Standing Committee on Employment, Education 
        and Workplace Relations 
      
      This document has been scanned from the original printed submission. 
        It may contain some errors 
      
Submission 1
       
      
INQUIRY INTO THE APPROPRIATE ROLES OF INSTITUTES OF TECHNICAL AND FURTHER 
        EDUCATION
       
      On behalf of Mr Warren Grimshaw AM, Chair of the Australian Qualifications 
        Framework (AQF) Advisory Board to MCEETYA, I wish to make a brief submission 
        to the above Inquiry.
      The structure of the AQF and the descriptors of the twelve qualifications 
        it comprises relate to the Inquiry in the following ways:
      
        i the AQF is cross-sectoral in structure, primarily to promote flexible 
          learning pathways via active linkages between qualifications issued 
          in each of the schools, vocational education and training and the higher 
          education sectors, in the form of articulated programs, credit transfer 
          and recognition of prior learning (RPL) arrangements:
        ii under the AQF, qualifications issued in the vocational education 
          and training sector, which is largely comprised of institutes of technical 
          and further education, certify the achievement of competency as determined 
          by the relevant industry, enterprise, community or professional group 
          either through a National Training Package or an accredited course; 
          qualifications issued in the schools and higher education sectors certify 
          achievement as determined by the Statutory Boards and the universities 
          in consultation with their constituencies;
        iii under the AQF, where an equivalent qualification is awarded by 
          more than one sector, the title is common to both sectors, supporting 
          parity of esteem. Thus the Diploma and Advanced Diploma are offered 
          in both TAFEs and universities on an equal basis, even as the descriptors 
          for thesequalifications reflect the different authorities for the learning 
          outcomes in each sector.
      
 
      
In summary the AQF, while acknowledging the distinctive core business 
        of each of the sectors, supports efficient learning pathways within and 
        across the sectors through more accessible pathways to qualifications, 
        improved linkages between qualifications and parity of esteem for equivalent 
        qualifications issued in each sector.
      I would be happy to provide supporting information should this be required.
      Yours sincerely
       
      Judith Forsyth
      Executive Officer, AQF Advisory Board to MCEETYA, 25 September, 1997
      
      
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