 | |
Australian Qualifications Framework - Australia
Source: The Australian National Training Authority - ANTA
The Australian Qualifications Framework (commonly known as the AQF) is a unified system of twelve national qualifications in schools, vocational education and training (TAFEs and private providers) and the higher education sector (mainly universities).
The Australian Qualifications Framework (AQF) provides a comprehensive, nationally consistent yet flexible framework for all qualifications in post-compulsory education and training. The Framework was introduced Australia-wide on 1 January 1995.
The AQF recognises that the schools sector, vocational education and training sector and higher education sector each have different industry and institutional linkages. It connects these in a coherent single Framework incorporating qualification titles and guidelines.
The twelve qualifications are shown below, grouped according to the sector in which they are most commonly issued. It should be noted that:
there is rapidly increasing provision of vocational education and training in the schools sector, which may be recognised at the appropriate Certificate I–IV level and contribute towards a Senior Secondary Certificate of Education;
increasing numbers of Graduate Certificates are being issued in the vocational education and training sector;
some Certificate I–IV qualifications are issued in the higher education sector. It should be also noted that there are no standardised rankings or equivalences between different qualifications issued in different sectors, as these qualifications recognise different types of learning reflecting the distinctive educational responsibilities of each sector. Where the same qualifications are issued in more than one sector but authorised differently by each sector (ie Diploma, Advanced Diploma) they are equivalent qualifications, although sector-differentiated.
Qualifications According to Sector
Work-based qualifications and academic qualifications are now part of a single system, allowing maximum flexibility in career planning and continuous learning (remember, you are likely to make at least five major career and lifestyle changes in your lifetime).
The following changes in vocational education and training have most affected the system of qualifications :
The AQF should:
Cross Sectoral Support for the AQF
The Guidelines contain the main criteria for defining qualifications based on the general characteristics of education and training at each qualification level. These characteristics are expressed principally as learning outcomes. The Guidelines provide common ground for qualifications across the sectors. Differences in approach between the sectors are, in the main, related to the area of authority for learning outcomes, and these are reflected in the Guidelines.
To enable effective implementation, the Framework is supported by:
Guidelines for cross-sectoral qualifications linkages;
Principles for the issuance of qualifications and protection of titles, which include provision for the issuance of ‘Statements of Attainment’ to verify the achievements of a person who has completed part of a qualification; and
Arrangements for monitoring the implementation of the Framework, through the establishment of the Australian Qualifications Framework Advisory Board.
The Guidelines have been developed to assist employers, employees, professional associations, unions, training package, course and curriculum developers, accrediting bodies and the wider public, including students, parents, and education and training bodies, to understand factors defining a qualification available under the Australian Qualifications Framework (AQF).
The introduction of the National Training Framework represented a landmark decision by the Commonwealth, State and Territory governments to simplify the vocational education and training system and to reduce the points of regulation. This decision has a number of implications for the AQF.
The National Training Framework is made up of two elements: the Australian Quality Training Framework and Training Packages.
The Australian Quality Training Framework (AQTF) is a set of nationally agreed standards to ensure the quality of vocational education and training services throughout Australia.
States and Territories apply the AQTF when:
registering organisations to deliver training, assess competency and issue Australian Qualifications Framework (AQF) qualifications;
auditing registered training organisations (RTOs) to ensure they meet (and continue to meet) the requirements of the AQTF;
applying mutual recognition of qualifications and statements of attainment; and
accrediting courses.
The AQTF ensures that all RTOs and the qualifications they issue are recognised throughout Australia. The AQTF includes two sets of standards:
Standards for Registered Training Organisations; and
Standards for State and Territory Registering/Course Accrediting Bodies.
Training Packages are sets of nationally endorsed standards and qualifications for recognising and assessing people's skills. A Training Package describes the skills and knowledge needed to perform effectively in the workplace. They do not prescribe how an individual should be trained. Teachers and trainers develop learning strategies depending on learners' needs, abilities and circumstances.
Training Packages are developed by industry through national Industry Training Advisory Bodies (ITABs), Recognised Bodies or by enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement, developers must provide evidence of extensive consultation and support within the industry area or enterprise.
Training Packages complete a quality assurance process and are then endorsed by the National Training Quality Council (NTQC). The responsible Ministers then agree to place the Training Package on the National Training Information Service (NTIS). Endorsed Training Packages are subject to periodic review.
The Guidelines specify the characteristics of learning outcomes as well as explaining the responsibilities for assessment, issuance and certification. They are set out in a common format to enable comparisons and assist in distinguishing between qualifications.
Summary Tables of Qualifications
Authority for Learning Outcomes
|
Senior Secondary Certificate of Education |
At a State/Territory level, requirements for Senior Secondary Certificates of Education are set by Statutory Boards which are responsible for the development and accreditation of courses of study, assessment and issuance of the qualification. |
|
Certificate I Certificate II Certificate III Certificate IV |
In the vocational education and training sector, qualifications are based on nationally endorsed competency standards where they exist or on competency standards developed by relevant industry, enterprise, community or professional groups. The qualifications certify achievement of learning outcomes generally identified as sets of competencies for levels of workplace performance reflected in the characteristics and distinguishing features of each qualification. The focus in the vocational education and training sector is on the capacity to directly assess the performance criteria in the competencies specified within the Training Package or accredited course. Authorisation of alignment of competency standards to AQF qualifications occurs as follows:
Training Packages. • Where there is no relevant Training Package, State/Territory Course Accrediting Bodies, through the course accreditation process, determine the relevant qualification for other sets of competency standards developed by relevant industry, enterprise, community or professional bodies to meet an identified training need. |
|
Diploma Advanced Diploma |
In the vocational education and training sector, qualifications are based on nationally endorsed competency standards where they exist or on competency standards developed by relevant industry, enterprise, community or professional groups. The qualifications certify achievement of learning outcomes generally identified as sets of competencies for levels of workplace performance reflected in the characteristics and distinguishing features of each qualification. The focus in the vocational education and training sector is on the capacity to directly assess the performance criteria in the competencies specified within the Training Package or accredited course. Authorisation of alignment of competency standards to AQF qualifications occurs as follows:
|
|
Bachelor Degree Graduate Certificate Graduate Diploma Masters Degree Doctoral Degree |
In the higher education sector, objectives and academic requirements of courses are set by universities having regard for requirements set by peer review and the requirements of relevant professional bodies and employer groups. Universities may establish course advisory committees comprising a range of interested parties including practitioners, employers, community representatives and academic staff from other institutions to facilitate ongoing review of content and relevance. |
Characteristics of Learning Outcomes
| Senior Secondary Certificate of Education | Studies ranging from traditional academic disciplines taken to prepare students for university entry to more vocational and semi-vocational courses taken to prepare students to enter the workforce directly or to enter formal training programs. A mix of directed classroom studies, extensive written assessments, formal examinations and/or common assessment tasks. Other studies may require application of skills, understandings, performance and project work, group work and field-work activities. The balance between breadth and depth of knowledge and skills, and between academic disciplines and applied and work-related courses may vary depending on the needs of the student. Outcomes include both generic and subject-specific knowledge and skills.. |
| Certificate I | Breadth, depth and complexity of knowledge and skills would prepare a person to perform a defined range of activities most of which may be routine and predictable. Applications may include a variety of employment-related skills including preparatory access and participation skills, broad-based induction skills and/or specific workplace skills. They may also include participation in a team or work group. |
| Certificate II | Breadth, depth and complexity of knowledge and skills would prepare a person to perform in a range of varied activities or knowledge application where there is a clearly defined range of contexts in which the choice of actions required is usually clear and there is limited complexity in the range of options to be applied. Performance of a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes. Applications may include some complex or non-routine activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team. |
| Certificate III | Breadth, depth and complexity of knowledge and competencies would cover selecting, adapting and transferring skills and knowledge to new environments and providing technical advice and some leadership in resolution of specific problems. This would be applied across a range of roles in a variety of contexts with some complexity in the extent and choice of options available. Performance of a defined range of skilled operations, usually within a range of broader related activities involving known routines, methods and procedures, where some discretion and judgement is required in the selection of equipment, services or contingency measures and within known time constraints. Applications may involve some responsibility for others. Participation in teams including group or team co-ordination may be involved. |
| Certificate IV | Breadth, depth and complexity of knowledge and competencies would cover a broad range of varied activities or application in a wider variety of contexts most of which are complex and non-routine. Leadership and guidance are involved when organising activities of self and others as well as contributing to technical solutions of a non-routine or contingency nature. Performance of a broad range of skilled applications including requirements to evaluate and analyse current practices, develop new criteria and procedures for performing current practices and provision of some leadership and guidance to others in the application and planning of the skills. Applications involve responsibility for, and limited organisation of, others. |
| Diploma | Breadth, depth and complexity covering planning and initiation of alternative approaches to skills or knowledge applications across a broad range of technical and/or management requirements, evaluation and co-ordination. The self-directed application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services and techniques for self and others. Applications involve participation in development of strategic initiatives, as well as personal responsibility and autonomy in performing complex technical operations or organising others. It may include participation in teams including teams concerned with planning and evaluation functions. Group or team co-ordination may be involved. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. |
| Advanced Diploma | Breadth, depth and complexity involving analysis, diagnosis, design, planning, execution and evaluation across a broad range of technical and/or management functions including development of new criteria or applications or knowledge or procedures. The application of a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions. Contribution to the development of a broad plan, budget or strategy is involved and accountability and responsibility for self and others in achieving the outcomes is involved. Applications involve significant judgement in planning, design, technical or leadership/ guidance functions related to products, services, operations or procedures. The degree of emphasis on breadth as against depth of knowledge and skills may vary between qualifications granted at this level. |
| Bachelor Degree | The acquisition of a systematic and coherent body of knowledge, the underlying principles and concepts, and the associated communication and problem-solving skills. Development of the academic skills and attributes necessary to undertake research, comprehend and evaluate new information, concepts and evidence from a range of sources. Development of the ability to review, consolidate, extend and apply the knowledge and techniques learnt,including in a professional context A foundation for self-directed and lifelong learning Interpersonal and teamwork skills appropriate to employment and/or further study A course leading to this qualification also usually involves major studies in which significant literature is available. Course content is taken to a significant depth and progressively developed to a high level which provides a basis for postgraduate study and professional careers. |
| Graduate Certificate | The qualification may involve broadening skills of individuals already gained in an undergraduate program, or developing vocational knowledge and skills in a new professional area. |
| Graduate Diploma | Broadening skills of individuals either already gained in an undergraduate program, or developing vocational knowledge and skills in a new professional area and/or further specialisation within a systematic and coherent body of knowledge. |
| Masters Degree | Mastery or overview of the relevant field of study or area of professional practice and the emphasis may range from the acquisition or enhancement of specific professional or vocational skills and knowledge, usually undertaken in a combination of coursework and research, through to the acquisition of in-depth understanding in a specific area of knowledge which is usually undertaken through research Provide appropriate evidence of advanced knowledge about a specialist body of theoretical and applied topics. Demonstrate a high order of skill in analysis, critical evaluation and/or professional application through the planning and execution of project work or a piece of scholarship or research. Demonstrate creativity and flexibility in the application of knowledge and skills to new situations, to solve complex problems and to think rigorously and independently. |
| Doctoral Degree | A substantial original contribution to knowledge in the form of new knowledge or significant and original adaptation, application and interpretation of existing knowledge. A comprehensive and searching review of the literature, experimentation, creative work with exegesis or other systematic approach or an advanced, searching and expansive critical reflection on professional theory and practice. Undertake an original research project, or a project( s) addressing a matter of substance concerning practice in a profession at a high level of originality and quality Presentation of a substantial and well ordered dissertation, non-print thesis or portfolio, for submission to external examination against international standards. |
Distinguishing Features of Learning Outcomes
| Certificate I | Do the Competencies enable an individual with
this qualification to:
|
| Certificate II | Do the Competencies enable an individual with
this qualification to:
|
| Certificate III | Do the Competencies enable an individual with
this qualification to:
|
| Certificate IV | Do the Competencies enable an individual with
this qualification to:
|
| Diploma | Do the Competencies or Learning Outcomes enable
an individual with this qualification to:
|
| Advanced Diploma | Do the Competencies or Learning Outcomes enable
an individual with this qualification to:
|
[Top]
