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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

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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

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Moving Mountains

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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.

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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

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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

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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

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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

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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

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Thank you.www.vqa.vic.gov.au