The credit matrix

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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

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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

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Moving Mountains
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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.

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Credit Matrix basics
Points volume of learning
Level complexity of learning outcomes
Unit smallest part of a qualification

• Most senior secondary, VET units now have levels,
  points allocated by the VQA

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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)

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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

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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

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Australian Qualifications Framework (by sector)
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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

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Credit Matrix the AQF
The Credit Matrix can enhance the AQF
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Better international recognition

• COAG has identified need to link with other
  countries (driven by student movement, labour
  mobility across region)

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Overseas credit-based systems
Note For volume, all systems use 1 point 10
hours average learning time
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Better credit transfer admissions decisions
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Example Points, levels for an I.T. qualification
Points
Levels
Basis for credit transfer
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Easier-to-understand courses and qualifications
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Thank you.www.vqa.vic.gov.au