The Australian Qualification framework is comprehensive framework responsible for regulated qualifications encompassing Australian Higher Education, Vocational Education and Training and School system. AQF came into existence in 1995 followed by four editions and two reviews in 2011 and 2013. The recent review has been done in September 2019, which is planned to be implemented soon. The present AQF, supports contemporary, relevant and nationally consistent qualification outcomes, together with quality assurance arrangements there by building confidence and trust in qualification by all stakeholders. The AQF register which is maintained at national level provides verification for all AQF qualifications and the organizations that are authorized to issue them. Presently AQF comprises of 10 levels 14 qualification types which defines relative complexity, depth of knowledge and skills and autonomy to be demonstrated by learner at respective levels. The development and maintenance of pathways with in AQF provide easy access to qualification so that learners have ease in mobility between different education and training sectors. The paper highlights the significant components of AQF that provide directions to those who are in process of implementation of qualification framework in their countries. Prof. (Mrs.) Chanchal Mehra | Mrs. Shivani Badodiya "Review Paper on Australia Qualification Framework" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33495.pdf Paper Url: https://www.ijtsrd.com/management/randd-management/33495/review-paper-on-australia-qualification-framework/prof-mrs-chanchal-mehra
The document discusses the development of a national qualifications framework in the UAE called the QFEmirates. It provides context on the international trend of implementing national qualifications frameworks and outlines the key benefits of the QFEmirates, which include providing improved access to education and training opportunities, recognition of prior learning, and alignment with international frameworks. The QFEmirates is described as having three levels - levels, learning outcomes, and qualification types. It also integrates core life skills and allows for recognition of formal, non-formal and informal learning through its approach.
This document summarizes a study that investigated the alignment of professional, academic, and industrial development needs for quantity surveyors in the post-recession environment. Key findings include:
1) RICS quantity surveying competencies are considered in program design but not systematically evaluated, leading to variation in how well programs map to competencies.
2) Academics expect graduates to achieve higher competency levels than are reasonably attainable in a university setting from mandatory, core, and optional competencies.
3) There is a lack of guidance on interpreting mandatory and optional competency requirements for degree programs, resulting in differing standards across programs.
The study gathered perspectives from industry and academic experts to develop a framework for
The Philippine Qualifications Framework is a national policy that describes the levels of educational qualifications and sets the standards for qualification outcomes that is competency-based, labor market driven and assessment based qualification recognition.
The document discusses the Workforce Skills Qualifications (WSQ) Framework in Singapore which aims to provide continuing education and training for the local workforce. It uses the case study of hotel staff tailoring their service to different guests. The 4M Framework covers employees moving into new jobs, moving up in their careers, moving between different job scopes, and moving across to other hospitality industries using similar skillsets. The WSQ principles emphasize accessibility, authority, progression, and relevance. The document also discusses competency profiling in human resources and challenges for vocational training in the future.
Explains what NSQF entails; the objectives of NSQF. The 3 pillars of NSQF. The impetus given to skill development to promote employability of students.
E-TESDA Online Program: Seven Things You Must KnowKiran Budhrani
This document summarizes an online presentation about TESDA's e-TESDA online training program. It discusses that e-TESDA has been launched to increase access to technical education and skills training. It is now offering 38 online modules across 9 courses for free. Over 84,000 users have registered since its launch in May 2012. The presentation encourages a blended learning model, where students learn concepts online but must still practice skills and do certification at physical training centers. It outlines TESDA's expanded roadmap to offer more online content like job aids, simulators and e-certification. The document calls on attendees to provide feedback through a survey and workshop on how to increase readiness for blended learning among schools, administrators, teachers and
Skills assessment in India is a rapidly evolving sector. Assessment can verify that individuals have the skills needed to perform a particular job and that the learning programme undertaken has delivered education at a given standard. It enables individuals to be benchmarked against their peers. It also has more intrinsic value in creating opportunities to motivate students and to give feedback.
With the current emphasis on skills development in India, increased focus on methods of assessment is inevitable. The
scale and diversity of the Indian education system provides significant challenges in terms of training assessors and ensuring both the quality and the comparability of assessments.
Accountancy qualifications open up opportunities in many fields. Studying to become a highly qualified accountant is an excellent way to gain entry into top jobs in business, industry, management, and financial consulting. The UK has a long tradition in business, finance, and trading, so it is home to many accountancy programs and professional bodies. Becoming a professional accountant involves passing exams through one of the professional bodies and completing practical work experience. There are both academic and professional routes to qualification.
The document discusses the development of a national qualifications framework in the UAE called the QFEmirates. It provides context on the international trend of implementing national qualifications frameworks and outlines the key benefits of the QFEmirates, which include providing improved access to education and training opportunities, recognition of prior learning, and alignment with international frameworks. The QFEmirates is described as having three levels - levels, learning outcomes, and qualification types. It also integrates core life skills and allows for recognition of formal, non-formal and informal learning through its approach.
This document summarizes a study that investigated the alignment of professional, academic, and industrial development needs for quantity surveyors in the post-recession environment. Key findings include:
1) RICS quantity surveying competencies are considered in program design but not systematically evaluated, leading to variation in how well programs map to competencies.
2) Academics expect graduates to achieve higher competency levels than are reasonably attainable in a university setting from mandatory, core, and optional competencies.
3) There is a lack of guidance on interpreting mandatory and optional competency requirements for degree programs, resulting in differing standards across programs.
The study gathered perspectives from industry and academic experts to develop a framework for
The Philippine Qualifications Framework is a national policy that describes the levels of educational qualifications and sets the standards for qualification outcomes that is competency-based, labor market driven and assessment based qualification recognition.
The document discusses the Workforce Skills Qualifications (WSQ) Framework in Singapore which aims to provide continuing education and training for the local workforce. It uses the case study of hotel staff tailoring their service to different guests. The 4M Framework covers employees moving into new jobs, moving up in their careers, moving between different job scopes, and moving across to other hospitality industries using similar skillsets. The WSQ principles emphasize accessibility, authority, progression, and relevance. The document also discusses competency profiling in human resources and challenges for vocational training in the future.
Explains what NSQF entails; the objectives of NSQF. The 3 pillars of NSQF. The impetus given to skill development to promote employability of students.
E-TESDA Online Program: Seven Things You Must KnowKiran Budhrani
This document summarizes an online presentation about TESDA's e-TESDA online training program. It discusses that e-TESDA has been launched to increase access to technical education and skills training. It is now offering 38 online modules across 9 courses for free. Over 84,000 users have registered since its launch in May 2012. The presentation encourages a blended learning model, where students learn concepts online but must still practice skills and do certification at physical training centers. It outlines TESDA's expanded roadmap to offer more online content like job aids, simulators and e-certification. The document calls on attendees to provide feedback through a survey and workshop on how to increase readiness for blended learning among schools, administrators, teachers and
Skills assessment in India is a rapidly evolving sector. Assessment can verify that individuals have the skills needed to perform a particular job and that the learning programme undertaken has delivered education at a given standard. It enables individuals to be benchmarked against their peers. It also has more intrinsic value in creating opportunities to motivate students and to give feedback.
With the current emphasis on skills development in India, increased focus on methods of assessment is inevitable. The
scale and diversity of the Indian education system provides significant challenges in terms of training assessors and ensuring both the quality and the comparability of assessments.
Accountancy qualifications open up opportunities in many fields. Studying to become a highly qualified accountant is an excellent way to gain entry into top jobs in business, industry, management, and financial consulting. The UK has a long tradition in business, finance, and trading, so it is home to many accountancy programs and professional bodies. Becoming a professional accountant involves passing exams through one of the professional bodies and completing practical work experience. There are both academic and professional routes to qualification.
The document proposes the development of a Caribbean Qualifications Framework (CQF) to standardize qualifications across the Caribbean region. It provides background on the Caribbean Examinations Council (CXC) and the various qualifications it has developed over 40 years. It then discusses the need for a CQF in the current environment given increasing regional economic integration and the variety of education/training providers. The document outlines key considerations for the CQF's design, including whether it should focus on inputs or outcomes, its integration and levels. It argues a CQF could facilitate worker mobility and support sustainable development through qualifications recognition.
Alternative Education National Skills Standards And Certification Program By ...Rachelle Fegarido
The document discusses the National Skills Standards and Certification System implemented by the Technical Education and Skills Development Authority (TESDA) in the Philippines. TESDA develops competency standards, qualifications, and assessment arrangements to certify middle-level skilled workers. Individuals can earn certification by completing institution-based or work-based training programs. Certification validates that workers have the skills and competencies required for their occupation according to national standards, and helps improve their employment opportunities and wages.
International Refereed Journal of Engineering and Science (IRJES)irjes
International Refereed Journal of Engineering and Science (IRJES) is a leading international journal for publication of new ideas, the state of the art research results and fundamental advances in all aspects of Engineering and Science. IRJES is a open access, peer reviewed international journal with a primary objective to provide the academic community and industry for the submission of half of original research and applications
The document discusses various career opportunities for commerce students in fields such as chartered accountancy, cost accountancy, company secretaryship, banking, insurance, and management. It provides details about the eligibility criteria and courses required for each field. Overall, it emphasizes that commerce offers a wide choice of careers with excellent growth prospects and attractive compensation packages due to opportunities in India's growing economy and large service sector.
This presentation will help you out what carrier option a commerce student have and why to choose commerce after 10th class. and to begin with your dream at earliest
Details in relation to opportunities in Commerce stream. Various diploma courses, Graduation & Post Graduation. Basic Information abour CA/CS/CWA Courses.
The document provides information about the Indian School of Business Management and Administration (ISBM). It was established in 1992 to enhance careers in business/management through short-duration correspondence courses. ISBM aims to democratize education and provide high-quality education to all regardless of qualifications. It offers flexible management programs to help students pursue careers in business/management without disrupting their current careers. ISBM is accredited by several international organizations and aims to expose students to international management principles and practices.
The document discusses the National Skills Qualifications Framework (NSQF) in India. It provides an overview of NSQF, explaining that it is an outcome-based qualifications framework that organizes qualifications into 10 levels based on increasing levels of difficulty and skills required. It describes the key pillars for implementing NSQF including convergence among stakeholders, industry-endorsed qualifications and standards, training mechanisms, and quality assurance. It also defines some key terms used in NSQF like qualifications, competence, recognition of prior learning, national occupational standards, and qualification packs.
GSS Session III Ms Madalinka Sulic -- Structuring Sector Skill Council: Exper...4th_Global_Skills_Summit
The document discusses Australia's vocational education and training (VET) system. It provides an overview of how the system is led by the Australian government and works with state/territory governments and training providers. It also describes the Australian Qualifications Framework (AQF) which links different qualifications between schools, VET providers, and universities. The document then focuses on a specific case study of a partnership between Telstra, TAFE NSW, and Industry Business Skills Australia to develop qualifications and skills for Telstra employees through the ICT10 initiative.
cbacademy.in provides CFA Cash Back Challenge Program. CFA means Chartered Financial Analyst.
The CFA exam course covers all of the topics to prepare you for the CFA level 1 Test. Our CFA study program is fully updated for current exam content.
This document provides a roadmap for reforming Australia's vocational education and training (VET) sector to meet future skills needs and support economic growth. It recommends comprehensive changes to how the VET sector is developed, organized and financed. The key proposals include:
1) Establishing an individual entitlement system and Enterprise Skills Investment Fund to stimulate demand for skills development.
2) Improving industry leadership and use of skills in enterprises through programs like apprenticeships.
3) Integrating employment and training services across jurisdictions and supporting regional development.
4) Reforming regulation, quality assurance and data collection to improve teaching standards and transparency.
The goal is to position the VET sector as
This document summarizes Wheebox's talent assessment solutions. It provides an overview of their assessments of skills, abilities, and culture. It also describes their technology platform, credibility, and how their assessments can improve hiring efficiency and quality. Case studies show how their assessments helped one organization reduce attrition and costs while improving hiring. The document includes information on government and academic partners and lists some of Wheebox's premier clients in different industries.
Wisdom Education Limited is an educational institution established in 2013 with the goal of providing quality education and helping students achieve success. The company's vision is to impart holistic education through various courses to help students excel academically and develop values, while standing out. The company's mission is to create an ideal environment for research and nurturing talent needed for leadership. Wisdom Education Limited offers various products like foreign language courses, animation/computer courses, crash courses, and distance education programs. It aims to target working professionals, students, and people interested in these programs. The company plans to use strategies like selecting experienced teachers and using technology to deliver quality education and achieve its goals.
Session II: Albert Basa - Stregthening the quality and relevance of work-base...OECD CFE
The document discusses work-based learning in the Philippines. It provides an overview of the Philippine educational system and the governance structure of the Technical Education and Skills Development Authority (TESDA). It then discusses TESDA's partnerships with industry to link training to employment, providing case studies of successful programs in various industries. Finally, it synthesizes that effective TVET requires a national authority, adequate resources, and strong partnerships between training providers and industry.
The document provides information about several MBA and management programs accepting applications for admission in 2011. It summarizes application details for programs at Nirma University, XLRI Jamshedpur, Indian Institute of Tourism Management Gwalior, Indian Institutes of Technology, Loyola Institute of Business Administration, Indian Institute of Management Bangalore, and Indian Institute. Application deadlines range from November 2010 to January 2011 and requirements include submitting exam scores from CAT, XAT, or GMAT. Programs offer specializations in various business fields and placements in leading companies.
The document discusses Vietnam's National Vocational Qualifications Skills Standards (NVQSS) and its role in developing skilled workers. It explains that NVQSS specifies the competencies expected of skilled workers and the pathways to achieve those competencies. It then outlines Vietnam's policy of prioritizing human resource development and its establishment of a 5-level National Vocational Qualifications framework. The document proceeds to provide details on the structure and responsibilities of the NVQSS division within Vietnam's Vocational Education and Training department, including establishing skills standards, developing curriculums, and overseeing vocational certification.
1. The document discusses various professional courses in commerce such as CA, CS, CFA, and ICWA. It provides information on eligibility, registration process, exam patterns, and career prospects for each course.
2. All the courses can be pursued through correspondence and examinations are conducted twice a year. Registration can be done anytime. Study materials will be provided by post.
3. To become qualified, candidates must pass foundation, intermediate and final exams in stages, along with undergoing practical training in some courses. The document provides details on exam formats and requirements for each stage.
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document outlines curricula for short-term vocational courses in beauty culture and hair dressing based on modular skills development. It includes modules on basic beauty and hair skills as well as courses to become a massage therapist, makeup artist, facial therapist, hair stylist, and others. The goal is to provide certification and skills upgrading opportunities for informal sector workers.
This document provides information about an organization called Consortium E-Learning Network Pvt. Ltd (CELNET) and its divisions that specialize in various areas including educational and corporate training. It discusses CELNET's Elite Professional Programs which aim to train job seekers and professionals in skills demanded by industries. The programs provide industry standard training from experts, prepare trainees to work with top companies, and offer hands-on training and 100% job placement assistance. The document also provides details about the Scientific and Technical Writing Program which aims to develop technical communication skills and introduces principles of scientific and technical documentation.
The document provides information on the Malaysian Qualifications Framework (MQF), including its definition, benefits, levels of qualifications, and education pathways. The key points are:
1) The MQF establishes a national qualifications framework that classifies qualifications based on learning outcomes and credit hours. This provides transparency and promotes understanding of qualification standards.
2) The MQF has eight qualification levels from certificate to doctorate degree. Levels are differentiated based on depth of knowledge, skills, decision-making ability, and other criteria.
3) The MQF supports lifelong learning by linking qualifications and allowing credit transfers. This provides education pathways and opportunities for individuals to progress in their education and careers.
The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates qualifications from each education sector into a single comprehensive framework. The AQF sets standards for each Australian qualification type, provides pathways for students, and is designed to support student mobility and lifelong learning. Qualifications are delivered by accredited providers and issued by authorized accrediting authorities to ensure quality. The AQF Council governs and monitors the AQF on behalf of the Australian governments.
The document proposes the development of a Caribbean Qualifications Framework (CQF) to standardize qualifications across the Caribbean region. It provides background on the Caribbean Examinations Council (CXC) and the various qualifications it has developed over 40 years. It then discusses the need for a CQF in the current environment given increasing regional economic integration and the variety of education/training providers. The document outlines key considerations for the CQF's design, including whether it should focus on inputs or outcomes, its integration and levels. It argues a CQF could facilitate worker mobility and support sustainable development through qualifications recognition.
Alternative Education National Skills Standards And Certification Program By ...Rachelle Fegarido
The document discusses the National Skills Standards and Certification System implemented by the Technical Education and Skills Development Authority (TESDA) in the Philippines. TESDA develops competency standards, qualifications, and assessment arrangements to certify middle-level skilled workers. Individuals can earn certification by completing institution-based or work-based training programs. Certification validates that workers have the skills and competencies required for their occupation according to national standards, and helps improve their employment opportunities and wages.
International Refereed Journal of Engineering and Science (IRJES)irjes
International Refereed Journal of Engineering and Science (IRJES) is a leading international journal for publication of new ideas, the state of the art research results and fundamental advances in all aspects of Engineering and Science. IRJES is a open access, peer reviewed international journal with a primary objective to provide the academic community and industry for the submission of half of original research and applications
The document discusses various career opportunities for commerce students in fields such as chartered accountancy, cost accountancy, company secretaryship, banking, insurance, and management. It provides details about the eligibility criteria and courses required for each field. Overall, it emphasizes that commerce offers a wide choice of careers with excellent growth prospects and attractive compensation packages due to opportunities in India's growing economy and large service sector.
This presentation will help you out what carrier option a commerce student have and why to choose commerce after 10th class. and to begin with your dream at earliest
Details in relation to opportunities in Commerce stream. Various diploma courses, Graduation & Post Graduation. Basic Information abour CA/CS/CWA Courses.
The document provides information about the Indian School of Business Management and Administration (ISBM). It was established in 1992 to enhance careers in business/management through short-duration correspondence courses. ISBM aims to democratize education and provide high-quality education to all regardless of qualifications. It offers flexible management programs to help students pursue careers in business/management without disrupting their current careers. ISBM is accredited by several international organizations and aims to expose students to international management principles and practices.
The document discusses the National Skills Qualifications Framework (NSQF) in India. It provides an overview of NSQF, explaining that it is an outcome-based qualifications framework that organizes qualifications into 10 levels based on increasing levels of difficulty and skills required. It describes the key pillars for implementing NSQF including convergence among stakeholders, industry-endorsed qualifications and standards, training mechanisms, and quality assurance. It also defines some key terms used in NSQF like qualifications, competence, recognition of prior learning, national occupational standards, and qualification packs.
GSS Session III Ms Madalinka Sulic -- Structuring Sector Skill Council: Exper...4th_Global_Skills_Summit
The document discusses Australia's vocational education and training (VET) system. It provides an overview of how the system is led by the Australian government and works with state/territory governments and training providers. It also describes the Australian Qualifications Framework (AQF) which links different qualifications between schools, VET providers, and universities. The document then focuses on a specific case study of a partnership between Telstra, TAFE NSW, and Industry Business Skills Australia to develop qualifications and skills for Telstra employees through the ICT10 initiative.
cbacademy.in provides CFA Cash Back Challenge Program. CFA means Chartered Financial Analyst.
The CFA exam course covers all of the topics to prepare you for the CFA level 1 Test. Our CFA study program is fully updated for current exam content.
This document provides a roadmap for reforming Australia's vocational education and training (VET) sector to meet future skills needs and support economic growth. It recommends comprehensive changes to how the VET sector is developed, organized and financed. The key proposals include:
1) Establishing an individual entitlement system and Enterprise Skills Investment Fund to stimulate demand for skills development.
2) Improving industry leadership and use of skills in enterprises through programs like apprenticeships.
3) Integrating employment and training services across jurisdictions and supporting regional development.
4) Reforming regulation, quality assurance and data collection to improve teaching standards and transparency.
The goal is to position the VET sector as
This document summarizes Wheebox's talent assessment solutions. It provides an overview of their assessments of skills, abilities, and culture. It also describes their technology platform, credibility, and how their assessments can improve hiring efficiency and quality. Case studies show how their assessments helped one organization reduce attrition and costs while improving hiring. The document includes information on government and academic partners and lists some of Wheebox's premier clients in different industries.
Wisdom Education Limited is an educational institution established in 2013 with the goal of providing quality education and helping students achieve success. The company's vision is to impart holistic education through various courses to help students excel academically and develop values, while standing out. The company's mission is to create an ideal environment for research and nurturing talent needed for leadership. Wisdom Education Limited offers various products like foreign language courses, animation/computer courses, crash courses, and distance education programs. It aims to target working professionals, students, and people interested in these programs. The company plans to use strategies like selecting experienced teachers and using technology to deliver quality education and achieve its goals.
Session II: Albert Basa - Stregthening the quality and relevance of work-base...OECD CFE
The document discusses work-based learning in the Philippines. It provides an overview of the Philippine educational system and the governance structure of the Technical Education and Skills Development Authority (TESDA). It then discusses TESDA's partnerships with industry to link training to employment, providing case studies of successful programs in various industries. Finally, it synthesizes that effective TVET requires a national authority, adequate resources, and strong partnerships between training providers and industry.
The document provides information about several MBA and management programs accepting applications for admission in 2011. It summarizes application details for programs at Nirma University, XLRI Jamshedpur, Indian Institute of Tourism Management Gwalior, Indian Institutes of Technology, Loyola Institute of Business Administration, Indian Institute of Management Bangalore, and Indian Institute. Application deadlines range from November 2010 to January 2011 and requirements include submitting exam scores from CAT, XAT, or GMAT. Programs offer specializations in various business fields and placements in leading companies.
The document discusses Vietnam's National Vocational Qualifications Skills Standards (NVQSS) and its role in developing skilled workers. It explains that NVQSS specifies the competencies expected of skilled workers and the pathways to achieve those competencies. It then outlines Vietnam's policy of prioritizing human resource development and its establishment of a 5-level National Vocational Qualifications framework. The document proceeds to provide details on the structure and responsibilities of the NVQSS division within Vietnam's Vocational Education and Training department, including establishing skills standards, developing curriculums, and overseeing vocational certification.
1. The document discusses various professional courses in commerce such as CA, CS, CFA, and ICWA. It provides information on eligibility, registration process, exam patterns, and career prospects for each course.
2. All the courses can be pursued through correspondence and examinations are conducted twice a year. Registration can be done anytime. Study materials will be provided by post.
3. To become qualified, candidates must pass foundation, intermediate and final exams in stages, along with undergoing practical training in some courses. The document provides details on exam formats and requirements for each stage.
Session III: Yoon Ho-Kim - Youth Employment challenges and Korean Government'...OECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
The document outlines curricula for short-term vocational courses in beauty culture and hair dressing based on modular skills development. It includes modules on basic beauty and hair skills as well as courses to become a massage therapist, makeup artist, facial therapist, hair stylist, and others. The goal is to provide certification and skills upgrading opportunities for informal sector workers.
This document provides information about an organization called Consortium E-Learning Network Pvt. Ltd (CELNET) and its divisions that specialize in various areas including educational and corporate training. It discusses CELNET's Elite Professional Programs which aim to train job seekers and professionals in skills demanded by industries. The programs provide industry standard training from experts, prepare trainees to work with top companies, and offer hands-on training and 100% job placement assistance. The document also provides details about the Scientific and Technical Writing Program which aims to develop technical communication skills and introduces principles of scientific and technical documentation.
The document provides information on the Malaysian Qualifications Framework (MQF), including its definition, benefits, levels of qualifications, and education pathways. The key points are:
1) The MQF establishes a national qualifications framework that classifies qualifications based on learning outcomes and credit hours. This provides transparency and promotes understanding of qualification standards.
2) The MQF has eight qualification levels from certificate to doctorate degree. Levels are differentiated based on depth of knowledge, skills, decision-making ability, and other criteria.
3) The MQF supports lifelong learning by linking qualifications and allowing credit transfers. This provides education pathways and opportunities for individuals to progress in their education and careers.
The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates qualifications from each education sector into a single comprehensive framework. The AQF sets standards for each Australian qualification type, provides pathways for students, and is designed to support student mobility and lifelong learning. Qualifications are delivered by accredited providers and issued by authorized accrediting authorities to ensure quality. The AQF Council governs and monitors the AQF on behalf of the Australian governments.
The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in Australian education and training. It incorporates qualifications from each education sector into a single comprehensive framework. The AQF sets standards for each Australian qualification type, provides pathways for students, and is designed to support student mobility and lifelong learning. Qualifications are delivered by accredited providers and issued by authorized accrediting authorities to ensure quality. The AQF Council governs and monitors the AQF on behalf of the Australian governments.
Accreditation Concept and Processes in MalaysiaGhazally Spahat
The document discusses accreditation concepts and processes in Malaysia. It provides background on the development of Malaysia's Qualification Framework (MQF) which aims to standardize qualifications across different education and training institutions. The MQF framework establishes eight qualification levels across academic, vocational, technical and professional sectors. It also discusses the accreditation process in Malaysia which involves institutions applying for recognition and undergoing evaluation by technical committees before final approval. The concept of accreditation is rooted in educational philosophies like pragmatism and reconstructionism. It also reflects curriculum development models which integrate various components like teachers, society, and students.
This document provides an introduction and overview of the vocational education and training (VET) sector in Australia. It defines VET as industry-led, nationally recognized training that provides skills for the workforce. The key elements of the national training system are the Australian Qualifications Framework, the National VET Quality Framework regulated by ASQA, and nationally endorsed training packages developed by Industry Skills Councils. Registered training organizations deliver VET qualifications using these training packages. Recent reforms have established new Industry Reference Committees and Skills Service Organizations to replace Industry Skills Councils in developing training products. Foundation skills training is now integrated across all training packages through the Foundation Skills Training Package.
Vocational Education and Training (VET) qualifications reflect individuals' choices to receive training and assessment services. VET qualifications can lead to nationally recognized skills, increased job options, and pathway to higher education. The VET sector is regulated by government bodies and follows the Australian Quality Training Framework to ensure quality assurance. Training packages specify workplace skills and are developed by Industry Skills Councils through national research and consultation. Accredited courses also provide training where skills needs are not covered by training packages.
This document is an official transcript for Tay Kok Hua that shows he was conferred an Advanced Certificate in Training and Assessment on January 6, 2016 by the Institute for Adult Learning. The transcript lists the six competency units he completed along with the assessment dates and results, showing he was competent in all units. The transcript includes information about the Singapore Workforce Skills Qualifications System and explanations of grades.
MM Bagali.......PhD...... Papers.... Research......Management research,.....dr m m bagali, phd in hr
Faculty accreditation in higher education is important to recognize excellence beyond degrees. The author proposes a model for accrediting management faculty across countries to establish them as certified teachers. There is currently only one organization in India that accredits management faculty. The model would emphasize faculty accreditation at a larger level with reputable councils evaluating faculty based on academic contribution, intellectual contribution, professional development and more. Faculty accreditation would benefit students, faculty, management schools and the public by ensuring accountability and quality of education.
This document provides an overview of the UAL Level 4 Professional Diploma in Creative Enterprise qualification. It outlines the qualification structure, units, assessment methods, progression opportunities, and support available. The qualification aims to provide students with skills in creative enterprise, expanding industry networks, and developing start-up projects or professional practice. Assessment includes internally assessed units with external moderation. The qualification prepares students for employment, including self-employment, or progression to higher education degrees.
The document provides guidance for applying for Fellowship of the Higher Education Academy (HEA). It outlines the main evidence requirements, which are an Account of Professional Practice (APP) and two referee statements. The APP should be a reflective commentary addressing the five Areas of Activity in the UK Professional Standards Framework at Descriptor 2, including examples of practice. It gives tips for structuring the APP and addressing each Area of Activity in 600 words, with an overall limit of 3,000 words. Referees should comment on the applicant's suitability for Fellowship based on their professional practice relating to teaching and learning support in higher education.
The letter provides information on the recognition of an Electrical Installations award attained by Mr. Moysis Antoniou in 1998 from the Technical School of Larnaka in Cyprus. It states that this award is considered comparable to an award at Level 5 on the Irish National Framework of Qualifications. This comparison is based on research into the award and the issuing institution. It explains that Level 5 learning outcomes include skills requiring some theoretical understanding to engage in specific activities independently under general direction. A copy of the framework is enclosed for reference.
A training package is a set of nationally endorsed standards and qualifications that describe the skills and knowledge required to perform effectively in a specific industry or sector. Training packages ensure consistency and relevance to industry needs but do not describe how training should be delivered. There are currently 86 training packages covering most industries and over 80% of the workforce. Accredited courses can be developed for skills needs not covered by existing training packages.
A training package is a set of nationally endorsed standards and qualifications that describe the skills and knowledge required to perform effectively in a specific industry or sector. Training packages ensure consistency and relevance to industry needs but do not describe how training should be delivered. There are currently 86 training packages covering most industries and over 80% of the workforce. Accredited courses can be developed for skills needs not covered by existing training packages.
A presentation that provides quick insights into the Australian Qualifications Framework (AQF) and what are the learning points of this system and how the Singapore Workforce Skills Qualifications framework can improve, learning from the experience of the Australian counterparts.
- The document discusses the development of effective training and assessment programs by unpacking units of competency, consulting relevant stakeholders, and identifying training needs and purposes.
- It explains key aspects of training packages like competency standards, assessment guidelines, qualifications frameworks, and support materials and how they are developed through industry consultation.
- The document provides guidance on interpreting training packages and their components like competency standards, elements, performance criteria, employability skills, and qualifications packaging rules.
Australia’s experience with skills recognition in vocational education and tr...OECD CFE
Presentation by Ms. Karen Sandercock, A/g Group Manager, International Group
Australian Government Department of Education and Training, at the 9th OECD Southeast Asian Regional Policy Network on Education and Skills 11-12 October 2017, Ha Noi, Viet Nam.
More information: http://www.oecd.org/employment/leed/employmentesssa.htm
This Higher Education Achievement Report provides information about Quoc Vy Tran's MSc in Information Technology from the University of the West of England, Bristol, including:
- Personal details of the student holder of the qualification.
- Details of the qualification including the name, main fields of study, awarding and administering institutions.
- Information on the level and length of the program, as well as access requirements.
- Details of the program contents and results, including module titles and marks, as well as the total credits accumulated and grading scheme.
- Information on the function and professional status conferred by the qualification, and access to further study.
This document provides an introduction and preface to the revised manual for assessment and accreditation of affiliated/constituent undergraduate and postgraduate colleges by the National Assessment and Accreditation Council (NAAC). Some key points:
- The revision aims to make the accreditation process more robust, objective, transparent, scalable, and ICT-enabled, based on feedback from stakeholders.
- Separate manuals have been developed for universities, autonomous colleges, and affiliated/constituent colleges.
- Special efforts have been made to customize some quality indicators to different categories of institutions.
- The Self-Study Report continues to be the backbone of the accreditation process.
- The manual
Similar to Review Paper on Australia Qualification Framework (20)
‘Six Sigma Technique’ A Journey Through its Implementationijtsrd
The manufacturing industries all over the world are facing tough challenges for growth, development and sustainability in today’s competitive environment. They have to achieve apex position by adapting with the global competitive environment by delivering goods and services at low cost, prime quality and better price to increase wealth and consumer satisfaction. Cost Management ensures profit, growth and sustainability of the business with implementation of Continuous Improvement Technique like Six Sigma. This leads to optimize Business performance. The method drives for customer satisfaction, low variation, reduction in waste and cycle time resulting into a competitive advantage over other industries which did not implement it. The main objective of this paper ‘Six Sigma Technique A Journey Through Its Implementation’ is to conceptualize the effectiveness of Six Sigma Technique through the journey of its implementation. Aditi Sunilkumar Ghosalkar "‘Six Sigma Technique’: A Journey Through its Implementation" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64546.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/64546/‘six-sigma-technique’-a-journey-through-its-implementation/aditi-sunilkumar-ghosalkar
Edge Computing in Space Enhancing Data Processing and Communication for Space...ijtsrd
Edge computing, a paradigm that involves processing data closer to its source, has gained significant attention for its potential to revolutionize data processing and communication in space missions. With the increasing complexity and data volume generated by modern space missions, traditional centralized computing approaches face challenges related to latency, bandwidth, and security. Edge computing in space, involving on board processing and analysis of data, offers promising solutions to these challenges. This paper explores the concept of edge computing in space, its benefits, applications, and future prospects in enhancing space missions. Manish Verma "Edge Computing in Space: Enhancing Data Processing and Communication for Space Missions" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64541.pdf Paper Url: https://www.ijtsrd.com/computer-science/artificial-intelligence/64541/edge-computing-in-space-enhancing-data-processing-and-communication-for-space-missions/manish-verma
Dynamics of Communal Politics in 21st Century India Challenges and Prospectsijtsrd
Communal politics in India has evolved through centuries, weaving a complex tapestry shaped by historical legacies, colonial influences, and contemporary socio political transformations. This research comprehensively examines the dynamics of communal politics in 21st century India, emphasizing its historical roots, socio political dynamics, economic implications, challenges, and prospects for mitigation. The historical perspective unravels the intricate interplay of religious identities and power dynamics from ancient civilizations to the impact of colonial rule, providing insights into the evolution of communalism. The socio political dynamics section delves into the contemporary manifestations, exploring the roles of identity politics, socio economic disparities, and globalization. The economic implications section highlights how communal politics intersects with economic issues, perpetuating disparities and influencing resource allocation. Challenges posed by communal politics are scrutinized, revealing multifaceted issues ranging from social fragmentation to threats against democratic values. The prospects for mitigation present a multifaceted approach, incorporating policy interventions, community engagement, and educational initiatives. The paper conducts a comparative analysis with international examples, identifying common patterns such as identity politics and economic disparities. It also examines unique challenges, emphasizing Indias diverse religious landscape, historical legacy, and secular framework. Lessons for effective strategies are drawn from international experiences, offering insights into inclusive policies, interfaith dialogue, media regulation, and global cooperation. By scrutinizing historical epochs, contemporary dynamics, economic implications, and international comparisons, this research provides a comprehensive understanding of communal politics in India. The proposed strategies for mitigation underscore the importance of a holistic approach to foster social harmony, inclusivity, and democratic values. Rose Hossain "Dynamics of Communal Politics in 21st Century India: Challenges and Prospects" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64528.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/history/64528/dynamics-of-communal-politics-in-21st-century-india-challenges-and-prospects/rose-hossain
Assess Perspective and Knowledge of Healthcare Providers Towards Elehealth in...ijtsrd
Background and Objective Telehealth has become a well known tool for the delivery of health care in Saudi Arabia, and the perspective and knowledge of healthcare providers are influential in the implementation, adoption and advancement of the method. This systematic review was conducted to examine the current literature base regarding telehealth and the related healthcare professional perspective and knowledge in the Kingdom of Saudi Arabia. Materials and Methods This systematic review was conducted by searching 7 databases including, MEDLINE, CINHAL, Web of Science, Scopus, PubMed, PsycINFO, and ProQuest Central. Studies on healthcare practitioners telehealth knowledge and perspectives published in English in Saudi Arabia from 2000 to 2023 were included. Boland directed this comprehensive review. The researchers examined each connected study using the AXIS tool, which evaluates cross sectional systematic reviews. Narrative synthesis was used to summarise and convey the data. Results Out of 1840 search results, 10 studies were included. Positive outlook and limited knowledge among providers were seen across trials. Healthcare professionals like telehealth for its ability to improve quality, access, and delivery, save time and money, and be successful. Age, gender, occupation, and work experience also affect health workers knowledge. In Saudi Arabia, healthcare professionals face inadequate expert assistance, patient privacy, internet connection concerns, lack of training courses, lack of telehealth understanding, and high costs while performing telemedicine. Conclusions Healthcare practitioners telehealth perceptions and knowledge were examined in this systematic study. Its collection of concerned experts different personal attitudes and expertise would help enhance telehealths implementation in Saudi Arabia, develop its healthcare delivery alternative, and eliminate frequent problems. Badriah Mousa I Mulayhi | Dr. Jomin George | Judy Jenkins "Assess Perspective and Knowledge of Healthcare Providers Towards Elehealth in Saudi Arabia: A Systematic Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64535.pdf Paper Url: https://www.ijtsrd.com/medicine/other/64535/assess-perspective-and-knowledge-of-healthcare-providers-towards-elehealth-in-saudi-arabia-a-systematic-review/badriah-mousa-i-mulayhi
The Impact of Digital Media on the Decentralization of Power and the Erosion ...ijtsrd
The impact of digital media on the distribution of power and the weakening of traditional gatekeepers has gained considerable attention in recent years. The adoption of digital technologies and the internet has resulted in declining influence and power for traditional gatekeepers such as publishing houses and news organizations. Simultaneously, digital media has facilitated the emergence of new voices and players in the media industry. Digital medias impact on power decentralization and gatekeeper erosion is visible in several ways. One significant aspect is the democratization of information, which enables anyone with an internet connection to publish and share content globally, leading to citizen journalism and bypassing traditional gatekeepers. Another aspect is the disruption of conventional media industry business models, as traditional organizations struggle to adjust to the decrease in advertising revenue and the rise of digital platforms. Alternative business models, such as subscription models and crowdfunding, have become more prevalent, leading to the emergence of new players. Overall, the impact of digital media on the distribution of power and the weakening of traditional gatekeepers has brought about significant changes in the media landscape and the way information is shared. Further research is required to fully comprehend the implications of these changes and their impact on society. Dr. Kusum Lata "The Impact of Digital Media on the Decentralization of Power and the Erosion of Traditional Gatekeepers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64544.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/political-science/64544/the-impact-of-digital-media-on-the-decentralization-of-power-and-the-erosion-of-traditional-gatekeepers/dr-kusum-lata
Online Voices, Offline Impact Ambedkars Ideals and Socio Political Inclusion ...ijtsrd
This research investigates the nexus between online discussions on Dr. B.R. Ambedkars ideals and their impact on social inclusion among college students in Gurugram, Haryana. Surveying 240 students from 12 government colleges, findings indicate that 65 actively engage in online discussions, with 80 demonstrating moderate to high awareness of Ambedkars ideals. Statistically significant correlations reveal that higher online engagement correlates with increased awareness p 0.05 and perceived social inclusion. Variations across colleges and a notable effect of college type on perceived social inclusion highlight the influence of contextual factors. Furthermore, the intersectional analysis underscores nuanced differences based on gender, caste, and socio economic status. Dr. Kusum Lata "Online Voices, Offline Impact: Ambedkar's Ideals and Socio-Political Inclusion - A Study of Gurugram District" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64543.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/political-science/64543/online-voices-offline-impact-ambedkars-ideals-and-sociopolitical-inclusion--a-study-of-gurugram-district/dr-kusum-lata
Problems and Challenges of Agro Entreprenurship A Studyijtsrd
Noting calls for contextualizing Agro entrepreneurs problems and challenges of the agro entrepreneurs and for greater attention to the Role of entrepreneurs in agro entrepreneurship research, we conduct a systematic literature review of extent research in agriculture entrepreneurship to overcome the study objectives of complications of agro entrepreneurs through various factors, Development of agriculture products is a key factor for the overall economic growth of agro entrepreneurs Agro Entrepreneurs produces firsthand large scale employment, utilizes the labor and natural resources, This research outlines the problems of Weather and Soil Erosions, Market price fluctuation, stimulates labor cost problems, reduces concentration of Price volatility, Dependency on Intermediaries, induces Limited Bargaining Power, and Storage and Transportation Costs. This paper mainly devoted to highlight Problems and challenges faced for the sustainable of Agro Entrepreneurs in India. Vinay Prasad B "Problems and Challenges of Agro Entreprenurship - A Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64540.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/64540/problems-and-challenges-of-agro-entreprenurship--a-study/vinay-prasad-b
Comparative Analysis of Total Corporate Disclosure of Selected IT Companies o...ijtsrd
Disclosure is a process through which a business enterprise communicates with external parties. A corporate disclosure is communication of financial and non financial information of the activities of a business enterprise to the interested entities. Corporate disclosure is done through publishing annual reports. So corporate disclosure through annual reports plays a vital role in the life of all the companies and provides valuable information to investors. The basic objectives of corporate disclosure is to give a true and fair view of companies to the parties related either directly or indirectly like owner, government, creditors, shareholders etc. in the companies act, provisions have been made about mandatory and voluntary disclosure. The IT sector in India is rapidly growing, the trend to invest in the IT sector is rising and employment opportunities in IT sectors are also increasing. Therefore the IT sector is expected to have fair, full and adequate disclosure of all information. Unfair and incomplete disclosure may adversely affect the entire economy. A research study on disclosure practices of IT companies could play an important role in this regard. Hence, the present research study has been done to study and review comparative analysis of total corporate disclosure of selected IT companies of India and to put forward overall findings and suggestions with a view to increase disclosure score of these companies. The researcher hopes that the present research study will be helpful to all selected Companies for improving level of corporate disclosure through annual reports as well as the government, creditors, investors, all business organizations and upcoming researcher for comparative analyses of level of corporate disclosure with special reference to selected IT companies. Dr. Vaibhavi D. Thaker "Comparative Analysis of Total Corporate Disclosure of Selected IT Companies of India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64539.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/other/64539/comparative-analysis-of-total-corporate-disclosure-of-selected-it-companies-of-india/dr-vaibhavi-d-thaker
The Impact of Educational Background and Professional Training on Human Right...ijtsrd
This study investigated the impact of educational background and professional training on human rights awareness among secondary school teachers in the Marathwada region of Maharashtra, India. The key findings reveal that higher levels of education, particularly a master’s degree, and fields of study related to education, humanities, or social sciences are associated with greater human rights awareness among teachers. Additionally, both pre service teacher training and in service professional development programs focused on human rights education significantly enhance teacher’s knowledge, skills, and competencies in promoting human rights principles in their classrooms. Baig Ameer Bee Mirza Abdul Aziz | Dr. Syed Azaz Ali Amjad Ali "The Impact of Educational Background and Professional Training on Human Rights Awareness among Secondary School Teachers" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64529.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/64529/the-impact-of-educational-background-and-professional-training-on-human-rights-awareness-among-secondary-school-teachers/baig-ameer-bee-mirza-abdul-aziz
A Study on the Effective Teaching Learning Process in English Curriculum at t...ijtsrd
“One Language sets you in a corridor for life. Two languages open every door along the way” Frank Smith English as a foreign language or as a second language has been ruling in India since the period of Lord Macaulay. But the question is how much we teach or learn English properly in our culture. Is there any scope to use English as a language rather than a subject How much we learn or teach English without any interference of mother language specially in the classroom teaching learning scenario in West Bengal By considering all these issues the researcher has attempted in this article to focus on the effective teaching learning process comparing to other traditional strategies in the field of English curriculum at the secondary level to investigate whether they fulfill the present teaching learning requirements or not by examining the validity of the present curriculum of English. The purpose of this study is to focus on the effectiveness of the systematic, scientific, sequential and logical transaction of the course between the teachers and the learners in the perspective of the 5Es programme that is engage, explore, explain, extend and evaluate. Sanchali Mondal | Santinath Sarkar "A Study on the Effective Teaching Learning Process in English Curriculum at the Secondary Level of West Bengal" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd62412.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/62412/a-study-on-the-effective-teaching-learning-process-in-english-curriculum-at-the-secondary-level-of-west-bengal/sanchali-mondal
The Role of Mentoring and Its Influence on the Effectiveness of the Teaching ...ijtsrd
This paper reports on a study which was conducted to investigate the role of mentoring and its influence on the effectiveness of the teaching of Physics in secondary schools in the South West Region of Cameroon. The study adopted the convergent parallel mixed methods design, focusing on respondents in secondary schools in the South West Region of Cameroon. Both quantitative and qualitative data were collected, analysed separately, and the results were compared to see if the findings confirm or disconfirm each other. The quantitative analysis found that majority of the respondents 72 of Physics teachers affirmed that they had more experienced colleagues as mentors to help build their confidence, improve their teaching, and help them improve their effectiveness and efficiency in guiding learners’ achievements. Only 28 of the respondents disagreed with these statements. With majority respondents 72 agreeing with the statements, it implies that in most secondary schools, experienced Physics teachers act as mentors to build teachers’ confidence in teaching and improving students’ learning. The interview qualitative data analysis summarized how secondary school Principals use meetings with mentors and mentees to promote mentorship in the school milieu. This has helped strengthen teachers’ classroom practices in secondary schools in the South West Region of Cameroon. With the results confirming each other, the study recommends that mentoring should focus on helping teachers employ social interactions and instructional practices feedback and clarity in teaching that have direct measurable impact on students’ learning achievements. Andrew Ngeim Sumba | Frederick Ebot Ashu | Peter Agborbechem Tambi "The Role of Mentoring and Its Influence on the Effectiveness of the Teaching of Physics in Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64524.pdf Paper Url: https://www.ijtsrd.com/management/management-development/64524/the-role-of-mentoring-and-its-influence-on-the-effectiveness-of-the-teaching-of-physics-in-secondary-schools-in-the-south-west-region-of-cameroon/andrew-ngeim-sumba
Design Simulation and Hardware Construction of an Arduino Microcontroller Bas...ijtsrd
This study primarily focuses on the design of a high side buck converter using an Arduino microcontroller. The converter is specifically intended for use in DC DC applications, particularly in standalone solar PV systems where the PV output voltage exceeds the load or battery voltage. To evaluate the performance of the converter, simulation experiments are conducted using Proteus Software. These simulations provide insights into the input and output voltages, currents, powers, and efficiency under different state of charge SoC conditions of a 12V,70Ah rechargeable lead acid battery. Additionally, the hardware design of the converter is implemented, and practical data is collected through operation, monitoring, and recording. By comparing the simulation results with the practical results, the efficiency and performance of the designed converter are assessed. The findings indicate that while the buck converter is suitable for practical use in standalone PV systems, its efficiency is compromised due to a lower output current. Chan Myae Aung | Dr. Ei Mon "Design Simulation and Hardware Construction of an Arduino-Microcontroller Based DC-DC High-Side Buck Converter for Standalone PV System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64518.pdf Paper Url: https://www.ijtsrd.com/engineering/mechanical-engineering/64518/design-simulation-and-hardware-construction-of-an-arduinomicrocontroller-based-dcdc-highside-buck-converter-for-standalone-pv-system/chan-myae-aung
Sustainable Energy by Paul A. Adekunte | Matthew N. O. Sadiku | Janet O. Sadikuijtsrd
Energy becomes sustainable if it meets the needs of the present without compromising the ability of future generations to meet their own needs. Some of the definitions of sustainable energy include the considerations of environmental aspects such as greenhouse gas emissions, social, and economic aspects such as energy poverty. Generally far more sustainable than fossil fuel are renewable energy sources such as wind, hydroelectric power, solar, and geothermal energy sources. Worthy of note is that some renewable energy projects, like the clearing of forests to produce biofuels, can cause severe environmental damage. The sustainability of nuclear power which is a low carbon source is highly debated because of concerns about radioactive waste, nuclear proliferation, and accidents. The switching from coal to natural gas has environmental benefits, including a lower climate impact, but could lead to delay in switching to more sustainable options. “Carbon capture and storage” can be built into power plants to remove the carbon dioxide CO2 emissions, but this technology is expensive and has rarely been implemented. Leading non renewable energy sources around the world is fossil fuels, coal, petroleum, and natural gas. Nuclear energy is usually considered another non renewable energy source, although nuclear energy itself is a renewable energy source, but the material used in nuclear power plants is not. The paper addresses the issue of sustainable energy, its attendant benefits to the future generation, and humanity in general. Paul A. Adekunte | Matthew N. O. Sadiku | Janet O. Sadiku "Sustainable Energy" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64534.pdf Paper Url: https://www.ijtsrd.com/engineering/electrical-engineering/64534/sustainable-energy/paul-a-adekunte
Concepts for Sudan Survey Act Implementations Executive Regulations and Stand...ijtsrd
This paper aims to outline the executive regulations, survey standards, and specifications required for the implementation of the Sudan Survey Act, and for regulating and organizing all surveying work activities in Sudan. The act has been discussed for more than 5 years. The Land Survey Act was initiated by the Sudan Survey Authority and all official legislations were headed by the Sudan Ministry of Justice till it was issued in 2022. The paper presents conceptual guidelines to be used for the Survey Act implementation and to regulate the survey work practice, standardizing the field surveys, processing, quality control, procedures, and the processes related to survey work carried out by the stakeholders and relevant authorities in Sudan. The conceptual guidelines are meant to improve the quality and harmonization of geospatial data and to aid decision making processes as well as geospatial information systems. The established comprehensive executive regulations will govern and regulate the implementation of the Sudan Survey Geomatics Act in all surveying and mapping practices undertaken by the Sudan Survey Authority SSA and state local survey departments for public or private sector organizations. The targeted standards and specifications include the reference frame, projection, coordinate systems, and the guidelines and specifications that must be followed in the field of survey work, processes, and mapping products. In the last few decades, there has been a growing awareness of the importance of geomatics activities and measurements on the Earths surface in space and time, together with observing and mapping the changes. In such cases, data must be captured promptly, standardized, and obtained with more accuracy and specified in much detail. The paper will also highlight the current situation in Sudan, the degree to which survey standards are used, the problems encountered, and the errors that arise from not using the standards and survey specifications. Kamal A. A. Sami "Concepts for Sudan Survey Act Implementations - Executive Regulations and Standards" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63484.pdf Paper Url: https://www.ijtsrd.com/engineering/civil-engineering/63484/concepts-for-sudan-survey-act-implementations--executive-regulations-and-standards/kamal-a-a-sami
Towards the Implementation of the Sudan Interpolated Geoid Model Khartoum Sta...ijtsrd
The discussions between ellipsoid and geoid have invoked many researchers during the recent decades, especially during the GNSS technology era, which had witnessed a great deal of development but still geoid undulation requires more investigations. To figure out a solution for Sudans local geoid, this research has tried to intake the possibility of determining the geoid model by following two approaches, gravimetric and geometrical geoid model determination, by making use of GNSS leveling benchmarks at Khartoum state. The Benchmarks are well distributed in the study area, in which, the horizontal coordinates and the height above the ellipsoid have been observed by GNSS while orthometric heights were carried out using precise leveling. The Global Geopotential Model GGM represented in EGM2008 has been exploited to figure out the geoid undulation at the benchmarks in the study area. This is followed by a fitting process, that has been done to suit the geoid undulation data which has been computed using GNSS leveling data and geoid undulation inspired by the EGM2008. Two geoid surfaces were created after the fitting process to ensure that they are identical and both of them could be counted for getting the same geoid undulation with an acceptable accuracy. In this respect, statistical operation played an important role in ensuring the consistency and integrity of the model by applying cross validation techniques splitting the data into training and testing datasets for building the geoid model and testing its eligibility. The geometrical solution for geoid undulation computation has been utilized by applying straightforward equations that facilitate the calculation of the geoid undulation directly through applying statistical techniques for the GNSS leveling data of the study area to get the common equation parameters values that could be utilized to calculate geoid undulation of any position in the study area within the claimed accuracy. Both systems were checked and proved eligible to be used within the study area with acceptable accuracy which may contribute to solving the geoid undulation problem in the Khartoum area, and be further generalized to determine the geoid model over the entire country, and this could be considered in the future, for regional and continental geoid model. Ahmed M. A. Mohammed. | Kamal A. A. Sami "Towards the Implementation of the Sudan Interpolated Geoid Model (Khartoum State Case Study)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63483.pdf Paper Url: https://www.ijtsrd.com/engineering/civil-engineering/63483/towards-the-implementation-of-the-sudan-interpolated-geoid-model-khartoum-state-case-study/ahmed-m-a-mohammed
Activating Geospatial Information for Sudans Sustainable Investment Mapijtsrd
Sudan is witnessing an acceleration in the processes of development and transformation in the performance of government institutions to raise the productivity and investment efficiency of the government sector. The development plans and investment opportunities have focused on achieving national goals in various sectors. This paper aims to illuminate the path to the future and provide geospatial data and information to develop the investment climate and environment for all sized businesses, and to bridge the development gap between the Sudan states. The Sudan Survey Authority SSA is the main advisor to the Sudan Government in conducting surveying, mappings, designing, and developing systems related to geospatial data and information. In recent years, SSA made a strategic partnership with the Ministry of Investment to activate Geospatial Information for Sudans Sustainable Investment and in particular, for the preparation and implementation of the Sudan investment map, based on the directives and objectives of the Ministry of Investment MI in Sudan. This paper comes within the framework of activating the efforts of the Ministry of Investment to develop technical investment services by applying techniques adopted by the Ministry and its strategic partners for advancing investment processes in the country. Kamal A. A. Sami "Activating Geospatial Information for Sudan's Sustainable Investment Map" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63482.pdf Paper Url: https://www.ijtsrd.com/engineering/information-technology/63482/activating-geospatial-information-for-sudans-sustainable-investment-map/kamal-a-a-sami
Educational Unity Embracing Diversity for a Stronger Societyijtsrd
In a rapidly changing global landscape, the importance of education as a unifying force cannot be overstated. This paper explores the crucial role of educational unity in fostering a stronger and more inclusive society through the embrace of diversity. By examining the benefits of diverse learning environments, the paper aims to highlight the positive impact on societal strength. The discussion encompasses various dimensions, from curriculum design to classroom dynamics, and emphasizes the need for educational institutions to become catalysts for unity in diversity. It highlights the need for a paradigm shift in educational policies, curricula, and pedagogical approaches to ensure that they are reflective of the diverse fabric of society. This paper also addresses the challenges associated with implementing inclusive educational practices and offers practical strategies for overcoming barriers. It advocates for collaborative efforts between educational institutions, policymakers, and communities to create a supportive ecosystem that promotes diversity and unity. Mr. Amit Adhikari | Madhumita Teli | Gopal Adhikari "Educational Unity: Embracing Diversity for a Stronger Society" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64525.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/64525/educational-unity-embracing-diversity-for-a-stronger-society/mr-amit-adhikari
Integration of Indian Indigenous Knowledge System in Management Prospects and...ijtsrd
The diversity of indigenous knowledge systems in India is vast and can vary significantly between different communities and regions. Preserving and respecting these knowledge systems is crucial for maintaining cultural heritage, promoting sustainable practices, and fostering cross cultural understanding. In this paper, an overview of the prospects and challenges associated with incorporating Indian indigenous knowledge into management is explored. It is found that IIKS helps in management in many areas like sustainable development, tourism, food security, natural resource management, cultural preservation and innovation, etc. However, IIKS integration with management faces some challenges in the form of a lack of documentation, cultural sensitivity, language barriers legal framework, etc. Savita Lathwal "Integration of Indian Indigenous Knowledge System in Management: Prospects and Challenges" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63500.pdf Paper Url: https://www.ijtsrd.com/management/accounting-and-finance/63500/integration-of-indian-indigenous-knowledge-system-in-management-prospects-and-challenges/savita-lathwal
DeepMask Transforming Face Mask Identification for Better Pandemic Control in...ijtsrd
The COVID 19 pandemic has highlighted the crucial need of preventive measures, with widespread use of face masks being a key method for slowing the viruss spread. This research investigates face mask identification using deep learning as a technological solution to be reducing the risk of coronavirus transmission. The proposed method uses state of the art convolutional neural networks CNNs and transfer learning to automatically recognize persons who are not wearing masks in a variety of circumstances. We discuss how this strategy improves public health and safety by providing an efficient manner of enforcing mask wearing standards. The report also discusses the obstacles, ethical concerns, and prospective applications of face mask detection systems in the ongoing fight against the pandemic. Dilip Kumar Sharma | Aaditya Yadav "DeepMask: Transforming Face Mask Identification for Better Pandemic Control in the COVID-19 Era" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd64522.pdf Paper Url: https://www.ijtsrd.com/engineering/electronics-and-communication-engineering/64522/deepmask-transforming-face-mask-identification-for-better-pandemic-control-in-the-covid19-era/dilip-kumar-sharma
Streamlining Data Collection eCRF Design and Machine Learningijtsrd
Efficient and accurate data collection is paramount in clinical trials, and the design of Electronic Case Report Forms eCRFs plays a pivotal role in streamlining this process. This paper explores the integration of machine learning techniques in the design and implementation of eCRFs to enhance data collection efficiency. We delve into the synergies between eCRF design principles and machine learning algorithms, aiming to optimize data quality, reduce errors, and expedite the overall data collection process. The application of machine learning in eCRF design brings forth innovative approaches to data validation, anomaly detection, and real time adaptability. This paper discusses the benefits, challenges, and future prospects of leveraging machine learning in eCRF design for streamlined and advanced data collection in clinical trials. Dhanalakshmi D | Vijaya Lakshmi Kannareddy "Streamlining Data Collection: eCRF Design and Machine Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-8 | Issue-1 , February 2024, URL: https://www.ijtsrd.com/papers/ijtsrd63515.pdf Paper Url: https://www.ijtsrd.com/biological-science/biotechnology/63515/streamlining-data-collection-ecrf-design-and-machine-learning/dhanalakshmi-d
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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II. Need and importance of AQF
Following points highlight the need for AQF
Aids the national and international mobility of
qualifications.
Increase transparency of what education providers are
providing to learners.
Increase transparency of what individuals are offering
to the labour market and to the community.
Underpins national regulatory and quality assurance
arrangements for education and training. Contribute to
economic performance by supporting contemporary,
relevant and nationally consistent qualification
outcomes which build confidence in qualifications.
III. Essential Elements of AQF
Like other national qualification framework AQF comprises
of Levels and Level descriptors, Qualification, Competency
Standard, Occupational Standard, Credit pointsystem,Credit
transfer system and Training packages.
3.1. Levels and Level Descriptors
Figure 1: Level and level descriptor of AQF
AQF levels criteria describe the relative complexity and/or
depth of achievement and the autonomy required to
demonstrate the achievement by learners for eachAQF level
from 1 – 10 [3]. Fig 1 shows the certification associate with
the levels. Previously AQF level 1 to 4 was named as
certificate I to certificate IV which is now according to
Review of the Australia Qualification framework 2019
report, renamed as Certificate I as Pre-Vocational Certificate,
Certificate II as Initial Vocational Certificate, Certificate III as
Vocational Certificate and Certificate IV as Advanced
Vocational Certificate. Each level of AQF includes
descriptions of learning outcomes in terms of knowledge,
skills and application. Summary of level descriptors as
specified in AQF is given below in Fig 2.
Figure 2: Summary of level descriptors
Details of AQF level descriptors with respect to knowledge,
skill and application for each level is mentioned in table
given in Annexure II A. With the increase in level the
complexity in knowledge, skill and its application increase.
At initial level, strict supervision by instructor/trainer is
essential and performance is usually as per given direction.
As level increases the learner becomemoreindependentand
exhibits professional skills.
In AQF, Knowledge represents the understanding of the
graduates in terms of depth, breath, kinds of knowledge and
its complexity, skill includes cognitive, creative, technical,
communication, interpersonal and generic skills which
shows the capability of the graduates and application of
knowledge and skills is expressed in terms of autonomy,
responsibility and accountability. There are 14 AQF
qualification types including Senior Secondary Certification
of Education before Level 1, covering all education and
training sectors. [3]. The nomenclature of qualification is
given in Annexure I
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3.2. Qualification
Qualification is a formal certification, issued by a relevant
approved body, to recognize that a person has achieved
learning outcomes or competencies relevant to identified
individual, professional, industry or community needs[1].In
the present AQF with 10 levels and 14 qualifications more
focus is on levels rather on qualifications aligned to these
levels. Also, for some of the qualification at higher level clear
distinction is not there. More over there are two set of
learning outcomes one for levels described through
summary, knowledge, skills and application of knowledge
and skills as detailed out in Annexure II A and other for the
qualification which include purpose, knowledge, skills,
application of knowledge and skills and volume of learning.
Details regarding Diploma qualification at level 5 is given in
Annexure II B. As detailed out in Annexure I, some
qualifications are delivered only in VET sector (Certificate I
to IV) while Associate, Bachelor, Master and Doctoral in
higher education. There is considerable overlap with
Diploma and Advanced Diploma and Graduate Certificate
and Graduate Diploma that are offered both in VET and
higher education.
3.3. Competency Standard
Australia’s vocational education and training system is
competency based that focuses on learner’s ability to do a
task, to receive, respond and process the information in a
manner to achieve competency. Competence means the
ability to use knowledge, skills and attitudes in order to
perform work activities and to achieve expected results [6].
Competency standards are therefore concerned with what
people are able to do (e.g. maintain and use networks), and
also with the ability to do this in a range of contexts (e.g.
maintain and use networks of suppliers, government
agencies, etc.) [20]. There by the focus is on integration of
hands on, minds on and hearts on skills. The Australian Jobs
2017 Study reports that nine out of ten occupations, which
are set to grow in the future, require Vocational Education
and Training (VET) rather than university qualifications
(DJ&SB 2017) [23]. This is relevant in today context as AQF
focus on skilling and reskilling the workforce seamlessly.
3.4. Occupational Standard
Occupational standardsare statements ofworkperformance
reflecting the ability to successfully complete the functions
required in an occupation, as well as the application of
knowledge, skills and understanding in an occupation [6]. In
1986 the first edition of Australian Standard Classificationof
Occupation (ASCO) was completed. According to report of
Australian Bureau of Statistics, 2014 Australia and New
Zealand classification system were merged, which is named
as Australian and New Zealand Standard Classification of
Occupations (ANZSCO) [7]. The current Australian and New
Zealand Standard Classification of Occupations is version1.2
of 2013 (Queensland Government, 2014). “ANZSCO replaces
the Australian Standard ClassificationofOccupations(ASCO)
Second Edition and the New Zealand Standard Classification
of Occupations (NZSCO) 1999 used in Australia and New
Zealand, respectively” [8]. ANZSCO structure consist of skill
level and specialization, whereskilllevelisbasedonlevel1to
5 whichare major group, sub-major group, minorgroup,unit
group and occupation. The details of each level is given in
Annexure III.
3.5. Credit point system
Credit is the value assigned for the recognition of learning
outcomes between different types of learning and/or
qualifications based on a calculation of the expected time
spent by students. Basically, Australia does not have a
national credit system but it has a credit transfer and
articulation policy which provide facility to each institution
to develop its own credit system. For example, a Diploma
Degree may require a total of 24 credits at one institution
and 200 credits at another. This does not mean that a
Diploma Degree requiring 200 credits is more substantial
than a Diploma Degree requiring 24 credits. It only means
that the institutions are using a different credit system.Both
Diploma Degrees would have the same status as an AQF
qualification. Credits are used to represent full-time study
load, not contact hours. “Credit can be given to students in
the form of block, specified or unspecified credit “[17].
Institutes Credit system cannot be converted into contact
hours and study hours it is completely depended on the
system they are using [13]. The credit issuing organizations
provide clear, accessible and transparent policies and credit
agreements for students. Credit agreements can be
negotiated between issuing organizations on the basis of
learning outcomes, volume of learning, program of study,
including content, and learning and assessmentapproaches.
Example of Charles Darwin university is given in Annexure
IV where the course offered by university assigned to each
level with their credit points and learning outcome on
semester basis is given [19]. The common range for credit is
given in Table 1.
Table 1: Qualification Award and expected range
Award Expected Credit Range
Diploma 60-80
Advance Diploma 120-160
Bachelor Degree 240-320
Master Degree 80-160
Doctoral 240-320
3.6. Credit Transfer system
Credit transfer is a process that provides students with
agreed and consistent credit outcomes for components of a
qualification based on identified equivalence in content and
learning outcomes between matched qualifications.
The credit transfer process involves
mapping, comparing and evaluating the extent to which
the learning outcome,disciplinecontentandassessment
requirements of the individual components of one
qualification are equivalent to the learning outcomes,
discipline content and assessment requirements of the
individual components of another qualification, and
making a judgment about the credit to be assigned
between the matched components of the two
qualifications [18].
Students receiving credit on the basis of credit transfer
agreements receive the same form and amount of credit as
set out in the public register or database of credit
arrangements, provided they can submittherelevantofficial
evidence. However, the total amount of credit will varyfrom
individual to individual, based on which qualification(s) or
combinations of qualification components that have been
successfully completed. AQF qualification pathway policy
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provide the following guidelines for credit agreement
negotiation.
A. 50% credit for an Advanced Diploma or Associate
Degree linked to a 3-year Bachelor Degree
B. 37.5% credit for an Advanced Diploma or Associate
Degree linked to a 4-year Bachelor Degree
C. 33% credit for a Diploma linked to a 3-year Bachelor
Degree
D. 25% credit for a Diploma linked to a 4-year Bachelor
Degree [3].
Many of the TAFE Quensland students are taking the benefit of
credit transferfor Griffith University studies. For example
Diploma in Counseling (CHC51015) from TAFE Queensland
can get 40CP credit transfer for completion of Diploma, for
entry into Bachelor of Psychological Science (1312) from
Griffith university. Credit transfer details for Griffith University
for formal study, non formal learning, informal learning and
pathways with credit is available at griffith.edu.au/apply/credit-
tansfer. It also provide credit precedent data base for variety of
institutions in Australia and rest of the world.
3.7. Training Packages
Training packages (TP) is a unique element of Australian
Qualification Framework. These are developed to meet the
training needs of an industry, or a group of industries and
specify skills and knowledge also mentioned as
competencies to perform effectively in work place. These
competencies are expressed in unit of competency. TP also
provide details of packaging of unit of competency for
recognised qualification that align with AQF and assessment
details. These are used predominantly by trainingproviders,to
design customised curriculum as per need of learner, employer
and industry.
Training packages consist of the following nationally
endorsed training package products:
units of competency, which specify the standard of
performance required in the workplace
assessment requirements (associated with each unit of
competency)
qualifications aligned to the AQF (Certificate I to
Advanced Diploma, and Graduate Certificate and
Graduate Diploma)
credit arrangements, specifying existing arrangements
between training package qualifications and higher
education qualifications in accordance with the AQF.
[21].
The Department of Education maintains a searchable
database of Training Packages and is the official national
register of information on Training packages.
IV. Key Stakeholders of Australia Vocational
Education and Training
4.1. Tertiary Education Quality and StandardsAgency
(TEQSA)
TEQSA is Australia’s independent national qualityassurance
and regulatory agency for higher education [9]. TEQSA
established by the Government as Australia’s higher
education regulation and quality assurance agency in the
2010-11 budget. All higher education institution must be
registered with TEQSA to provide AQF. The Australian
higher education sector includes public and private
universities, Australian branches of overseas universities
and other higher education providers. There are around 1.5
million students enrolled in higher education, 31 % are
international students and in 2017, sector revenue was
almost 38 billion dollars. Regulatory necessity, reflecting
risk, Proportionate regulation are the main approaches
followed by TEQSA. TEQSA admitted student on the basis of
their academic preparation,learningskillsandproficiencyin
English. Ill prepared students are notadmittedaspernorms.
4.2. Australian Industry and Skills Committee (AISC)
AISC is established in May 2015 by Council of Australian
Government (COAG) and Skills Council. TheAISCoperates in
partnershipwithAustralian Government,IndustryReference
Committees (IRCs), Skills Services Organizations (SSOs),
state and territory governments and regulators within the
VET sector [10]. Australian Government or the state and
territory ministers nominate AISC members. Basically, AISC
provide industry-based advice for the implementation of
VET policies and focused on the quality relevant and
responsive training to meettheneedsofindustry,employers
and students.
4.3. Australian Skills Quality Authority (ASQA)
ASQA is the national regulator for the vocational education
and training (VET) sector, and is an independent statutory
authority. It is responsible for maintaining sector's quality
through the effective regulation of:
VET providers
accredited VET courses
Commonwealth RegisterofInstitutionsandCoursesfor
Overseas Students (CRICOS) registered providers and
providers of English Language Intensive Courses for
Overseas Students (ELICOS), excluding those courses
delivered by a school or higher education.
ASQA is adopting risk based approach at two levels for
maintaining the quality and reputation of Australian
Vocational Education and Training sector viz.
Operational risk (provider risk) and strategic risk
(systemic risk).
Operational Risk (provider risk) is the risk an
individual provider presents through their choicesand
actions, which, if left untreated, could have a significant
detrimental impact on training and assessment
outcomes for students, industry and the community.
Strategic Risk (systemic risk) is a risk likely to exist
across the sector or in a portion of providers. If left
untreated, significant risks of this type can have a
detrimental impact on the quality of training and
assessment for individuals, industry and the wider
community and may lead to loss of confidence in the
sector.
The risk based approach adopted for operational risk
and strategic risk comprises of five stages namely risk
identification, risk analysis and evaluation, risk
treatment, communication and consultation, and
monitoring & review. [11].
4.4. Council of Australian Government (COAG)
COAG is the peak intergovernmental forum in Australia. Its
role is to initiate, developandmonitortheimplementationof
policy reforms of national significance, which require
cooperative action by Australian governments [12]. COAG
established the COAG Industry and Skills Council (CISC) to
develop and implement high-level policies that help
Australian industry to be competitive,createjobsandattract
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investment. The Council focuses on major policy reforms
that require Commonwealth-State collaboration.TheCISCis
responsible for: Industry competitiveness, productivity and
labor market pressures. Skills development and national
training arrangements [26]. On 29 May 2020, the Prime
Minister announced that the Council of Australian
Government (COAG) will cease and a new National
Federation Reform Council (NFRC) will be formed, with
National Cabinet at the center of the NFRC [27].
4.5. Industry Skill Council (ISC)
Industry Skills Councils (ISCs) represent the industry’s
interests in the VET sector. Its main role is to assist in the
development of Training Packages that meet industryneeds
and also to ensure the quality and relevance of Training
Packages. In doing so, ISCs consult with employers, unions
and professional associations to inform their industry’s
training needs. They also liaise with the Australian stateand
territories governments with regardtoindustryskillsneeds,
State and Territory industry advisory bodies and peak
representative bodies in their area of industry coverage.
[13]. In Australia there are 11 Industry Skills Council (ISCs)
registered privately and run by industry boards of directors
[14].
4.6. National Centre for Vocational Education
Research (NCVER)
The National Centre for Vocational Education Research
(NCVER) is the national professional body responsible for
collecting, managing,analysingandcommunicating research
and statistics on the Australian vocational education and
training (VET) sector. It was established in 1981 and is
owned by the Commonwealth, state and territory ministers
responsible for VET. The main task of NCVER are:
Conduct and manage research under a set of national
research priorities as determined through the Skills
Senior Officials Network Research Working Group.
Coordinate the national VET administrative data
collections and surveys.
Manage the Australian Vocational Education and
Training Management Information Statistical Standard
(AVETMISS) and support registered training
organisations to report their activity.
Undertake consultancyresearchandanalysisservicesto
help clients address specific information needs [16].
4.7. Registered Training Organisations (RTOs)
Registered Training Organisations (RTOs) are vocational
education organisationsthatissuesstatementsofattainment
to the students that are recognised across Australia. RTOs
are registered with the Australian Skills Quality Authority
(ASQA);
or in some cases, a state regulator. There are approximately
5000 RTOs, including Technical and Further Education
institutes (TAFEs), other government educationinstitutions,
and private education institutions [13].
Types of RTOs
There are six main types of RTOs in the Australian VET
system.
Private RTOs: There are more than 3,000 private RTOs in
Australia, and they attract over 55% of all VET enrolments.
TAFE Institutes: There are a small number of TAFE
institutes in Australia, but they attract more than 25% of all
VET enrolments.
Community RTOs: Community-owned, not-for-profitRTOs
attract around 5% of all VET enrolments.
Schools: More than 400 Australian secondary schools also
operate as RTOs, and they attract around 5% of all VET
enrolments.
Enterprise RTOs: mainly deliver training to their own
employees, and they attract less than 5% of all VET
enrolments.
Universities: a small number of Australian universitiesalso
operate as RTOs, and they attract less than 5% of all VET
enrolments [15].
4.8. Australian Council of Open and Distance
Education (ACODE)
The Australian Council of Open and Distance Education
(ACODE) provide technology enhanced learning and
teaching skills for higher education. ACODE has 8
dimensions for continuous improvement and quality
assurance in technology-enhanced learning.
Institution-wide policy and governance for technology
enhanced learning.
Planning for institution-wide quality improvement of
technology enhanced learning.
Information technology systems, services and support
for technology enhanced learning.
The application of technology enhanced learning
services.
Staff professional development for the effective use of
technology enhanced learning.
Staff support for the use of technology enhanced
learning.
Student training for the effective use of technology
enhanced learning.
Student support for the use of technology enhanced
learning [24].
V. Conclusion
Australia qualification framework (AQF), is one of the most
referred qualification frameworks due to its rich historical
developments since 1995. Though complex, it is rich in
semantic details. In order to interpret AQF, one need to go
through the developments and the changes incorporated in
it over the years. Presently AQF comprises of ten levels and
14 qualifications. Some qualifications are delivered only in
VET sector (Certificate I to IV) while Associate, Bachelor,
Master and Doctoral in higher education. There is
considerable overlap with Diploma and Advanced Diploma
and Graduate Certificate and Graduate Diploma that are
offered both in VET and higher education.Initspresentform
there is confusionin establishingrelationship betweenlevels
criteria and qualification descriptors. The same was under
the review in September 2019.
In order to provide easy transition between VET and higher
education, credit transfer and articulation policy provide
relief to learners where by the credits for the learning
already achieved through formal, non-formal or informal
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mode is given as per the laid down procedure. This helpsthe
learner in acquiring next higher qualification in lesser time.
At the ground level the most significant componentofAQF is
the Training package, which helps in effective
implementation. Training package clearly specify packaging
of unit of competency for recognised qualification that align
with AQF and also the assessment details. This is useful in
designing and implementingcustomised curriculum as per
need of learner, employer and industry. The review of AQF,
thus provide rich information regarding its levels,
qualification types, occupational standards, credit transfer
policy, training package and the key stake holders and their
primary role in making AQF as one of the leading
qualification framework.
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Australia, 2018.
[25] https://www.pmc.gov.au/ria-
mooc/coag/introduction-coag-best-practice-
regulation,INTRODUCTION TOCOAGBESTPRACTICE
REGULATION, (accessed on 01, September, 2020)
[26] https://www.industry.gov.au/about-us/what-we-
do/council-of-australian-governments-industry-and-
skills-council, Australian Government,Departmentof
Industry, Science,EnergyandResources,(accessedon
15, September, 2020)
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Annexure I
Australian Qualification Framework
Level
Senior Secondary
Schooling
Vocational Education
and Training
Higher Education
10 Higher Doctoral Degree
10 Doctoral Degree
09 Master’s Degree (coursework/research/extended)
08 Graduate Diploma Graduate Diploma
08 Graduate Certificate Graduate Certificate
08 Bachelor Honours Degree
07 Bachelor Degree
06 Advanced Diploma Associate Degree/ Advanced Diploma
05 Diploma Diploma
04 Certificate IV
03 Certificate III
02 Certificate II
01 Certificate I
Non located at
an AQF level
Senior Secondary
Certificate of
Education
Source: AQFC, 2011
Annexure II (A)
Level Descriptor and Learning Outcome Criteria of Australia Qualification Framework
Level Summary Knowledge Skills
Application of knowledge
and skills
1
Graduates at this level
will have knowledge and
skills for initial work,
community involvement
and/or further learning.
Graduates at this level
will have foundational
knowledge for everyday
life, further learning and
preparation for initial
work.
Graduates at this level will
have foundational
cognitive, technical and
communication skills to:
• undertake defined
routine activities.
• identify and report
simple issues and
problems
Graduates at this level will
apply knowledge and skills
to demonstrate autonomy
in highly structured and
stable contexts and within
narrow parameters
2
Graduates at this level
will have knowledge and
skills for work in a
defined context and/or
further learning
Graduates at this level
will have basic factual,
technical and procedural
knowledge of a defined
area of
work and learning
Graduates at this level will
have basic cognitive,
technical and
communication skills to
apply appropriate
methods, tools, materials
and readily available
information to:
• undertake defined
activities
• provide solutions to a
limited range of
predictable problems
Graduates at this level will
apply knowledge and skills
to demonstrate autonomy
and limited judgement in
structured and stable
contexts and within narrow
parameters
3
Graduates at this level
will have theoretical and
practical knowledge and
skills for work and/or
further learning
Graduates at this level
will have factual,
technical, procedural
and some theoretical
knowledge of a specific
area of work and
learning
Graduates at this level will
have a range of cognitive,
technical and
communication skills to
select
and apply a specialised
range of methods, tools,
materials and information
to:
• complete routine
activities
• provide and transmit
solutions to predictable
and sometimes
unpredictable problems
Graduates at this level will
apply knowledge and skills
to demonstrate autonomy
and judgement and to take
limited responsibility in
known and stable contexts
within established
parameters
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4
Graduates at this level
will have theoretical and
practical knowledge and
skills for specialised
and/or skilled
work and/or further
learning
Graduates at this level
will have broad factual,
technical and some
theoretical knowledge of
a specific area or
a broad field of work and
learning
Graduates at this level will
have a broad range of
cognitive, technical and
communication skills to
select and
apply a range of methods,
tools, materials and
information to:
• complete routine and
non-routine activities
• provide and transmit
solutions to a variety of
predictable and
sometimes unpredictable
problems
Graduates at this level will
apply knowledge and skills
to demonstrate autonomy,
judgement and limited
responsibility in known or
changing contexts and
within established
parameters
5
Graduates at this level
will have specialised
knowledge and skills for
skilled/ paraprofessional
work and/or
further learning
Graduates at this level
will have technical and
theoretical knowledge in
a specific area or a broad
field
of work and learning
Graduates at this level will
have a broad range of
cognitive, technical and
communication skills to
select and
apply methods and
technologies to:
• analyse information to
complete a range of
activities
• provide and transmit
solutions to sometimes
complex problems
• transmit information
and skills to others
Graduates at this level will
apply knowledge and skills
to demonstrate autonomy,
judgement and defined
responsibility in known or
changing contexts and
within broad but
established parameters
6
Graduates at this level
will have broad
knowledge and skills for
paraprofessional/ highly
skilled work and/or
further learning
Graduates at this level
will have broad
theoretical and technical
knowledge of a specific
area or a broad
field of work and
learning
Graduates at this level will
have a broad range of
cognitive, technical and
communication skills to
select and
apply methods and
technologies to:
• analyse information to
complete a range of
activities
• interpret and transmit
solutions to unpredictable
and sometimes complex
problems
• transmit information
and skills to others
Graduates at this level will
apply knowledge and skills
to demonstrate autonomy,
judgement and
defined responsibility:
• in contexts that are
subject to change
• within broad parameters
to provide specialist advice
and functions
7
Graduates at this level
will have broad and
coherent knowledge and
skills for professional
work
and/or further learning
Graduates at this level
will have broad and
coherent theoretical and
technical knowledge
with depth in one or
more disciplines or areas
of practice
Graduates at this level will
have well-developed
cognitive, technical and
communication skills to
select
and apply methods and
technologies to:
• analyse and evaluate
information to complete a
range of activities
• analyse, generate and
transmit solutions to
unpredictable and
sometimes complex
problems
• transmit knowledge,
skills and ideas to others
Graduates at this level will
apply knowledge and skills
to demonstrate autonomy,
well-developed judgement
and responsibility:
• in contexts that require
self-directed work and
learning
• within broad parameters
to provide specialist advice
and functions
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8
Graduates at this level
will have advanced
knowledge and skills for
professional or highly
skilled work
and/or further learning
Graduates at this level
will have advanced
theoretical and technical
knowledge in one or
more disciplines or
areas of practice
Graduates at this level will
have advanced cognitive,
technical and
communication skills to
select and apply
methods and technologies
to:
• analyse critically,
evaluate and transform
information to complete a
range of activities
• analyse, generate and
transmit solutions to
complex problems
• transmit knowledge,
skills and ideas to others
Graduates at this level will
apply knowledge and skills
to demonstrate autonomy,
well-developed judgement,
adaptability and
responsibility as a
practitioner or learner
9
Graduates at this level
will have specialised
knowledge and skills for
research, and/or
professional
practice and/or further
learning
Graduates at this level
will have advanced and
integrated
understanding of a
complex body of
knowledge in one or
more disciplines or areas
of practice
Graduates at this level will
have expert, specialised
cognitive and technical
skills in a body of
knowledge or practice to
independently:
• analyse critically, reflect
on and synthesise
complex information,
problems, concepts and
theories
• research and apply
established theories to a
body of knowledge or
practice
• interpret and transmit
knowledge, skills and
ideas to specialist and
non-specialist audiences
Graduates at this level will
apply knowledge and skills
to demonstrate autonomy,
expert judgement,
adaptability and
responsibility as a
practitioner or learner
10
Graduates at this level
will have systematic and
critical understanding of
a complex field of
learning and
specialised research
skills for the
advancement of learning
and/or for professional
practice
Graduates at this level
will have systemic and
critical understanding of
a substantial and
complex body of
knowledge at the
frontier of a discipline or
area of professional
practice
Graduates at this level will
have expert, specialised
cognitive, technical and
research skills in a
discipline
area to independently and
systematically:
• engage in critical
reflection, synthesis and
evaluation
• develop, adapt and
implement research
methodologies to extend
and redefine existing
knowledge or
professional practice
• disseminate and
promote new insights to
peers and the community
• generate original
knowledge and
understanding to make a
substantial contribution
to a discipline or
area of professional
practice
Graduates at this level will
apply knowledge and skills
to demonstrate autonomy,
authoritative
judgement, adaptability and
responsibility as an expert
and leading practitioner or
scholar
Source: Handbook Australian Qualification Framework 2013
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Annexure II B
Australian Qualification Framework Qualification type and learning outcome descriptor (For Diploma at Level 5)
Purpose
The Diploma qualifies individuals who apply integrated technical and theoretical concepts in a broad range of contexts to
undertake advanced skilled or paraprofessional work and as a pathway for further learning
Knowledge
Graduates of a Diploma will have technical and theoretical knowledge and concepts, with depth in some areas within a fieldof
work and learning
Skills
Graduates of a Diploma will have:
cognitive and communication skills to identify, analyse, synthesize and act on information from a range of sources
cognitive, technical and communication skills to analyse, plan, design and evaluateapproachestounpredictableproblems
and/or management requirements
specialist technical and creative skills to express ideas and perspectives
communication skills to transfer knowledge and specialised skills to othersanddemonstrateunderstandingofknowledge
Application of knowledge and skills
Graduates of a Diploma will demonstrate the application of knowledge and skills:
with depth in some areas of specialisation, in known or changing contexts
to transfer and apply theoretical concepts and/or technical and/or creative skills in a range of situations
with personal responsibility and autonomy in performing complex technical operations with responsibility for own
outputs in relation to broad parameters for quantity and quality
with initiative and judgement to organise the work of self and others and plan, coordinate and evaluate the work ofteams
within broad but generally well-defined parameters
Volume of learning
The volume of learning of a Diploma is typically 1 – 2 years
Source: Handbook Australian Qualification Framework 2013
Annexure III
Structure of Australia and New Zealand Skill Classification of Occupation (ANZSCO)
Level Description
No. of
Groups
Major Group
•The broadest level of ANZSCO
•Formed using a combination of skill level and skill specialisation to create groups
which are meaningful and useful for most (statistical and administrative) purposes
8
Sub-Major
Group
•Subdivisions of the major groups
•Distinguished from other sub-major groups in the same major group on the basis of
skill level and a broad application of skill specialisation.
43
Minor Group
•Subdivisions of the sub-major groups
•Distinguished from other minor groups in the same sub-major group mainly on the
basis of a less broad application of skill specialisation.
97
Unit Group
•Subdivisions of the minor groups
•Distinguished from other unit groups in the same minor group on the basis of a
finer application of skill specialisation and, where necessary, skill level
358
Occupation
•The most detailed level of ANZSCO
•Subdivisions of the unit groups
•Distinguished from other occupations in the same unit group on the basis of
detailed skill specialisation
•Sets of jobs which involve the performance of a common set of tasks.
998
Source: Australian Bureau of Statistics, Australian and New Zealand Standard Classification of Occupations, First
edition, 11 Sep 2006
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Annexure IV
Charles Darwin University Award Types, AQF Levels and Volume of Learning
Award AQF Level
Volume of Learning
Credit Points
Required (HE)
Standard Duration of F/T
Learning (Semesters)
Certificate I 1 N/A 1-2
Certificate II 2 N/A 1-2
Certificate III 3 N/A 1-2
Certificate IV 4 N/A 1-4
Diploma 5 80 2-4
Advance Diploma 6 160 4
Associate Degree 6 160 4
Bachelor Degree 7 240-320 6-8
Bachelor Hon Degree (embedded) 8 320 8
Bachelor Honours Degree 8 80 2
Graduate Certificate 8 40 1
Graduate Diploma 8 80 2
Master Degree (Coursework) 9 80-160 2-4
Master Degree (Extended) 9 160-320 4-8
Master Degree (Research) 9 80-160 2-4
Doctoral Degree 10 240-320 6-8
Source: Unit and courses policy Charles and Darwin University
Annexure V
List of Indstry Skills Councils
1. Agri-Food Industry Skills Council
2. Innovation & Business Skills Australia
3. Community Services & Health Industry Skills Council
4. Manufacturing Skills Australia
5. Construction and Property Services Industry Skills Council
6. Skills DMC Industry Skills Council
7. EE-Oz Training Standards
8. Services Skills Australia
9. Government Skills Australia
10. Transport & Logistics Industry Skills Council
11. Forest Works