Studies of vocational education and training (VET) students' movement into higher education (HE) typically show that VET students granted admission perform at least as well as other admitted applicants; however, such students are often less likely to gain admission in the first place. A move toward competency-based training (CBT) and a concomitant move toward ungraded means of reporting achievement have been among the key reforms implemented in Australia's VET system in recent years. Across Australia, universities have demonstrated a wide variety of responses to VET's introduction of CBT. Some universities have devised a system for converting VET results into a score that can be compared with the tertiary entrance score achieved by school leavers, whereas other universities have established distinct quotas for applicants seeking admission either as tertiary transfer students or on the basis of VET qualifications. Yet other universities have developed close working relationships with VET systems and devised a range of procedures to facilitate VET students' transfer to HE. Some VET providers are reviewing their policy of using only ungraded assessment and are introducing new criterion-referenced grading systems. It is hoped that the new systems will ameliorate many HE institutions' concerns over ungraded assessment. (Contains 31 references.) (MN)