Using a credit framework to support learning pathways An Australian case study Alison Vickers National Manager, Policy & Projects, Education & Training
Australian policy context Constitutional monarchy Federation of 8 States/Territories 3 rd largest export education & training Compulsory schooling 6 16yrs 39 public universities and 133 private higher education providers (90 dual sector -TAFE institutes & private RTOs) 64 public TAFE institutes and over 4,000 private TVET providers (some are schools)
The Australian Qualifications Framework (V1)
Council of Australian Government (COAG) targets increase the proportion of the population aged 2534 years with a qualification at Bachelor Degree or above from 32% in 2008 to 40% by 2025 increase the percentage of students from low socioeconomic backgrounds in higher education from around 16% in 2007 to 20% by 2020 halve the proportion of Australians aged 20 to 64 years without a Certificate III qualification by 2020 double the number of VET higher qualification completions (Diplomas and Advanced by 2020 raise the proportion of young people achieving Year 12 or an equivalent qualification from 84% in 2007 to 90% by 2015, and halve the gap for Indigenous students in Year 12 or equivalent attainment by 2020.
AQF s National Guidelines on Cross- Sector Qualification Linkages 50% credit for an Advanced Diploma when linked to a 3 year Bachelor Degree 37.5% credit for an Advanced Diploma when linked to a 4 year Bachelor degree 33% credit for a Diploma when linked to a 3 year Bachelor Degree 25% credit for a Diploma when linked to a 4 year Bachelor Degree
Competency-based training and credit ANZSCO Occupation VET Qualification Total Units Production Manager (Manufacturing) Diploma of Automotive Manufacturing 11 (Frontline Management) Diploma of Textiles, Clothing and Footwear 14 Diploma of Pulp and Paper Industry 15 Operations Diploma of Food Processing 29 Diploma of Process Plant Technology 32
The Credit Matrix Points = volume of learning Level = complexity of learning outcomes Unit = smallest part of a qualification Senior secondary and VET units were allocated levels and points by the VQA. 8
Credit Matrix policy development Endorsement by the VQA Board & the Victorian Education Minister Policy developed through a Credit Matrix Board sub committee Developed and trialed in a cross sectoral regulatory authority Aligned with legislative mandate and key business drivers Evidence gathering and consultation a critical part of Credit Matrix policy development Source: The Australian Policy Handbook by Peter Bridgman and Glyn Davis
Pilot projects Testing Credit Matrix objectives make the qualifications system easier to understand make it easier to design more flexible qualifications that combine new and different mixes of knowledge and skills provide a common and uniform approach to describing qualifications and achievement in them support the development of pathways between qualifications; and help ensure learning already successfully achieved does not need to be repeated.
Higher education projects Monash University Worked on the early development of the Credit Matrix level descriptors and explored issues around implementation The University of Ballarat Identify and validate IT qualification pathways at the VET/higher education interface Deakin University Established credit transfer and concurrent programs between the Business Services Training Package and Bachelor qualifications Australian Catholic University Establishing a rigorous model for credit transfer between VET and Higher Education 11
Qualification profiling with levels & points Example: Advanced Diploma of Business (Operations Management) Unit levels & points Profile Some example core units Level Points Manage risk 6 6 Facilitate continuous improvement 5 6 Review import & export business procedures in an operations management environment 5 6 Provide leadership across the organisation 6 6 Establish and manage contracts 5 7 Some example elective units Level Points Level Points Contribute to the development & implementation of strategic plans 6 6 6 15 5 56 4 51 3 15 Contribute to strategic direction 6 6 Identify and implement e-business innovation 6 4 Develop an e-business strategy 6 3 Manage environment performance 5 4 12
Example: Qualification credit profile Profile Example: Advanced Diploma of Business (Operations Management) Level Points 6 15 5 56 4 51 3 15 Points at each x level 60 50 40 30 20 10 0 3 4 5 6 Level x 13
Example: Points, levels for an I.T. qualification 250 VCE Diploma of Information Technology 200 Bachelor of Information Technology Points 150 100 50 0 Levels 1 2 3 4 5 Basis for credit transfer discussion 14
The University of Ballarat Note:120 points = 1 year full time study
The University of Ballarat Key Findings Benefit Assigning credits was quick and straightforward Challenges Information should not force granting of credit Confirmed the credit arrangements were appropriate Provided a guide to possible credits Inform credit discussions and arrangements
Deakin University Focus on strategic alliance partners Box Hill Institute of TAFE, South West Institute of TAFE & The Gordon Institute of TAFE Assign credit to Deakin units Workshop BSB07 qualifications Use in the development of concurrent programs Credit assessment Test its efficacy in the assessment of credit transfer Review of outcomes
Deakin University Advanced Diploma of Marketing Box Hill Institute of TAFE Gordon Institute of TAFE Levels Points Levels Points Level 4 36 Level 4 2 Level 5 32 Level 5 37 Level 6 39 Level 6 47 Total 107 Total 86
Deakin University credit potential
Deakin University - Key Findings Benefit Credit Matrix was very easy to understand and apply Credit Matrix was good at identifying unspecified credit Clearly articulate the amount of effort (credit point) students required to study a VET qualification and the depth of coverage (level). Facilitate communication between TAFE and HE Facilitate communication between institution and students Challenges Credit rating is very subjective in nature Credit Matrix did not change the process of determining specific credit Does not reduce the documentation requirements for credit assessments Require institutions to amend their information systems to store and display Credit Matrix information A tool for differentiating courses and course credit between different institution
Australian Catholic University ACU campuses and partners in different states/territories difficulty identifying the number of credits that should be granted to a Bachelor degree for students who have undertaken VET qualifications a consistent basis for establishing credit transfer based on the qualification rather than on specific arrangements with individual TAFE institutes
Australian Catholic University Qualification profile for Diploma of Accounting at 3 TAFEs and ACU Bachelor Business (Accounting) ACU NMIT Brisbane North TAFE Level 3 Level 4 225 10 18 Level 5 120 37 40 33 Level 6 30 7 21 Level 7 Total Points 375 54 61 51 Northern Sydney TAFE
Australian Catholic University VET qualification Diploma of Accounting Credits for ACU Bachelor of Business (Accounting) ACCT100 Principles of Accounting ISYS110 Applied Business IS ACCT204 Managerial Accounting A ACCT207 Financial Accounting A
Australian Catholic University Key Findings Benefit Improved and reduced processes for the development of credit transfer Consistent, transparent and flexible credit arrangements for Diploma and Advanced Diploma students A common approach for accumulating credit in Diploma and Advanced Diploma qualifications Increased initial workload associated with establishing credit. Challenges Increased workload associated with establishing credit
Summary findings assumptions within the AQF pathways policy are incorrect improved understanding of how each sectors qualifications are developed and structured much needed common language internally and externally transparent and objective process for determining unspecified credit will not reduce process for determining specified credit
The space between possibility and reality! Review of AQF in 2009 New AQF in 2011 resulting in: removal of sectoral boundaries qualifications allocated to a level volume measure for qualification types Strengthened national tertiary quality assurance
The reality potential of improved articulation through a framework that is not defined in terms of sectors clearer mechanisms for non-specific credit transfer improved qualification design volume and complexity continued tension between traditions of competencybased and time-served training/assessment strengthened trust of sectors through improved quality assurance
The way forward OECD has identified 4 strong connectors between a qualifications system and lifelong learning: Establishing a qualifications framework Optimising stakeholder involvement in qualification systems Providing credit transfer Recognising non-formal and informal learning Australia already has two connectors
Questions?