AUSTRALIAN QUALIFICATION FRAMEWORK

:The twelve qualification levels and their titles

(AQF: Professional Development Manual, The Ministerial Council on Education, employmen and Youth
Affair,1995:5)

School Sector

Certificate I
Certificate II
Senior Secondari
Certificate of Education

Vocational Education and

Training sector

Advance Diploma
Diploma
Certificate IV
Certificate III
Certificate II
Certificate I

Higher education Sector

Doctoral Degree
Master Degree
Graduate Diploma
Graduate Certificate
Bachelor Degree
Advance Diploma
Diploma

AUSTRALIAN QUALIFICATION FRAMEWORK

:Distinguishing features
(AQF: Professional Development Manual, The Ministerial Council on Education, Employmen and Youth Affair,1995:5)

Certificate II

Certificate III

Do the learning Outcomes

enable an individual with this
qualification to:

Do the learning Outcomes enable

an individual with this
qualification to:

Do the learning Outcomes enable

an individual with this
qualification to:

Demonstrate knowledge by
recall in a narrow range of area.

Demonstrate basic operational

knowledge in a moderate range of
areas
Apply a defined range of skills
Apply known solution to a limited
range of predictable problem
Perform a range of tasks where
choice between a limited range of
options required.
Asses and record information
from varied level.
Take limited responsibility for
own outputs in work and learning.

Demonstrate some relevant theoritical

knowledge.

Certificate I

Demonstrate basic practical

skill such as the use of relevant
tools.
Perform a sequence of routine
tasks given clear direction.
Receive and pass on
messeges/information

Apply a range of well developed skills

Apply known solutions to variety of
predictable problems.
Perform processes that require a range
of well developed skills where some
discretion and judgement is required.
Interpret available information, using
discretion and judgement.
Take responsibility for own outputs
and learning.
Take limited responsibility for the
output of others.

2.3 National Vocational Qualification System

The National Vocational Qualification in China
is classified as 5 Levels, namely :

Senior technician (level 1)

Technician (level 2)
Senior (level 3)
Medium (level 4)
Elementary (level 5)
3

FRAMEWORK

FOR NATIONAL SKILL CERTIFICATION

IN MALAYSIA
SKILLS
QUALFICATION

JOB
CATEGORY

SKM LEVEL 5
(Advanced Diploma)

MANAGEMENT

SKM LEVEL 4
(Diploma)

SUPERVISORY

SKM LEVEL
3

SKM LEVEL 2
OPERATION &
PRODUCTION
SKM LEVEL 1

KEY

SKILLS
RELATED KNOWLEDGES
SUPERVISION / MANAGEMENT SKILLS & KNOWLEDGES

PCL/MLVK

Description of Level (1-3)

Level 1 :

Competent in performing a range of varied

activities, most of which are routine and
predictable.

Level 2 :

Competent in performing a significant range

of varied work activities, Some of the
activities are non-routine and required
individual responsibility and autonomy.

Level 3 :

Competent in performing a broad range of

varied work activities, performed in variety of
contexts, most of which are complex and
non-routine. There is considerable
responsibility
and autonomy, and control or guidance of
others is often required.
5

Description of Level (4 - 5)
Level 4 : Competent in performing a broad range of complex
technical or professional work activities
performed in a wide variety of contexts and with a
substantial degree of personal responsibility and
autonomy. Responsible for the work of others and
allocation of resources is often present.
Level 5 : Competent in applying range of fundamental
principles and complex techniques across a wide
and often unpredictable variety of contexts. Very
substantial personal autonomy, and often significant
responsibility for the work of others and for the
allocation of substantial resources feature strongly,
as do personal accountabilities for analysis and
diagnosis, design, planning, execution and
evaluation
6

REALITADI
DIINDONESIA
INDONESIA
REALITA
Finding:

The reality shows a wide range of different

vocational training approaches (Reeker,
GTZ)

Providers: IATO, Private, Industry, MoM, PHRI, P.U., API, AKLI, SMK, etc.

SKK=Occupational Skill Standard = Job Titel

Awahab bangkona

Unit of competency

Proposal :

MENDESAK KEBUTUHAN AKAN KERANGKA

KUALIFIKASI NASIONAL

Providers: IATO, Private, Industry, MoM, PHRI, P.U., API, AKLI, SMK, etc.
n. level

Intersections

2. level

1. level

Or other
steps
SKK=Occupational Skill Standard = Job Titel
Awahab bangkona

Unit of competency

KERANGKA KUALIFIKASI NASIONAL

INDONESIA
-

(KKNI)
Jalur Akademik
Jalur
Pendidikan
Akademik

Jalur Pelatihan

Jalur
Pendidikan
Profesional

S3

Pelatihan Basis Kompetensi

( Competency Base Training)

SERTIFIKAT 9

SP2

SERTIFIKAT 8
S2

SP1

S1

D4
D3

Univ.

SERTIFIKAT 7

SERTIFIKAT 6

SERTIFIKAT 5
SERTIFIKAT 4

D2

Ins.

S.T.

D1

A
A

SMU

SERTIFIKAT 3
SMK

Kursus
Kejuruan

SERTIFIKAT 2
BLK

SERTIFIKAT 1

orientation

SLP

SD

Awahab bangkona

Permeabilitas Akademik
melalui bridging course
Permeabilitas Profesional
bridging training

A
B
C

Syarat-syarat bridging system

INDONESIA
Qual

PROCESS

LEARNING DEMAND

RESPONSIBILITY

Carry out :
1.
Are limited in range
2.
Are repetitive and familiar.
3.
Are employed within
closely defined contexts.

1. recall
2. a narrow range of knowledge
and cognitive skills.

1. In directed activity.
2. Under close supervision.
3. With no responsibility for the

3. No generation of new ideas.

work of learning of others

1.
2.
3.

1.

II

are moderate in range

are established and familiar.
Offer a clear choice of
routine responses

2.
3.
4.

basic operational
knowledge
readily available
information.
Known solution to
familiar problem.
Little generation of new
ideas.

1. in directed activity.
2. Under general supervision
and quality control.
3. With responsibility for
quality and quantity.
4. With possible responsibility
for guiding others

10

INDONESIA
Qual

PROCESS

LEARNING DEMAND

RESPONSIBILITY

III

1.

1.

1.

2.
3.

require a range of well

developed skills.
Offer a significant choice of
procedures.
Are employed within a
range of familiar contexts.

2.
3.
4.

some relevant theoretical

knowledge.
Interpretation of available
information.
Discretion and judgement.
A range of known
responses to familiar
problem.

2.

3.

4.

IV

1.
2.
3.

require a wide range of

technical scholastic skills.
Offer a considerable chice
of procedures
Are employed in a a variety
of familiar an unfamiliar
contexts

1.

2.
3.
4.

a broad knownledge base

incorporating some
theoretical concepts.
Analytical interpretation
of information.
Informed judgement
A range of sometimes
innovative responses to
concrete but ofen
unfamiliar problems

1.
2.
3.

4.

in directed activity with

some autonomy.
Under general
supervision and quality
checking.
With significant
responsibility for the
quantity and quality of
output.
With possible
responsibility for the
output of others
in self-directed activity.
Under broad guidance
and evaluation.
With complete
responsibility for the
quantity and quality of
output.
With possible
responsibility for the
quantity and quality of
the output of others

11

Qual

PROCESS

LEARNING DEMAND

RESPONSIBILITY

1.

1.

a broad knowledge based

with substantial depth in
some areas.
Analytical interpretation
of a wide range of data.

1.

The determination of
appropriate methods and
procedures in responses to
a range of concrete
problems with some

3.

2.

3.

require a wide range of a

specialized technical
scholized technical
scholastic skills.
Involve a wide choice of a
standard and non-standard
procedures.

2.
3.

Are employed in a variety

of routine and nonroutine

contexts

2.

4.

theoretical elements

in self-directed and
sometimes directive
activity.
Within broad general
guidelines of functions.
With full responsibility
for the nature quantity
and quality of
outcomes.
With possible
responsibility for the
achievement of group
outcome

VI

1. require a command of highly

specialized technical of scholastic
and basic research skills across a
major discipline.
2. Involve the full range of
procedures in a major discipline.
3. Are applied in complex, variable
and specialized contexts

1.

2.

3.

knowledge of a major
discipline with areas of
specialization in depth.
The analysis,
transformation and
evaluation of abstract data
and concepts.
The creation of
appropriate responses to
solve given or contekstual
abstract problems

1.
2.
3.

in planning resourcing
and managing process.
Within broad parameter
and functions.
With complete
accountability for
determining achieving
and evaluating personal
and/or group outcomes

12

VII

Involves knowledge that enable a leaner to :

provide a systematic and coherent account of the key principles of a subject area and

undertake self-directed study, research and scholarship in a subject area,

demonstrating intellectual indepedence, analytic rigour and sound communication

VIII

Involves knowledge that enable a leaner to :

demonstrade mastery of a subject area; and

plan and carry out to internationally recognized standard an original scholarship

or research projec

IX

Involves knowledge that enable a leaner to :

* Provide and original contribution to knowledge through reseacch or scholarship, as judge
by independent expert applying international standard

13