maturity: Level 1--Initial, Level 2--Repeatable, Level 3--Defined, Level 4--Managed, and Level 5--Optimizing. Each level requires a number of defined steps to provide a path for incremental and continued process improvement. In addition, this model allows an organization to assess its current level of software process maturity and then help it to prioritize the improvement efforts to reach the next higher level. Although the CMM was developed with software development processes in mind, subsequent models have been proposed so not to be limited to a specific discipline. Subsequently, the CMM provided a basis for the Capability Maturity Model Initiative (CMMI) in 1991 that combines several models into a single framework to improve all types of processes across different organizations (Bush & Dunaway, 2005). The objective of this paper is to provide a more thorough discussion of the CMM and describe how it can be applied to AoL projects in order to assess, plan, and improve a business school's AoL capability, performance, and maturity. …

… mission for every business, organization or institution. The adoption and integration of … transformation among the employees of a European vocational education training (VET) provider. …

… alignment maturity level in Dutch Vocational Education and Training (VET) organisations. This study again adopted Luftman’s alignment maturity model [21]. Ten VET institutions were …

Comparative research into technical and vocational education and training (TVET) and policy transfer focuses primarily on the system level. This study was designed to extend the focus of research work to policy transfer at the institutional level. This article presents a project that investigated the German concept of peer review in TVET as a potential solution for Chinese TVET schools. The survey investigated the extent to which there is potential to transfer the evaluation concept of peer review in TVET to China. The study used the concept of prospective evaluation. The findings showed that not every feature of the peer review model could be transferred to the Chinese context. The peer review concept needs to be adapted. The supporting and inhibiting factors derived from this study enable us to draw lessons about how to support policy transfer at the institutional level.

The objective of this study was to investigate the extent to which the TVET program was effective in manpower development that is responsive to society needs. The study employed a …

The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middle-income countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.

… role in adjusting the course by evaluating implementation and assessing the impact of new … complex new forms of TVET are very rarely abandoned). Evaluations (in this paper a part of “…

The explicit inclusion of technical and vocational education and training (TVET) in the United Nations Sustainable Development Goals was greeted with excitement by advocates for this sector. For a sector that is generally neglected and has low status (Fooks, 1994), ensuring that the SDGs included a focus on TVET was a hard-fought accomplishment. Vocational education was once again a visible part of the international discourse on the role of education in development and would be taken seriously. We know from the Education for All (EFA) campaign and the Millennium Development Goals (MDGs) that goals and their associated targets have real effects on education systems, with attention and resources following commitments to targets. There can be little doubt that the international targets for achieving universal primary education affected education systems across the globe. Arguably, many more young people are at school because of the focussed attention that these goals and targets generated. However, in this chapter we argue that the incorporation of TVET in SDG 4 and the explicit quantifiable targets associated with it may be something of a pyrrhic victory for the sector. We consider why this education sector in particular is not easily amenable to international targets, and why target-setting for TVET may have perverse or unintended consequences. While our argument applies across all contexts, we are particularly interested in the implications for TVET systems in developing countries where decisions to allocate scarce resources often have greater consequences. We first outline in broad terms the shifts in the discourses and focus on TVET in international and national policy processes and provide an overview of the key targets and indicators of the SDGs and other regional and national strategies. We then consider why TVET is inherently not amenable to international target-setting – partly because of how heterogenous TVET systems are, and partly because of the ways in which they are embedded in specific contexts and structured by them. In the third section, we draw on experiences as researchers and in policy processes, primarily in South Africa. We problematise the use of targets and indicators by looking at three issues: the