Key features and outcomes of the qualification levels
Search the National Training Information Service by course, qualification, training package, competency standards or by training organisation for further information on vocational education and training in Australia.
To find a TAFE course that suits you, search the course database.
Each qualification provides skills specific to that qualification. Select a level below for information on the outcome of study, or view by:
School sector
Vocational education and training sector
Higher education sector
Qualification level:
School sector
| Qualification level |
Distinguishing outcomes |
| Senior Secondary Certificate of Education |
- generic and subject-specific knowledge and skills
|
Vocational education and training sector
| Qualification level |
Distinguishing outcomes |
| Certificate I |
- demonstrate knowledge by recall in a narrow range of areas
- demonstrate basic practical skills, such as the use of relevant tools
- perform a sequence of routine tasks, given clear directions
- receive and pass on messages/information
|
| Certificate II |
- demonstrate basic operational knowledge in a moderate range of areas
- apply a defined range of skills
- apply known solutions to a limited range of predictable problems
- perform a range of tasks where choice between a limited range of options is required
- assess and record information from varied sources
- take limited responsibility for own outputs in work and learning
|
| Certificate III |
- demonstrate some relevant theoretical knowledge
- apply a range of well-developed skills
- apply known solutions to a variety of predictable problems
- perform processes that require a range of well-developed skills where some discretion and judgement are required
- interpret available information, using discretion and judgement
- take responsibility for own outputs in work and learning
- take limited responsibility for the output of others
|
| Certificate IV |
- demonstrate understanding of a broad-range knowledge base, incorporating some theoretical concepts
- apply solutions to a defined range of unpredictable problems
- identify and apply skill and knowledge areas to a wide variety of contexts, with depth in some areas
- identify, analyse and evaluate information from a variety of sources
- take responsibility for own outputs in relation to specific quality standards
- take limited responsibility for the quantity and quality of the output of others
|
| Diploma |
- demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas
- 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
- evaluate information and use that information to forecast for planning or research purposes
- take responsibility for own outputs in relation to broad quantity and quality parameters
- take some responsibility for the achievement of group outcomes
|
| Advanced diploma |
- demonstrate understanding of specialised knowledge with depth in some areas
- analyse, diagnose, design and execute judgements across a broad range of technical or management functions
- generate ideas through the analysis of information and concepts at an abstract level
- demonstrate a command of wide-ranging, highly specialised technical, creative or conceptual skills
- demonstrate accountability for personal outputs within broad parameters
- demonstrate accountability for group outcomes within broad parameters
|
| Vocational graduate certificate |
- positioned at the same level as the higher education Graduate certificate
- requires a similar volume of learning to the Graduate certificate: that is, typically six months full-time or the equivalent part-time
- high level employment-related skills and knowledge which in most cases are specified in sets of competency standards. These are developed by relevant industry, enterprise, community or professional bodies to meet an identified training need at professional levels
- a focus on competency in a workplace environment
- offers a vocational education and training pathway to allow further specialisation within a systematic and coherent body of knowledge
- may involve full responsibility and accountability for all aspects of work of others and functions including planning, budgeting and strategy
|
| Vocational graduate diploma |
- positioned at the same level as the higher education Graduate diploma;
- requires a similar volume of learning to the Graduate diploma: that is, typically twelve months full-time or the equivalent part-time for the Vocational graduate diploma
- high level employment-related skills and knowledge which in most cases are specified in sets of competency standards. These are developed by relevant industry, enterprise, community or professional bodies to meet an identified training need at professional levels
- a focus on competency in a workplace environment
- offers a vocational education and training pathway to allow further specialisation within a systematic and coherent body of knowledge
- may involve full responsibility and accountability for all aspects of work of others and functions including planning, budgeting and strategy.
|
Higher education sector
| Qualification level |
Distinguishing outcomes |
| Bachelor degree |
- acquire a systematic and coherent body of knowledge, the underlying principles and concepts, and the associated communication and problem-solving skills
- develop academic skills and attributes necessary to undertake research, comprehend and evaluate new information, concepts and evidence from a range of sources
- develop the ability to review, consolidate, extend and apply the knowledge and techniques learned, including in a professional context
- acquire a foundation for self-directed and life-long learning
- demonstrate interpersonal and teamwork skills appropriate to employment and/or further study
|
| Graduate certificate |
- broaden skills already gained in an undergraduate program
- develop vocational knowledge and skills in a new professional area
|
| Graduate diploma |
- broaden skills already gained in an undergraduate program
- further specialise within a systematic and coherent body of knowledge, or develop vocational knowledge and skills in a new professional area
|
| Associate Degree Guideline |
- acquisition of the foundational underpinnings of one or more disciplines, including understanding and interpretation of key concepts and theories and how they are evolving within the relevant scientific, technical, social and cultural contexts;
- development of the academic skills and attributes necessary to access, comprehend and evaluate information from a range of sources;
- development of generic employment-related skills relevant to a range of employment contexts;
- a capacity for self-directed and lifelong learning.
|
| Masters degree |
- provide appropriate evidence of advance knowledge about a specialist body of theoretical and applied topics
- demonstrate a high order of skill in analysis through planning and execution of project work or a piece of scholarship or research
- demonstrate creativity and flexibility in the application of knowledge and skills to new situations, to solve complex problems and to think rigorously and independently
|
| Doctoral degree |
- carry out an original research project, or a project addressing a matter of substance concerning practice in a profession at a high level of originality and quality
- present a substantial and well-ordered dissertation, non-print thesis or portfolio, for submission to external examination against international standards
|
Further information on these qualification levels is available from the Australian Qualifications Framework.
Contact Apprenticeships info 1800 210 210 or Training Queensland 1300 369 935
This page was last updated at Tuesday, May 03, 2005
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