An Overview of the Australian Qualifications Framework

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					An Overview of the Australian
Qualifications Framework



                     The Australian Qualifications Framework (AQF) provides a comprehensive, nationally consistent yet
                     flexible framework for all qualifications in post-compulsory education and training. The Framework was
                     introduced Australia-wide on 1 January 1995.

                     The AQF recognises that the schools sector, vocational education and training sector and higher
                     education sector each have different industry and institutional linkages. It connects these in a coherent
                     single Framework incorporating qualification titles and guidelines.

                     The AQF now comprises fifteen qualifications. These fifteen qualifications are shown below, grouped
                     according to the sector with authority for setting the standards of each qualification. It should be noted
                     that:

                     •     there is rapidly increasing provision of vocational education and training in the schools sector,
                           which may be recognised at the appropriate Certificate I–IV level
                           and contribute towards a Senior Secondary Certificate of Education;
                     •     some Certificate I–IV qualifications are issued by the higher education institutions approved as
                           Registered Training Organisations (RTOs); and
                     •     some higher education qualifications, such as Associate Degrees and Bachelor Degrees, are issued
                           by vocational education and training institutions approved
                           to provide higher education qualifications.


Table 1: Qualifications According to Sector
AQF Qualification by Sector of Accreditation
Schools Sector Accreditation      Vocational Education and Training            Higher Education Sector Accreditation
                                  Sector Accreditation

                                                                               Doctoral Degree
                                                                               Masters Degree
                                  Vocational Graduate Diploma                  Graduate Diploma
                                  Vocational Graduate Certificate              Graduate Certificate
                                                                               Bachelor Degree
                                  Advanced Diploma                             Associate Degree, Advanced Diploma
                                  Diploma                                      Diploma
Senior Secondary                  Certificate IV
Certificate of Education          Certificate III
                                  Certificate II
                                  Certificate I



                                                                                                                                 1
             It should be also noted that there are no standardised rankings or equivalences between different
             qualifications issued in different sectors, as these qualifications recognise different types of learning
             reflecting the distinctive educational responsibilities of each sector. Where the same qualifications
             are issued in more than one sector but authorised differently by each sector (ie Diploma, Advanced
             Diploma) they are equivalent qualifications, although sector-differentiated.

             The Guidelines contain the main criteria for defining qualifications based on the general characteristics
             of education and training at each qualification level. These characteristics are expressed principally
             as learning outcomes. The Guidelines provide common ground for qualifications across the sectors.
             Differences in approach between the sectors are, in the main, related to the area of authority for learning
             outcomes, and these are reflected in the Guidelines.

             To enable effective implementation, the Framework is supported by:

             •     Guidelines for Cross-Sector Qualification Linkages and Recognition of Prior Learning (RPL);
             •     Principles for the issuance of qualifications and protection of titles, which include provision for
                   the issuance of a Statement of Attainment which is issued by a Registered Training Organisation
                   when an individual has completed one or more units of competency from nationally recognised
                   qualification(s)/course(s); and
             •     Arrangements for monitoring the implementation of the Framework, through the Australian
                   Qualifications Framework Advisory Board.

             The AQF:

             •     provides nationally consistent recognition of outcomes achieved in post-compulsory education;
             •     helps with developing flexible pathways which assist people to move more easily between the
                   education and training sectors and between those sectors and the labour market by providing the
                   basis for recognition of prior learning, including credit transfer and experience;
             •     integrates and streamlines the requirements of participating providers, employers and employees,
                   individuals and interested organisations;
             •     offers flexibility to suit the diversity of purposes of education and training;
             •     encourages individuals to progress through education and training by improving access to
                   qualifications, clearly defining avenues for achievement, and generally contributing to lifelong
                   learning;
             •     encourages the provision of more and higher quality vocational education and training through
                   qualifications that meet individual, workplace and vocational needs, thus contributing to national
                   economic performance; and
             •     promotes national and international recognition of qualifications offered in Australia.




2   AQF Implementation Handbook 2007
Guidelines




       The Guidelines have been developed to assist employers; employees; professional associations;
       unions; Training Package, course and curriculum developers; accrediting bodies; and the wider
       public, including students, parents, and education and training bodies, to understand factors
       defining a qualification available under the Australian Qualifications Framework (AQF).

       The introduction of the National Skills Framework represented a landmark decision by the Australian,
       State and Territory governments to simplify the vocational education and training system and
       to reduce the points of regulation. This decision has a number of implications for the AQF.

       The National Skills Framework is made up of two elements: the Australian
       Quality Training Framework and Training Packages.

       The Australian Quality Training Framework 2007 (AQTF 2007) is a set of nationally
       agreed standards to ensure the quality of vocational education and training services
       throughout Australia. States and Territories apply the AQTF 2007 when:

       •     registering organisations to deliver training, assess competency and issue AQF qualifications;
       •     auditing Registered Training Organisations (RTOs) to ensure they meet
             (and continue to meet) the requirements of the AQTF;
       •     applying mutual recognition of qualifications and Statements of Attainment; and
       •     accrediting courses.

       The AQTF ensures that all RTOs and the qualifications they issue are recognised
       throughout Australia. The AQTF 2007 includes two sets of standards:

       •     Essential Standards for Registration; and
       •     Standards for State and Territory Registering Bodies.

       Training Packages are sets of nationally endorsed standards and
       qualifications for recognising and assessing people’s skills.

       A Training Package describes the skills and knowledge needed to perform effectively in the
       workplace. They do not prescribe how an individual should be trained. Teachers and trainers
       develop learning strategies depending on learners’ needs, abilities and circumstances.

       Training Packages are developed by industry through national Industry Skills Councils (ISCs)
       and other recognised bodies including relevant enterprises to meet the identified training needs
       of specific industries or industry sectors. To gain national endorsement, developers must provide
       evidence of extensive consultation and support within the industry area or enterprise.

       Training Packages complete a quality assurance process and are then endorsed by the National Quality
       Council (NQC). The responsible Ministers then agree to place the Training Package on the National



                                                                                                              3
             Training Information Service (NTIS). Endorsed Training Packages are subject to periodic review.

             The Guidelines specify the characteristics of learning outcomes as well as explaining the responsibilities
             for assessment, issuance and certification. They are set out in a common format to enable comparisons
             and assist in distinguishing between qualifications. This common format covers the following areas:

             Purpose
             The aim of the Guideline.

             Context
             Why the Guideline is necessary.

             Learning Outcomes
             Authority
             The ultimate determinants of the qualification.
             Characteristics
             A descriptor of learning outcomes or competencies to be achieved for this particular qualification.
             Distinguishing Features
             The features that distinguish adjacent qualifications.

             Responsibility for Assessment
             Who is ultimately responsible for assessment.

             Pathways to the Qualification
             How the qualification can be achieved.

             Authority to Issue the Qualification
             Who issues the qualification.

             Certification Issued
             When the qualification is issued and what is issued.




4   AQF Implementation Handbook 2007
Summary Tables of Qualifications:
Key Features of Each Qualification




                                     5
Table 2: Authority for Learning Outcomes


    Senior Secondary             At a State/Territory level, requirements for Senior Secondary Certificates
    Certificate of Education     of Education are set by Statutory Boards which are responsible for the
                                 development and accreditation of courses of study, assessment, issuance of the
                                 qualification and associated quality assurance and consultative processes.


    Certificate I                In the vocational education and training sector, qualifications are based on nationally
                                 endorsed competency standards where they exist or on competency standards
    Certificate II               developed by relevant industry, enterprise, community or professional groups. The
                                 qualifications certify achievement of learning outcomes generally identified as sets of
    Certificate III              competencies for levels of workplace performance reflected in the characteristics and
                                 distinguishing features of each qualification. The focus in the vocational education
    Certificate IV               and training sector is on the capacity to directly assess the performance criteria in
                                 the competencies specified within the Training Package or accredited course.

                                 Authorisation of alignment of competency standards
                                 to AQF qualifications occurs as follows:

                                 •	 National	Industry	Skills	Councils	and	other	recognised	bodies	including	
                                    relevant enterprises, through the process of developing Training Packages,
                                    determine the relevant qualification for each set of national competency
                                    standards in their respective Training Packages. This determination
                                    is subject to endorsement by the National Quality Council.

                                 •	 State/Territory	Course	Accrediting	Bodies,	or	Registered	Training	
                                    Organisations with delegated authority to self-manage accreditation, through
                                    the course accreditation process determine the relevant qualifications for any
                                    combined sets of national competency standards for which there is a training
                                    need, derived either from more than one Training Package and/or other
                                    endorsed sets of competency standards. The title of the new qualification
                                    must be clearly distinct from those in the related Training Packages.

                                 •	 Where	there	is	no	relevant	Training	Package,	State/Territory	Course	Accrediting	
                                    Bodies, through the course accreditation process, determine the relevant qualification
                                    for other sets of competency standards developed by relevant industry, enterprise,
                                    community or professional bodies to meet an identified training need.




    Diploma                      In the vocational education and training sector, qualifications are based on nationally
                                 endorsed competency standards where they exist or on competency standards
    Advanced Diploma             developed by relevant industry, enterprise, community or professional groups. The
                                 qualifications certify achievement of learning outcomes generally identified as sets of
    Vocational Graduate          competencies for levels of workplace performance reflected in the characteristics and
    Certificate                  distinguishing features of each qualification. The focus in the vocational education
                                 and training sector is on the capacity to directly assess the performance criteria in
    Vocational Graduate          the competencies specified within the Training Package or accredited course.
    Diploma




6          AQF Implementation Handbook 2007
                         Authorisation of alignment of competency standards
                         to AQF qualifications occurs as follows:

                         •			National	Industry	Skills	Councils	and	other	recognised	bodies	including	
                              relevant enterprises, through the process of developing Training Packages,
                              determine the relevant qualifications for each set of national competency
                              standards in their respective Training Packages. This determination
                              is subject to endorsement by the National Quality Council.

                         •			State/Territory	Course	Accrediting	Bodies,	or	Registered	Training	Organisations	
                              with delegated authority to self-manage accreditation, through the course
                              accreditation process determine the relevant qualifications for any combined
                              sets of national competency standards for which there is a training need,
                              derived either from more than one Training Package and/or other endorsed
                              sets of competency standards. The title of the new qualification must
                              be clearly distinct from those in the related Training Packages.

                         •			Where	there	is	no	relevant	Training	Package,	State/Territory	Course	Accrediting	
                             Bodies, through the course accreditation process, determine the relevant qualifications
                             for other sets of competency standards developed by relevant industry, enterprise,
                             community or professional bodies to meet an identified training need.

                         For Diploma and Advanced Diploma qualifications issued in the higher education
                         sector, objectives and academic requirements of courses are set by higher education
                         institutions having regard for requirements set by peer review and the requirements of
                         relevant professional bodies and employer groups. They may establish course advisory
                         committees comprising a range of interested parties including practitioners, employers,
                         community representatives and academic staff from other institutions to facilitate
                         ongoing review of content and relevance. Universities and other self-accrediting
                         institutions are authorised to accredit their own courses. Non self-accrediting institutions
                         must have their courses approved by government accreditation authorities through
                         processes which ensure that the courses are comparable in requirements and learning
                         outcomes to a course at the same level in a similar field at an Australian university.




Associate Degree       In the higher education sector, objectives and academic requirements of courses are set
Bachelor Degree        by higher education institutions having regard for requirements set by peer review and
Graduate Certificate   the requirements of relevant professional bodies and employer groups. They may establish
Graduate Diploma       course advisory committees comprising a range of interested parties including practitioners,
Masters Degree         employers, community representatives and academic staff from other institutions to facilitate
Doctoral Degree        ongoing review of content and relevance. Universities and other self-accrediting institutions
                       are authorised to accredit their own courses. Non self-accrediting institutions must have their
                       courses approved by government accreditation authorities through processes which ensure that
                       the courses are comparable in requirements and learning outcomes to a course at the same
                       level in a similar field at an Australian university.




                                                                                                     Guidelines         7
Table 3: Characteristics of Learning Outcomes

Senior Secondary         Certificate I                  Certificate II              Certificate III              Certificate IV
Certificate of Education


The characteristics of    Breadth, depth and        Breadth, depth and              Breadth, depth and           Breadth, depth and
learning outcomes at      complexity of knowledge   complexity of knowledge         complexity of knowledge      complexity of knowledge
this level include the    and skills would prepare  and skills would prepare        and competencies             and competencies would
knowledge, skills and     a person to perform a     a person to perform in a        would cover selecting,       cover a broad range
understandings, both                                range of varied activities
                          defined range of activities                               adapting and transferring    of varied activities or
generic and subject-      most of which may be      or knowledge application        skills and knowledge         application in a wider
specific, required as     routine and predictable.  where there is a clearly        to new environments          variety of contexts most
a basic preparation       Applications may          defined range of contexts       and providing technical      of which are complex and
for civic life, work      include a variety of      in which the choice of          advice and some              non-routine. Leadership
and lifelong learning.    employment-related skills actions required is usually     leadership in resolution     and guidance are involved
These are developed       including preparatory     clear and there is limited      of specific problems.        when organising activities
through studies that      access and participation  complexity in the range         This would be applied        of self and others as
may include academic      skills, broad-based       of options to be applied.       across a range of roles      well as contributing
disciplines, vocational   induction skills and/     Performance of a                in a variety of contexts     to technical solutions
education and training,   or specific workplace     prescribed range of             with some complexity         of a non-routine or
and community-            skills. They may also     functions involving             in the extent and choice     contingency nature.
based learning.           include participation in  known routines and              of options available.        Performance of a
                          a team or work group.     procedures and some             Performance of a             broad range of skilled
                                                    accountability for the          defined range of skilled     applications including
                                                    quality of outcomes.            operations, usually          requirements to evaluate
                                                        Applications may            within a range of            and analyse current
                                                        include some complex        broader related activities   practices, develop new
                                                        or non-routine activities   involving known              criteria and procedures
                                                        involving individual        routines, methods and        for performing current
                                                        responsibility or           procedures, where some       practices and provision
                                                        autonomy and/or             discretion and judgement     of some leadership and
                                                        collaboration with          is required in the           guidance to others in
                                                        others as part of a         selection of equipment,      the application and
                                                        group or team.              services or contingency      planning of the skills.
                                                                                    measures and within          Applications involve
                                                                                    known time constraints.      responsibility for, and
                                                                                    Applications may involve     limited organisation
                                                                                    some responsibility for      of, others.
                                                                                    others. Participation in
                                                                                    teams including group
                                                                                    or team coordination
                                                                                    may be involved.




    8         AQF Implementation Handbook 2007
Diploma                     Advanced Diploma              Associate Degree             Bachelor Degree              Graduate Certificate



Breadth, depth and          Breadth, depth and            The acquisition of           The acquisition of a     Characteristics of
complexity covering         complexity involving          the foundational             systematic and coherent  learning outcomes at
planning and initiation     analysis, diagnosis,          underpinnings of one         body of knowledge,       this level cover a wide
of alternative approaches   design, planning,             or more disciplines,         the underlying           range of specialised
to skills or knowledge      execution and evaluation      including understanding      principles and concepts, needs following an
applications across a       across a broad range          and interpretation           and the associated       undergraduate program
broad range of technical    of technical and/             of key concepts and          communication and        or relevant prior work,
and/or management           or management                 theories and how they        problem-solving skills.  ranging from initial and
requirements, evaluation    functions including           are evolving within          Development of the       ongoing professional
and coordination.           development of new            the relevant scientific,     academic skills and      development to
                            criteria or applications or   technical, social and        attributes necessary to  preparation for further
The self-directed           knowledge or procedures.      cultural contexts.                                    postgraduate study.
                                                                                       undertake research,
application of
                                                          Development of the           comprehend and evaluate The learning outcomes
knowledge and skills,       The application of a                                                                reflect a standard
                                                          academic skills and          new information,
with substantial depth      significant range of                                                                appropriate to advanced
                                                          attributes necessary to      concepts and evidence
in some areas where         fundamental principles                                                              study and primarily
                                                          access, comprehend and       from a range of sources.
judgement is required in    and complex techniques                                                              include the acquisition
                                                          evaluate information         Development of the
planning and selecting      across a wide and often                                                             and application of
                                                          from a range of sources.     ability to review,
appropriate equipment,      unpredictable variety of                                                            knowledge and skills
services and techniques     contexts in relation to       Development of generic       consolidate, extend and
                                                                                                                in a new discipline
for self and others.        either varied or highly       employment related           apply the knowledge
                                                                                                                or professional area,
                            specific functions.           skills relevant to a range   and techniques
Applications involve                                                                                            which may also involve
                            Contribution to the           of employment contexts.      learnt, including in a
participation in                                                                                                extending knowledge
                            development of a              A capacity for               professional context.
development of strategic                                                                                        and skills gained in an
initiatives, as well as     broad plan, budget            self-directed and            A foundation for         undergraduate program
personal responsibility     or strategy is involved       lifelong learning.           self-directed and        or relevant prior work.
and autonomy in             and accountability and        A course leading to          lifelong learning.
performing complex          responsibility for self and   this qualification is        Interpersonal and
technical operations or     others in achieving the       generally but not            teamwork skills
organising others. It may   outcomes is involved.         exclusively articulated      appropriate to
include participation       Applications involve          with relevant Bachelor       employment and/
in teams including          significant judgement         Degree programs.             or further study.
teams concerned with        in planning, design,          A course leading to          A course leading to this
planning and evaluation     technical or leadership/      this qualification will      qualification also usually
functions. Group or         guidance functions            vary in breadth and          involves major studies
team coordination           related to products,          depth according to           in which significant
may be involved.            services, operations          whether it is a single       literature is available.
The degree of emphasis      or procedures.                or multidisciplinary         Course content is taken
on breadth as against       The degree of emphasis        program but will be          to a significant depth and
depth of knowledge          on breadth as against         taken to sufficient          progressively developed
and skills may vary         depth of knowledge            depth to provide a basis     to a high level which
between qualifications      and skills may vary           for full articulation        provides a basis for
granted at this level.      between qualifications        with relevant Bachelor       postgraduate study and
                            granted at this level.        Degree programs.             professional careers.




                                                                                                                      Guidelines      9
Table 3: Characteristics of Learning Outcomes – continued

Vocational Graduate         Graduate Diploma             Vocational Graduate         Masters Degree                Doctoral Degree
Certificate                                              Diploma


The self-directed           Characteristics of           The self-directed           Mastery or overview           A substantial original
development and             learning outcomes at         development and             of the relevant field         contribution to
achievement of broad        this level cover a wide      achievement of broad        of study or area of           knowledge in the form
and/or specialised          range of specialised         and/or specialised          professional practice and     of new knowledge or
areas of knowledge and      needs following an           areas of knowledge and      the emphasis may range        significant and original
skills building on prior    undergraduate or             skills building on prior    from the acquisition or       adaptation, application
knowledge and skills.       postgraduate program         knowledge and skills.       enhancement of specific       and interpretation of
Substantial breadth,        or relevant prior work,      Substantial breadth,        professional or vocational    existing knowledge.
depth and complexity        ranging from initial and     depth and complexity        skills and knowledge,         A comprehensive
involving the initiation,   ongoing professional         involving the initiation,   usually undertaken            and searching review
analysis, design,           development to               analysis, design, planning, in a combination              of the literature,
planning, execution and     preparation for further      execution and evaluation of coursework and                experimentation, creative
evaluation of technical     postgraduate study,          of major functions, both research, through to             work with exegesis
and/or management           including research higher    broad and/or highly         the acquisition of in-        or other systematic
functions in highly         degrees. The learning        specialised, in highly      depth understanding           approach or an advanced,
varied and /or highly       outcomes reflect a           varied and/or highly        in a specific area of         searching and expansive
specialised contexts.       standard appropriate         specialised contexts.       knowledge which is            critical reflection on
                            to a graduate intake                                     usually undertaken            professional theory and
Applications involve                                     Further specialisation
                            and may include:                                         through research.             practice.
making significant,                                      within a systematic
high level, independent     •	the	acquisition	and	       and coherent body           Provide appropriate           Undertake an original
judgements in major,           critical application of   of knowledge.               evidence of advanced          research project, or a
broad or specialised           knowledge and skills                                  knowledge about               project(s) addressing
                                                         Applications involving
planning, design,              in a new discipline                                   a specialist body             a matter of substance
                                                         making high level, fully
operational, technical         or professional area,                                 of theoretical and            concerning practice in a
                                                         independent, complex
and/or management              which may also                                        applied topics.               profession at a high level
                                                         judgements in broad
functions in highly            involve extending
                                                         and/or highly specialised Demonstrate a high              of originality and quality.
varied and/or highly           knowledge and skills                                  order of skill in analysis,
                                                         planning, design,                                         Presentation of a
specialised contexts.          already gained in                                     critical evaluation and/or
                                                         operational, technical                                    substantial and well
It may include                 an undergraduate                                      professional application
                                                         and/or management                                         ordered dissertation,
responsibility and broad-      program or relevant
                                                         functions in highly varied through the planning           non-print thesis
ranging accountability         prior work; and
                                                         and/or highly specialised and execution of project        or portfolio, for
for the structure,          •	further	specialisation	                                work or a piece of
                                                         contexts. They may                                        submission to external
management and output          within a systematic
                                                         involve full responsibility scholarship or research.      examination against
of the work of others          and coherent body
                                                         and accountability for      Demonstrate creativity        international standards.
and/or functions.              of knowledge.
                                                         all aspects of work of      and flexibility in
The degree of emphasis                                   others and functions        the application of
on breadth as against                                    including planning,         knowledge and skills
depth of knowledge                                       budgeting and strategy.     to new situations, to
and skills may vary                                                                  solve complex problems
between qualifications                                                               and to think rigorously
granted at this level.                                                               and independently.




    10           AQF Implementation Handbook 2007
Table 4: Distinguishing Features of Learning Outcomes

Certificate I                      Certificate II                    Certificate III                    Certificate IV



Do the Competencies enable         Do the Competencies enable        Do the Competencies enable         Do the Competencies enable
an individual with this            an individual with this           an individual with this            an individual with this
qualification to:                  qualification to:                 qualification to:                  qualification to:



demonstrate knowledge by recall demonstrate basic operational        demonstrate some relevant          demonstrate understanding
in a narrow range of areas      knowledge in a moderate range        theoretical knowledge              of a broad knowledge base
                                of areas                                                                incorporating some theoretical
                                                                                                        concepts




demonstrate basic practical skills apply a defined range of skills   apply a range of well developed
such as the use of relevant tools                                    skills



                                   apply known solutions to a        apply known solutions to a         apply solutions to a defined
                                   limited range of predictable      variety of predictable problems    range of unpredictable problems
                                   problems




perform a sequence of routine      perform a range of tasks where    perform processes that require     identify and apply skill and
tasks given clear direction        choice between a limited range    a range of well developed skills   knowledge areas to a wide
                                   of options is required            where some discretion and          variety of contexts with depth in
                                                                     judgement is required              some areas


receive and pass on messages/      assess and record information     interpret available information,   identify, analyse and evaluate
information                        from varied sources               using discretion and judgement     information from a variety of
                                                                                                        sources




                                   take limited responsibility       take responsibility for own        take responsibility for own
                                   for own outputs in work and       outputs in work and learning       outputs in relation to specified
                                   learning                                                             quality standards



                                                                     take limited responsibility for    take limited responsibility for
                                                                     the output of others               the quantity and quality of the
                                                                                                        output of others




                                                                                                                 Guidelines      11
Table 4: Distinguishing Features of Learning Outcomes – continued

Diploma                           Advanced Diploma                    Vocational Graduate                 Vocational Graduate Diploma
                                                                      Certificate

Do the Competencies or            Do the Competencies or              Do the Competencies or              Do the Competencies or
Learning Outcomes enable          Learning Outcomes enable            Learning Outcomes enable            Learning Outcomes enable
an individual with this           an individual with this             an individual with this             an individual with this
qualification to:                 qualification to:                   qualification to:                   qualification to:


demonstrate understanding         demonstrate understanding           demonstrate the self-directed       demonstrate the self-directed
of a broad knowledge base         of specialised knowledge with       development and achievement         development and achievement
incorporating theoretical         depth in some areas                 of broad and/or specialised areas   of broad and/or highly
concepts, with substantial                                            of knowledge and skills building    specialised areas of knowledge
depth in some areas                                                   on prior knowledge and skills       and skills building on prior
                                                                                                          knowledge and skills



analyse and plan approaches       analyse, diagnose, design and       initiate, analyse, design, plan,    initiate, analyse, design, plan,
to technical problems or          execute judgements across a         execute and evaluate major,         execute and evaluate major
management requirements           broad range of technical or         broad and/or highly specialised     functions either broad and/
                                  management functions                technical and/or management         or highly specialised within
                                                                      functions in highly varied and/     highly varied and/or highly
                                                                      or highly specialised contexts      specialised contexts



transfer and apply theoretical    demonstrate a command of            generate and evaluate ideas         generate and evaluate complex
concepts and/or technical or      wide-ranging, highly specialised    through the analysis of             ideas through the analysis of
creative skills to a range of     technical, creative or conceptual   information and concepts            information and concepts at an
situations                        skills                              at an abstract level                abstract level


evaluate information using        generate ideas through the          demonstrate a command of            demonstrate an expert
it to forecast for planning       analysis of information and         wide-ranging highly specialised     command of wide-ranging,
or research purposes              concepts at an abstract level       technical, creative or conceptual   highly specialised technical,
                                                                      skills in complex contexts          creative or conceptual skills
                                                                                                          in complex and/or highly
                                                                                                          specialised or varied contexts



take responsibility for own       demonstrate accountability for      demonstrate responsibility and   demonstrate full responsibility
outputs in relation to broad      personal outputs within broad       broad-ranging accountability for and accountability for
quantity and quality parameters   parameters                          personal outputs                 personal outputs




take limited responsibility       demonstrate accountability for      demonstrate responsibility and      demonstrate full responsibility
for the achievement of group      group outcomes within broad         broad-ranging accountability        and accountability for all
outcomes                          parameters                          for the structure, management       aspects of work of others and
                                                                      and output of work of               functions including planning,
                                                                      others and/or functions             budgeting and strategy




    12           AQF Implementation Handbook 2007

				
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