PCA is a written statement in which you address specific criteria. It allows you to show how you will use the knowledge, skills, abilities and personal qualities you have gained through life experience to succeed in your chosen course. PCA is an optional alternative pathway to tertiary study intended for people without formal educational qualifications or those who feel that their formal qualifications may be insufficient for entry to their preferred course.
PCA is not recommended as a means of entry for current internal Year 12 students.
To apply to have your personal competencies assessed, indicate 'YES' to the question relating to 'Personal Competencies' in your application.
You should prepare a statement (preferably five A4-sized pages word processed, typed or neatly handwritten) together with supporting documents and reports from referees. Your statement should address the six PCA categories outlined in the PCA Schedule. Your statement, accompanied by supporting documents and referees' reports, should be submitted with your application and must include the PCA processing charge.
Referees' written reports are used to support your claims. You should supply two referees' reports with your written statement. Do not include the contact details of referees in place of written referees' reports.
Referees' reports should include:
In order to allocate a QTAC Selection Rank, your PCA will be assessed according to how well your written statement demonstrates your likelihood of successful tertiary study based on all six categories and their associated indicators listed in the PCA Schedule.
Applicants are assigned a rating in each category according to the level of tertiary capability demonstrated with respect to the category. A six point rating scale is used with zero being the lowest and five the highest. Each category is given a weighting.
Whilst most institutions use QTAC's standard weightings, some institutions have variations and some institutions may place a limit on the selection ranks that may be allocated on the basis of PCA.
If you are relying on Alternative Entry you would usually be advised to sit for the STAT. The tertiary selection rank gained from your STAT score together with your PCA rank may result in a higher rank than that obtained from either PCA or STAT individually.
A minimum age requirement may apply. For further information about the STAT, refer to STAT information sheet, contact QTAC Information Services or the relevant institution admissions office.
Like any other QTAC Selection Rank, your PCA rank will form part of your overall application. Institution admission policies will determine the order in which these ranks are considered.
If you are under 21, age restrictions may apply. To obtain further information regarding age restrictions for PCA, contact the relevant institution admissions office or refer to QTAC's Alternative Entry information sheet. This sheet also contains information about additional institution-specific alternative entry policies that may apply.
QTAC has a specially formulated workshop to assist with writing your PCA statement. It will help you to understand the personal competency categories, identify your own examples relevant to the categories and understand how to present your statement. Contact uson (07) 3858 1298 to register or see TACS workshops for more information.
| CATEGORIES | Indicators |
TERTIARY PREPARATIONRelates to what an applicant has done to ascertain he or she is ready for tertiary study. Components of tertiary preparation include tertiary awareness, tertiary planning, and the degree to which the applicant's case is well thought out in terms of personal circumstances. Tertiary preparation is linked to tertiary maturity. |
Evidence of knowledge of the course Evidence of knowledge of course outcomes Evidence of awareness of the workload inherent in tertiary study and the time required for tertiary study Demonstrated knowledge of competencies required to function successfully in the tertiary environment Evidence of steps taken to overcome knowledge or skills deficits Level of consideration given to the impact of tertiary study on lifestyle Level of consideration given to resources required to complete the course Completion of a tertiary preparation program |
TERTIARY MATURITYRelates to awareness of the relationship between tertiary study and personal goals, awareness of the relationship between personal interests and abilities and the course, motivation towards the nominated course or tertiary study in general and capacity to cope with the transition to tertiary study. |
Evidence that the course is a chosen goal that the applicant
has prepared for Evidence of commitment to the goal of tertiary study Evidence of self evaluation and assessment Level of consideration given to the link between personal interests and abilities and the course Demonstrated ability to cope with performance demands Demonstrated ability to adjust or adapt to new situations/environments/demands Good quality references or other supporting documentation |
INDEPENDENT LEARNING STRATEGIESRelates to the capacity for self-directed study. |
Demonstrated ability to prioritise tasks Demonstrated ability to manage time Evidence of ability to plan and coordinate activities Evidence of ability to meet deadlines Evidence of ability to carry a project through to completion Evidence of awareness of personally effective techniques for managing stress Demonstrated ability to work independently and monitor own performance Evidence of self motivation Evidence of the application of personally effective learning strategies and/or awareness of learning strategies Demonstration of research and planning prior to undertaking a significant task or project Demonstration of a systematic approach in pursuing a significant task or project |
INTERPERSONAL AND COMMUNICATION SKILLSRelates to the ability to communicate clearly with others via written, spoken, and/or visual and non-verbal means. The ability to interact with others and work in teams. |
Demonstrated ability to write clearly and correctly Evidence of capacity to reason and express thoughts logically Evidence of oral communication skills Evidence of ability to interact effectively with others Evidence of ability to work effectively in a team |
ACHIEVEMENT AND EXPERIENCERelates to the degree to which previous achievements and experiences are indicative of likely tertiary success. |
Level of attainment in previous formal and non-formal studies Degree of expertise or achievement demonstrated in technology, trades, crafts, arts, business, management, or administration Evidence of outstanding achievement in a particular field or endeavour Evidence of specialist knowledge developed through experience Nature and extent of experience in a particular field or endeavour |
SKILLS AND KNOWLEDGERelates to knowledge, skills, abilities and aptitudes relevant to tertiary study and/or specifically relevant to the nominated course(s). |
Demonstrated ability to collect, analyse, and organise information Demonstrated ability to evaluate and interpret data, values, and issues Evidence of computer literacy Demonstrated problem solving skills Evidence of skills relevant to the nominated course or field Evidence of knowledge relevant to the nominated course or field Evidence of completion of an accredited study skills course Evidence of academic ability |
(QTAC Standard weightings are used unless specified otherwise as below.)
| Tertiary Preparation | Tertiary Maturity | Independent Learning Strategies | Interpersonal & Communication Skills | Achievement & Experience | Skills & Knowledge | |
| QTAC standard weightings | 1 | 4 | 4 | 2 | 5 | 4 |
| Griffith University | 0 | 0 | 2 | 6 | 8 | 4 |
| Queensland University of Technology | 0 | 0 | 2 | 6 | 8 | 4 |