tasmanian qualifications authority discussion paper

Tasmanian Qualifications Authority

Discussion Paper

Office of Post-Compulsory Education and Training

Department of Education

August 2001

TQA Discussion Paper v12 6.09.01 2

Tasmanian Qualifications Authority: A Discussion Paper August 2001 ISBN 0-9579310-1-8 Published by the Department of Education GPO Box 169 Hobart, Tasmania Australia 7001 Telephone Enquiries 03 6233 4649 Email [email protected] Copyright Department of Education, Tasmania These proposals are Department of Education copyright. The document may be reproduced in whole or in part for study purposes, subject to the inclusion of an acknowledgment of the source and provide that it is not used for commercial use for sale. Permission to copy extracts of this text as described above is based on the assumption that copying will be in compliance with the Copyright Act. Reproduction for purposes other than those indicated requires the written permission of the Department of Education. Requests and inquiries concerning reproduction and copyright should be directed to the Department of Education at the above address. Edited by Tony Walker, Tony Walker Marketing Design and production by Reckless Ink Printed by PMP Print


Tasmanian Qualifications Authority

Foreword

“ A lifelong learner will increasingly gain qualifications from school, university, TAFE and VET providers, and from learning in the workplace. These qualifications provide a record of personal achievement and a passport to both further careers and lifelong learning opportunities. Therefore, the relationship between the various qualifications must be clearly established to ensure that relevant standards are recognised and that ready progression through the systems is available. Most importantly, to encourage lifelong learning, the qualifications system must be flexible enough to recognise learning gained over a long time and through various modes" (Learning Together: A Vision for Education, Training and Information into the 21st Century) To achieve these goals it is intended to establish a Tasmanian Qualifications Authority by integration of the roles of the existing authorities with responsibility in this area. How the Authority will be set up and what its specific functions will be still need to be determined. The purpose of this Discussion Paper is to act as a focus for a consultation process which will occur over the next few months. If you are interested in issues associated with qualifications I invite you to become involved in the consultation about the proposed new Authority. Your views are vital to its success. The Discussion Paper describes a number of ways in which you can contribute. I urge you to take advantage of these and contribute to an important new initiative designed to emphasise the importance of education and training and associated qualifications in Tasmania’s development in the 21st Century. Dr Martyn Forrest Secretary Department of Education 20 August 2001


Contents Tasmanian Qualifications Authority: A Discussion Paper ....................................................... 2 Contents.......................................................................................................................................... 4 Executive Summary ...................................................................................................................... 5 Introduction ................................................................................................................................... 8 Purpose.............................................................................................................................................8 Background......................................................................................................................................8 The Proposal ....................................................................................................................................8 Why we need a Tasmanian Qualifications Authority ................................................................ 9 What will change? ....................................................................................................................... 11 Tasmanian Secondary Assessment Board (TASSAB).................................................................. 11 Tasmanian Accreditation and Recognition Committee (TAReC) ................................................ 12 Universities Registration Council (URC)...................................................................................... 13 Who will benefit from a Tasmanian Qualifications Authority? ............................................. 14 Young People ................................................................................................................................ 14 Mature Age Learners..................................................................................................................... 15 Educational Providers.................................................................................................................... 15 Employers...................................................................................................................................... 15 Community.................................................................................................................................... 16 Towards a Model for the TQA................................................................................................... 16 Vision for the Tasmanian Qualifications Authority.......................................................................16 Key Principles................................................................................................................................17 Integration of the functions of TASSAB, TAReC and URC ........................................................ 17 Centralisation of Qualifications..................................................................................................... 17 Provision of Quality Assurance..................................................................................................... 17 Creation of a Central Database...................................................................................................... 18 Governance.................................................................................................................................... 18 Responsive to Client and Stakeholder Needs................................................................................ 18 Key Contingencies .........................................................................................................................18 Legislation ..................................................................................................................................... 18 Other Lifelong Qualifications ....................................................................................................... 19 Other Issues ................................................................................................................................... 19 Models of Integration – Options for the Tasmanian Qualifications Authority..................... 20 Tasmanian Qualifications Authority Model One - Qualifications Umbrella.............................20 Tasmanian Qualifications Authority Model Two - Partial Integration..........................................21 Tasmanian Qualifications Authority Model Three - Fully Integrated Services .........................22 Conclusion.................................................................................................................................... 23 References .................................................................................................................................... 23 Appendix 1 Comparison of Purpose, Structure and Functions of Scottish, New Zealand and Victorian Qualifications Authorities..............................................................................................25 Appendix 2: Current legislation, governance, membership, functions/powers and administration/secretariat for TASSAB, TAReC and the Universities Registration Council .......27 Appendix 3 Consultation ...........................................................................................................31 Appendix 4 Glossary of Acronyms ..........................................................................................32 Appendix 5 Membership Tasmanian Qualifications Authority Steering Committee ...............32 Appendix 6 Definitions .............................................................................................................33


Executive Summary In December 2000, The Tasmanian Minister for Education, Paula Wreidt, launched Learning Together: A Vision for Education, Training and Information into the 21st Century. The policy statement outlines five goals central to the achievement of its vision, which is “a world-class education, training and information system which matches the best anywhere”. Goal 2 emphasises the need to provide enriching and fulfilling learning opportunities through a person’s lifetime, including the early childhood years, the years of compulsory schooling and years of post-compulsory education and training. It emphasises that our system must be able to provide lifelong learning opportunities that are responsive to people’s needs, aspirations, learning preferences and that are also capable of meeting widely divergent life experiences. The Proposal - What is the Tasmanian Qualifications Authority? The Tasmanian Qualifications Authority (TQA) is intended to be a statutory authority responsible for the management of the issuing, recording and co-ordination of post-compulsory education and training qualifications in Tasmania. It would achieve this primarily by combining functions of the Tasmanian Secondary Assessment Board (TASSAB), the Universities Registration Council (URC) and the Tasmanian Accreditation and Recognition Committee (TAReC) in a single authority. Lifelong learning opportunities will be enhanced by improving the relationships between qualifications from school, university, TAFE and VET providers as well as learning in the workplace. This is consistent with the State Government’s vision expressed in Learning Together for “a world-class education, training and information system, which matches the best anywhere”. Why do we need the Tasmanian Qualifications Authority? A world-class education, training and information system requires world-class components including a world-class system for the management of qualifications. The increased focus on lifelong learning and the need to retrain means that people will increasingly accumulate multiple qualifications locally, interstate and overseas through attendance, correspondence and on-line learning. There is subsequently an increasing need to ensure that these are recorded and available to users through a single reputable source. Because qualifications are now being used to achieve policy goals such as to increase retention, improve access and equity, and address skill deficiencies, it is necessary that an authority is responsible for maintaining an integrated research database to inform these policies. This is also important where the issuing of qualifications is done by a number of appropriately accredited organisations. As a new central authority, the Tasmanian Qualifications Authority should be able to provide a simplified and cohesive system for issuing, where appropriate, and recording qualifications in this State. There are also new and emerging developments in articulation, credit transfer and other qualification linkages between the higher education and VET sectors. The Tasmanian Qualifications Authority should provide an opportunity to build closer relationships between the University and VET sectors and to further develop qualifications links and articulation.


Scotland, New Zealand and now Victoria have all established authorities, driven by both a growth in the range of qualifications being issued as well as by an increasing demand for them at national, international and local levels. The Tasmanian Qualifications Authority Discussion Paper suggests that current consideration of an Authority is timely, consistent with national and international developments and has the potential to contribute significantly to streamlining the complex arrangements that currently exist governing qualifications. What will change? The Tasmanian Qualifications Authority will undertake the functions currently performed by the following bodies: The Tasmanian Secondary Assessment Board (TASSAB) TASSAB is responsible for a wide range of services covering subject and syllabus development, examining and assessment, certification and recording for students from Years 9 – 12. More recently its role has expanded with the growth in VET in schools programs and this has generated some overlap with the work of training organisations. The Tasmanian Accreditation and Recognition Committee (TAReC) TAREC is responsible for the registering of training providers and accrediting training courses, short courses and programs, and for overseeing and regulating the implementation of national policy in registering and quality assuring Registered Training Organisations (RTOs) for the delivery of VET. These qualifications are issued by training organisations, and, while the bulk are delivered by Technical and Further Education (TAFE), a wide range of Registered Training Organisations (RTOs) are also engaged. Universities Registration Council The Universities Registration Council provides registration services for recognised higher education providers other than universities. Australian universities are empowered by governments to determine their entrance requirements and admission procedures, accredit their courses and issue qualifications. Who will benefit? Young People People of all ages, but particularly young people, gaining qualifications would benefit from a simplified system and central recording of all awards. Qualifications records would be easily accessed in a clear and easily understood format. Improved systems of articulation would also be a benefit to students. Employers Employers would benefit from a simplified system for recognising and registering awards for workplace training. Employers assessing potential employees would benefit from a clear and comprehensible record of the applicant’s education and training history, particularly if it is seen to have a high degree of validity and reliability. Educational Providers


Educational providers would also benefit from a co-ordinated and integrated system with a clear framework of awards and established procedures for issuing and recording qualifications. General Community The community is also likely to benefit as the new Qualifications Authority would be an important component of a world class education, training and information system for the State, with the capacity to bring structure, coherence and usefulness to qualifications and how they are to be used. How will it work? The vision is to bring together relevant functions of existing assessment, accreditation, recognition and registration bodies into a single authority that will be the central recording and, where appropriate, issuing authority for qualifications under its direction. It would have responsibility for ensuring that qualifications are quality assured and that qualifications issued maintain rigorous standards. A single, central database for all approved studies would be created ensuring efficient, long-term management of the storage and retrieval of data. The TQA should be a statutory authority accountable to the Minister through an independent chair and expert Board of not more than 10 members determined by Ministerial appointment. It should be responsive to client and stakeholder needs, including those of industry. Current legislation governing TASSAB, TAReC and the Universities Registration Council which specifies the governance, membership and functions and powers of each body will need to be amended or repealed and new legislation enacted. The nature and extent of the necessary legislative changes required will be determined essentially by the model adopted for the Authority. Three possible models Three possible models for the Tasmanian Qualifications Authority are recommended for consideration based on the policy directives in Learning Together, and the degree to which functions and services of existing bodies are to be integrated. Model One adopts a qualifications umbrella approach so that the TQA would integrate only the qualification recognition functions of the existing bodies while directing high level policy and procedures linked with qualifications. The remaining functions would be retained by the existing bodies and administrative support in place. A new secretariat would be created to support the Qualifications Authority. Model Two recommends partial integration of recognition, registration, accreditation and assessment functions of the existing bodies, the replacement of TAReC and the URC, and a reduced administrative function for TASSAB. The Qualifications Authority would effectively act as the peak qualifications body, direct qualifications policy and procedures while continuing to draw functional support from the Offcie of Post-Compulsory Education and Training (OPCET) and TASSAB. Model Three recommends fully integrated services for all relevant recognition, registration, accreditation and assessment functions with a full secretariat and administrative function provided. TASSAB, TAReC and the URC, at least in their current form, would cease to exist, their functions being assumed by the new Authority. The TQA would be responsible for managing the issuing, where appropriate, of qualifications, including recording and reporting functions, as well as course and syllabus development or approval, moderation and the provision of a central recording service via an integrated database. Liaison with Higher Education and the high level direction of qualifications and associated policy would also be undertaken.


Introduction

Purpose The purpose of this paper is to identify preliminary issues associated with the establishment of a Tasmanian Qualifications Authority and to propose alternative models for further investigation.

Background In December 2000, The Tasmanian Minister for Education, Paula Wreidt, launched Learning Together: A Vision for Education, Training and Information into the 21st Century. The policy statement outlines five goals central to the achievement of its vision, which is “a world-class education, training and information system which matches the best anywhere”. Goal 2 emphasises the need to provide enriching and fulfilling learning opportunities through a person’s lifetime, including the early childhood years, the years of compulsory schooling and years of post-compulsory education and training. It emphasises that our system must be able to provide lifelong learning opportunities that are responsive to people’s needs, aspirations, learning preferences and that are also capable of meeting widely divergent life experiences. An inevitable outcome from the creation of lifelong learning opportunities is the accumulation of a variety of qualifications from a range of education, training and community-based learning providers. Evidence from the Kirby Report (2000) into the provision of post compulsory education and training in Victoria suggests many young people are acquiring qualifications outside the formal schooling system in an increasingly diversified and dynamic market. In Tasmania, young people in Years 9 and 10 are now frequently gaining vocational education and training qualifications along with their conventional TCE results. Increasingly students entering university will also hold VET qualifications, and the education and training pathway from university graduation to TAFE training is continuing to grow. We are seeing the generation of a range of qualifications, from a variety of sources, which extended over a lifetime of learning, will constitute a formidable paper trail.

The Proposal The proposal is to create a Tasmanian Qualifications Authority, which will streamline the qualifications process through the integration and coordination of current systems governing post-compulsory education and training into a “one stop shop” for qualifications. A central qualifications authority will aid the achievement of lifelong learning for Tasmanians through improving the relationships between qualifications from school, university, TAFE and VET providers as well as workplace learning. This will ensure that “relevant standards are recognised and that ready progression through the systems is available” and that “learning gained over a long time and through various modes” is recognised. The Tasmanian Qualifications Authority would evolve from the integration of the principal and relevant roles of the Tasmanian Secondary Assessment Board (TASSAB), the Universities Registration Council (URC) and the Tasmanian Accreditation and Recognition Committee (TAReC). Its functions would be to:


• develop a coherent format for presenting lifelong qualifications, one that meets the needs of individuals, employers and learning institutions and makes the relationship between various types of qualifications clearer;

• determine matters relating to assessments, educational attainment and certification for senior secondary students;

• build links between schools, VET-providers and the University of Tasmania to provide adequate and equitable recognition of VET achievement in both tertiary entrance and articulation arrangements;

• ensure that qualifications maintain rigorous standards; and • survey employers every three years to assess how ‘job ready’ young Tasmanians are on

entering the workforce with their first set of qualifications.

Why we need a Tasmanian Qualifications Authority A world-class education, training and information system requires world-class components. Just as the policy blueprint Learning Together has provided the impetus to build a world-class curriculum through the Curriculum Consultation process, so has it signalled the need to build a world-class system for the management of qualifications. Tasmania is not alone in its efforts to build a more appropriate system for managing an increasingly complex qualifications landscape. The establishment of the Scottish Qualifications Authority in 1997, the New Zealand Qualifications Authority in the early 90’s and more recently the Victorian Qualifications Authority all represent similar efforts. All are driven by both a growth in the range of qualifications being issued as well as by an increasing demand for them at national, international and local levels. The OECD’s recently initiated Qualifications and Lifelong Learning international project also signalled a widening international interest in the management of qualifications and their potential as instruments for the reform of education and training. Lifelong learning implies that people will no longer settle for a single qualification. The completion of a university degree, an apprenticeship or traineeship, or an exit qualification from school will in most cases represent only one in a range of qualifications that will be built up throughout life. More importantly, there is a trend for multiple qualifications to be achieved, often simultaneously. In Tasmanian senior secondary colleges, students can achieve recognition for vocational education and training courses as part of the TCE and gain a recognised credential under the Australian Qualifications Framework (AQF). In other schools, additional qualifications are often issued by non-school based training organisations. Beyond this, people are increasingly accessing education and training services on-line, with the qualification often issued by an institution in another state or another country. There are also significant changes in the way qualifications are being used by policy makers. Keating (2001) identifies a range of new ways in which qualifications arrangements are being used, including their elimination as barriers to accessing learning, their use in increasing retention in the education system and the increasing flexibility in recognising education and training outcomes from non-traditional areas. He suggests that their role in addressing skills deficiencies, in assisting community growth and development and as mechanisms in the regulation and funding of a broad range of independent and non-government providers are evidence of their growing stature. The qualifications scenario is becoming more complex, with a wider range of qualifications being offered and sought, issued by a diversity of providers and increasingly by national and even international institutions. There is then clearly a need for a State-based authority, which will provide a service for Tasmanian people in coordinating and managing qualifications.


The complex and fluid nature of the training market, the responsibility of individual RTOs for issuing awards and inadequate guarantees that training outcomes are always recognised as qualifications, adds further argument to the need for a central qualifications body. Concerns about training being delivered particularly through apprenticeships and traineeships led the State Government to appoint Kaye Schofield to enquire into and report on them. The release of the report, A Risky Business: Review of the Quality of Tasmania's Traineeship System while identifying a range of problems, also led to a series of projects that have since been completed and which will improve the quality outcomes of the system. There is an opportunity with a new Qualifications Authority to improve the existing structural linkages between secondary colleges, TAFE and the university. While examples of cooperation exist, as in the TAFE-Rosny College-industry Building and Construction VET program, the use of industry-based training in the aquaculture industry by the University of Tasmania and the collaboration in hospitality training between Drysdale House and the university, there has been no mechanism in place to systemically manage this kind of articulation. The Qualifications Authority would help to create a seamless qualifications pathway, which would diminish the perception that VET qualifications are lower in terms of status or esteem. The comparative perceived value of VET qualifications beside academic qualifications has been a matter of historical concern. By issuing the one qualification that identifies academic and vocational outcomes parity might be more readily achieved. There are also local issues that relate to current arrangements in the management of qualifications and in the delivery of education and training leading to the issuing of a qualification. At the same time it should be recognised that the new Authority will operate within the requirements of the Australian Qualifications Framework. The AQF, a national agreement, covers the nature and the format of qualifications issued in post-compulsory education and training. There are 12 qualifications in the framework from Certificate I to Doctoral Degrees. The framework also covers the issuance of Statements of Attainment that are provided to learners in the VET sector who satisfactorily complete units of competence, but not full certificates or diplomas. AQF qualifications can be issued by all three sectors of education and training: schools, VET and higher education. There is increasing overlap between the sectors with regard to the issuance of particular qualifications. Certificate II is widely issued by both schools and VET providers and Diplomas, Graduate Certificates and Graduate Diplomas are offered by both VET and higher education. The Australian Qualifications Framework provides a set of descriptors of the nature of these qualifications, focussing on breadth and depth of outcomes achieved as a prerequisite to receiving the qualification. The Framework also provides minimum information that should be included on those qualifications that fall within the range of certificate to diploma. Within the VET sector (and the VET provision within schools), AQF qualifications can only be issued by registered training organisations. These arrangements are governed by the Australian Quality Training Framework. Qualifications in this sector are also referred to as “nationally endorsed” qualifications and can be associated with either courses or national training packages. The range of qualifications issued in VET includes Statements of Attainment, Certificates I, II, III, IV, Diploma, Advanced Diploma, Graduate Certificate and Graduate Diploma.


What will change? The Tasmanian Qualifications Authority will undertake a range of functions from those currently performed by the following bodies: Tasmanian Secondary Assessment Board (TASSAB) The Tasmanian Secondary Assessment Board is a long-standing authority, responsible for a wide range of services covering subject and syllabus development, examining and assessment, certification and recording for students from Years 9 – 12. The existing Board of TASSAB provides policy for the provision of syllabuses, assessment and certification for Year 9-12 Tasmanian students. TASSAB’s other functions include:

• collecting and recording of internal assessments for Years 11 and 12, the setting, running and marking of external examinations, the collection and recording of external examination assessment data, the processing of internal and external assessment data and the calculation of awards;

• providing TCE syllabuses for Years 11 and 12, as well as conducting moderation and

professional development activities for Years 11 and 12 teachers;

• scaling of subjects and calculating the tertiary entrance rank for students studying pre-tertiary syllabuses for entry to local and national higher education institutions;

• collecting and recording of VET in schools data to individual competency level and

reporting AVETMISS data to OPCET;

• providing TCE syllabuses for Years 9 and 10, conducting moderation and professional development activities for Years 9 and 10 teachers and collecting and recording assessment data (awards) for Year 10 syllabuses as well as printing statements of achievement for Year 10 students; and

• issuing TCE certificates and statements of attainment to students and providing past students

with duplicates of their certificates and/or statements of attainment. The role of TASSAB in recent times has expanded, particularly with the growth of VET in schools programs. Nationally the boundaries between VET and general education are becoming more blurred, partly because the VET sector is becoming more aware of the importance of fundamental knowledge to underpin vocational studies, and partly because the general education sector is seeing evidence of the success of VET programs in motivating students and improving learning outcomes. Examples of TASSAB’s capacity to respond to these kinds of changes include a recent joint initiative with the Commonwealth’s Department of Education, Training and Youth Affairs to investigate the delivery, assessment and reporting of Key Competencies by schools and colleges using an accreditation process similar to that currently used by TAReC. As well, TASSAB already reports both VET and TCE data on outcomes for students in schools and colleges, and provides long-term storage of student qualifications. It has also been an active proponent in the move to get VET programs recognised for Higher Education entry purposes.


The impact of VET related demands on schools has been partly responsible for reviews of the operation of certification authorities in several states during the late 1990’s. In particular the NSW Government Report Securing Their Future: Reforms for the Higher School Certificate (1997), the Victorian Certificate of Education Review (1998) and more recently the establishment of the Victorian Curriculum Assessment Authority (2001) under the Victorian Qualifications Authority. In both Queensland and Western Australia major reviews of curriculum and certification authorities are currently under way. In addition, both the Board itself and the Department of Education have commissioned reports on some aspects of TASSAB’s operations. A report by consultancy firm KPMG, commissioned on behalf of the Department of Education, and released in September 2000 focused on current TASSAB processes including information management and technology systems. A further report into TASSAB’s moderation processes produced by a subcommittee of its Board of Management and released in October 2000, suggested that the purpose and value of Year 10 certification and moderation be reviewed. Further consideration was given to the assessment services provided for Year 10, and the range of syllabuses currently available and requiring moderation. The report also provided a series of recommendations on ways to improve moderation. Tasmanian Accreditation and Recognition Committee (TAReC) The nature of qualifications is governed nationally by the Australian Qualifications Framework (AQF). The Australian Qualifications Framework 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). Qualifications range from the Senior Secondary Certificate of Education (in Tasmania the TCE), through to the level of Doctoral Degree. There are a number of central principles underlying the AQF, which further support the establishment of a central, state-managed qualifications authority. The AQF recognises that VET qualifications and Higher Education qualifications are now part of a single system, which should allow maximum flexibility in career planning and life-long learning. The AQF is committed to providing nationally consistent recognition of outcomes achieved in post-compulsory education and to helping to develop flexible pathways which will assist people to move more easily between education, training and the labour market. It is designed to facilitate the progress of individuals through different levels of education and training by improving access to qualifications, clearly defining avenues for achievement, and generally contributing to lifelong learning. The Tasmanian Accreditation and Recognition Committee (TAReC) is the body responsible for delivering the policy objectives of VET for the AQF locally. While its primary functions are the registration of training providers and accreditation of training courses, short courses and programs, it is also responsible for overseeing and regulating the implementation of national policy for the delivery of VET in Tasmania. The primary functions of TAReC and TAReC support includes:

• accrediting new training courses, and establishing a system for the recognition of existing accredited courses and competencies;

• approving applications by training organisations seeking registration for the provision of

accredited training and training services as Registered Training Organisations (RTOs);


• governing the process for approval of awards, including ensuring consistency in the naming of the awards issued for accredited training courses;

• regulating the scope of training services delivered by Registered Training Organisations as

well as carrying out strategic audits of RTOs for compliance purposes;

• providing professional development for RTOs in order to constantly improve assessment processes; and

• providing quality assurance services both across its own operations and those organisations

providing training. The Quality Assurance Branch of the Office of Post-Compulsory Education and Training supports TAReC with a manager and staff of quality assurance consultants who are responsible for implementing the Committee's decisions and who advise and support clients. The matter of issuing qualifications remains the function of the RTO delivering training. While TAFE Tasmania is responsible for delivering a significant proportion of training across para-professional, trade, service industry, and welfare areas, qualifications are also issued by a range of private training providers, among whom group training companies are significant. A great deal of training is now delivered through traineeships, which involve significant elements of on-the-job training, with group training companies and other private providers providing significant components of off-the-job and training contract services. Universities Registration Council (URC) Most States and Territories have established processes to accredit courses and qualifications provided by other recognised higher education providers. In Tasmania the relevant body is the Universities Registration Council. Such registration is now nationally controlled by a set of protocols approved by the Ministerial Council of Employment, Education, Training and Youth Affairs (MCEETYA). The Universities Registration Council was established under the Universities Registration Act 1995 to register non-self-accrediting institutions, which offer higher education qualifications and issue awards. Typically organisations that apply to the Universities Registration Council include professional associations like the Institute of Chartered Accountants of Australia who issue certificate and diploma qualifications, and religious bodies wishing to give degree and diploma qualifications in specialist areas. While, in Tasmania, the URC currently receives a very limited number of requests for accreditation of bodies, in other states this is far more significant. There is, moreover, a predicted growth in globally based organisations wishing to offer accredited higher education programs, so that a Qualifications Authority may be increasingly called upon to acknowledge and accredit a growing range of qualifications. Australian universities are empowered by governments to determine their own entrance requirements and admission procedures, accredit their courses and issue qualifications. Under an Act of the State Parliament the University of Tasmania offers courses at diploma, degree, masters and doctoral levels across a wide range of disciplines. The University’s awards and qualifications for graduates are conferred by its governing Council. Many awards are accepted by professional bodies leading to recognition of graduates as eligible members of the relevant profession.


The University of Tasmania has a quality assurance and improvement framework covering all aspects of its activities including entrance arrangements, accreditation and delivery of courses, and teaching and learning. In addition, the Australian Universities Quality Agency has recently been established as a national body to audit the objectives, plans and achievements of universities – an external validation system of the quality of Australia’s universities. University (or higher education) qualifications are recognised within the Australian Qualifications Framework, alongside the qualifications of the schools and VET sectors. The qualifications issued in each of these sectors recognise different types of learning, reflecting the distinctive educational responsibilities of each sector. In the consultation process that informed this report, a number of stakeholders identified opportunities to develop articulation pathways between the University and VET as a key issue for consideration in the establishment of the Tasmanian Qualifications Authority. Planning for the establishment of the Qualifications Authority provides an opportunity to build closer relationships between the University and the VET sector, to develop and recognise structured arrangements to link qualifications across the sectors, and to explore avenues to streamline and link qualifications statements across the sectors. Nationally, there are increasing developments in articulation, credit transfer and other qualification linkages between the higher education and VET sectors. These developments have arisen from recognition within the sectors and the wider community that there are benefits for students in new pathways and extended learning opportunities. In Tasmania some credit transfer arrangements have been established between related University and TAFE/VET courses and some articulated courses have been developed. The University of Tasmania is one of fourteen universities in Australia participating in a national pilot project to recognise VET in School achievements for university entry purposes. Additionally, the University’s Partnership Agreement with the State Government identifies the minimisation of barriers to university entry and increasing higher education participation rates in Tasmania as two key objectives. Planning for the establishment of the Qualifications Authority provides opportunities to build closer relationships between the University and VET sector and to develop and recognise structured arrangements to link qualifications across the sectors.

Who will benefit from a Tasmanian Qualifications Authority? Young People Young Tasmanians entering the post-compulsory phase of their schooling, taking up a traineeship or apprenticeship or embarking on a pathway into Higher Education would be major beneficiaries of a Qualifications Authority. For many young people the pathway from school to work is no longer a simple transition. Formal study is often mixed with part-time employment, and for between thirty and forty percent of 15 –19 year olds this may involve formal training. Likewise, nearly a third of senior secondary school students currently undertake structured workplace learning. This too entitles the participant to a VET qualification or Statement of Attainment. A Qualifications Authority would make it easier to keep track of diverse school and VET qualifications because it will become the single authority responsible for managing and, where appropriate, issuing a comprehensive qualifications statement. With an increased focus on the importance of qualifications in employment assessment processes, the capacity for an individual to readily access an up-to-date statement of personal qualifications is essential.


Mature Age Learners “There is a growing national and international consensus that a love of learning by a country’s people will be the key to prosperity in the new millennium.” ANTA (2000) National Marketing Strategy for Lifelong Learning. The need for people to have the skills for effective learning through their lives is already evident in changes to the world of work. Growth in outsourcing and home-based employment, new emphases on teamwork and multi-skilling and shifts toward a knowledge-based economy, carry with them the need for ongoing learning and continuous training. Increasingly individuals will need to manage a portfolio of jobs, both concurrently and over their working lives. With a new and emerging focus on schools as key agencies in community development, schools will increasingly act as the hub for a diversity of opportunities for adult learners. Online Learning Centres, often closely linked with rural schools, are also increasingly being used by mature age learners. Because they can now access a broad range of providers many adult learners now actively seek formal qualifications. There is also a trend for traditional providers of non-accredited education and training like adult and community education organisations, to be used for recognised training purposes. The rapid growth in introductory programs in computer use is a good example. In the longer term people may seek formal acknowledgment of attainment in University of the Third Age and related programs as participation increases with an aging population. The need for a system that captures a range of qualifications, from a diversity of sources, across a lifetime will become increasingly necessary. The place for a central Qualifications Authority with the capacity to provide an up-to-date statement of qualifications gained throughout life is essential. Educational Providers Schools and colleges, from Catholic, government and independent sectors, currently provide teaching and learning programs, in which students are assessed and awarded qualifications. Schools, particularly in the post-compulsory area, are responding to a wide variety of pressures for change. An increasingly crowded curriculum has developed in response to demands for new, practical, occupationally based courses. VET in schools programs have grown as an adjunct to the traditional, liberal arts curriculum, and in response to calls for school leavers to attain a greater level of work-readiness. There has also been substantial growth in joint programs with community-based and local government organisations, where students learn in places other than at school, using approaches that are atypical of schools. Added to this, programs like the International Baccalaureate provide alternative programs and credentials. A Tasmanian Qualifications Authority has the potential to provide a consistent structure for schools and colleges dealing with a variety of credentialing bodies delivering different qualifications. An important outcome should be the elimination of duplication of effort across Tasmanian Certificate of Education and VET programs, simplification of the processes associated with data-handling and better integration of assessment and reporting across the curriculum. Employers The option of having access to a single, comprehensive qualifications statement should have practical appeal for employers generally. Factors such as a more mobile workforce and the


weakening of traditional occupational labour markets have contributed to a decline of confidence in associated qualifications amongst employers. A central authority with a capacity for tracking and verifying qualifications will help to restore that confidence. A lack of suitably qualified employees has been identified by the Australian Chamber of Commerce and Industry as one of the top four constraints on business investment. Employers clearly have a need to understand and interpret qualifications, since they should provide a reliable measure of skills and ability. However employers have been critical of current arrangements, often finding TCE and VET results difficult to interpret. Similar reservations were expressed by employers in the Schofield Report (2000) in relation to the training outcomes of trainees and to a lesser extent of apprentices. A new Tasmanian Qualifications Authority would provide the opportunity to devise new and more easily understood qualifications statements, and provide a valuable service by generating a comprehensive, integrated statement of an individual’s competencies and credentials. Community Experiences in Scotland and New Zealand indicate that the creation of a Qualifications Authority has the capacity to initiate a qualifications process where “A goal of lifelong learning for all of the population, with its inherent features of open access, broad recognition of learning outcomes, a recognition of the dynamic nature of knowledge and skills, and progression in learning and recognition for all….” is an outcome. (Keating, 2001, 5), The resurgence of the notion of “community” is strongly evident in the recommendations of the Kirby Report (2000), in particular the creation of Local Learning and Employment Networks designed to develop more collaborative approaches to post-compulsory education and training. The Prime Minister’s Youth Pathways Action Plan Taskforce (2001) Footprints To The Future strongly urges a much stronger sense of shared responsibility for families, schools, community organisations, governments, and business in helping young people in the transition to post-school life. Integral to this process is the recognition of the role of the community as an educational resource, as much of the pioneering work in community-based education has shown (Cumming, 1998). Similar messages are strongly evident in both the policy statement Tasmania Together and Learning Together. A single Qualifications Authority can assist community initiatives to facilitate lifelong learning both by providing a qualifications structure incorporating the full range of education and training providers.

Towards a Model for the TQA Qualifications authorities have already been established in New Zealand (1990), Scotland (1997) and Victoria (2001). A study of the features and roles of these authorities can be helpful in the development of a model for the Tasmanian Qualifications Authority. A comparative summary of all three is provided in Appendix 1.

Vision for the Tasmanian Qualifications Authority The Tasmanian Qualifications Authority is intended to bring together functions of TASSAB, TAReC and the URC into a single authority that will act as a one-stop-shop for all qualifications under its direction.


Statements of achievement would be issued by the Authority that should make clear the relativities between achievements in a manner that could be easily interpreted by users of the statement. It should have credibility within the broad Tasmanian community, so that its work in accreditation, registration, certification and the issuing, where appropriate, of qualifications with high reliability and validity would be acknowledged as best practice. The Authority should ultimately be able to use modern technology to deliver an aggregated qualifications statement to all students with Tasmanian qualifications. The Authority would also regularly survey the users of its qualifications statements to ensure that it is meeting their needs and providing student achievement data in a meaningful way.

Key Principles Stakeholder consultation and the establishment of qualifications authorities elsewhere, suggest some broad design principles that may be used to guide the creation of the Tasmanian Qualifications Authority. Integration of the functions of TASSAB, TAReC and URC The existing functions of TASSAB, TAReC and the URC need to be integrated rather than aggregated, to avoid duplication of function, and to better co-ordinate recognition and quality assurance functions across the sectors. Establishing a clear framework in which the Authority would operate is considered essential. The current governance, membership, powers and functions of each body are outlined in Appendix 2. All three bodies have responsibility for the accreditation and recognition of qualifications, but each has other functions. Registration of organisations to deliver approved qualifications is common to TAReC and the Universities Registration Council, as is the audit and review function that establishes the capacity of institutions to deliver qualifications. Other functions unique to each body centre on the guarantee of quality assurance of qualifications. Each of the three bodies has its own administrative support. Staff members administering the function of each are separated organisationally by their expertise and background into secondary education, higher education or vocational education and training. Centralisation of Qualifications The Qualifications Authority should be the central recording authority for qualifications in the State, acting effectively as a ‘one-stop-shop’ for Tasmanians by recording educational achievements for all education and training deliverers within its jurisdiction and also on behalf of other providers. Tasmanians should have the opportunity to add to and have access to their list of educational achievements throughout their life. It is important that the Authority be enabled to record duplicate qualifications from the full range of providers, including Higher Education in order to produce a complete qualifications statement consistent with the notion of life-long learning. Provision of Quality Assurance The Tasmanian Qualifications Authority will need to ensure that qualifications under its jurisdiction are quality assured. Where the Authority records achievement on behalf of providers, it needs to make clear the conditions that apply.


The Authority must be capable of meeting Government requirements for ensuring that the various Tasmanian qualifications maintain rigorous standards. Existing functions of both TASSAB and TAReC designed to meet this demand, should be protected. Creation of a Central Database A single, central database for all TCE, VET and URC approved studies should be created and a system developed for TCE assessors, RTOs and deliverers accredited by the URC to be able to provide data to the Qualifications Authority. This would not prevent providers from directly issuing their own qualifications, but the Authority should be ‘licensed’ to issue suitably acknowledged statements of attainment on their behalf. It has the added advantage of ensuring long-term management of the storage and retrieval of data. Governance The Qualifications Authority should be a statutory authority accountable to the Minister through an independent chair and expert Board of not more than 10 members, determined by Ministerial appointment. Members of the Board should not be the representatives of stakeholders but be chosen to ensure a range of expertise and experience that covers the interests of stakeholders as well as providing expertise in governance. Such expertise as is required should be outlined in the legislation. As well as reflecting expertise, appointment to the committee should also take account of regional, sectoral and gender based factors. At present all three existing bodies, TAReC, TASSAB and the URC, are responsible to the Minister and administered by the Department of Education although, in the case of TAReC, responsibility to the Minister is through the Tasmanian State Training Authority (TASTA). Responsive to Client and Stakeholder Needs The work of the Tasmanian Qualifications Authority would affect a diversity of people and organisations. In particular it must take account of industry needs and interests, and be prepared to consult with industry on matters of mutual interest and concern. Amongst other things, it will survey employers every three years to assess how ‘job ready’ young Tasmanians are on entering the workforce with their first set of qualifications. The purposes and objectives of the Authority must be specified and clear, and the issuing of qualifications statements must take into account the real needs and expectations of the client groups and end-point users.

Key Contingencies There are a number of significant issues that will be directly affected by the establishment of a Tasmanian Qualifications Authority. Legislation Currently, TASSAB, TAReC and the Universities Registration Council are each governed by separate legislation (Education Act 1994, Vocational Education and Training Act 1994 and the Universities Registration Act 1995 respectively), which specify the governance, membership and functions and powers of each body. Regardless of the integration model selected, the establishment of a qualifications authority will require:

1. Proclamation of new legislation for the Qualifications Authority which will specify amongst other things:

• Governance. • Membership.


• Functions.

2. Revocation of existing legislation, or sections of legislation, governing TASSAB, TAReC and the URC.

The nature and extent of the legislative changes required will be determined essentially by the model adopted for the Authority. Other Lifelong Qualifications The notion of life-long learning is likely to lead, over time, to an increasing demand for formal qualifications for Adult and Community Education programs as well as programs run by other providers such as Cisco, St Johns Ambulance etc. In Tasmania and elsewhere, these are primarily non-accredited, leisure, personal development and general and specific interest courses. Where accredited courses are delivered they are often recognised by TAFE and other providers. The Tasmanian Qualifications Authority will need to consider the extent to which it will recognise qualifications outside of the Australian Qualifications Framework and, if deemed necessary, establish criteria for the recognition, equating and recording of such qualifications. Other Issues Other issues will need to be addressed. It is not the role of this paper to determine the solution of such issues, only to flag them for the attention of the Authority itself. Issues identified to date include:

• How overseas qualifications would be recognised; • The potential use of a unique student identifier; • The appropriateness of the concept of a “skills passport”. • Links with the work of the Curriculum Consultation. This is charged under the government's

blueprint for education, with the responsibility of 'explicitly defining content, teaching methods and the assessment framework as three interdependent, essential elements of the curriculum’. The Consultation is to encompass the post compulsory years and initial collaboration with TASSAB will need to carry through to the TQA.

• Year 9 and 10 syllabus, assessment and quality assurance matters; • Links with Higher Education.


Models of Integration – Options for the Tasmanian Qualifications Authority There is a range of potential integration models for establishing the Tasmanian Qualifications Authority. The three outlined below are based on the implementation of key principles identified previously, on the policy directives in Learning Together and present varying degrees of integration of the functions and services of the three existing bodies.

Tasmanian Qualifications Authority Model One - Qualifications Umbrella The model seeks only to integrate the qualification recognition functions of the existing bodies, along with the additional requirements of Learning Together, into the Qualifications Authority. This would leave the remaining functions with the existing bodies and the existing administrative support in place, but establish a new secretariat to support the Qualifications Authority.

Tasmanian Qualifications Authority (Qualifications Umbrella)

• Direct policy and procedures linked with qualifications. • Issue qualifications statement including TCE, VET and

Higher Education. • Recognise and validate qualifications. • Manage qualifications database(s). • Survey employers • Small secretariat

TASSAB URC

Explanatory Notes

1. Only integrate the qualification recognition functions of the existing bodies, along with the additional requirements of Learning Together, into the qualifications authority. This would leave the remaining functions with the existing bodies and the existing administrative support in place. A new secretariat to support the Qualifications Authority would need to be established.

2. TASSAB, TAReC and the URC would continue to function separately, with existing

committee and administrative functions.

3. The major function of the TQA would be to manage the issuing of qualifications, providing a central recording service via an integrated database, to liaise with the three existing bodies and with Higher Education and to implement qualifications and associated policy.

4. The TQA would effectively act as an umbrella organisation.

.

TAReC


Tasmanian Qualifications Authority Model Two - Partial Integration The model integrates the major recognition, registration, accreditation and assessment functions of the existing bodies, along with the additional requirements of Learning Together, into the Qualifications Authority. The administrative and secretariat functions are enhanced with a reduced administrative function operating for TASSAB.

Tasmanian Qualifications Authority (Partial Integration)

• Direct high level policy and procedures linked with qualifications. • Issue qualifications statement including TCE, VET and Higher Education. • Recognise and validate qualifications. • Register training providers and URC applications • Accredit courses and qualifications • Manage qualifications database(s). • Work with other agencies to develop and modify courses. • Survey employers • Expanded Secretariat

Explanatory Notes

1. Integrate the major recognition, registration, accreditation and assessment functions of the existing bodies, along with the additional requirements of Learning Together, into the Qualifications Authority. Enhanced secretariat with reduced administrative functions operating for TASSAB.

2. TAReC and the URC would cease to function as committees, those functions being subsumed by an

appropriate TQA committee or subcommittee structure. Quality assurance, audit and compliance work would continue to be undertaken by OPCET administration.

3. TASSAB, or an appropriate structure, would retain responsibility for TCE syllabus development and

management, and moderation. Its committee would continue to advise on Year 9-12 syllabus and moderation issues and broad secondary school qualification issues.

4. The TQA would be responsible for managing the issuing of qualifications, as well as recognition,

assessment and accreditation previously undertaken by all three bodies. Also it would provide a central recording service via an integrated database, and liaise with TASSAB, OPCET and Higher Education and implement qualifications and associated policy.

5. The TQA would effectively act as the peak qualifications body, while continuing to draw functional support

from OPCET and TASSAB. .

TASSAB OPCET


Tasmanian Qualifications Authority Model Three - Fully Integrated Services This Model integrates all the major recognition, registration, accreditation and assessment functions of the three existing bodies, along with the additional requirements of Learning Together, into the Qualifications Authority. Full secretariat and administrative functions will be provided. TASSAB and TAReC at least in their current form will cease to exist, their functions being assumed by the new Authority.

Tasmanian Qualifications Authority (Fully Integrated Services)

• Direct high level policy and procedures linked with qualifications. • Issue qualifications statements including TCE, VET and Higher Education. • Recognise and validate Qualifications. • Register training providers and URC applications • Accredit courses and qualifications • Quality assurance, audit and compliance • TCE Assessment & examinations including moderation • Scaling and Tertiary Entrance Register (TER) • Manage qualifications database(s). • Work with other agencies to develop and modify courses. • Survey employers • Manage TQA Website

Explanatory Notes

1. Integrate the major recognition, registration, accreditation and assessment functions of the existing bodies,

along with the additional requirements of Learning Together, into the Qualifications Authority. Full secretariat and administrative functions.

2. TASSAB, TAReC and the URC would cease to function as committees, those functions being subsumed by

an appropriate TQA committee or subcommittee structure. Quality assurance, audit and compliance work would also be undertaken for the TQA.

3. Responsibility for TCE syllabus development and management, and moderation would shift to the TQA or

an appropriate structure.

4. The TQA would be responsible for managing the issuing of qualifications, as well as recognition, assessment and accreditation previously undertaken by all three bodies. It would also provide a central recording service via an integrated database, and liaise with Higher Education and implement qualifications and associated policy.

5. The TQA would be the peak qualifications body assuming responsibility for all services envisaged in

Learning Together and culminating from the effective integration of services previously provided under TAReC, TASSAB and the URC


Conclusion The Tasmanian Qualifications Authority Discussion Paper suggests that current consideration of an Authority is timely, consistent with national and international developments and has the potential to contribute significantly to streamlining the complex arrangements that currently exist governing qualifications. The paper is intended to inform and foster discussion and debate, and through that process we hope that a model for subsequent development will evolve. The Discussion Paper is intended to be circulated to stakeholders and qualification users, and to all who have an interest in putting in place a world’s best Qualifications Authority for Tasmania. Responses to the paper are welcome. Anyone interested can respond either by using the enclosed “Invitation to Respond” guide or alternatively can forward his or her ideas directly to: The Tasmanian Qualifications Authority Project Office of Post-Compulsory Education and Training Department of Education GPO Box 169 HOBART TAS 7001 Ph: 03 62 334 649 Fax: 03 62 344 358 Mob: 0407 337 846 Email: [email protected] Responses can also be completed online by going to the Office of Post-Compulsory Education and Training website at http://www.opcet.tas.gov.au/TQA/index.htm

References Australian National Training Authority (2000) National Marketing Strategy for Lifelong Learning. http://www.anta.gov.au/lifelong/WHY/Default.asp Cumming, J. (1998), School Reform in Years 9 and 10:A National Overview of Contemporary Systemic Frameworks. Australian Student Traineeship Foundation: Sydney. Keating, J (2001), The Victorian Qualifications Qualification – Looking Local and International. Unpublished paper. May 2001. Keating, J. (2001), International Developments in Qualifications and Qualifications Frameworks. Report to the Australian Qualifications Frameworks Advisory Board. Melbourne. Kirby, P (Chair), (2000), Ministerial Review of Post Compulsory Education and Training Pathways in Victoria. Department of Education, Employment and Training, Victoria.


Department of Education, (2000), Learning Together: A vision for education, training and information into the 21st century. DOE : Hobart. McGaw B (1997) Securing Their Future: Reforms for the Higher School Certificate NSW Government Report: Sydney. New Zealand Qualifications Authority website at http://www.nzqa.govt.nz/ OECD, 2001, The role of national qualification frameworks in promoting lifelong learning and lifelong learning: Issues Paper. Paris. Cited in Keating, J (2001) op cit. Prime Minister’s Youth Pathways Action Plan Taskforce (2001) Footprints To The Future. Canberra Schofield, Kaye, (2000) A Risky Business: Review of the Quality of Tasmania's Traineeship System. Department of Education: Hobart. Scottish Qualifications Authority website at http://www.sqa.org.uk/ Victorian Qualifications Website at http://www.deet.vic.gov.au/deet/about/statvqa.htm

Appendix 1 Comparison of Purpose, Structure and Functions of Scottish, New Zealand and Victorian Qualifications Authorities

Scottish Qualifications Authority

Purpose To develop and manage assessment and certification of qualifications (excluding degrees) for Scotland. Structure Reports to Scottish Executive and appropriate Ministers. Independent Chair – Prof J Ward CBE. Board of 12 including CEO. Comprised of industry CEOs, education policy and institutional leaders, principal and head teacher. 19 Advisory Groups covering industry areas and major curriculum areas – eg Communication and Languages and Process Industries. Provide an interface with stakeholders. Functions Devise, develop, validate and review qualifications. Accredit qualifications. Approve education and training organisations for delivery of SQA qualifications.

New Zealand Qualifications Authority

Purpose To manage the provision and quality and to coordinate national qualifications across schools, trades and vocational areas and to develop a National Qualifications Framework (NQF) Structure Reports to Minister for Education Crown Entity established under the Education Act 1989 Independent Chair – Dr F Wood VC Lincoln Board of 10 (excluding CEO) appointed by the Minister and representing industry, community and education interests. 6 Business Units within operations cover Exam Services, Moderation, Learner Information, Framework Registration, Qualifications Evaluation, Sales and QA. Functions Administers regulations, conducts exams and issues results and certificates (500,000 pa). Administers and updates NQF, quality assures national standards. Undertakes moderation across education and training providers.

Victorian Qualifications Authority Purpose To accredit and recognise all public qualifications except Higher Education. To ensure that course and qualification needs are met and standards of qualifications remain highest Structure Statutory body reporting to Ministers Office located in DEET, responsible to Secretary. Independent chair – Dr H Praetz Pro VC RMIT. Up to 15 members appointed by the Minister with representation from post-compulsory education, industry and higher education. Chairs of VCAA, VCLESC, ACFE and Secretary DEET included. Victorian Curriculum and Assessment Authority (VCAA), Victorian Learning, Employment and Skills Commission(VLESC) and the Adult Community and Further Education Board (ACFEB) retain responsibility for courses and qualifications in schools, VET and further education. Functions Recognise, register and issue qualifications. Approve and register providers of accredited courses. Register and accredit courses. Support articulation between courses and qualifications.


Appendix 1 Organise assessment for SQA qualifications. Quality assures education and training establishments. Issue certificates in education and training. Website Online publications, statistics Web address http://www.hmis.scotoff.gov.uk/GETS/sqa.html

. Undertakes accreditation of education and training providers. Provides a Record of Learning to be available online. Oversees implementation of the National Certificate of Educational Achievement (2002) Quality assures 800 public and private training providers, including non-uni degrees Website ROL available on line in 2001. Web address http://www.nzqa.govt.nz/

Monitor patterns of participation Develop and monitor post Year 10 standards for education and training. Work with other agencies to develop and modify courses Website Under development http://www.vqa.vic.gov.a

Appendix 2: Current legislation, governance, membership, functions/powers and administration/secretariat for TASSAB, TAReC and the Universities Registration Council Area TASSAB TAReC Universities Registration Council Legislation: Education Act 1994 Vocational Education and Training Act 1994 Universities Registration Act 1995 Governance: Minister for Education

Department of Education Chief Executive Officer

Minister for Education Department of Education TASTA

Minister for Education Department of Education

Membership: 18 persons appointed by the Minister the Chief Executive Officer (chair) 4 nominated by the Secretary, including the person responsible for the provision of curriculum services in the Department one nominated by the Secretary, responsible for administering the enactment in relation to vocational education and training one nominated by organisations for registered schools 3 nomination by organisations for teachers (i) one State school teacher (post-compulsory education) (ii) one State school teacher providing secondary education (iii) one a teacher in a registered school one nominated by the person responsible for Catholic education in registered schools one nominations by organisations for parents of students in State schools one nominated by organisations for parents of students in registered schools 2 nominated by the Council of the University of Tasmania one nominated by the Chief Executive Officer; one selected from nominations submitted by organizations representing employers in the private sector; one selected from nominations submitted by organizations representing employees

9 persons appointed by the Minister one from the Training Authority one with qualifications or expertise in the area of curriculum selected from nominations submitted by the Secretary one selected from nominations submitted by the Schools Board of Tasmania one from nominations submitted by the University of Tasmania 2 from nominations submitted by organizations representing employers 2 from nominations submitted by organizations representing employees one with an understanding of the goals and needs of industry training advisory bodies Chair nominated by the Minister

6 persons appointed by the Minister: chairperson one is a person employed in the Department; a person employed by a university established or registered under an Act of the Commonwealth or state or territory a person nominated by a private university; 2 who the Minister considers have appropriate knowledge or experience.


no more than two as the Minister determines

Area TASSAB TAReC Universities Registration Council Functions/ powers:

Functions are in respect of the upper years of secondary education (9-12) and are: to determine the syllabuses to be provided to students; to determine the manner in which, and the matters in relation to which, assessments and determinations are to be made in respect of educational attainments; to determine whether the educational attainments of a person qualify that person to receive any certificate issued by it; to provide information in respect of its policies and assessment procedures; to advise the Minister on matters relating to its functions; any other function the Minister determines. It also (a) makes rules in respect of assessment procedures; and (b) makes rules in respect of : (i) the eligibility of persons to take any assessment; and (ii) applications for assessment; and (iii) the conduct of persons during an assessment; and (iv) action to be taken if a person fails to comply with, or contravenes, any rule; and (c) do anything necessary or convenient to perform its functions.

to liaise with authorities and bodies in respect of the accreditation of training programs and the registration of training providers; to establish a system of accredited training programs; to establish a system of recognition of competencies; to ensure the quality of service provided by training providers is maintained; to advise the Training Authority on matters relating to the functions of the Accreditation and Recognition Committee; to establish procedures and systems in respect of its functions as required and approved by the Training Authority; any other function the Training Authority, with the approval of the Minister, by notice in writing directs.

to hear and determine applications for registration of institutions (which incorporates recognition of the qualifications it will provide); to advise the Minister on any matter relating to registration of institutions


Area TASSAB TAReC Universities Registration Council Administration/secretariat:

The employees of TASSAB: provide secretariat support for the board and its committees coordinate the development and accreditation of curriculum under the TCE (years 9-12) administer the moderation, assessment and examination processes produce results and certification and maintain records of such manage exams and accreditation for outside agencies Syllabus accreditation is undertaken by a committee of the board established under section 76. (1) of the Education Act.

Employees of the Office of Post-Compulsory Education and Training (OPCET) administer the functions of TAReC: processing applications for registration of training organisations auditing training organisations for registration processing applications for accreditation of qualifications in accordance with ANTA guidelines and TAReC policy processes appeals Secretariat support for the committee is also provided by OPCET

The Registrar, appointed by the Secretary of the Department of Education provides all of the secretariat and most of the administrative support for the council including: processes applications for registration of universities which include qualifications to be included in certificates of registration. processes applications for variation of registration including variations to qualifications conducts inspections, examinations and reviews of registered universities or institutions or those applying for registration. The Office of Post-Compulsory Education and Training provides miscellaneous administrative support.

Appendix 3 Consultation The following organisations have been consulted in the course of the preparation of this Discussion Paper: Schools and colleges in the government and non-government systems. Department of Education personnel. Tasmanian Secondary Assessment Board. University of Tasmania. Catholic Education Office. Tasmanian Accreditation and Recognition Committee. Office of Post-Compulsory Education and Training. Universities Registration Council. Tasmanian State Training Authority. Adult Education. Technical and Further Education. Australian Education Union and State Public Services Federation. Tasmanian Chamber of Commerce and Industry. Tasmanian Secondary Principals Association.


Appendix 4 Glossary of Acronyms ACE Adult and Community Education AQF Australian Qualifications Framework AQTF Australian Quality Training Framework AVETMISS Australian Vocational Education and Training Management

Information Statistical Standard OPCET Office of Post-Compulsory Education and Training RCC Recognition of Current Competency RTO Registered Training Organisation TAFE Technical and Further Education TAReC Tasmanian Accreditation and Recognition Committee TASSAB Tasmanian Secondary Assessment Board TCE Tasmanian Certificate of Education TQA Tasmanian Qualifications Authority URC Universities Registration Council VET Vocational Education and Training

Appendix 5 Membership Tasmanian Qualifications Authority Steering Committee Mr Michael Stevens Deputy Secretary (VET Strategies), Department of Education (Chair) Ms Alison Jacob Deputy Secretary (Education Strategies), Department of Education Mr Malcolm Salier Chief Executive Officer, Tasmanian Secondary Assessment Board Professor Jim Reid Chair, Academic Senate, University of Tasmania Mr Dan McNeill Principal, St Michael’s Collegiate School Sister Majella Kelly Senior Consultant, Catholic Education Office Ms Margaret Sing Chair, Tasmanian Accreditation and Recognition Committee (replaced by Ms

Penny Driessen, June 2001) Ms Joan Fitz-Nead Chair, Universities Registration Council Mr Bruce Lipscombe Manager Training, Tasmanian Chamber of Commerce and Industry Mr Rod Grosvenor Acting Registrar Universities Registration Council Mr Mike Frost Project Co-ordinator, Office of Vocational Education and Training


Appendix 6 Definitions

Accreditation is the process of formal recognition that the contents and standards of a course are appropriate to the qualification outcome identified, that methods of delivery fulfil the purpose for which it was developed and the content including curriculum and assessment are based on national competency standards where these exist.

Articulation is the formal linkage between different levels of qualifications. Articulation arrangements allow for horizontal or vertical movement between courses and training programs.

Assessment is the process of collecting evidence and making judgements on whether competency has been achieved.

Competency comprises the specification of knowledge and skill and the application of that knowledge and skill to the standard of performance required for the qualification.

Compliance Audit is a systematic and independent external assessment administered by a State Training Authority/State Recognition Authority to determine whether a Registered Training Organisation is operating effectively within its registered scope.

Course is a program of work which is accredited by a State/Territory Training Authority, and as a consequence is recognised nationally. On the successful completion of a course, a recognised credential or statement is issued. This may be referred to as a qualification.

Credit Transfer implies credit towards qualifications based on assessing competency or course outcomes based on prior agreement between organisations of the credit value of specific course and programs. Under the National Training Package approach, credit transfer relocates primarily to evidence of achievement of relevant competencies.

Evidence is the set of information which, when matched against the relevant criteria, provides proof of competency. Evidence can take many forms and be gathered from a number of sources.

Industry Competency Standard represents a grouping of units of competency that express either competency at particular AQF levels, or competency for all AQF levels which when linked together form a career path in that industry.

Key Competencies are employment related general competencies that are essential for effective participation in the workplace.

Qualifications represent formal certification, issued by a relevant approved body, in recognition that a person has achieved learning outcomes (defined as competencies in the VET sector) relevant to identified individual, professional, industry or community needs.

Private Training Provider is an organisation other than a TAFE institute or other government-owned institution that provides training to individuals and industry on a fee-paying basis.

Quality Assurance is the planned and systematic process of ensuring the consistent application of registration requirements by Registered Training Organisations providing for a quality management system and focus.

Recognition is the formal process of approval of training organisations, products and services operating within the vocational education and training sector (as defined by State and Territory legislation).

Recognition of Current Competency is the recognition of existing skills and knowledge against accredited course outcomes.


Registered Training Organisation refers to any training organisation registered in accordance with the Australian Quality Training Framework providing vocational education, training and/or assessment services. Includes TAFE colleges/institutes, private commercial providers, community providers, schools, higher education institutions, enterprises and firms, industry bodies and any other organisation which meets the requirements for registration.

Standard is the precise statement of the level of performance required to be regarded as competent in performing a particular task.

Statement of Attainment is the formal certification issued by a RTO in recognition that a person has achieved some of the competencies identified for a particular qualification (within a Training Package, accredited course or customised qualification).

tasmanian qualifications authority discussion paper

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