❓ A WA parliamentary question on notice addresses concerns regarding the shift from percentage-based grading to competency-based assessment in TAFE, its impact on university recognition of prior learning, and industry acceptance of the new system.
AnsweredQoN 1988Legislative Council
QuestionView source ↗
I refer to TAFE Competency Based Training and Assessments and ask the following questions -
(1) Can you confirm that percentages are not to be given to students on completion of each unit of their course?
(2) Who authorised that this method of marking as competent or not competent be employed from week six of this current term?
(3) As universities at present will not give recognition of prior learning to TAFE graduates unless they have percentages on each unit passed, is it the intention of TAFE to change this method of acceptance of the universities?
(4) If there is no comparable industry developed standards for a training package, does it mean that an accredited course can be adopted?
(5) In the case of an accredited course and not one that is a training package, can grades and percentages be given to students?
(6) Disregarding the published brochure ‘TAFEWA-UNIVERSITY PATHWAYS.’ Why are universities refusing to accept competency and are insisting on percentages and grades from graduates of TAFEWA?
(7) What happens to a course if industry and a profession do not want a competency based assessment, but desire an accredited course that gives grades and percentages so they can effectively evaluate a student’s capacity?
(8) Is the grades performance assessment model suitable only for technical courses such as motor mechanics, carpentry, apprenticeships and traineeships etc but is not relevant to professional courses such as legal studies?
(9) Why are courses which are at Diploma or Advanced Diploma level not subject to the graded performance assessment model but are able to offer grades and percentage to students?
(10) Would the Minister verify that in the United Kingdom and elsewhere competency based training and assessment systems are being rejected as not specific and not what industry and the professions want?
(11) Is WA training again behind the worldwide trend in rejecting such a method and departmental officers advocating such a system behind the times?
(12) Has the Minister for Education and Training directed Central Metropolitan TAFE that they are not to issue percentages for students results, only the designation of competent or non-competent?
(13) Is the Minister aware that the legal industry, certain Government Agencies and the Universities all desire and require percentages as an indication of a student’s ability?
(14) Would the Minister consider reintroducing percentages as a way of discriminating different levels of achievement?
(15) If not, why not.
(1) Can you confirm that percentages are not to be given to students on completion of each unit of their course?
(2) Who authorised that this method of marking as competent or not competent be employed from week six of this current term?
(3) As universities at present will not give recognition of prior learning to TAFE graduates unless they have percentages on each unit passed, is it the intention of TAFE to change this method of acceptance of the universities?
(4) If there is no comparable industry developed standards for a training package, does it mean that an accredited course can be adopted?
(5) In the case of an accredited course and not one that is a training package, can grades and percentages be given to students?
(6) Disregarding the published brochure ‘TAFEWA-UNIVERSITY PATHWAYS.’ Why are universities refusing to accept competency and are insisting on percentages and grades from graduates of TAFEWA?
(7) What happens to a course if industry and a profession do not want a competency based assessment, but desire an accredited course that gives grades and percentages so they can effectively evaluate a student’s capacity?
(8) Is the grades performance assessment model suitable only for technical courses such as motor mechanics, carpentry, apprenticeships and traineeships etc but is not relevant to professional courses such as legal studies?
(9) Why are courses which are at Diploma or Advanced Diploma level not subject to the graded performance assessment model but are able to offer grades and percentage to students?
(10) Would the Minister verify that in the United Kingdom and elsewhere competency based training and assessment systems are being rejected as not specific and not what industry and the professions want?
(11) Is WA training again behind the worldwide trend in rejecting such a method and departmental officers advocating such a system behind the times?
(12) Has the Minister for Education and Training directed Central Metropolitan TAFE that they are not to issue percentages for students results, only the designation of competent or non-competent?
(13) Is the Minister aware that the legal industry, certain Government Agencies and the Universities all desire and require percentages as an indication of a student’s ability?
(14) Would the Minister consider reintroducing percentages as a way of discriminating different levels of achievement?
(15) If not, why not.
AnswerView source ↗
Answered
1 June 2004
Responded by
Parliamentary Secretary representing the Minister for Education and Training
Response time
27 days
(4) A course may be developed and accredited in areas where there is no Training Package coverage. (5) Courses must be based on nationally endorsed units of competency, where available. Where these are not available, courses must be based on competency standards developed in accordance with the current Training Package Development Handbook (including Key Competencies) and in consultation with, and validated by, appropriate industry, enterprise, community and/or professional groups. The only exception to this is where the proponent can establish to the satisfaction of the course accrediting body that it is not possible to develop appropriate competency standards, for example in some general education areas. In this case, modules comprising learning outcomes may be used as a basis for a course, rather than units of competency. Under these circumstances, the assessment requirements must be consistent with those outlined in the Standards for Registered Training Organisations (Standard 7.3 and 8). (6) Refer to 3. (7) Refer to 5. (8) The graded performance model is suitable for all training undertaken in the vocational education and training sector. It is currently being offered to students enrolled in Automotive, Business, Community Services, General Construction, Hospitality, Hairdressing, Information Technology, Metals and Engineering, Retail and Tourism qualifications. (9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(5) Courses must be based on nationally endorsed units of competency, where available. Where these are not available, courses must be based on competency standards developed in accordance with the current Training Package Development Handbook (including Key Competencies) and in consultation with, and validated by, appropriate industry, enterprise, community and/or professional groups. The only exception to this is where the proponent can establish to the satisfaction of the course accrediting body that it is not possible to develop appropriate competency standards, for example in some general education areas. In this case, modules comprising learning outcomes may be used as a basis for a course, rather than units of competency. Under these circumstances, the assessment requirements must be consistent with those outlined in the Standards for Registered Training Organisations (Standard 7.3 and 8). (6) Refer to 3. (7) Refer to 5. (8) The graded performance model is suitable for all training undertaken in the vocational education and training sector. It is currently being offered to students enrolled in Automotive, Business, Community Services, General Construction, Hospitality, Hairdressing, Information Technology, Metals and Engineering, Retail and Tourism qualifications. (9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(6) Refer to 3. (7) Refer to 5. (8) The graded performance model is suitable for all training undertaken in the vocational education and training sector. It is currently being offered to students enrolled in Automotive, Business, Community Services, General Construction, Hospitality, Hairdressing, Information Technology, Metals and Engineering, Retail and Tourism qualifications. (9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(7) Refer to 5. (8) The graded performance model is suitable for all training undertaken in the vocational education and training sector. It is currently being offered to students enrolled in Automotive, Business, Community Services, General Construction, Hospitality, Hairdressing, Information Technology, Metals and Engineering, Retail and Tourism qualifications. (9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(8) The graded performance model is suitable for all training undertaken in the vocational education and training sector. It is currently being offered to students enrolled in Automotive, Business, Community Services, General Construction, Hospitality, Hairdressing, Information Technology, Metals and Engineering, Retail and Tourism qualifications. (9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(5) Courses must be based on nationally endorsed units of competency, where available. Where these are not available, courses must be based on competency standards developed in accordance with the current Training Package Development Handbook (including Key Competencies) and in consultation with, and validated by, appropriate industry, enterprise, community and/or professional groups. The only exception to this is where the proponent can establish to the satisfaction of the course accrediting body that it is not possible to develop appropriate competency standards, for example in some general education areas. In this case, modules comprising learning outcomes may be used as a basis for a course, rather than units of competency. Under these circumstances, the assessment requirements must be consistent with those outlined in the Standards for Registered Training Organisations (Standard 7.3 and 8). (6) Refer to 3. (7) Refer to 5. (8) The graded performance model is suitable for all training undertaken in the vocational education and training sector. It is currently being offered to students enrolled in Automotive, Business, Community Services, General Construction, Hospitality, Hairdressing, Information Technology, Metals and Engineering, Retail and Tourism qualifications. (9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(6) Refer to 3. (7) Refer to 5. (8) The graded performance model is suitable for all training undertaken in the vocational education and training sector. It is currently being offered to students enrolled in Automotive, Business, Community Services, General Construction, Hospitality, Hairdressing, Information Technology, Metals and Engineering, Retail and Tourism qualifications. (9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(7) Refer to 5. (8) The graded performance model is suitable for all training undertaken in the vocational education and training sector. It is currently being offered to students enrolled in Automotive, Business, Community Services, General Construction, Hospitality, Hairdressing, Information Technology, Metals and Engineering, Retail and Tourism qualifications. (9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(8) The graded performance model is suitable for all training undertaken in the vocational education and training sector. It is currently being offered to students enrolled in Automotive, Business, Community Services, General Construction, Hospitality, Hairdressing, Information Technology, Metals and Engineering, Retail and Tourism qualifications. (9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(9) The graded performance system in Western Australia is in phased implementation and is currently offered across 210 (Certificate I to Advanced Diploma) qualifications from 11 Training Packages. Percentages should not be issued for any competency based qualification. (10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(10) The advice received from the National Centre for Vocational Education Research (NCVER) on this issue indicates that there is no firm evidence of rejection of a system of competency based training and assessment in the United Kingdom or elsewhere. (11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(11) There is no evidence of a trend to reject competency based practices nationally or internationally, and Western Australia is committed to the continuous improvement of the competency based system in the VET sector, in line with current national policy. (12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(12) No. (13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(13) The Minister is aware that for a range of key stakeholders there is support for the use of grade discriminations as well as support for the discrimination ‘competent’ and ‘not competent’. (14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
(14 – 15) Western Australia is operating under a national VET system which is controlled through the Australian National Training Authority. At this stage, there are no proposals to introduce percentages. However, the issue of graded performance is being examined nationally as well as locally.
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