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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 education qualifications
Regulatory and reform roles
Soon to be succeeded by the VRQA
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
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
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
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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)
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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
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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
Australian Qualifications Framework (by sector)
Schools sector accreditation VET sector accreditation Higher ed. sector accreditation
Doctoral Degree
Masters Degree
Vocational Graduate Diploma
Graduate Diploma
Vocational Graduate Certificate
Graduate Certificate
Bachelor Degree
Advanced Diploma Associate Degree, Advanced Diploma
Diploma Diploma
Senior Secondary Certificate IV
Certificate of Education Certificate III
Certificate II
Certificate I
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
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Credit Matrix & the AQFAQF Credit MatrixRelates to qualifications Relates to units
Makes vertical (but not horizontal) relationships between qualifications clear
Makes vertical and horizontal relationships between qualifications clear
Qualification, sector specific
Applies to all qualifications, sectors
Guidelines Standards
Parameters are qualification titles, accreditation sector
Parameters are complexity, volume
The Credit Matrix can enhance the AQF
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
Overseas credit-based systems
What Where Levels Applies to Status
NZ Register of Quality Assured Qualifications
New Zealand
10 All 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
Scotland
12 School, vocational & higher education qualifications
Most qualifications now have levels and points
Credit and Qualifications Framework for Wales
Wales 8 School, vocational & higher education qualifications
Credit-rating of units underway
Northern Ireland Credit and Accumulation Transfer System
Northern Ireland
9 Higher, 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
Mauritius
10 Primary/ secondary education, TVET / workplace & tertiary education
Framework in place
Note: For volume, all systems use 1 point = 10 hours average learning time
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Better credit transfer & admissions decisions
Challenges … SolutionProviders 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
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Example: Points, levels for an I.T. qualification
0
50
100
150
200
250
1 2 3 4 5
VCE
Diploma of Information Technology
Bachelor of Information Technology
Poin
ts
Levels
Basis for credit transfer
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Easier-to-understand courses and qualifications
Challenges … SolutionInconsistent 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