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This report, funded by the Migrant Skills and Qualifications Advisory Committee (MSQAC) of the Board of Vocational Education and Training (BVET), examines the process of assessment and recognition of skills and qualifications of overseas trained accountants. The report reviews and documents the current systems and outlines strategies for improvement. It is in four parts:

part 1 - reviews and documents current assessment and recognition procedures for overseas trained accountants, including membership requirements of accounting associations and recognition requirements for migration, education, and employment;

part 2 - reviews national and state activities regarding recognition and how these activities affect overseas trained accountants;

part 3 - reviews the availability of bridging and vocational training courses as well as the levels and types of education and training courses available;

part 4 - reviews industry requirements for employment (including legislative requirements) and available labour market information.

Results of a survey of overseas trained accountants undertaken in 1995 as part of the project are published.

For a summary of the report, 'Making recognition simpler: a companion document to report on the recognition of overseas trained accountants', refer to TD/NSW 50.37. Show less

This paper argues that too many young Australians finish school ill-equipped with the knowledge, skills, attitudes and dispositions that they need to navigate the transition from school to further education, training or employment. It provides the background to the problem and the opportunity. It examines the prevailing conceptions of success built into the recognition system in senior secondary schooling in Australia and explores how to build a more equitable system that celebrates and measures a broader and deeper conception of success.

The dominant recognition system for senior secondary schooling includes the Australian Tertiary Admissions Rank (ATAR) rankings for tertiary selection and senior secondary certificates. The paper argues that a new narrative is required for recognition of learning in senior secondary schooling, so that valuable innovation and change can be scaled and sustained. As part of this narrative, a broader and deeper conception of what constitutes success in learning in Australian secondary schools is adopted, so that all young people have the confidence and creativity, knowledge and know how they need to make a smooth transition from school to further study and work, and into a thriving adulthood as lifelong learners. In addition, better alignment to this conception of learning is required in the recognition system that sets standards and requirements and assesses and credentials the learning of secondary school leavers. Six components that would generate better alignment were described. The appendix contains four learner profile initiatives in Australia.

Edited excerpts from publication. Show less

This paper provides a commentary on the role of qualifications and end point assessment (EPA) in apprenticeships in a range of countries. The context for the paper is the introduction of EPA for apprenticeships in England and the removal of the requirement for all apprenticeships to lead to the attainment of specified vocational qualifications. This marks a significant change to the current continuous assessment approach that has been in use since the introduction of competence-based National Vocational Qualifications (NVQs) in the late 1980s. The paper draws on a range of sources (published in English), including research-based and country-specific government literature, to identify the different approaches to apprenticeship assessment and certification and to highlight any lessons that could be useful for the development of new assessment procedures in England.

Excerpt from publication. Show less

Educators worldwide are witnessing a change in thinking concerning digital learning, teaching and assessment resources as well as the theories and practices connected to making claims about learning based on digital evidence. These shifts are occurring as three elements have combined to form new digital pathways for learning: (1) self-organizing learning groups, (2) digital badges, and (3) changing conceptions of higher education. This chapter outlines three primary roles of digital badges for supporting learning journeys in higher education: bringing visibility and transparency to learning, teaching and assessment; revealing meaningful, identifiable and detailed aspects of learning for all stakeholders; and providing a new mechanism to recognize skills, experience and knowledge through an open, transferable, stackable technology framework. The possibilities for these roles are explored via distinct phases of the journey of learning referred to as 'paths into learning,' 'paths during learning' and 'lifelong learning pathways.' The role of badges as competency credentials and as bridges from informal to formal learning processes elevates the potential of digital badges for transforming teaching, learning and assessment in higher education. Team-based development processes and design decisions for creating badge systems for motivating learning are reviewed based on cases stemming from a national study of micro-credentialing in Australia, and the chief instructional approaches and impacts are briefly outlined, with examples from the cases, namely designing badges for learning processes, integrating badges into eportfolio practices, developing autonomy and self-regulation of learners, and utilizing badges for both internal and open external symbols of accomplishment.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 140.620. Show less

This report documents the findings of a collaborative research project commissioned by the Office for Qualifications and Examinations Regulation (Ofqual) within its reliability program. The given replication-based definition of reliability that the project addressed was the following: 'reliability refers to the consistency of outcomes that would be observed from an assessment process were it to be repeated'. The research explored the reliability of written knowledge tests. The project focused on three electro-technical qualifications provided by City and Guilds that were developed for already-qualified electricians to certificate their professional knowledge. Two of the tests were 'on demand', delivered online and machine-marked. The third was delivered in traditional paper-based format and marked by electricians with extensive marking experience. Reliability coefficients and standard errors of measurement were estimated for candidate assessment in all three cases, and also for marker assessment in the case of the human-marked test. The reliability measures for both the on-demand tests and the human-marked test were satisfactory, if not high. Suggestions for improving reliability further are proposed.

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The 1990s and early 2000s saw the increased development of advanced training, skills standards, and certification exams by private organizations in the United States. Employers began accepting these skill certifications in lieu of traditional on-the-job training, thereby encouraging employees to acquire more credentials. This article examines the increase in the number of skill certifications available, discusses legislative causes of these increases, and notes the current lack of published peer-reviewed analyses of statistical reliability and validity of certification exams. It presents a call for future research to determine the usefulness of certification.

Published abstract reprinted by permission of the copyright owner. Show less

This edited volume provides insight into how digital badges may enhance formal, non-formal and informal education by focusing on technical design issues including organizational requirements, learning and instructional design, as well as deployment. It features current research exploring the theoretical foundation and empirical evidence of the utilization of digital badges as well as case studies that describe current practices and experiences in the use of digital badges for motivation, learning, and instruction in K-12, higher education, workplace learning, and further education settings.

Introduction from publisher's website.

The chapters of this book are available in VOCEDplus at TD/TNC 140.621 to TD/TNC 140.648. The chapters are: Theoretical foundation of digital badges - Digital badges and micro-credentials: historical overview, motivational aspects, issues, and challenges / Larry E. Ellis, Sandra G. Nunn, John T. Avella (pages 3-21); A philosophy of open digital badges / James E. Willis III, Kim Flintoff, Bridget McGraw (pages 23-40); Keep calm and credential on: linking learning, life and work practices in a complex world / Melinda J. Lewis, Jason M. Lodge (pages 41-54); Drivers, affordances and challenges of digital badges / Alison Lockley, Anne Derryberry, Deborah West (pages 55-70); Evaluating the public promise / Sharon L. Gander (pages 71-95); Building collective belief in badges: designing trust networks / Sheryl Grant (pages 97-114); Learning journeys in higher education: designing digital pathways badges for learning, motivation and assessment / David Gibson, Kathryn Coleman, Leah Irving (pages 115-138).

Technological frameworks and implementation - Badging platforms: a scenario-based comparison of features and uses / Sonja Dimitrijevic, Vladan Devedzic, Jelena Jovanovic, Nikola Milikic (pages 141-161); Adopting digital badges in higher education: scoping the territory / Brent G. Wilson, Crystal Gasell, Aysenur Ozyer, Len Scrogan (pages 163-177); Passport to designing, developing and issuing digital instructional badges / Timothy Newby, Casey Wright, Erin Besser, Elizabeth Beese (pages 179-201); Transforming workplace learning culture with digital badges / Mark Aberdour (pages 203-219); The role of endorsement in open badges ecosystems / Deborah Everhart, Anne Derryberry, Erin Knight, Sunny Lee (pages 221-235); Implementing a badging system faculty development / Jordan Hamson-Utley, Errin Heyman (pages 237-258).

Learning and instructional design considerations - Toward a comprehensive theoretical framework for designing digital badges / Cameron Wills, Ying Xie (pages 261-272); Digital badges and micro-credentials: digital age classroom practices, design strategies, and issues / Barbara Fedock, Mansureh Kebritchi, Rebecca Sanders, Alicia Holland (pages 273-286); Digital badges: purposeful design in professional learning outcomes for K-12 educators / Kristin Fontichiaro, Angela Elkordy (pages 287-305); Height vs. depth in badging framework design / Scott Beattie (pages 307-324); What we can learn about digital badges from video games / Rudy McDaniel (pages 325-342); Digital badges as (parts of) digital portfolios: design patterns for educational and personal learning practice / Ilona Buchem (pages 343-367); Badge claims: creativity, evidence and the curated learning journey / Kathryn S. Coleman, Keesa V. Johnson (pages 369-387).

Case studies: practices and experience - Digital badges for professional development: teachers' perceptions of the value of a new credentialing currency / James Diamond, Pilar Carmina Gonzalez (pages 391-409); When digital badges work: it's not about the badges, it's about learning ecosystems / Rebecca C. Itow, Daniel T. Hickey (pages 411-419); The authority behind the badge: a practice analysis case study / Sharon L. Gander (pages 421-442); Student perceptions of digital badges as recognition of achievement and engagement in co-curricular activities / Ian Glover (pages 443-455); Applied gamification: creating reward systems for organizational professional development / Elizabeth C. Metzger, Laura Lubin, Rochelle T. Patten, Janelle Whyte (pages 457-466); Implementing digital badges in Australia: the importance of institutional context / Deborah West, Alison Lockley (pages 467-482); Development and implementation of digital badges for learning science, technology, engineering and math (STEM) practices in secondary contexts: a pedagogical approach with empirical evidence / Angela Elkordy (pages 483-508). Epilogue - Moving forward with digital badges in education / Dana-Kristin Mah, Nicole Bellin-Mularski, Dirk Ifenthaler (pages 511-517). Show less

This contribution discusses the theoretical basis and main European initiatives in the area of identification, assessment and recognition of non-formal learning. Over the past few years, most European Union (EU) Member States have emphasised the crucial role of learning that takes place outside of and in addition to formal education and training. This emphasis has been followed by an increasing number of political and practical initiatives, gradually moving the issue from the stage of pure experimentation to early implementation. The task is challenging because developments in a number of settings, at European, national, sectoral and enterprise levels have to be considered. The interplay between these settings has not yet been extensively explored; the challenge is to see whether there is a common core to be extracted from this wide range of initial experience.

Published abstract reprinted by permission of the copyright owner.

The volume from which this chapter is taken is indexed at TD/TNC 66.507. Volumes two and three are indexed at TD/TNC 66.508 and TD/TNC 66.509. Individual chapters from the three volume set are indexed from TD/TNC 66.510 to TD/TNC 66.540.

The first background report, published in two volumes, is indexed at TD/IRD 88.38 and TD/INT 58.286. Show less

Digital Badges and Micro-credentials are documents that demonstrate individuals are engaged and productive members of a community. Additionally, earning Digital Badges and Micro-credentials may play a significant role in how individual earners increase self-achievement or view perceptions of self. Digital Badges and Micro-credentials show that earners have successfully attained [a] set of goals. Earners have an opportunity to include Digital Badges on their resumes or to personally use Digital Badges to keep a running record of individual accomplishments through the accumulation of badges or credentials, similar to collecting Boy Scout badges. Digital Badges or Micro-credentials afford opportunities for the use of alternative assessments which are designed to focus on extrinsic or intrinsic motivational strategies that promote individual or group earner success and learning outcomes. Earners engage in competency based, game based, or hierarchical learning that appeal to different learning styles and meet the needs of diverse learners. Digital Badges and Micro-credentials are valuable documentation for recognition of educational accomplishments or workplace efficiency. [Massachusetts Institute of Technology] MIT, Yale, Purdue, Carnegie Mellon, and organizations such as Smithsonian, Disney-Pixar, and [National Aeronautics and Space Administration] NASA use badges for honoring and commending learners or employees improved skills, knowledge, and accomplishments in education and in workplace development. To increase the use of Digital Badges in organizations, adoption factors based on theory of Diffusion of Innovation should be addressed. Individuals and the community can view earners' successes, accomplishments, and productivity through displays of Digital Badges and Micro-credentials.

Published abstract.

The volume from which this chapter is taken is available in VOCEDplus at TD/TNC 140.620. Show less

In 1989 the Employment and Skills Formation Council (ESFC) of the National Board of Employment, Education and Training (NBEET) commissioned a broad consultation on and analysis of development and issues in skills recognition. The resulting report (indexed at TD/LMR 85.693) provided a number of possibilities with the potential to improve the prevailing arrangements for the recognition of vocational training and learning. This present study was commissioned by NBEET to examine the progress and prospects in improved skill recognition since the earlier consultation. The resulting report presents an overview of the emerging skills recognition system, including the analysis of skills and competencies in workplaces, the new public infrastructure of course accreditation and registration of providers, and links between skills recognition, industrial relations and workplace change. The report also details the views of more than 70 organisations that were consulted and their views arranged as nine key issues now being confronted: strengths and weaknesses of ‘competency based’ approaches; strengths and weaknesses of a national skills system; accreditation, credits, and credentials; industrial awards, industrial relations and skills; the capacities and outlook of Australian enterprises; the capacities and outlook of education and training providers; costs, cost structures, and resource provision; the new machinery of skills formation and recognition; and direction and strategy. In conclusion, the report provides a brief synthesis of suggestions made for the continued development of the skills recognition system. Show less