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Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall
Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall
Transition and Post-School Education and Training
In March 2019, the Department of Education commissioned the Australian Council for Educational Research (ACER) to conduct a conceptual analysis of the most appropriate way to develop and present a taxonomy of learning outcomes within a qualifications framework; and a technical analysis and revision of the Knowledge, Skills and Application of Knowledge and Skills descriptors used in the Australian Qualifications Framework (AQF). Later this was extended to development of two alternative models that: (a) reflect the new conceptual base developed in Part I; (b) comprise a set of revised domain definitions (along with a new typology for each domain); and …
Education Infrastructure: Practitioner Level, Australian Council For Educational Research (Acer)
Education Infrastructure: Practitioner Level, Australian Council For Educational Research (Acer)
Education Analytics Service
This practitioner level module is designed to ensure that staff members who engage with and lead policy dialogue on education infrastructure investments are informed about cross-cutting considerations, the phases involved in infrastructure projects and options for managing education infrastructure delivery. It provides practitioner level knowledge to engage in this topic. It is recommended that all staff complete the Education Infrastructure: Foundation level module prior to undertaking the practitioner module.
Martin School Alumni Survey, Carl Sims
Martin School Alumni Survey, Carl Sims
MPA/MPP/MPFM Capstone Projects
The Martin School of Public Policy and Administration is subject to reaccreditation from the Network of Schools of Public Policy, Affairs, and Administration (NASPAA) every seven years. To initiate the reaccreditation process, the Martin School must conduct a programmatic self-study that analyzes the program’s mission, governance, faculty, students, competencies, resources, and communication. The self-study is beneficial not only for the purpose of reaccreditation but also can better inform the school’s strategic planning process
To assist in providing the self-study relevant data, the Martin School can solicit information from its alumni. Alumni data can be used to establish how well the …