Quality Standards

Quality Standards are criteria that TVET institutions and provision are encouraged to meet in order to achieve quality and relevant TVET.  The standards consist of the following structure: (1) quality categories: (2) quality areas: (3) quality criteria: (4) quality indicators: and (5) quality ranking.  Quality categories refer to two different TVET aspects of inputs and process.  Under the categories, there are quality areas.  For instance, quality areas in TVET inputs are documents, physical facilities, learning resources, human resources and trainees while quality areas in TVET process are leadership, learning service and environment, management and administration, and cooperation and public relations.  Quality criteria are positioned under quality areas.  Some examples of quality area of learning resources in TVET inputs are curricula, furniture, equipment and materials, and safety and security whereas those of learning services and environment in TVET process are continuous professional development, provision of learning materials and consumables, competency-based curricula implementation planning, competency-based training implementation, competency-based assessment implementation, labour market orientation, monitoring and evaluation of competency-based curricula implementation, extra curricula activities, and promotion of ICT.  Under quality criteria, there are quality indicators, which are what TVET institutions and provision are encouraged to meet.  In addition, the standards have quality ranking system to categorise TVET institutions into two ways.  The one is to categorise TVET institutions into excellent, good, moderate, poor and very poor for the purpose of monitoring and evaluating TVET quality.  The other is to categorise TVET institutions into “accreditable or not” (TVET inputs) and “pass or fail” (TVET process) for the purpose of regulating TVET quality.

Quality Standards are to be developed and approved as documents by WDA.  It is important to note that Quality Standards are working and operational documents that guide and regulate TVET institutions and provision during specific period in practical ways.  In other words, Quality Standards are to be regularly and strategically reviewed, revised and/or re-developed in order to upgrade and/or adapt quality in TVET institutions and provision based on their current situation.  Therefore, a series of studies and workshops are to be regularly and strategically conducted to develop, review, revise and re-develop Quality Standards.  It is highly encouraged to study the Rwandan TVET-related policies, ministerial orders, strategies, plans and standards.  But also, international and regional TVET quality standards is required to review.  Furthermore, rigorous studies to capture current TVET situation are requested.  With the studies, Quality Standards are to be developed, reviewed, revised and/or re-developed in strategic and practical ways to guide and regulate TVET quality for specific period.

Once Quality Standards are developed and approved by WDA, these are to be disseminated and elaborated into relevant Districts and TVET institutions.  This is to guide relevant Districts, Sectors and TVET institutions appropriately as far as valid Quality Standards are concerned.  With the elaborated Quality Standards, TVET institutions are requested to improved their quality under supervision by relevant Districts and Sectors.