Using a credit framework to support learning pathways

An Australian case studyAlison Vickers

National Manager, Policy & Projects, Education & Training

Australian policy context

• Constitutional monarchy• Federation of 8 States/Territories• 3rd 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 25�34 years with a qualification at Bachelor Degree or above from 32% in 2008 to 40% by 2025

• increase the percentage of students from low socio�economic 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

Diploma of Automotive Manufacturing (Frontline Management)

11

Diploma of Textiles, Clothing and Footwear 14Diploma of Pulp and Paper Industry Operations

15

Diploma of Food Processing 29

Production Manager

(Manufacturing)

Diploma of Process Plant Technology 32

The Credit Matrix

8

Senior secondary and VET units were allocated levels and points by the VQA.

Level = complexity of learning outcomes

Points = volume of learning

Unit = smallest part of a qualification

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 projectsTesting 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.

11

Higher education projectsMonash 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 qualificationsAustralian Catholic University•Establishing a rigorous model for credit transfer between VET and Higher Education

12

Qualification profiling with levels & points

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

Contribute to the development & implementation of strategic plans 6 6

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

Example: Advanced Diploma of Business (Operations Management)

Unit levels & points

Profile

Level Points

6 15

5 56

4 51

3 15

13

Example: Qualification credit profile

Example: Advanced Diploma of Business (Operations Management)

0

10

20

30

40

50

60

x

xPo

ints

at ea

ch le

vel

Level Points

6 15

5 56

4 51

3 15

Profile

3 4 5 6Level

14

Example: Points, levels for an I.T. qualification

Poin

ts

Levels0

50

100

150

200

250

1 2 3 4 5

VCE

Diploma of Information Technology

Bachelor of Information Technology

Basis for credit transfer discussion

The University of Ballarat

Note:120 points = 1 year full time study

The University of Ballarat – Key Findings

BenefitAssigning credits was quick and straightforward

Confirmed the credit arrangements were appropriate

Provided a guide to possible credits

Inform credit discussions and arrangements

ChallengesInformation should not force granting of credit

Deakin University

• Focus on strategic alliance partners – Box Hill Institute of TAFE, South West Institute of TAFE & The Gordon Institute of TAFE

• Use in the development of concurrent programs

• Test its efficacy in the assessment of credit transfer

WorkshopWorkshop

Assign credit to Deakin

units

Assign credit to Deakin

units

BSB07 qualifications

BSB07 qualifications

Credit assessment

Credit assessment

Review of outcomesReview of outcomes

Deakin University

Box Hill Institute of TAFELevels Points

Gordon Institute of TAFELevels Points

Level 4 36Level 5 32Level 6 39

Level 4 2Level 5 37Level 6 47

Total 107 Total 86

Advanced Diploma of Marketing

Deakin University

credit potential

Deakin University - Key Findings

BenefitCredit 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

A tool for differentiating courses and course credit between different institution

ChallengesCredit 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

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

ACU NMITBrisbane North TAFE

Northern Sydney TAFE

Level 3Level 4 225 10 18Level 5 120 37 40 33Level 6 30 7 21Level 7Total Points 375 54 61 51

Qualification profile for Diploma of Accounting at 3 TAFEs and ACU Bachelor Business (Accounting)

Australian Catholic University

VET qualification

Credits for ACU Bachelor of Business (Accounting)

Diploma of Accounting

• ACCT100 Principles of Accounting

• ISYS110 Applied Business IS• ACCT204 Managerial

Accounting A• ACCT207 Financial

Accounting A

Australian Catholic University –Key Findings

BenefitImproved 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.

ChallengesIncreased 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 competency-

based 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?