❓ This WA parliamentary question addresses the differentiation of competency levels in TAFE courses and its impact on university entrance, highlighting the introduction of a graded performance model and ongoing discussions to enhance articulation between VET and higher education sectors.
AnsweredQoN 561Legislative Council
QuestionView source ↗
(1) Is there any intention to differentiate between the levels of competency in technical and further education courses? (2) If yes, when will this commence and what will it involve? (3) If no, how will universities discriminate between students who wish to gain university entrance if there is only one level of competency success? Hon KEN TRAVERS
AnswerView source ↗
On behalf of the parliamentary secretary representing the Minister for Education and Training, I thank the member for some notice of this question. The answer is fairly extensive and I seek leave to have it incorporated into Hansard . Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
(2) If yes, when will this commence and what will it involve? (3) If no, how will universities discriminate between students who wish to gain university entrance if there is only one level of competency success? Hon KEN TRAVERS replied: On behalf of the parliamentary secretary representing the Minister for Education and Training, I thank the member for some notice of this question. The answer is fairly extensive and I seek leave to have it incorporated into Hansard . Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
(3) If no, how will universities discriminate between students who wish to gain university entrance if there is only one level of competency success? Hon KEN TRAVERS replied: On behalf of the parliamentary secretary representing the Minister for Education and Training, I thank the member for some notice of this question. The answer is fairly extensive and I seek leave to have it incorporated into Hansard . Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
Hon KEN TRAVERS replied: On behalf of the parliamentary secretary representing the Minister for Education and Training, I thank the member for some notice of this question. The answer is fairly extensive and I seek leave to have it incorporated into Hansard . Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
On behalf of the parliamentary secretary representing the Minister for Education and Training, I thank the member for some notice of this question. The answer is fairly extensive and I seek leave to have it incorporated into Hansard . Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
· 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional).
· 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional).
· approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional).
· 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional).
· 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional).
· 6 schools (3 metropolitan and 3 regional).
Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
(2) If yes, when will this commence and what will it involve? (3) If no, how will universities discriminate between students who wish to gain university entrance if there is only one level of competency success? Hon KEN TRAVERS replied: On behalf of the parliamentary secretary representing the Minister for Education and Training, I thank the member for some notice of this question. The answer is fairly extensive and I seek leave to have it incorporated into Hansard . Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
(3) If no, how will universities discriminate between students who wish to gain university entrance if there is only one level of competency success? Hon KEN TRAVERS replied: On behalf of the parliamentary secretary representing the Minister for Education and Training, I thank the member for some notice of this question. The answer is fairly extensive and I seek leave to have it incorporated into Hansard . Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
Hon KEN TRAVERS replied: On behalf of the parliamentary secretary representing the Minister for Education and Training, I thank the member for some notice of this question. The answer is fairly extensive and I seek leave to have it incorporated into Hansard . Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
On behalf of the parliamentary secretary representing the Minister for Education and Training, I thank the member for some notice of this question. The answer is fairly extensive and I seek leave to have it incorporated into Hansard . Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
Leave granted. The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
The following material was incorporated - I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
I thank the Hon. Member for some notice of this question. 1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
1. The vocational education and training (VET) sector introduced a national system of competency-based training and assessment in the late 1980s. Results are recorded as ‘competent’ or ‘not yet competent’. A competent result refers to the learner’s ability to perform tasks to the standard expected in employment. As employment is the generally preferred outcome of a VET training program, competency-based assessment provides the most appropriate methodology. However, since the introduction of competency-based training and assessment, there has been national debate on the need to provide learners and potential employers with graded assessments. In response to this the Western Australian VET sector introduced a graded performance model of competency-based assessment which includes the grades of ‘not yet competent’, ‘competent, ‘performance with merit’ (PM) and ‘performance with distinction’ (PD). Assessment is applied and reported at the Unit of Competence level. 2. The Western Australian Department of Education and Training and the TAFE Colleges have been engaged in developing, piloting and implementing a graded performance assessment system across the VET sector since 1999. The Western Australian Graded Performance system is being progressively implemented. It is currently in place across: · 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional). 3. Analysis of TAFE students entrance to university by TISC shows that of 865 applications, 572 individuals successfully gained places. Articulation to university is typically only a problem in situations in which there is competition for a limited number of places. Applicants seeking to gain entry into a university place on the basis of their TAFE qualification can not be ranked, which poses problems for a system seeking to select a limited number of successful applicants from a broad pool. Numerous advance standing and credit arrangements have been negotiated between Registered Training Organisations and universities. Advanced Standing is made available to students by universities in recognition of VET studies. Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
· 11 industry Training Packages, · 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional).
· 210 qualifications, · approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional).
· approximately 35,000 students, who are currently enrolled in qualifications where grading is offered, · 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional).
· 10 TAFE Colleges, · 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional).
· 10 private Registered Training Organisations (RTOs), · 6 schools (3 metropolitan and 3 regional).
· 6 schools (3 metropolitan and 3 regional).
Currently senior officers of the Department of Education and Training have arranged to meet with the universities and representatives of the higher education sector to explore how to enhance opportunities for articulation. These discussions will include consideration of the use of graded performance information to assist to differentiate between applicants from TAFE, for purposes of entry.
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