Competency Based Education for Real Estate Agents

Antoniades, H; Eves, C

Competency Based Education for Real Estate Agents

Antoniades, H

Eves, C

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Publisher:: IATED
Publication Type:: Conference Proceeding
Citation:: Proceedings of INTED2014 Conference, 2014, pp. 4568 - 4575
Issue Date:: 2014-01

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Field	Value	Language
dc.contributor.author	Antoniades, H https://orcid.org/0000-0003-0462-2221	en_US
dc.contributor.author	Eves, C	en_US
dc.contributor.editor	Gómez Chova, L	en_US
dc.contributor.editor	López Martínez, A	en_US
dc.contributor.editor	Candel Torres, I	en_US
dc.date	2014-03-10	en_US
dc.date.issued	2014-01	en_US
dc.identifier.citation	Proceedings of INTED2014 Conference, 2014, pp. 4568 - 4575	en_US
dc.identifier.isbn	978-84-616-8412-0	en_US
dc.identifier.uri	http://hdl.handle.net/10453/34056
dc.identifier.uri	http://hdl.handle.net/10453/34049
dc.identifier.uri	http://hdl.handle.net/10453/34055
dc.description.abstract	In Australia vocational educational qualifications are mandated in the property industry for occupational licensing. The property profession encompasses property agents, for example, real estate agents, business agents, auctioneers and strata managing agents and also extends to the registered valuer. A provider of recognised certificate and diploma courses (non-degree courses) must be a registered training organisation (RTO). The required educational standards and conditions are embedded within the VET Quality Framework, and the national regulator, the Australian Skills Quality Authority (ASQA) assesses the RTOs compliance against this framework. The purpose of the framework is to achieve national consistency of high-quality training and assessment for all RTOs. Students are now assessed on a variety of competency based assessment tools, which includes recognition of prior learning for designated learning outcomes. In addition, exams and assignments are marked as 'competent' or 'not competent' without an allocated mark or grade. This has led to issues of performance and motivation for the students when the results do not accurately reflect the students' graded level of achievement. Therefore, this research paper examines the features associated with competency based education, in a vocational context, and discusses the benefits and disadvantages with this method of educational assessment.	en_US
dc.publisher	IATED	en_US
dc.relation.ispartof	Proceedings of INTED2014 Conference	en_US
dc.relation.ispartof	International Technology, Education and Development Conference	en_US
dc.title	Competency Based Education for Real Estate Agents	en_US
dc.type	Conference Proceeding
utslib.location	Valencia, Spain	en_US
utslib.location.activity	Valencia, Spain	en_US
utslib.for	120599 Urban and Regional Planning not elsewhere classified	en_US
dc.location.activity	Valencia, Spain
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2014-03-12	en_US
pubs.place-of-publication	Valencia, Spain	en_US
pubs.start-date	2014-03-10	en_US

Abstract:

In Australia vocational educational qualifications are mandated in the property industry for occupational licensing. The property profession encompasses property agents, for example, real estate agents, business agents, auctioneers and strata managing agents and also extends to the registered valuer. A provider of recognised certificate and diploma courses (non-degree courses) must be a registered training organisation (RTO). The required educational standards and conditions are embedded within the VET Quality Framework, and the national regulator, the Australian Skills Quality Authority (ASQA) assesses the RTOs compliance against this framework. The purpose of the framework is to achieve national consistency of high-quality training and assessment for all RTOs. Students are now assessed on a variety of competency based assessment tools, which includes recognition of prior learning for designated learning outcomes. In addition, exams and assignments are marked as 'competent' or 'not competent' without an allocated mark or grade. This has led to issues of performance and motivation for the students when the results do not accurately reflect the students' graded level of achievement. Therefore, this research paper examines the features associated with competency based education, in a vocational context, and discusses the benefits and disadvantages with this method of educational assessment.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/34049