Qualifications System
The Australian Qualification Framework (AQF) is the national policy for regulated qualifications in Australia. The AQF covers qualifications from all education sectors:
- school education
- vocational education and training, and
- higher education.
Some qualifications are offered in more than one sector.
The AQF is the agreed policy of the Australian Government and state and territory government ministers and is administered by the Department of Education. The AQF has evolved from a long history of Australian qualifications systems. A comparison of AQF qualifications with Australia’s previous qualifications systems is at The AQF and previous qualifications systems (pages 7 and 8) of the Australia Country Education Profile (CEP).
The AQF emphasises flexible and lifelong learning, supporting pathways between education sectors, and between learning and employment. The AQF comprises learning outcomes for each AQF level and qualification type, and specifications for the development and accreditation of qualifications.
The AQF is supported by policies on:
- issuing AQF qualifications
- linkages and pathways, including credit transfer and articulation; and
- adding and removing qualification types.
AQF levels and qualification types
The AQF is divided into levels (see the AQF Diagram below), which refer to the complexity, breadth and depth of learning outcomes (known as level criteria). AQF levels range from 1 to 10, where AQF level 10 has the highest complexity. Each AQF level has qualification types, some of which can span both the higher education and vocational education and training (VET) sectors. The descriptors for qualification types are more specific than the level criteria. Both the level criteria and qualification type descriptors are based on broad, multidisciplinary learning outcomes that include:
- knowledge – this is what a graduate knows and understands. It can be general or specialised, in a single area or a range of areas and can be discrete or cumulative.
- skills – these are what a graduate can do. They can be cognitive, creative, technical, communication and/or interpersonal skills.
- application of knowledge and skills – this is the context in which a graduate applies acquired knowledge and skills. It is described in terms of autonomy, responsibility, and accountability. Contexts range from predictable, routine and known, to unpredictable, non-routine and unknown.
A qualification type descriptor will also have a notional volume of learning. The notional volume of learning is a guide which represents the time, in years, of full-time study, needed for graduates to achieve the learning outcomes of a given qualification type and level. Students may complete learning within a different timeframe if they study part-time or have a more intensive academic calendar.
Education providers may offer credentials that do not lead to the award of an AQF qualification, such as microcredentials, enabling courses, and foundation courses.
Students can also undertake subjects on a non-award basis. While education providers deliver and quality assure these credentials, the credentials may be subject to additional regulatory requirements depending on the type of the credential. Some credentials that do not lead to an AQF award may be credited towards an AQF qualification.
The National Microcredentials Framework aims to provide greater clarity and understanding for education providers and learners as to the value and recognition of microcredentials. It provides information about the value, structure and recognition of microcredentials, and encourages transparency and consistency around credit recognition arrangements. The Framework establishes a national definition formicrocredentials, unifying principles, and critical information and documentation requirements to be provided to learners, which can be used to inform recognition decisions. Education providers can align new offerings with the Framework’s requirements. For more information, see www.education.gov.au/national-microcredentials-framework.
Quality assurance and accreditation
AQF qualifications are quality assured and accredited by the Tertiary Education Quality and Standards Agency (TEQSA), the Australian Skills Quality Authority (ASQA) or the state or territory government accreditation authorities, including those in the school education sector. For more information, see Accreditation and quality assurance in higher education (page 23), also Accreditation and quality assurance in technical and vocational education (page 38) and Administration of school education (page 48) of the Australia CEP.
Accreditation is the process of approving a program of learning that leads to an AQF qualification, and the accrediting body depends on the sector of the qualification and the state or territory in which it is offered.
As part of a continuous policy improvement cycle, the AQF is subject to review and changes. The Australian and state and territory governments work together to address outcomes and recommendations of reviews.
For more information on AQF qualifications, pathways and accreditation, see www.aqf.edu.au.
Senior Secondary School Certificate of Education
Senior secondary education covers Years 11 and 12. Senior secondary education offers several types of courses which prepare students for tertiary study, employment, and adult life. The final school-leaving qualification is known generically as the Senior Secondary Certificate of Education (Year 12 award), which is an AQF qualification (but not allocated to an AQF level).
The Senior Secondary Certificate of Education is a multi-purpose award that serves as both a school-leaving certificate, and as a qualification to access tertiary education in the higher education and VET sectors. Students study multiple courses, or subjects, that have substantial academic breadth and depth. Subjects that prepare students for admission to higher education are academically oriented, which equips school-leavers with the knowledge and skills for higher education study.
Different names are used for the senior secondary qualification in each state and territory. The qualifications are awarded by the relevant state or territory senior secondary authority. More information can be found in the table Australia CEP (page 46).
Higher education undergraduate courses and qualifications
Undergraduate Certificate
Undergraduate Certificate courses prepare graduates with the knowledge and skills for further study, employment, professional developments, and participation in lifelong learning. The Undergraduate Certificate is a six-month higher education qualification that is not located at a particular AQF level but certifies completion of half a year of full-time study which can be counted towards another higher education qualification at AQF levels 5,6 and 7, such as a Diploma, Advanced Diploma, Associate Degree or Bachelor Degree.
The Undergraduate Certificate was added to the AQF in response to the COVID-19 global pandemic and associated community and industry needs.
Diploma
Diploma courses prepare graduates for paraprofessional work or further learning based on an applied academic course. Knowledge and skills at this level demonstrate understanding of a broad knowledge base incorporating theoretical concepts with depth in some areas. They include the ability to analyse and plan approaches to technical problems or management requirements; transfer and apply theoretical concepts and/or technical or creative skills to a range of situations; and analyse and evaluate information, applications or programs. Courses are usually one to two years full-time. The Diploma is also offered as a VET qualification.
Advanced Diploma
Advanced Diploma courses prepare graduates for paraprofessional or advanced skilled work or further learning. Knowledge and skills at this level include broad theoretical and technical knowledge of a specialisation or a broad field of work and learning. Graduates are expected to demonstrate specialised knowledge, problem-solving and analytical skills and communication in a range of specialised situations. Courses are usually one-and-a-half to two years full-time. The Advanced Diploma is also offered as a VET qualification.
Associate Degree
Associate Degrees courses prepare graduates for paraprofessional work or further learning. Knowledge and skills at this level focus on underpinning technical and theoretical knowledge. Graduates are expected to demonstrate initiative and judgement, problem-solving, decision making and analytical skills, and communication in a range of paraprofessional situations. Courses are usually two years full-time.
The Associate Degree and the Advanced Diploma are at the same level on the AQF, however, the qualification types differ in their focus. Associate Degree are more academically oriented, whereas Advanced Diplomas emphasise vocational or occupational specific skills.
Bachelor Degree
Bachelor Degree courses include development of knowledge and skills in one or more specialisations. Courses focus on progressive development of knowledge, critical analytical skills, and research and problem-solving techniques with intellectual independence, which prepares graduates for postgraduate study or for professional work.
Students can enrol in a double or combined Bachelor Degree which leads to the award of two Bachelor Degrees. This is most common in disciplines such as arts, commerce, law and science. Double or combined Bachelor Degree courses are at least four years full-time.
Some institutions also offer graduate entry Bachelor Degrees, which cannot be entered directly from senior secondary school and require a Bachelor Degree for entry. Most of these courses are in professional specialisations.
More information about Bachelor Degree can be found on pages 15 and 16 of the Australia CEP.
Bachelor Honours Degree
Bachelor Honours Degrees are a distinct type of qualifications, located at a higher AQF level than the Bachelor Degree described above. Bachelor Honours Degrees courses focus on the development of advanced knowledge and skills in research principles and methods in one or more specialisations. A research thesis or significant project is required. Admission to Honours is available to a small proportion of graduates with outstanding academic achievement.
A Bachelor Honours Degree requires an additional year of full-time, intensive study after a Bachelor Degree, or it may be undertaken as a four-year integrated course with a Bachelor Degree. The additional year typically involves specialised study and research focused on developing new knowledge and understanding, and the submission of a substantial thesis. Students specialise in one field of study, or a combination of fields for a combined Bachelor Honours Degree. This is usually the field or fields of study the student majored in. Bachelor Honours Degrees are available in most specialisations.
More information about Bachelor Honours Degrees can be found on page 16 of the Australia CEP.
Higher education Postgraduate courses and qualifications
Graduate Certificate
Graduate Certificate courses are designed for professional or highly skilled work or further specialised learning. Graduate Certificate courses usually require one semester, or six months, of full-time study.
Graduate Certificate courses emphasise specialised theoretical and technical knowledge and skills in either a new or existing discipline or professional area. Graduates are expected to demonstrate initiative, analysis, planning and evaluation in a range of specialised functions. Courses may extend the knowledge and skills gained in a preceding Bachelor Degree or other qualification.
A Graduate Certificate may be awarded if a student undertakes postgraduate study, such as a Masters Degree, but does not fully complete the course.
Graduate Diploma
Graduate Diploma courses are designed for professional or highly skilled work or further learning. Graduate Diploma courses cover a wider breadth and/or greater depth of knowledge in a particular field in comparison to the Graduate Certificate, and usually require one year of full-time study.
Graduate Diploma courses emphasise advanced theoretical and technical knowledge in either an existing specialisation or area of professional practice, or the development of new professional or occupational skills. Graduates are expected to demonstrate initiative, analysis, planning and evaluation in a range of specialised functions. Courses may extend the knowledge and skills gained in a preceding Bachelor Degree or other qualification.
A Graduate Diploma may be awarded if a student undertakes postgraduate study, such as a Masters Degree course, but does not fully complete the course.
Masters Degree
Knowledge and skills at the Master level focus on analysis and evaluation of complex information, ability to generate and evaluate complex ideas and concepts, and communication and research skills to present coherent knowledge to specialists and non-specialists. Graduates are expected to apply knowledge and skills to new situations, exercise high-level autonomy and accountability and to deliver a substantial piece of research or a research-based project.
Masters Degrees usually require one to two years of full-time study following a Bachelor Degree. All Masters Degrees include research principles, methods and skills and require the completion of a substantial piece of research, a research-based project, a capstone experience – for example, a final year project – and/or a professionally focused project.
More information about Masters Degree can be found on pages 17 and 18 of the Australia CEP.
Doctoral Degree
Doctoral Degrees are the highest level of academic study and focus on a critical understanding of a complex field of learning and highly specialised research skills. Courses are usually three to four years full-time.
Graduates are expected to undertake research that makes a substantial original contribution to knowledge in the form of either new knowledge or significant and original adaptation, application and interpretation of existing knowledge.
All Doctoral Degrees require completion of a thesis, dissertation or similar extended piece of work which is usually examined by expert academics of international standing, external to the awarding institution.
Vocational education and training (VET) qualifications
Certificate I, II, III and IV
Certificates I, II, III or IV qualifications can be obtained through training at Registered Training Organisations (RTOs), schools that also function as RTOs, apprenticeships, traineeships and RPL. In addition to literacy, numeracy and communication skills, students are expected to achieve competencies in their chosen field. The depth and breadth of these competencies becomes more complex with each certificate level. Graduates can progress to further VET, higher education or employment. Courses are usually six months to one year full time for Certificates I and II and one to two years full time for Certificates III and IV. For more information, see pages 32 and 33 of the Australia CEP.
Diploma
Diploma courses qualify graduates to undertake skilled or paraprofessional work or access further learning pathways. Courses are usually one to two years full-time. Diploma graduates may continue to employment or further study in the VET sector (usually an Advanced Diploma course) or higher education sector (usually with one year of credit in a related Bachelor Degree course). The Diploma is also offered as a higher education qualification.
Knowledge and skills at this level relate to technical and theoretical knowledge in a field of work and learning, and the application of cognitive, technical, problem-solving and communication skills in a range of known and unknown situations.
Advanced Diploma
Advanced Diploma courses prepare graduates to undertake paraprofessional or highly skilled work or access further learning pathways. Courses are usually one-and-a-half to two years full-time. Advanced Diploma graduates may continue to employment or further education in the higher education sector (usually with one to two years of credit in a related Bachelor Degree course). The Advanced Diploma is also offered as a higher education qualification.
Knowledge and skills at this level relate to specialised and integrated theoretical and technical knowledge in a field of work and learning, and the application of cognitive, communication, problem-solving and analytical skills to a range of complex known and unknown specialised situations.
Graduate Certificate and Graduate Diploma
Graduate Certificate and the Graduate Diploma (previously Vocational Graduate Certificate and Vocational Graduate Diploma) courses offered in the VET sector are more vocationally oriented than Graduate Certificate or Graduate Diploma in the higher education sector. Courses focus on industry competencies. They also provide a pathway for Bachelor Degree graduate to access VET for specialist industries, or those that require specific occupational competencies.
Graduates may continue to employment or, under certain articulation agreements, to a Masters Degree course in the higher education sector. For more information on the Graduate Certificate and Graduate Diploma, see Higher education courses and qualifications (page 14) on the Australia CEP.