AQF Explanations
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 2.1.10 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 2.1.9 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 www.aqf.edu.au
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
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 www.aqf.edu.au
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 www.aqf.edu.au
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 www.aqf.edu.au 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
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
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
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 www.aqf.edu.au
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 2.1.10 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 2.1.9 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 www.aqf.edu.au
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
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 www.aqf.edu.au
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 www.aqf.edu.au
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 www.aqf.edu.au
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 www.aqf.edu.au
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
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 www.aqf.edu.au
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 www.aqf.edu.au
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