Articulation: An Explanation
|
|
- Archibald Matthews
- 6 years ago
- Views:
Transcription
1 AQF Explanations
2
3 Articulation: An Explanation Articulation defined Articulation arrangements are defined in the AQF as follows: Articulation arrangements enable students to progress from a completed qualification to another with admission and/or credit in a defined pathway. This is underpinned by the AQF definition of credit as follows: Credit is the value assigned for the recognition of equivalence in content and learning outcomes between different types of learning and/or qualifications. Credit reduces the amount of learning required to achieve a qualification and may be through credit transfer, articulation, recognition of prior learning or advanced standing. Articulation explained Articulation arrangements broaden access into formal learning and may be a potential source of credit based on student achievement though formal learning. Articulation arrangements provide a seamless pathway with automatic admission into one qualification from another. Articulation arrangements may include: clustered qualifications involving lower qualifications that are embedded completely in the next qualification with multiple exit and entry points (an articulated suite of qualifications), or partially clustered qualifications that include some qualification components of the lower level qualification nested into the linked qualification, or arrangements where two separately designed qualifications are linked to each other to form a defined qualification linkage and credit pathway. Articulation is a process that involves qualification developers: linking one qualification, commonly but not always, to another higher level qualification to establish content relationships and equivalence between them making a judgment about any credit outcomes between the linked qualifications, and setting out the agreed credit outcomes and the defined pathway between the linked qualifications in a documented agreement which is publicly available. The amount of credit as agreed by the organisations in an articulation arrangement will be applied automatically to any student on successful completion of the previous qualification in the articulation agreement. Articulation applied It is the responsibility of the organisations developing qualifications to develop articulation arrangements for qualifications when developing qualifications for accreditation (AQF Qualifications Pathways Policy section 2.2). Professional judgement must be made to ensure that the design of the programs of learning leading to the articulated qualifications enables students to achieve the learning outcomes for each qualification and for the discipline. Decisions about design of qualifications must take into account students likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained. Those developing and/or accrediting qualifications should be able to provide a pedagogical rationale to justify a decision regarding the articulation of qualifications. The AQF Qualifications Pathways Policy at provides a guide to relativities between qualification types at level 5, 6 and 7 for developing articulation arrangements for qualifications in the same discipline at the qualification design stage. Consideration should be given as to how the relativities may be applied in developing articulation arrangements, taking into account other factors including those listed in of the Policy. Articulation arrangements must ensure that the AQF Qualifications Type Specifications for each qualification type in the arrangement are met. Australian Qualifications Framework Council
4 Articulation: An Explanation See also AQF explanation on volume of learning AQF explanation on recognition of prior learning AQF explanation on credit transfer AQF explanation on clustered qualifications 4
5 Bachelor Honours Degree: An Explanation Bachelor Honours Degree defined The Bachelor Honours Degree is described in the AQF as follows: The purpose of the Bachelor Honours Degree qualification type is to qualify individuals who apply a body of knowledge in a specific context to undertake professional work and as a pathway for research and further learning. Bachelor Honours Degree qualifications are located at level 8 of the Australian Qualifications Framework. Graduates at this level will have advanced knowledge and skills for professional or highly skilled work and/or further learning. The volume of learning of a Bachelor Honours Degree is typically 1 year following a Bachelor Degree. A Bachelor Honours Degree may also be embedded in a Bachelor Degree, typically as an additional year. Bachelor Honours Degree explained The Bachelor Honours Degree is a qualification type that prepares graduates from the same discipline: for a higher level qualification involving research, or to advance the knowledge, skills and application gained in their Bachelor Degree, or for professional practice for which higher level of learning outcomes are required for entry. The defining difference between the Bachelor Honours Degree and the Bachelor Degree is the development of advanced knowledge and the requirement for research in the former. Research must be evident in all Bachelor Honours Degrees. The type of research and the balance between research and coursework is likely to vary depending on the purpose of the qualification. The Bachelor Honours Degree can be achieved as either a stand-alone Bachelor Honours Degree following the completion of a Bachelor Degree or as part of a cluster of qualifications comprising a Bachelor Degree and Bachelor Honours Degree. If two qualification types are clustered together, the AQF Qualification Specifications for each qualification must be met. As it depicts a qualification type, the term Honours may not be used to recognise meritorious achievement for an AQF qualification. Other forms of recognition of merit may be used for this or any qualification type; this is a decision for the organisations authorised to issue AQF qualifications. Bachelor Honours Degree applied It is the responsibility of organisations developing and/or accrediting qualifications to exercise professional judgment to ensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained. Those developing and/or accrediting qualifications should be able to provide a pedagogical rationale to justify a decision to cluster the qualifications. See also AQF explanation on research AQF explanation on clustered qualifications AQF explanation on volume of learning Australian Qualifications Framework Council
6
7 Certification Documentation: An Explanation Certification documentation defined Certification documentation is defined in the AQF as follows: Certification documentation is the set of official documents that confirms that a qualification has been completed and awarded to an individual. The AQF Qualifications Issuance Policy sets out the national policy requirements for issuing AQF qualifications. These apply to any organisation authorised to issue AQF qualifications in Australia or offshore. Issuing organisations can customise certification documentation to meet their needs provided the required information is recorded. The information required by the AQF is included on the attached exemplars of the testamur, the record of results and the statement of attainment. Accrediting authorities may require additional information to be included on certification documentation. Contact the relevant accrediting authority for further details. The preferable document for additional information is the graduation statement. Australian Qualifications Framework Council
8 Attachment: Testamur This may include a logo and registration number IDENTIFICATION OF AUTHORISED ISSUING ORGANISATION This is to certify that JANE SMITH Sufficient information must be provided to authenticate the graduate has fulfilled the requirements for Title as accredited. The convention for qualification titles is capitalisation of the first letter of each word and the use of Roman numerals where required Graduate Diploma in Engineering Design in or of may be used in any qualification title as accredited This date may be date of issue, award or conferral as defined in the issuing organisation s policies 1 July 2011 This statement must be included on the testamur, record of results or graduation statement as defined in the issuing organisation s policies (If relevant, statement regarding use of non-english languages for delivery/assessment) The AQF logo or the statement The qualification is recognised within the Australian Qualifications Framework must be included on either the testamur or graduation statement. See for conditions of use of the AQF logo Identity of the authorised person in the issuing organisation Issuing organisation s seal A signature provides an acceptable form of identity Other forms of protection may include the use of polymer paper, watermarks, document numbers 2
9 Attachment: Record of results This may include a logo and registration number IDENTIFICATION OF AUTHORISED ISSUING ORGANISATION Title as accredited. The convention for qualification titles is capitalisation of the first letter of each word and the use of Roman numerals where required Name of student: JANE SMITH RECORD OF RESULTS Name of qualification: Graduate Diploma in Engineering Design ID number and date of birth may be included as defined in the issuing organisation s policies to authenticate the student in or of may be used in any qualification title as accredited Semester and year Units enrolled Results This section should include subject/unit details, results and date enrolled (If relevant, statement regarding use of non-english languages for delivery/assessment) This statement must be included on the testamur, record of results or graduation statement as defined in the issuing organisation s policies Date the record of results is issued 1 July 2011 Identity of the authorised person in the issuing organisation A signature provides an acceptable form of identity Issuing organisation s seal Other forms of protection may include the use of polymer paper, watermarks, document numbers 3
10 Attachment: Statement of attainment This may include a logo and registration number A STATEMENT OF ATTAINMENT IS ISSUED WHEN AN INDIVIDUAL HAS COMPLETED ONE OR MORE ACCREDITED UNITS IDENTIFICATION OF AUTHORISED ISSUING ORGANISATION Mandatory statement that must be prominent to ensure the statement of attainment is not mistaken for a testamur This is a statement that Sufficient information must be provided to authenticate the student This statement must be included on the Statement of Attainment as defined in the issuing organisation s policies JANE SMITH has attained Title of unit(s) of competency/subjects and/or Course in (full title) 1 July 2011 (If relevant, statement regarding use of non-english languages for delivery/assessment) This section must include subject/ unit details. Codes may be included if required by the accrediting authority Course is used only for accredited short courses titled Course in Identity of the authorised person in the issuing organisation A signature provides an acceptable form of identity Issuing organisation s seal Other forms of protection may include the use of polymer paper, watermarks, document numbers The AQF logo is not included on a Statement of Attainment as the statement recognises only partial completion of an AQF qualification. 4
11 Clustered Qualifications: An Explanation Clustered qualifications defined A cluster of qualifications is not defined in the AQF. Two related terms, nested qualifications and integrated qualifications, are defined in the AQF as follows: Nested qualifications are qualifications that include articulated arrangements from a lower level qualification into a higher level qualification to enable multiple entry and exit points. Integrated qualifications are purposely designed qualifications that enable explicit articulation pathways and encompass more than one AQF level and/or qualification type and/or education and training sector. Other clustered arrangements are used by providers and are variously named. They are not defined in the AQF. Clustered qualifications explained All AQF qualification types are discrete. Clustered qualifications are not qualification types but a grouping of two or more AQF qualification types at either the same or different AQF level. Each qualification type in the cluster must meet the AQF Qualification Type Specifications for the qualification type. Nested and integrated qualifications are examples of clustered qualifications that are intended to enable students to progress from lower to higher level qualifications in the same discipline in a structured way to facilitate accessible pathways. Clustered qualifications should be designed to provide students with the option of direct entry to higher level qualifications if they have demonstrated the relevent entry requirements. Nested qualifications may not be available in all education and training sectors. Graduates are entitled to receive testamurs and records of results for each qualification attained from the cluster and to retain them once they have been issued unless the issuing organisation has a policy regarding the surrender of certification documentation (AQF Qualifications Issuance Policy section 2.1.3). Clustered qualifications applied It is the responsibility of organisations developing and/or accrediting qualifications to exercise professional judgment to ensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained. Those developing and/or accrediting qualifications should be able to provide a pedagogical rationale to justify a decision to cluster qualifications. If a cluster of qualifications consists of two or more qualifications at the same AQF level, some rationalisation of the volume of learning may be justifiable. For a cluster comprising qualifications at different AQF levels, any reduction in the volume of learning for any of the qualifications in the arrangement must ensure that the specifications for each qualification type are met and the learning outcomes can be achieved. See also AQF explanation on volume of learning AQF explanation on Bachelor Honours Degree AQF explanation on discipline AQF explanation on articulation Australian Qualifications Framework Council
12
13 Credit Transfer: An Explanation Credit transfer defined Credit transfer is defined in the AQF as follows: Credit transfer is a process that provides students with agreed and consistent credit outcomes for components of a qualification based on identified equivalence in content and learning outcomes between matched qualifications. This is underpinned by the AQF definition of credit as follows: Credit is the value assigned for the recognition of equivalence in content and learning outcomes between different types of learning and/or qualifications. Credit reduces the amount of learning required to achieve a qualification and may be through credit transfer, articulation, recognition of prior learning or advanced standing. Credit transfer explained The AQF facilitates the progression of students through qualifications by giving credit for learning outcomes they already have achieved. Credit outcomes may allow for entry into a qualification and/or provide credit towards the qualification. Credit given may reduce the time required for a student to achieve the qualification. Credit transfer is one of a number of processes for establishing credit. It provides a means for students to gain credit in an AQF qualification on the basis of completed components of another AQF qualification or other formal learning. The credit transfer process involves: mapping, comparing and evaluating the extent to which the learning outcome, discipline content and assessment requirements of the individual components of one qualification are equivalent to the learning outcomes, discipline content and assessment requirements of the individual components of another qualification, and making a judgment about the credit to be assigned between the matched components of the two qualifications. The agreed credit outcomes may include any form of credit: block, specified or unspecified credit. Credit transfer applied It is the responsibility of issuing organisations to develop credit transfer arrangements for qualifications within their own institutions and with qualifications of other providers (AQF Qualifications Pathways Policy section 2.1.8). Credit transfer agreements may be between one or multiple issuing organisations. Agreements between multiple issuing organisations and agreements with local, national and international partners are encouraged as a means of widening the availability of credit for eligible students. The AQF Qualifications Pathways Policy at provides a guide to relativities between qualification types at level 5, 6 and 7 to determine a minimum base for credit in credit transfer agreements. Issuing organisations should consider how the relativities may be applied in developing credit transfer agreements, taking into account other factors including those listed in of the Policy. Decisions on credit must ensure that integrity of qualification outcomes is maintained and that there is consistency, fairness and transparency in the decision making process. Where formal agreements exist between providers, these should be documented and made available to students, preferably on an accessible public register (2.3.1 of the Policy). Credit transfer may be provided to students on an individual basis or may apply to groups of students. Students receiving credit on the basis of credit transfer agreements should receive the same form and amount of credit as set out in the public register or database of credit arrangements, providing they can provide the relevant official evidence. However, the total amount of credit will vary from individual to individual, based on which qualification(s) or combinations of qualification components have been successfully completed. Additional credit may be awarded as a result of further individual student negotiations. Credit transfer awarded on an individual basis may provide precedents for agreements between providers. Australian Qualifications Framework Council
14 Credit Transfer: An Explanation Related explanations See also AQF explanation on volume of learning AQF explanation on recognition of prior learning AQF explanation on articulation 2
15 Discipline: An Explanation Discipline defined Discipline is defined in the AQF as follows: Discipline refers to a defined branch of study or learning. Discipline explained Use of the term discipline in the AQF is consistent with the field of education classification in the Australian Standard Classification of Education (ASCED) 1. ASCED is Australia s statistical classification for the collection and analysis of data on educational activity and attainment. The ASCED field of education classification is used in each education sector in Australia and is broadly comparable to the international standard classification for education used for international comparisons. ASCED includes 12 broad fields of education with each classification subdivided into narrow fields of education. In the AQF, the use of the term same discipline is intended for qualifications that enable graduates to deepen their knowledge, skills and application through further learning. Conversely the term different discipline is intended for qualifications that enable graduates to broaden their knowledge, skills and application through further learning. The terms same discipline and different discipline are used in the AQF to provide further detail on: the volume of learning to be applied to a qualification the requirements for developing and accrediting qualifications, and the requirements for giving credit for previous learning. Discipline applied It is the responsibility of organisations developing and/or accrediting qualifications to exercise professional judgment to ensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained. Those developing and/or accrediting qualifications should be able to provide a pedagogical rationale to justify a decision about discipline coherence. In designing the qualification, the sufficiency of the volume of learning must be considered in the context of the discipline. It would be usual for a qualification designed to build on a previous qualification in a different discipline to have a greater volume of learning than a qualification of the same type used to build on a qualification in the same discipline. However, there may be sufficient differences between subsets within a discipline to require a greater volume of learning to ensure the coherence of the program of learning. Similarly, in designing the qualification, the sufficiency of the proportion of the component parts of the qualification at the level needs to be determined in the context of the discipline. If the minimum volume of learning is applied for a qualification building on a qualification in the same discipline, the components of the program of learning should be predominately or entirely at the level of the qualification type. If the discipline is different enough to require the inclusion of preparatory studies at a lower level to allow graduates to achieve the learning outcomes at the level required, a greater volume of learning will be required. See also AQF explanation on volume of learning AQF explanation on proportion of components of a qualification at a level 1 Australian Bureau of Statistics, Australian Standard Classification of Education (ASCED), 2001 (reissued with minor changes 2008), Commonwealth of Australia. Australian Qualifications Framework Council
16
17 Graduate: An Explanation Graduate defined Graduate is defined in the AQF as follows: A graduate is a person who has been awarded a qualification by an authorised issuing organisation. In common language usage, graduate and postgraduate are synonymous and both connote a stage after graduation. In Australia and internationally, there is no consistent usage of either term. The term postgraduate often is used in the education sector, particularly in higher education. The usage tends to be applied to Bachelor and post-bachelor Degrees. This usage implies that the Bachelor Degree necessarily proceeds and is a pre-requisite for higher level qualifications. In contrast, modern qualification systems are based on taxonomically defined levels that allow for a multiplicity of pathways. The AQF has adopted the term graduate in favour of postgraduate. The term graduate in the AQF is used for all qualification types in describing the learning outcomes to be achieved and applied to a person who has been awarded any AQF qualification. Graduate also is used in the title of the AQF qualification types: Graduate Certificate and Graduate Diploma. Substitution of the term postgraduate in AQF qualification titles is not permitted. Australian Qualifications Framework Council
18
19 Proportion of Components of a Qualification at a Level: An Explanation Proportion of components of a qualification defined Components of a qualification are defined in the AQF as follows: Components of a qualification include modules, subjects, units of competency or units, the completion of which leads to an AQF qualification. Proportion of components of a qualification explained The complexity of the qualification is defined by the breadth and depth of the knowledge, skills and application of the knowledge and skills and the volume of learning. The AQF Qualification Type Specifications do not specify the proportion of components of a qualification that should be at the level of the qualification type. Instead, the AQF Qualification Type Specifications require AQF qualifications to be designed so that graduates of the qualification type will achieve the learning outcomes specified for the level and the qualification type at the completion of the qualification. The proportion of components of the qualification at the level of the qualification type may vary depending to the purpose of the qualification and whether the qualification is intended for deepening or broadening of students existing knowledge and skills. The proportion of components of the qualification should enable students to progress their understanding of the discipline, knowledge, skills and application of knowledge and skills throughout the program of learning to achieve the learning outcomes of the qualification. Proportion of components of a qualification applied It is the responsibility of organisations developing and/or accrediting qualifications to exercise professional judgment to ensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained. Those developing and/or accrediting qualifications should be able to provide a pedagogical rationale to justify a decision regarding the balance of the components of the program of learning at the level of the qualification type. For qualifications designed for deepening of existing knowledge and skills, it is expected that a higher proportion of the components of the program of learning would be at the final level of the qualification. Conversely for qualifications designed to broaden students knowledge and skills in a different discipline there may be a higher number of preparatory units of study at a lower level with a greater volume of learning. For qualification types with a small volume of learning, such as the Graduate Certificate or the Certificate IV, the components of the program of learning should be predominately or entirely at the level of the qualification type. See also AQF explanation on volume of learning AQF explanation on discipline Australian Qualifications Framework Council
20
21 Recognition of Prior Learning: An Explanation Recognition of prior learning defined Recognition of prior learning (RPL) is defined in the AQF as follows: Recognition of prior learning is an assessment process that involves assessment of an individual s relevant prior learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual application for credit. This is underpinned by the AQF definition of credit as follows: Credit is the value assigned for the recognition of equivalence in content and learning outcomes between different types of learning and/or qualifications. Credit reduces the amount of learning required to achieve a qualification and may be through credit transfer, articulation, recognition of prior learning or advanced standing. Recognition of prior learning explained The AQF facilitates the progression of students through qualifications by giving credit for learning outcomes they already have achieved. Credit outcomes may allow for entry into a qualification and/or provide credit towards the qualification. Credit given may reduce the time required for a student to achieve the qualification. RPL is one of a number of processes for establishing credit or advanced standing. RPL broadens access into formal learning by enabling credit to be given for student achievement though other formal, non-formal or informal learning. RPL involves issuing organisations undertaking an assessment of each individual who applies to determine the extent to which that individual s previous learning is equivalent to the learning outcomes of the components of the destination qualification. Recognition of prior learning applied It is the responsibility of issuing organisations to offer RPL assessment to students. Issuing organisations RPL policies and practices must ensure that decisions about granting RPL take into account students likelihood of successfully achieving qualification outcomes and ensure that integrity of qualification outcomes is maintained (AQF Qualifications Pathways Policy section 2.1.6). To ensure consistency, fairness and transparency, issuing organisations should establish a systematic, organisation-wide approach to RPL including policies and procedures that govern implementation. The typical RPL process for providers consists of the following stages: identifying the evidence required providing advice to students about the process providing students with sufficient information to enable them to prepare their evidence to meet the standard required for the RPL assessment process assessing using appropriate evidence-gathering methods and tools recording the outcome, and reporting to key internal and external stakeholders. RPL assessment: as with all assessment, should be undertaken by academic or teaching staff with expertise in the subject, content or skills area, as well as knowledge of and expertise in RPL assessment should be the same standard as other assessment for the qualification should recognise learning regardless of how, when and where it was acquired, provided the learning is relevant to the learning outcomes in the qualification must ensure that evidence provided is valid, authentic, current and sufficient and that the process is fair, flexible reliable and valid. Australian Qualifications Framework Council
22 Recognition of Prior Learning: An Explanation RPL assessment methods: should include reasonable adjustment for the literacy levels, cultural background and experiences of students, and it should not be a proxy for the assessment of skills such as literacy except where these are intrinsic to the learning outcomes of the qualification component should address the specific evidence required to demonstrate prior achievement of the learning outcomes and assessment requirements of the particular qualification components for which credit is sought should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be granted credit. These might include: - mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components - questioning (oral or written) - observation of performance in work based and/or simulated environments - challenge examinations/assessments - consideration of third party reports and/or other documentation such as articles, reports, project material, papers, testimonials or other products prepared by the RPL applicant that relate to the learning outcomes of the relevant qualification component - consideration of a portfolio and review of contents, and - participation in structured assessment activities that individuals normally would be required to undertake if they were enrolled in the qualification components. The assessment outcomes may enable the student to meet the entry requirements and/or components of the qualification. This may reduce the duration of the qualification. The agreed credit outcomes of the assessment of previous learning through RPL are specific to the individual. They may establish a precedent which can be used for other RPL assessments and potentially form the basis for future credit transfer agreements. See also AQF explanation on volume of learning AQF explanation on credit transfer AQF explanation on articulation 2
23 Research: An Explanation Research defined Research is defined in the AQF as follows: Research comprises systematic experimental and theoretical work, application and/or development that results in an increase in the dimensions of knowledge. Research explained In the AQF the term research is intended to cover all types of research including original, exploratory, experimental, applied, clinically or work-based, and other forms of creative work undertaken systematically to increase knowledge and understanding, deploying a range of research principles and methodologies. Research is specified in the learning outcomes for the Doctoral Degree, the Masters Degree and the Bachelor Honours Degree. The amount and type of research in each of these qualifications types will vary. Research applied It is the responsibility of organisations developing and/or accrediting qualifications to exercise professional judgment to ensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained. Those developing and/or accrediting qualifications should be able to provide a pedagogical rationale to justify a decision about the research component. Specifically professional judgements must be made about the proportion of research in a qualification, the means through which the learning outcomes are demonstrated and the type of research. Research is the defining characteristic of both forms of Doctoral Degree and the volume of learning required for the research component is specified. Research in the Doctoral Degree (Research) may be pure, exploratory, experimental or creative while the Doctoral Degree (Professional) allows for research that may be more applied within the context of the profession. Both forms of the Doctoral Degree permit structured learning comprising advanced coursework to facilitate the achievement of the learning outcomes and support the research. In both cases, it is in addition to the requirements for research. For the Doctoral Degree (Professional) research may be minimally fifty percent if the volume of learning for the qualification is four years or more. Research must be evident in all forms of the Masters Degree. The Masters Degree (Research) is a pathway to a Doctoral Degree so its design must prepare graduates for the research expected of a Doctoral Degree. Because a minimum of twothirds of the volume of learning for the Masters Degree (Research) is for research, research training and independent study, the volume of learning for the qualification needs to be sufficient to take this into account and may need to be greater depending upon the pathway into the qualification. The outcome of the research component of the qualification is the execution of a substantial piece of research. Research in either a Masters Degree (Coursework) or Masters (Extended) needs to be demonstrated by the execution of a substantial piece of research which may take the form of a project, capstone experience or piece of scholarship. The research is likely to be more applied or professionally-oriented than for a Masters Degree (Research). The programs of learning for these forms of the Masters Degree are intended to have a greater focus on structured learning, including research training, than the Masters Degree (Research). The proportion of research, the amount of research training and the size of the research output is likely to vary depending on the purpose of the qualification and the pathway into higher level qualifications. The Bachelor Honours Degree may be undertaken as a pathway to a Masters Degree (Research) or for a Doctoral Degree. The amount and the type of research in a qualification for this purpose must comprise adequate preparation for research at a higher level demonstrated by the execution of a piece of research. Research in a Bachelor Honours Degree designed for advanced learning or for professional outcomes may comprise applied research or professionally-oriented research and the outcome of the research is likely to be the execution of a project. See also AQF explanation on Bachelor Honours Degree AQF explanation on proportion of components of a qualification at a level Australian Qualifications Framework Council
24
25 Volume of Learning: An Explanation Volume of learning defined The volume of learning is defined in the AQF as follows: The volume of learning is a dimension of the complexity of a qualification. It is used with the level criteria and qualification type descriptor to determine the depth and breadth of the learning outcomes of a qualification. The volume of learning identifies the notional duration of all activities required for the achievement of the learning outcomes specified for a particular AQF qualification type. It is expressed in equivalent full-time years. Volume of learning explained The volume of learning, along with the breadth and depth of the knowledge, skills and application of the knowledge and skills determined for a qualification, defines the complexity of the qualification. The volume of learning determined for a qualification must fall within the range provided in the descriptor for the qualification type. The concept of typically, used to describe the volume of learning, is intended to provide some flexibility in relation to pathways into and from AQF qualifications that are incorporated into the design of the qualification. It is not intended as justification for not applying the requirement. Volume of learning applied It is the responsibility of organisations developing and/or accrediting qualifications to exercise professional judgment to ensure that design of programs of learning leading to qualifications enables students to achieve the learning outcomes for both the qualification type and the discipline. Decisions about design of qualifications must take into account students likelihood of successfully achieving qualification outcomes and also must ensure that integrity of qualification outcomes is maintained. Those developing and/or accrediting qualifications should be able to provide a pedagogical rationale to justify a decision about the volume of learning. The volume of learning allocated to a qualification should include all teaching, learning and assessment activities that are required to be undertaken by the typical student to achieve the learning outcomes. These activities may include some or all of the following: guided learning (such as classes, lectures, tutorials, on-line study or self-paced study guides), individual study, research, learning activities in the workplace and assessment activities. The teaching, learning and assessment activities are usually measured in equivalent full time years. The generally accepted length of a full time year, used for educational participation, is 1200 hours. The volume of learning allocated in the design of a qualification may vary depending upon: the level of the previous qualification required for entry whether the purpose of the qualification is for deepening or broadening of knowledge and skills, or whether the qualification leads to professional outcomes or is generalist in purpose. It would be usual for the maximum volume of learning to be allocated to qualifications designed for: building on a previous qualification in a different discipline regardless of the level of the previous qualification those that build on a qualification from any lower level, and those that require workplace, clinical or professional practice. If the minimum volume of learning is allocated to a qualification, the components of the program of learning must be predominately or entirely at the level of the qualification type. If credit, such as through articulation arrangements, contributes to the volume of learning the learning outcomes for the qualification must be achievable despite the reduced volume of learning. Australian Qualifications Framework Council
26 Volume of Learning: An Explanation Volume of learning applied in delivery The duration of the delivery of the qualification may vary from the volume of learning specified for the qualification. Providers may offer the qualification in more or less time than the specified volume of learning provided that delivery arrangements give students sufficient opportunity to achieve the learning outcomes for the qualification type, level and discipline. Students may be fast-tracked through the qualification, for example by providers offering three semesters per year, longer study hours in the traditional two semester model, or intensive periods of study. Conversely, some cohorts of students may be offered a longer duration of delivery to support their successful achievement of the qualification outcomes. Students may be offered more self-paced methodologies, including online delivery and workplace delivery, which will vary the duration required to achieve the learning outcomes. The duration may be reduced for individual students if credit towards the qualification is given in the form of credit transfer, recognition of prior learning or advanced standing. Provider decisions about the duration of the delivery of a qualification must take into account the students likelihood of successfully achieving the learning outcomes and ensure that integrity of the qualification outcomes is maintained. If the duration of delivery is substantially different from the volume of learning allocated to the qualification, providers should be able to provide pedagogical rationale to support the variation. See also AQF explanation on proportion of components of a qualification at a level AQF explanation on clustered qualifications AQF explanation on discipline AQF explanation on credit transfer AQF explanation on articulation AQF explanation on recognition of prior learning 2
Recognition of Prior Learning (RPL) Procedure - Higher Education
Recognition of Prior Learning (RPL) Procedure - Higher Education Version: 6.4 Effective Date: 5 August 2016 Procedure Code: PR-030 Related Policy Code: ACA-001 Related Policy Name: Educational Pathways
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationRecognition of Prior Learning (RPL) Policy
Recognition of Prior Learning (RPL) Policy Scope This policy is applicable to Kaplan Business School Pty Ltd, (KBS) and applies to individuals enrolled in KBS courses. Purpose Recognition of Prior Learning
More informationP920 Higher Nationals Recognition of Prior Learning
P920 Higher Nationals Recognition of Prior Learning 1. INTRODUCTION 1.1 Peterborough Regional College is committed to ensuring the decision making process and outcomes for admitting students with prior
More informationInitial teacher training in vocational subjects
Initial teacher training in vocational subjects This report looks at the quality of initial teacher training in vocational subjects. Based on visits to the 14 providers that undertake this training, it
More informationCONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS
CONSULTATION ON THE ENGLISH LANGUAGE COMPETENCY STANDARD FOR LICENSED IMMIGRATION ADVISERS Introduction Background 1. The Immigration Advisers Licensing Act 2007 (the Act) requires anyone giving advice
More informationHigher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd. Hertfordshire International College
Higher Education Review (Embedded Colleges) of Navitas UK Holdings Ltd April 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about... 2 Good practice... 2 Theme: Digital Literacies...
More information2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY
2013/Q&PQ THE SOUTH AFRICAN QUALIFICATIONS AUTHORITY Policy and Criteria for the Registration of Qualifications and Part Qualifications on the National Qualifications Framework Compiled and produced by:
More informationAustralia s tertiary education sector
Australia s tertiary education sector TOM KARMEL NHI NGUYEN NATIONAL CENTRE FOR VOCATIONAL EDUCATION RESEARCH Paper presented to the Centre for the Economics of Education and Training 7 th National Conference
More informationUniversity of the Arts London (UAL) Diploma in Professional Studies Art and Design Date of production/revision May 2015
Programme Specification Every taught course of study leading to a UAL award is required to have a Programme Specification. This summarises the course aims, learning outcomes, teaching, learning and assessment
More informationFaculty of Social Sciences
Faculty of Social Sciences Programme Specification Programme title: BA (Hons) Sociology Academic Year: 017/18 Degree Awarding Body: Partner(s), delivery organisation or support provider (if appropriate):
More informationProgramme Specification. MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences
Programme Specification MSc in Palliative Care: Global Perspectives (Distance Learning) Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching
More informationQualification Guidance
Qualification Guidance For awarding organisations Award in Education and Training (QCF) Updated May 2013 Contents Glossary... 2 Section 1 Introduction 1.1 Purpose of this document... 3 1.2 How to use this
More informationHARPER ADAMS UNIVERSITY Programme Specification
HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:
More informationProgramme Specification. MSc in International Real Estate
Programme Specification MSc in International Real Estate IRE GUIDE OCTOBER 2014 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION MSc International Real Estate NB The information contained
More informationProgramme Specification
Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science
More informationAccreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students
Accreditation of Prior Experiential and Certificated Learning (APECL) Guidance for Applicants/Students The following guidance notes set provide an overview for applicants and students in relation to making
More informationAPAC Accreditation Summary Assessment Report Department of Psychology, James Cook University
APAC Accreditation Summary Assessment Report Department of Psychology, James Cook University Higher Education Provider James Cook University, Department of Psychology Date of determination 20 December
More informationvalue equivalent 6. Attendance Full-time Part-time Distance learning Mode of attendance 5 days pw n/a n/a
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Orthodontics 2. Final award Award Title Credit ECTS Any special criteria value equivalent MSc Orthodontics
More informationSetting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training
Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training Robert Wagenaar Director International Tuning Academy Content of presentation 1. Why having (a)
More informationProgramme Specification
Programme Specification Title of Course: Foundation Year in Science, Computing & Mathematics Date Specification Produced: January 2013 Date Specification Last Revised: May 2013 This Programme Specification
More informationProgramme Specification. BSc (Hons) RURAL LAND MANAGEMENT
Programme Specification BSc (Hons) RURAL LAND MANAGEMENT D GUIDE SEPTEMBER 2016 ROYAL AGRICULTURAL UNIVERSITY, CIRENCESTER PROGRAMME SPECIFICATION BSc (Hons) RURAL LAND MANAGEMENT NB The information contained
More informationProviding Feedback to Learners. A useful aide memoire for mentors
Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and
More informationVOCATIONAL EDUCATION AND TRAINING THROUGH ONE S LIFETIME
VOCATIONAL EDUCATION AND TRAINING THROUGH ONE S LIFETIME NEW APPROACHES AND IMPLEMENTATION - AUSTRALIA Paper presented to the KRIVET international conference on VET, Seoul, Republic of Korea October 2002
More informationQualification handbook
Qualification handbook BIIAB Level 3 Award in 601/5960/1 Version 1 April 2015 Table of Contents 1. About the BIIAB Level 3 Award in... 1 2. About this pack... 2 3. BIIAB Customer Service... 2 4. What are
More informationBSc (Hons) Banking Practice and Management (Full-time programmes of study)
BSc (Hons) Banking Practice and Management (Full-time programmes of study) The London Institute of Banking & Finance is a registered charity, incorporated by Royal Charter. Programme Specification 1. GENERAL
More information1. Programme title and designation International Management N/A
PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation International Management 2. Final award Award Title Credit value ECTS Any special criteria equivalent MSc
More informationResearch Training Program Stipend (Domestic) [RTPSD] 2017 Rules
Research Training Program Stipend (Domestic) [RTPSD] 1. BACKGROUND RTPSD scholarships are awarded to students of exceptional research potential undertaking a Higher Degree by Research (HDR). RTPSDs are
More informationGUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION
GUIDE TO EVALUATING DISTANCE EDUCATION AND CORRESPONDENCE EDUCATION A Publication of the Accrediting Commission For Community and Junior Colleges Western Association of Schools and Colleges For use in
More informationMASTER S COURSES FASHION START-UP
MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving
More informationPrimary Award Title: BSc (Hons) Applied Paramedic Science PROGRAMME SPECIFICATION
CORPORTE ND CDEMIC SERVICES Part 1: Basic Data warding Institution Teaching Institution Delivery Location Faculty responsible for programme Department responsible for programme Modular Scheme Title Professional
More informationHenley Business School at Univ of Reading
MSc in Corporate Real Estate For students entering in 2012/3 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme
More informationCAUL Principles and Guidelines for Library Services to Onshore Students at Remote Campuses to Support Teaching and Learning
CAUL Principles and Guidelines for Library Services to Onshore Students at Remote Campuses to Support Teaching and Learning Context The following guidelines have been developed as an aid for Australian
More informationReferencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework
Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications Referencing the Danish Qualifications for Lifelong Learning to the European Qualifications 2011 Referencing the
More informationUniversity of Cambridge: Programme Specifications POSTGRADUATE ADVANCED CERTIFICATE IN EDUCATIONAL STUDIES. June 2012
University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed
More informationDoctor in Engineering (EngD) Additional Regulations
UCL Academic Manual 2016-17 Chapter 8: Derogations and Variations Doctor in Engineering (EngD) Additional Regulations Contact: Lizzie Vinton, Assessment Regulations and Governance Manager, Academic Services,
More informationDegree Regulations and Programmes of Study Undergraduate Degree Programme Regulations 2017/18
Degree Regulations and Programmes of Study Undergraduate Degree Programme Regulations 2017/18 A General Undergraduate Degree Regulations Compliance 1 Compliance and concessions 2 Head of College authority
More informationCourse Brochure 2016/17
BEng honours Chemical Engineering By distance learning Accredited by the Course Brochure 2016/17 1 The contents of this prospectus are, as far as possible, up to date and accurate at the date of publication.
More informationPROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title Digital Architecture 5 UCAS/Programme Code 5112 6 Programme
More informationASSISTANT DIRECTOR OF SCHOOLS (K 12)
Employee Services P 4979 1230 F 4979 1369 POSITION DESCRIPTION ASSISTANT DIRECTOR OF SCHOOLS (K 12) REF NO: 7081 POSITION DESCRIPTION REPORTS TO Director of Schools PURPOSE The Assistant Director of Schools
More informationAssessment Pack HABC Level 3 Award in Education and Training (QCF)
www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration
More informationINSTRUCTION MANUAL. Survey of Formal Education
INSTRUCTION MANUAL Survey of Formal Education Montreal, January 2016 1 CONTENT Page Introduction... 4 Section 1. Coverage of the survey... 5 A. Formal initial education... 6 B. Formal adult education...
More informationAn APEL Framework for the East of England
T H E L I F E L O N G L E A R N I N G N E T W O R K F O R T H E E A S T O F E N G L A N D An APEL Framework for the East of England Developing core principles and best practice Part of the Regional Credit
More informationCertificate III in Business (BSB30115)
Certificate III in Business (BSB30115) Campus: 2B Staley Street, Brunswick, VIC, 3056 Administration office: Suite 2, 339-345 Mitcham Road, Mitcham, VIC, 3132 Phone: 1800 244 438 FAX: (03) 9388 2111 Email:
More informationProgramme Specification
Programme Specification Title: Accounting and Finance Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc)
More informationPROGRAMME SPECIFICATION KEY FACTS
PROGRAMME SPECIFICATION KEY FACTS Programme name Foundation Degree in Ophthalmic Dispensing Award Foundation Degree School School of Health Sciences Department or equivalent Division of Optometry and Visual
More informationMandatory Review of Social Skills Qualifications. Consultation document for Approval to List
Mandatory Review of Social Skills Qualifications Consultation document for Approval to List February 2015 Prepared by: National Qualifications Services on behalf of the Social Skills Governance Group 1
More informationMSc Education and Training for Development
MSc Education and Training for Development Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Life Sciences Programme length: 6 month Postgraduate
More informationFoundation Certificate in Higher Education
Programme Specification Foundation Certificate in Higher Education Certificate of Credit in English for Academic Purposes Certificate of Credit in Study Skills for Higher Educaiton Certificate of Credit
More informationProgramme Specification (Postgraduate) Date amended: 25 Feb 2016
Programme Specification (Postgraduate) Date amended: Feb 06. Programme Title(s): Sc and Postgraduate Diploma in Software Engineering for Financial Services, Sc Software Engineering for Financial Services
More informationChapter 2. University Committee Structure
Chapter 2 University Structure 2. UNIVERSITY COMMITTEE STRUCTURE This chapter provides details of the membership and terms of reference of Senate, the University s senior academic committee, and its Standing
More informationRecognition of Prior Learning
Page 1 of 19 Recognition of Prior Learning ACADEMIC POLICY Approved by Academic Council on 25 th April 2012 Version number: v5 Last updated: 25 th April 2012 Page 2 of 19 Policy Title Recognition of Prior
More informatione-portfolios in Australian education and training 2008 National Symposium Report
e-portfolios in Australian education and training 2008 National Symposium Report Contents Understanding e-portfolios: Education.au National Symposium 2 Summary of key issues 2 e-portfolios 2 e-portfolio
More informationNottingham Trent University Course Specification
Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: Nottingham Business School / City 3. Final Award, Course
More informationTK1019 NZ DIPLOMA IN ENGINEERING (CIVIL) Programme Information
TK1019 NZ DIPLOMA IN ENGINEERING (CIVIL) Programme Information 2017 CONTENTS 1. BACKGROUND... 1 2. A CAREER IN CIVIL ENGINEERING... 1 3. ADMISSION CRITERIA... 1 SPECIAL ADMISSION CRITERIA... 2 4. PROGRAMME
More informationProgramme Specification
Programme Specification Title: Journalism (War and International Human Rights) Final Award: Master of Arts (MA) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master
More informationPharmaceutical Medicine
Specialty specific guidance on documents to be supplied in evidence for an application for entry onto the Specialist Register with a Certificate of Eligibility for Specialist Registration (CESR) Pharmaceutical
More informationHigher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd
Higher Education Review (Embedded Colleges) of Kaplan International Colleges UK Ltd June 2016 Contents About this review... 1 Key findings... 2 QAA's judgements about Kaplan International Colleges UK Ltd...
More informationTHREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02
THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 Undergraduate programmes Three-year course Fashion Styling & Creative Direction 02 Brief descriptive summary Over the past 80 years Istituto
More informationREGULATIONS FOR POSTGRADUATE RESEARCH STUDY. September i -
REGULATIONS FOR POSTGRADUATE RESEARCH STUDY September 2013 - i - REGULATIONS FOR POSTGRADUATE RESEARCH STUDY Approved by CIT Academic Council, April 2013 - ii - TABLE OF CONTENTS 1. INTRODUCTION: THE RESEARCH
More information22264VIC Graduate Certificate in Bereavement Counselling and Intervention. Student Application & Agreement Form
Graduate Certificate in Bereavement Counselling and Intervention Student Application & Agreement Form Graduate Certificate In Bereavement Student Application & Agreement Form PLEASE PRINT CLEARLY OR TYPE
More informationGuidelines for the Use of the Continuing Education Unit (CEU)
Guidelines for the Use of the Continuing Education Unit (CEU) The UNC Policy Manual The essential educational mission of the University is augmented through a broad range of activities generally categorized
More informationGENERAL INFORMATION STUDIES DEGREE PROGRAMME PERIOD OF EXECUTION SCOPE DESCRIPTION LANGUAGE OF STUDY CODE DEGREE
Curriculum 1 (7) GENERAL INFORMATION DEGREE PROGRAMME PERIOD OF EXECUTION SCOPE DESCRIPTION LANGUAGE OF STUDY CODE DEGREE Master's Degree Programme in Health Care and Social Services Development and Management
More informationPRINCE2 Foundation (2009 Edition)
Foundation (2009 Edition) Course Overview PRINCE2 is a world recognised process based project management method that is easily tailored and scaleable for the management of all types of projects within
More informationVTCT Level 3 Award in Education and Training
VTCT Level 3 Award in Education and Training Operational start date: 1st April 2014 Credit value: 12 Total Qualification Time (TQT): 120 Guided learning hours (GLH): 48 Qualification number: 601/2758/2
More informationThameside Primary School Rationale for Assessment against the National Curriculum
Thameside Primary School Rationale for Assessment against the National Curriculum We are a rights respecting school: Article 28: (Right to education): All children have the right to a primary education.
More informationPROGRAMME SPECIFICATION UWE UWE. Taught course. JACS code. Ongoing
PROGRAMME SPECIFICATION Section 1: Basic Data Awarding institution/body Teaching institution Delivery Location(s) Faculty responsible for programme Modular Scheme title UWE UWE UWE: St Matthias campus
More informationMaster of Philosophy. 1 Rules. 2 Guidelines. 3 Definitions. 4 Academic standing
1 Rules 1.1 There shall be a degree which may be awarded an overall grade. The award of the grade shall be made for meritorious performance in the program, with greatest weight given to completion of the
More informationTHE QUEEN S SCHOOL Whole School Pay Policy
The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.
More informationEDUCATION AND TRAINING (QCF) Qualification Specification
Level 3 Award in EDUCATION AND TRAINING (QCF) Qualification Specification Qualification Recognition Number: 601/0129/5 Qualification Reference: L3AET This document is copyright under the Berne Convention.
More informationI. Proposal presentations should follow Degree Quality Assessment Board (DQAB) format.
NEW GRADUATE PROGRAM ASSESSMENT CRITERIA POLICY NUMBER ED 8-5 REVIEW DATE SEPTEMBER 27, 2015 AUTHORITY PRIMARY CONTACT SENATE ASSOCIATE VICE-PRESIDENT, RESEARCH AND GRADUATE STUDIES POLICY The criteria
More informationQuality assurance of Authority-registered subjects and short courses
Quality assurance of Authority-registered subjects and short courses 170133 The State of Queensland () 2017 PO Box 307 Spring Hill QLD 4004 Australia 154 Melbourne Street, South Brisbane Phone: (07) 3864
More informationGraduate Diploma in Sustainability and Climate Policy
Graduate Diploma in Sustainability and Climate Policy - 2014 Provided by POSTGRADUATE Graduate Diploma in Sustainability and Climate Policy About this course With the demand for sustainability consultants
More informationCERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION. Relevant QAA subject benchmarking group:
CERTIFICATE OF HIGHER EDUCATION IN CONTINUING EDUCATION Awarding Institution: The University of Reading Teaching Institution: The University of Reading Relevant QAA subject benchmarking group: Faculty
More informationTRANSNATIONAL TEACHING TEAMS INDUCTION PROGRAM OUTLINE FOR COURSE / UNIT COORDINATORS
TRANSNATIONAL TEACHING TEAMS INDUCTION PROGRAM OUTLINE FOR COURSE / UNIT COORDINATORS The complex layers of institutional and crosscampus accountability in transnational education have a direct impact
More informationPOLICY ON THE ACCREDITATION OF PRIOR CERTIFICATED AND EXPERIENTIAL LEARNING
POLICY ON THE ACCREDITATION OF PRIOR CERTIFICATED AND EXPERIENTIAL LEARNING 1. Definitions The term Accreditation of Prior Learning (APL) covers a range of prior learning experiences. For the purpose of
More informationUnit 7 Data analysis and design
2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL
More informationLIVERPOOL JOHN MOORES UNIVERSITY Department of Electrical Engineering Job Description
LIVERPOOL JOHN MOORES UNIVERSITY Department of Electrical Engineering Job Description Vacancy ref: 2121 Title: Lecturer or Senior Lecturer (Sensor Technologies) (Appointment to Senior Lecturer will be
More informationTechnical Skills for Journalism
The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,
More informationDrs Rachel Patrick, Emily Gray, Nikki Moodie School of Education, School of Global, Urban and Social Studies, College of Design and Social Context
Learning and Teaching Investment Fund final report Building Capacity Through Partnerships: Embedding Aboriginal and Torres Strait Islander cultures, histories and perspectives at the School, College and
More informationPearson BTEC Level 3 Award in Education and Training
Pearson BTEC Level 3 Award in Education and Training Specification BTEC Specialist qualification First teaching September 2013 Issue 3 Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications
More informationINTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL. An Introduction to the International Baccalaureate Diploma Programme For Students and Families
INTERNATIONAL BACCALAUREATE AT IVANHOE GRAMMAR SCHOOL An Introduction to the International Baccalaureate Diploma Programme For Students and Families 2018-2019 The International Baccalaureate Organization
More informationFair Measures. Newcastle University Job Grading Structure SUMMARY
Outline Level I Roles in this family are wholly or mainly focused on research and teaching. They may combine elements or research, teaching or management, but the relative emphasis on these elements and
More informationState of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center
State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center XXV meeting of the EQF Advisory Group 4-6 June 2014, Brussels MONTENEGRIN QUALIFICATIONS
More informationConditions of study and examination regulations of the. European Master of Science in Midwifery
Conditions of study and examination regulations of the European Master of Science in Midwifery Midwifery Research and Education Unit Department of Obstetrics and Gynaecology Hannover Medical School September
More informationCURRICULUM PROCEDURES REFERENCE MANUAL. Section 3. Curriculum Program Application for Existing Program Titles (Procedures and Accountability Report)
CURRICULUM PROCEDURES REFERENCE MANUAL Section 3 Curriculum Program Application for Existing Program Titles (Procedures and Accountability Report) (Associate in Applied Science, Diploma, and Certificate
More informationExploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment
Exploring the Development of Students Generic Skills Development in Higher Education Using A Web-based Learning Environment Ron Oliver, Jan Herrington, Edith Cowan University, 2 Bradford St, Mt Lawley
More informationSpecification. BTEC Specialist qualifications. Edexcel BTEC Level 1 Award/Certificate/Extended Certificate in Construction Skills (QCF)
Specification BTEC Specialist qualifications Edexcel BTEC Level 1 Award/Certificate/Extended Certificate in Construction Skills (QCF) Supplementary information For first teaching September 2010 Edexcel,
More informationIndividual Interdisciplinary Doctoral Program Faculty/Student HANDBOOK
Individual Interdisciplinary Doctoral Program at Washington State University 2017-2018 Faculty/Student HANDBOOK Revised August 2017 For information on the Individual Interdisciplinary Doctoral Program
More informationProgramme Specification 1
Programme Specification 1 1. Programmes: Programme Title UCAS GU Code Code MA Film & Television Studies P390 P390-2000 2. Attendance Type: Full Time 2.1 SCQF Level: 10 2.2 Credits: 480 3. Awarding Institution:
More informationEmma Kushtina ODL organisation system analysis. Szczecin University of Technology
Emma Kushtina ODL organisation system analysis Szczecin University of Technology 1 European Higher Education Area Ongoing Bologna Process (1999 2010, ) European Framework of Qualifications Open and Distance
More informationNavitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education
Navitas UK Holdings Ltd Embedded College Review for Educational Oversight by the Quality Assurance Agency for Higher Education February 2014 Annex: Birmingham City University International College Introduction
More informationEQuIP Review Feedback
EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS
More information1 Use complex features of a word processing application to a given brief. 2 Create a complex document. 3 Collaborate on a complex document.
National Unit specification General information Unit code: HA6M 46 Superclass: CD Publication date: May 2016 Source: Scottish Qualifications Authority Version: 02 Unit purpose This Unit is designed to
More informationThe Condition of College & Career Readiness 2016
The Condition of College and Career Readiness This report looks at the progress of the 16 ACT -tested graduating class relative to college and career readiness. This year s report shows that 64% of students
More informationASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY
ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle
More informationHigher Education Review of University of Hertfordshire
Higher Education Review of University of Hertfordshire December 2015 Contents About this review... 1 Key findings... 2 QAA's judgements about the University of Hertfordshire... 2 Good practice... 2 Affirmation
More informationPROJECT DESCRIPTION SLAM
PROJECT DESCRIPTION SLAM STUDENT LEADERSHIP ADVANCEMENT MOBILITY 1 Introduction The SLAM project, or Student Leadership Advancement Mobility project, started as collaboration between ENAS (European Network
More informationSanta Fe Community College Teacher Academy Student Guide 1
Santa Fe Community College Teacher Academy Student Guide Student Guide 1 We believe that ALL students can succeed and it is the role of the teacher to nurture, inspire, and motivate ALL students to succeed.
More informationUNIVERSITY OF BIRMINGHAM CODE OF PRACTICE ON LEAVE OF ABSENCE PROCEDURE
UNIVERSITY OF BIRMINGHAM CODE OF PRACTICE ON LEAVE OF ABSENCE PROCEDURE 1 Index of points 1. Introduction 2. Definition of Leave of Absence 3. Implications of Leave of Absence 4. Imposed Leave of Absence
More information