Enhancing Lifelong Learning through the Victorian Qualifications Authority and Credit Matrix
The Victorian Qualifications Authority (VQA) was established in 2001 to improve educational standards post-Year 10. It aims to connect qualifications, facilitate re-entry into education, and support lifelong learning. The Credit Matrix, developed over several years, enhances the Australian Qualifications Framework (AQF) by providing a robust descriptor of learning outcomes and standardizing points across sectors. It fosters easier credit transfer and admissions decisions, ensuring qualifications are recognized internationally.
Enhancing Lifelong Learning through the Victorian Qualifications Authority and Credit Matrix
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Presentation Transcript
The VQA – background • Statutory authority set up in 2001 in response to Kirby report • 15-member Board • All postcompulsory qualifications except higher education qualifications • Regulatory and reform roles • Soon to be succeeded by the VRQA
The VQA - objectives • Develop & monitor standards for education and training normally undertaken in, or designed to be undertaken in, years after Year 10 • Ensure and support linkages between qualifications • Facilitate procedures that make it easier for people to re-enter education and training and acquire qualifications throughout their lives
Powerful ‘connectors’ • OECD has identified 5 ‘connectors’ between a qualifications system and lifelong learning: • Providing credit transfer • Optimising stakeholder involvement in qualifications systems • Recognising non-formal and informal learning • Establishing a qualifications framework • Creating new routes to qualifications • Australia already has 2 ‘connectors’ • Credit Matrix will enable the other 3.
Credit Matrix basics Points = volume of learning • Most senior secondary, VET units now have levels, points allocated by the VQA Level = complexity of learning outcomes Unit = smallest part of a qualification
Points • 1 point = 10 hours of average designed learning time (international standard) • Average of designed learning time includes: • attending lectures, tutorials, structured training sessions and doing online learning • doing private study • applying and refining the skills and knowledge • planning a learning program and being mentored • doing revision, being assessed and receiving feedback • An equivalent full-time student load (EFTSL) = 1200 hours or 120 points (international standard)
Levels • Describe the kinds of things learners would be able to do if they successfully achieve the outcomes of a unit at any one of the eight levels • Indicate complexity of learning outcomes, from 1 (lowest) to 8 (highest) • Each level has: • a summary descriptor • a detailed descriptor, based on knowledge and skills, application and degree of independence
Credit Matrix implementation • 2003: Concept explored with stakeholders • 2004-05: Credit Matrix researched, tested and trialled • 2006: Proving projects with schools, TAFEs, RTOs, higher education institutions, employers, qualification designers, community organisations and government agencies • 2007: Levels, points on Victorian senior secondary certificates • 2007-08: Higher education projects as part of cross-sectoral professional development program
A better AQF • In its second decade, AQF faces new objectives, new challenges. • Credit Matrix enhances AQF with more robust descriptors and standards. Many countries have qualifications and credit frameworks • With increasing movement across sectors (& internationally), we need a ‘common currency’ to quantify level of learning outcome, volume of learning and to act as a quality assurance tool
Credit Matrix & the AQF The Credit Matrix can enhance the AQF
Better international recognition • COAG has identified need to link with other countries (driven by student movement, labour mobility across region)
Overseas credit-based systems Note: For volume, all systems use 1 point = 10 hours average learning time
Example: Points, levels for an I.T. qualification Points Levels Basis for credit transfer
