Tasmanian Qualifications Authority – managing for results
Program Activity Architecture
1 Purpose
This document guides our planning, resource allocation and results reporting processes[1] by summarising the context in which we work, the strategic outcome we seek to achieve, our main activities and how their outputs and outcomes link with the strategic outcome and our governance structure.
2 Context
The TQA is established by legislation as a qualifications authority. It makes decisions about courses, assessment, certificates, qualifications and the application to these of national and state standards. These are decisions in which individuals, providers and the community have interests at stake. The Authority is constituted to be sufficiently independent from government that these decisions can be and can be seen to be made without direction or inappropriate influence.
The effectiveness of the qualifications system (courses, assessment, certificates, data, report) lies primarily in its capacity to drive excellence in the learning of all. Such excellence is characterised by
· people learning the most important and central of the skills and knowledge required to achieve a socially and economically prosperous future for all
· high rates of learner participation and achievement in coherent and worthwhile learning programs with clear outcomes providing a sound basis for lifelong learning, labour market entry and career progression
· delivery practices (teaching, instruction, assessment) that develop this learning, participation and achievement.
3 Our major stakeholders
· Minister for Education
· Secretary of Education
· Governing bodies of post-year 10 education and training providers, government and non-government
· University of Tasmania and other tertiary providers
· teachers
· students
· parents
· employers
· the wider community, including business and commerce
· national education and training agencies.
4 What we aim to achieve for our stakeholders
Our strategic outcome:
Tasmanians’ qualifications in post-year 10 education and training have levels of integrity and credibility matched with their importance to the requirements of the learners who have these qualifications, the people and organisations who rely on these qualifications as indicators of standards and the community’s expectations of excellence in learning for all.
5 What we do
5.1 Our output:
Standards related to qualifications are set, monitored and reported individually and in aggregate.
5.2 Our activities:
5.2.1 Certification
Qualifications and other results meet standards for integrity and credibility and records of these are issued on time.
5.2.2 Standards
National and state standards (courses, assessment, provision, reporting, quality) are developed and adopted.
5.2.3 External assessment
Assessment through examinations, tests, folios, practical performances and displays meets requirements for timeliness, reliability, validity and cost-effectiveness.
5.2.4 Quality assurance of provision
Our quality assurance processes show that
· results in TQA accredited and other courses meet standards for reliability and validity
· the integrity and credibility of learners’ qualifications awarded by other agencies and held on the TQA data is monitored
· the provision of TQA accredited courses meets standards
· providers’ reports against quality standards are fit for purpose
· the provision of services to overseas students in schools meets national standards
5.2.5 Monitoring and reporting:
Data, information and analyses about participation, achievement and qualifications in post-year 10 education and training supports improvements in the provision, outputs and outcomes of Tasmanian education and training.
6 Our governance structure
The Authority is a statutory body. It reports to the Minister for Education. It acts through its Chief Executive Officer, who is responsible to the Authority for the general administration and management of the Authority.
The Authority’s internal governance follows a set of principles (attached). The Authority sets strategic and policy directions. Operational decisions within the framework set by the Authority are matters for the CEO.
The staff of the Authority are persons appointed under the State Services Act for the purposes of the TQA Act.
7 Resources
The work of the Authority is funded by an appropriation of about $3.4m annually.
8 Activities, outputs, outcomes, factors affecting success and resources
The following table relates activities classes, outputs, outcomes. It notes external factors (ones outside the direct control of the Authority) that may be expected to affect our successful achievement of the outcome. It notes the current projection of resources required for each activity class in 2012-2013.
Resources (human and financial) are clear a factor that affects success. Most of the Authority’s expenditure is funded by appropriation from the education budget – an external decision. A reduction in the resources (human and financial) available to the Authority has a clear impact on the extent to which the Authority can deliver these outputs and achieve these outcomes.
Much of the Authority’s expenditure is of a kind where productivity gains (same quality, lower costs or higher quality, same costs) are difficult or impossible (for example, it takes the same amount of time for a person to read and mark an essay in 2011 as it did in 1951). This means that efficiency gains (for example, use of ICT in communication and logistics) are made in other expenditure areas, ones that do not represent a majority of expenditure.
Activity / Outputs / Outcome(s) / External factors expected to affect achievement of outcome / Total estimated resources 2012-2013: $’000 /1. Certification / TCEs, Certificates, statements, result files, ATAR, qualifications certificates / Qualifications and other results meet standards for integrity and credibility and records of these are issued on time / · Any confusion and uncertainty in providers, counsellors, parents, employers
· Pressures to give students results for which they do not strictly meet the requirements
· Tension between expectations for ‘flexibility’ and consistent application of standards
· Tertiary admissions centres’ timelines and applications of rules
· Expectations for high quality in assessment
· TCE being not required for university admission reduces its credibility
· TCE required as visa condition for international students increases pressures on consistent application of standards / 278
2. Standards / TCE standards;
Accredited courses;
Recognition of providers of qualifications (eg AMEB)
Standards for provision of courses;
Certification and assessment standards;
National standards (including ACARA content and levels of achievement) applied to TQA courses;
Quality standards developed and applied;
Recognition of individuals’ overseas qualifications / National and state standards (courses, assessment, provision, reporting, quality) are developed and adopted / · Demand for provider-specific courses, broad range of options and electives
· Expectations for continued existence of courses with unclear outcomes, variable content and substantial overlap with other accredited courses
· Pressures to give credit point status to local arrangements
· Local names for TQA accredited courses
· Pressure to allow results in wide range of courses to count for TCE requirements for standards in reading etc / 493
3. External assessment / Examinations, tests, marks, results, reports, guides, quality analyses / Assessment through examinations, tests, folios, practical performances and displays meets requirements for timeliness, reliability, validity and cost-effectiveness / · Availability of suitable people to do the work
· Expectations that changes are unnecessary
· Pressures for more valid assessment
· Pressures to reduce assessment time/demands
· Pressures for decisions not to be consistent or evidence-based
· Expectations for flexible, responsive, individualised approaches leading to not applying rules about data, timelines etc consistently and ad hoc decision-making, setting precedents
· Perceptions of special or inconsistent treatment of some cases
· Customary practices acting against quality improvements in external assessment / 2302
4. Quality assurance of provision / Audits, panel reviews, sample testing / results in TQA accredited and other courses meet standards for reliability and validity / Availability of panel members / 277
Evaluations, reports / The integrity and credibility of learners’ qualifications awarded by other agencies and held on the TQA data is monitored / Pressure to avoid raising issues about meaning and credibility of qualifications
Audits / The provision of TQA accredited courses meets standards / Limited capacity of providers to retain evidence to support decision-making
Reviews / Providers’ reports against quality standards are fit for purpose
CRICOS registration / The provision of services to overseas students in schools meets national standards / Unclear division of responsibilities with other regulatory agencies
5. Monitoring and reporting: / Provider-level, sector and state-wide data, information and analyses; communication and consultation about processes, products and outcomes / Data, information and analyses about participation, achievement and qualifications in post-year 10 education and training supports improvements in the provision, outputs and outcomes of Tasmanian education and training / Concerns from stakeholders about possible interpretations by others of published material / 136
[1] We acknowledge the influence in the development of this document of the concepts and ideas found in the Canadian Government’s policy on management, resources and results structures – see http://www.tbs-sct.gc.ca/pol/doc-eng.aspx?id=18218§ion=text