26 Levels are expressed as learning outcomes which increase in complexity with each level. Learning
outcomes in qualifications frameworks are the description of the level of knowledge and skills that are required and the application of the knowledge and skill in context. They usually also specify other
attributes that countries expect of their graduates about broader transferable skills and citizenship as well as employability skills. While the terminology for each part of a learning outcome may vary across
countries, they effectively mean the same thing. The importance of levels is the gradation of the complexity of both the outcomes and the learning required to achieve the outcomes and the
relationship between qualifications located at different levels which the levels establish.
3.2.3 Qualification types
A key characteristic of a national qualifications framework is the inclusion of qualification types. A qualification type is defined in the AQF as ‘…the broad discipline-free nomenclature used in the AQF to
describe each category of AQF qualification’ [AQF 2013]. This terminology was also adopted by New Zealand following its review of the New Zealand Qualifications Framework NZQF which it undertook at
the same time as Australia’s review. It describes qualification types in the NZQF as each qualification type is defined by an agreed set of criteria which includes the levels at which the qualification is listed
and the number of credits required at each level’ [NZQA 2013]. This nomenclature also appears in the European literature on national qualifications framework [EC 2008].
Qualification types are described by learning outcome-based descriptions, typically more detailed than the learning outcome-based descriptions for levels. The learning outcomes for qualification types define
what the graduate must know, be able to do on graduation. This is described in terms of the complexity of the knowledge, skills and application that is required and generally is described without the content
or discipline requirements. In addition, and unlike for levels, the description includes an expression of the amount of time required to achieve the learning outcomes often referred to as volume of learning
and often makes a statement about entry requirements and sometimes the exit pathways. The inclusion of a purpose statement is helpful if multiple qualification types with different purposes are included at
the same level or if this is the future intention. A qualification type is not limited to a particular education sector.
3.2.4 Qualifications pathways
Policies on qualification pathways are ideally built into national qualifications frameworks. Qualification pathways primarily are intended to facilitate students moving through the qualifications levels to gain
higher level qualifications; for example this is defined in the AQF as part of its pathways policy as follows: ‘Pathways allow students to move through qualification levels with full or partial recognition for
the qualifications andor learning outcomes they already have’ [AQF 2013]. In reality, these pathways between qualification levels can and should be upwards from one level to a higher level as students built
their knowledge and skills, but also downwards or sideways when students want to supplement their existing knowledge and skills. Policies on pathways between qualifications generally describe the
possible pathways and are built into the qualification type definitions, usually as the entry and exit pathways and any credit that may accrue from a completed qualification towards another.
Pathways between education and world of work are also important and are ideally encompassed into qualifications framework pathways policies. Assessment mechanisms to recognize the body of
knowledge, skills and competence acquired at work should be included and the most common way is through recognition of prior learning. In the same way, non-formal and informal learning can be
recognized and contribute to gaining a qualification at any level. If recognizing non-formal or informal learning is for the purpose of providing entry into a qualification, this may be done without formal
assessment because demonstration of the qualification learning outcomes will occur throughout the program of learning, however if it provides credit towards the qualification this needs to be done
27 through some form of assessment. Pathways between education and the workforce are also about the
pathways for graduates from the education to employment. A number of major studies on educational pathways have been undertaken in Australia’s quest to
improve the recognition of previously obtained knowledge, skills and experience, the most recent in 2009 undertaken by the then AQF Council. The report’s summary of student pathways in informative in
this context see box.
Student pathways [AQFC 2009]
Student pathways are enabling processes that assist the movement of students between and within education and training institutions and the labor market. They should recognize that many
students do not make a linear progression from one qualification to another at a higher level, exiting to work when their desired qualification is attained. Many students for example: change
their minds and consequently the direction of study; go in and out of the workforce to VET and higher education to gain additional skills and knowledge; undertake additional studytraining to
add a specific skill or skills for employment advancement; or look to study at a later stage having been a nearly school‐leaver.
The importance of qualifications pathways in a national qualifications framework is underscored by the Europeans by their inclusion of this as one of the ten requirements for referencing national
qualifications frameworks against the European Qualifications Framework. Criterion 3 states: ‘The national framework or qualifications system and its qualifications are based on the principle and
objective of learning outcomes and linked to arrangements for validation of non-formal and informal learning and, where these exist, to credit systems’[EC 2001].
3.3 Recognition of Prior learning RPL
