The VQA – background

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

4. Moving Mountains

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

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. 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. 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)

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. Credit Matrix & the AQF 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)

14. Overseas credit-based systems Note: For volume, all systems use 1 point = 10 hours average learning time

15. Better credit transfer & admissions decisions

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

17. Easier-to-understand courses and qualifications

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