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2 The VQA – background  Statutory authority set up in 2001 in response to Kirby report  15-member Board  All postcompulsory qualifications except higher.

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Presentation on theme: "2 The VQA – background  Statutory authority set up in 2001 in response to Kirby report  15-member Board  All postcompulsory qualifications except higher."— Presentation transcript:


2 2 The VQA – background  Statutory authority set up in 2001 in response to Kirby report  15-member Board  All postcompulsory qualifications except higher education qualifications  Regulatory and reform roles  Soon to be succeeded by the VRQA

3 3 The VQA - objectives  Develop & monitor standards for education and training normally undertaken in, or designed to be undertaken in, years after Year 10  Ensure and support linkages between qualifications  Facilitate procedures that make it easier for people to re-enter education and training and acquire qualifications throughout their lives

4 4 Moving Mountains

5 5 Powerful ‘connectors’  OECD has identified 5 ‘connectors’ between a qualifications system and lifelong learning:  Providing credit transfer  Optimising stakeholder involvement in qualifications systems  Recognising non-formal and informal learning  Establishing a qualifications framework  Creating new routes to qualifications  Australia already has 2 ‘connectors’  Credit Matrix will enable the other 3.

6 6 Credit Matrix basics  Most senior secondary, VET units now have levels, points allocated by the VQA Level = complexity of learning outcomes Points = volume of learning Unit = smallest part of a qualification

7 7 Points  1 point = 10 hours of average designed learning time (international standard)  Average of designed learning time includes:  attending lectures, tutorials, structured training sessions and doing online learning  doing private study  applying and refining the skills and knowledge  planning a learning program and being mentored  doing revision, being assessed and receiving feedback  An equivalent full-time student load (EFTSL) = 1200 hours or 120 points (international standard)

8 8 Levels  Describe the kinds of things learners would be able to do if they successfully achieve the outcomes of a unit at any one of the eight levels  Indicate complexity of learning outcomes, from 1 (lowest) to 8 (highest)  Each level has:  a summary descriptor  a detailed descriptor, based on knowledge and skills, application and degree of independence

9 9 Credit Matrix implementation  2003: Concept explored with stakeholders  2004-05: Credit Matrix researched, tested and trialled  2006: Proving projects with schools, TAFEs, RTOs, higher education institutions, employers, qualification designers, community organisations and government agencies  2007: Levels, points on Victorian senior secondary certificates  2007-08: Higher education projects as part of cross- sectoral professional development program

10 10 Australian Qualifications Framework (by sector) Schools sector accreditationVET sector accreditationHigher ed. sector accreditation Doctoral Degree Masters Degree Vocational Graduate Diploma Graduate Diploma Vocational Graduate Certificate Graduate Certificate Bachelor Degree Advanced DiplomaAssociate Degree, Advanced Diploma Diploma Senior SecondaryCertificate IV Certificate of EducationCertificate III Certificate II Certificate I

11 11 A better AQF  In its second decade, AQF faces new objectives, new challenges.  Credit Matrix enhances AQF with more robust descriptors and standards. Many countries have qualifications and credit frameworks  With increasing movement across sectors (& internationally), we need a ‘common currency’ to quantify level of learning outcome, volume of learning and to act as a quality assurance tool

12 12 Credit Matrix & the AQF AQFCredit Matrix Relates to qualificationsRelates to units Makes vertical (but not horizontal) relationships between qualifications clear Makes vertical and horizontal relationships between qualifications clear Qualification, sector specificApplies to all qualifications, sectors GuidelinesStandards Parameters are qualification titles, accreditation sector Parameters are complexity, volume The Credit Matrix can enhance the AQF

13 13 Better international recognition  COAG has identified need to link with other countries (driven by student movement, labour mobility across region) Challenges …Solution International frameworks incomparable Use Credit Matrix to develop regional frameworks for learning outcomes and qualification recognition & to make frameworks of various countries comparable

14 14 Overseas credit-based systems WhatWhereLevelsApplies toStatus NZ Register of Quality Assured Qualifications New Zealand 10All quality assured qualifications in N.Z., including all qualifications on the National Qualifications Framework All qualifications to meet Register criteria by August 2006 Scottish Credit and Qualifications Framework Scotland12School, vocational & higher education qualifications Most qualifications now have levels and points Credit and Qualifications Framework for Wales Wales8School, vocational & higher education qualifications Credit-rating of units underway Northern Ireland Credit and Accumulation Transfer System Northern Ireland 9Higher, further & post-16 qualifications Framework in place National Qualifications Framework South Africa 8 (moving to 10) Higher, further & general education, i.e. all levels & forms of education & training Framework in place National Qualifications Framework Mauritius10Primary/ secondary education, TVET / workplace & tertiary education Framework in place Note: For volume, all systems use 1 point = 10 hours average learning time

15 15 Better credit transfer & admissions decisions Challenges …Solution Providers often unclear about value of past learning Learning achievements specified using 'common currency' of levels, points ENTER not always an adequate selection tool Credit Matrix enables comparison of learning achievement to qualification requirements Increasing accountability for credit recognition and movement between qualifications Credit Matrix makes transparent provider systems and records Credit transfer decisions often inconsistent Learners have basis to discuss credit transfer

16 16 Example: Points, levels for an I.T. qualification Points Levels Basis for credit transfer

17 17 Easier-to-understand courses and qualifications Challenges …Solution Inconsistent information about courses, qualifications Standard information (levels, points) on qualification, course materials, statements of attainment & results Information across sectors incomparable Comparable cross-sector information Pathways to higher qualifications often not clear Clear information for learners with entry-level qualifications about level, volume of learning achieved, to match with higher qualification requirements

18 18 Thank you.

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