Qualifications and Credit Framework / National Qualifications Framework for England, Wales and Northern Ireland

The Qualifications and Credit Framework (QCF) is a new qualifications framework which will eventually replace the National Qualifications Framework (NQF).

At present, it is hard to understand all the different types of qualification that learners hold - what level they are, how long they take to complete, what content they cover, and how they compare to other qualifications. The new framework will help present qualifications in a way that is easy to understand and measure.

Credit and Level

Every unit and qualification in the framework will have a credit value (one credit represents 10 hours, showing how much time it takes to complete) and a level between Entry level and level 8 (showing how difficult it is).

There are three sizes of qualifications in the QCF:

• Awards (1 to 12 credits)
  
  
• Certificates (13 to 36 credits)
  
  
• Diplomas (37 credits or more).
  
  

So in the new framework you can have an award at level 1 or an award at level 8. This is because the qualification type 'award, certificate, diploma' represents the size of a qualification, not how difficult it is.

Each qualification title contains the following:

• the level of the qualification (from Entry level at the bottom to level 8 at the top)
  
  
• the size of qualification (award/certificate/diploma)
  
  
• details indicating the content of the qualification.
  
  

Simply by looking at the title of a qualification you will be able to see how difficult it is, how long it will take the average learner to complete, and its general content. To understand the level of difficulty of the units and qualifications in the new framework it might be helpful to know that GCSEs (grade A*- C) are level 2, GCE A levels are level 3 and a PhD is a level 8. Knowing this can help to position the difficulty and challenge of each level in the framework.

Entry level

Entry level qualifications recognise basic knowledge and skills and the ability to apply learning in everyday situations under direct guidance or supervision.

Learning at this level involves building basic knowledge and skills and is not geared towards specific occupations. Qualifications are offered at entry 1, entry 2 and entry 3, in a range of subjects.

Entry Level Certificates

Name of Qualification:

Entry Level (sub levels 1 - 3)

What is it used for?

These types of qualifications are designed to develop basic skills and knowledge and the ability to apply these in practical, everyday situations. Qualifications are offered at entry 1, entry 2 and entry 3, in a range of subjects and can provide a base for further learning and personal development.

What is it like?

• Entry Level certificates are divided into three sublevels: 1, 2 and 3, with 3 being the highest. These sublevels are broadly comparable to national curriculum levels 1, 2 and 3.
  
  
• They cover a broad range of subjects, from maths and English to retail and hairdressing.
  
  
• They are accessible to a wide range of learners of all ages
  
  
• They are focused on applying learning in everyday situations under direct guidance and supervision.
  
  
• A learner does not need to do a standard amount of content, or a particular number of units, to complete this type of qualification.
  
  
• Learners have the flexibility to complete this type of qualification at varying speeds.
  
  

Where will it lead?

Entry Level qualifications are not designed for a particular group of people, because the people working at this level are so diverse. The range of people for which these qualifications are relevant means they are not geared towards specific occupations. Learning at this level involves building basic knowledge and skills and providing a base for further learning and personal development.

ESOL skills for life

Name of Qualification:

ESOL skills for life (English for speakers of other languages, Entry level to Level 2)

What is it used for?

ESOL qualifications are designed to support language development for learners for whom English is not their first language. More generally, these qualifications are part of the government's strategy to improve literacy, numeracy and ICT, and provide a base for further learning and personal development.

What is it like?

• They are available only for adult learners over the age of 16; outside of this there are no special entry requirements for ESOL skills for life qualifications.
  
  
• The qualifications are offered at three NQF levels, Entry, Level 1 and Level 2
  
  
• All modules, across all three levels, are assessed by examination.
  
  
• Each qualification looks to develop skills in one or more of the areas of speaking and listening, reading and writing.
  
  
• Learners have the flexibility to take units at different levels.
  
  
• The content of these qualifications is based on the national standards for adult literacy, which describe what should be taught in literacy and English language programmes.
  
  

Where will it lead?

The ESOL qualifications are designed to remove language barriers to day-to-day life, employment and further learning. Learning at this level involves building basic knowledge and language skills and providing a base for further learning and personal development.

functional skills Entry Level (English, maths & ICT)

Name of Qualification:

functional skills Entry Level (English, maths & ICT)

Details will be soon available here!

Level 1

Level 1 qualifications recognise basic knowledge and skills and the ability to apply learning with guidance or supervision.

Learning at this level is about activities that mostly relate to everyday situations and may be linked to job competence.

NVQ

Name of Qualification:

National Vocational Qualifications: Level 1

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Level 1 NVQs recognise basic knowledge and skills and the ability to apply learning with guidance or supervision. Learning is about activities that mostly relate to everyday situations and may be linked to job competence and achieving a Level 1 NVQ shows that a learner is competent in performing these activities. NVQs at this level can be taken in a range of areas, including Agriculture, Retail, IT, Engineering and Hospitality, Customer Services, Spanish, Welsh, Hairdressing, Food and Drink.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in a sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services,
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  
• Note GNVQs, General National Vocational Qualifications, have been phased out.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation.
  
  

VQ

Name of Qualification:

Vocational Qualifications, VQs

What is it used for?

Vocational qualifications are designed to provide learners with the relevant skills and knowledge needed for their chosen vocational area. They recognise basic knowledge and skills and the ability to apply learning with guidance or supervision. Learning at this level is about activities that mostly relate to everyday situations and may be linked to job competence. VQs at level 1 are offered in a range of areas, including Health and Safety in the workplace, Engineering, Vehicle and Maintenance, IT, Contact Sector Skills, Coaching, Hospitality, Travel and Tourism.

What is it like?

• VQs are related to a particular vocational area
  
  
• They are available at the NQF levels 1, 2 and 3
  
  
• They are unit based and can be taught and assessed in a variety of ways.
  
  
• VQs are offered in a wide range of vocational areas, across all sectors.
  
  
• There are no age limits or special entry requirements for VQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

They are related to employment and give learners the option to either train for a different career or to advance within their chosen occupation.

GCSE Grades D - G

Name of Qualification:

General Certificate of Secondary Education (GCSE): Grades D - G)

What is it used for?

GCSEs cover a range of subjects including for young people aged 15 - 16 the core or mandatory subjects in English, Maths, ICT and Science. GCSEs are designed to give learners a strong foundation of knowledge and skills that will support them both in further learning and in a particular occupation. GCSEs are available in a wide range of subjects including Art and Design, English, Geography, History, Health and Social Care, ICT, Music, Welsh, Applied Science, Leisure and Tourism, Modern Foreign Languages, Maths, Home Economics, Applied Business.

What is it like?

• GCSEs are typically taken by students at ages 15 to 16 but they are also available to anyone, at any age, who would like to gain a particular qualification.
  
  
• There are no special entry requirements for doing GCSEs.
  
  
• GCSEs are graded from A* to G, where A* is the highest.
  
  
• GCSEs grade D to G sit at NQF level 1
  
  
• They are typically taught in schools or colleges
  
  
• They cover a wide range of subjects from English and Maths to Leisure and Tourism and Health and Social Care
  
  
• The qualification is unit based and typically involves a combination of examinations and some coursework. Some GCEs are modular and allow learners to sit exams at the end of each unit.
  
  
• GCSEs can also be taught as short courses, which cover half the content of a single GCSE, or as a double award which is the same, in terms of content, as two single GCSEs.
  
  

Where will it lead?

• GCSEs and their equivalents are valued by schools, colleges and employers and provide a strong foundation for progression into further study or for entering an occupation.
  
  

ESOL skills for life

Name of Qualification:

ESOL skills for life (English for speakers of other languages, Entry level to Level 2)

What is it used for?

ESOL qualifications are designed to support language development for learners for whom English is not their first language. More generally these qualifications are part of the government's strategy to improve literacy, numeracy and ICT, and provide a base for further learning and personal development.

What is it like?

• They are available only for adult learners over the age of 16; outside of this there are no special entry requirements for ESOL, skills for life qualifications.
  
  
• The qualifications are offered at three NQF levels, Entry, Level 1 and Level 2
  
  
• All modules, across all three levels, are assessed by examination.
  
  
• Each qualification looks to develop skills in one or more of the areas of speaking and listening, reading and writing.
  
  
• Learners have the flexibility to take units at different levels.
  
  
• The content of these qualifications is based on the national standards for adult literacy, which describes what should be taught in literacy and English language programmes.
  
  

Where will it lead?

The ESOL qualifications are designed to remove language barriers to day-to-day life, employment and further learning. Learning at this level involves building basic knowledge and language skills and providing a base for further learning and personal development. The higher-level ESOL qualifications specifically look to develop the language skills needed for entry into mainstream education and professional life.

Foundation Diplomas

Name of Qualification:

Foundation Diplomas

Details will be soon available here!

functional skills Level 1 (English, maths & ICT)

Name of Qualification:

functional skills Level 1 (English, maths & ICT)

Details will be soon available here!

Level 2

Level 2 qualifications recognise the ability to gain a good knowledge and understanding of a subject area of work or study, and to perform varied tasks with some guidance or supervision.

Learning at this level involves building knowledge and/or skills in relation to an area of work or a subject area and is appropriate for many job roles.

NVQ

Name of Qualification:

National Vocational Qualifications: Level 2

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Achieving an NVQ shows that a learner is competent in the occupation the NVQ represents. NVQs at level 2 can be taken in a range of areas, including Health and Social Care, Housing, Security Services, Play Work, Animal Care, Dry Cleaning, Transport Engineering and Maintenance, IT Practitioners, Retail Skills, Distribution & Warehousing Operations, Food and Drink Services, French, Chinese.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in a sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services,
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  
• Note GNVQs, General National Vocational Qualifications, have been phased out.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation.
  
  

VQ

Name of Qualification:

Vocational Qualifications, VQs

What is it used for?

Vocational qualifications are designed to provide learners with the relevant skills and knowledge needed for their chosen vocational area. They recognise knowledge and understanding of a subject area of work or study, and the ability to perform varied tasks with some guidance or supervision. Learning at this level is appropriate for many job roles. VQs at Level 2 are offered in a range of areas, including Food Safety, Infection Control, Counselling, First Aid Qualifications, Agriculture, Swimming, Air Cabin Crew Skills, Photography, Massage.

What is it like?

• VQs are related to a particular vocational area
  
  
• They are available at the NQF levels 1, 2 and 3
  
  
• They are unit based and can be taught and assessed in a variety of different ways.
  
  
• VQs are offered in a wide range of vocational areas, across all sectors.
  
  
• There are no age limits or special entry requirements for VQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

They are related to employment and give learners the option to either train for a different career or to advance within their chosen occupation. Learning at this level involves building knowledge and/or skills in relation to an area of work or a subject area and is appropriate for many job roles.

GCSE Grades A* - C

Name of Qualification:

General Certificate of Secondary Education (GCSE): Grades A* - C

What is it used for?

GCSEs cover a range of subjects including for young people aged 15 - 16 core or mandatory subjects in English, Maths, ICT and Science. GCSEs are designed to give learners a strong foundation of knowledge and skills that will support them both in further learning and in a particular occupation. GCSEs are available in a wide range of subjects including Art and Design, English, Geography, History, Health and Social Care, ICT, Music, Welsh, Applied Science, Leisure and Tourism, Modern Foreign Languages, Maths, Home Economics, Applied Business.

What is it like?

• GCSEs are typically taken by students at ages 15 to 16 but they are also available to anyone, at any age, who would like to gain a particular qualification.
  
  
• There are no special entry requirements for doing GCSEs.
  
  
• GCSEs are graded from A* to G, where A* is the highest.
  
  
• .GCSEs A*-C sit at NQF level 2.
  
  
• They are typically taught in schools or colleges
  
  
• They cover a wide range of subjects from English and Maths to Leisure and Tourism and Health and Social Care
  
  
• The qualification is unit based and typically involves a combination of examinations and some coursework. Some GCEs are modular and allow learners to sit exams at the end of each unit.
  
  
• GCSEs can also be taught as short courses, which cover half the content of a single GCSE, or as a double awards which is the same, in terms of content, as two single GCSEs
  
  

Where will it lead?

• GCSEs and their equivalents are valued by schools, colleges and employers and provide a strong foundation for progression into further study or for entering an occupation.
  
  

ESOL skills for life

Name of Qualification:

ESOL skills for life (English for speakers of other languages, Entry level to Level 2)

What is it used for?

ESOL qualifications are designed to support language development for learners for whom English is not their first language. More generally these qualifications are part of the government's strategy to improve literacy, numeracy and ICT, and provide a base for further learning and personal development.

What is it like?

• They are available only for adult learners over the age of 16; outside of this there are no special entry requirements for ESOL, skills for life qualifications.
  
  
• The qualifications are offered at three NQF levels, Entry, Level 1 and Level 2
  
  
• All modules, across all three levels, are assessed by examination.
  
  
• Each qualification looks to develop skills in one or more of the areas of speaking and listening, reading and writing.
  
  
• Learners have the flexibility to take units at different levels.
  
  
• The content of these qualifications is based on the national standards for adult literacy, which describes what should be taught in literacy and English language programmes.
  
  

Where will it lead?

The ESOL qualifications are designed to remove language barriers to day-to-day life, employment and further learning. Learning at this level involves building basic knowledge and language skills and providing a base for further learning and personal development. The higher-level ESOL qualifications specifically look to develop the language skills needed for entry into mainstream education and professional life.

Higher Diplomas

Name of Qualification:

Higher Diplomas

Details will be soon available here!

functional skills Level 2 (English, maths & ICT)

Name of Qualification:

functional skills Level 2 (English, maths & ICT)

Details will be soon available here!

Level 3

Level 3 qualifications recognise the ability to gain and, where relevant, apply a range of knowledge, skills and understanding.

Learning at this level involves obtaining detailed knowledge and skills. Level 3 qualifications are appropriate for people wishing to go to university, people working independently, or in some areas people supervising and training others in their field of work.

NVQ

Name of Qualification:

National Vocational Qualifications: Level 3

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Achieving an NVQ shows that a learner is competent in the occupation the NVQ represents. NVQs at level 3 can be taken in a range of areas, including Pharmacy Services, Health and Social Care, Fire Services, Police Services, Waste management, Vehicle Maintenance, Spa Therapy, Professional Cookery.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in that sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services,
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  
• Note GNVQs, General National Vocational Qualifications, have been phased out.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation or to further learning, and some people may wish to go to university.
  
  

VQ

Name of Qualification:

Vocational Qualifications, VQs

What is it used for?

Vocational qualifications are designed to provide learners with the relevant skills and knowledge needed for their chosen vocational area. They recognise the ability to gain and, where relevant, apply a range of knowledge, skills and understanding. Learning at this level involves obtaining detailed knowledge and skills. VQs at Level 3 are offered in a range of areas, including Massage, Dentistry, Counselling, Play Work, Music technology, ICT Practitioners, Hospitality, Vehicle Maintenance.

What is it like?

• VQs are related to a particular vocational area
  
  
• They are available at the NQF levels 1, 2 and 3
  
  
• They are unit based and can be taught and assessed in a variety of different ways.
  
  
• VQs are offered in a wide range of vocational areas, across all sectors.
  
  
• There are no age limits or special entry requirements for VQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

• They are related to employment and give learners the option to either train for a different career or to advance within their chosen occupation. Progression may also be achieved by facilitating progression to another occupation or to further learning, and some people may wish to go to university.
  
  

A Level

Name of Qualification:

General Certificate of Education (GCE) A Levels (AS / A2)

What is it used for?

A Levels combine AS levels and A2s. Typically taken over two years, they aim to give learners, who are often aged 16 - 19, an increasingly specialised understanding of a particular subject that can provide a strong foundation to further study or for entering an occupation. A levels are available in a wide range of subjects, including Applied Art and Design, Applied Business, Chemistry, Economics, English Language, Government and Politics, Law, Latin and Greek, Leisure Studies, Media, Music, Physical Education, Religious Studies, Sociology, Maths, Travel and Tourism, Manufacturing

What is it like?

• An A level usually consists of three AS (advanced subsidiary) units and three A2 units.
  
  
• A Levels sit at level 3 in the NQF
  
  
• For those studying at school, in the first year of studying AS levels (usually in year 12) there is the option of choosing up to five subjects.
  
  
• AS levels allow learners to mix a number of subjects, enabling options to be kept open for an additional year.
  
  
• The A2 year allows learners to build on their AS levels and specialise in those subjects of particular interest.
  
  
• A levels cover a wide range of subject areas, from history through to applied science and travel and tourism
  
  
• High performing learners have the additional option of taking Advanced Extension Awards (AEAs). They provide an opportunity to demonstrate a more in-depth knowledge and understanding of a particular subject. Achievement of an AEA is marked by either a pass or distinction
  
  

Where will it lead?

• A Levels can help prepare learners for particular occupations, or they can be counted towards the requirements needed for further study. Entry to university and colleges of higher education is partly determined by a tariff (points) system, which includes scores for AS and A Levels.
  
  

Advanced Diplomas

Name of Qualification:

Advanced Diplomas

Details will be soon available here!

Level 4

Level 4 qualifications recognise specialist learning and involve detailed analysis of a high level of information and knowledge in an area of work or study.

Learning at this level is appropriate for people working in technical and professional jobs, and / or managing and developing others.

NVQ Level 4

Name of Qualification:

National Vocational Qualifications: Level 4 (original NQF level)

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Achieving an NVQ shows that a learner is competent in the occupation the NVQ represents. NVQs at this level can be taken in Management in Residential Childcare, Health and Social Care, Police Organisational Management, Investigations, Waste Management (Hazardous waste), Engineering Management, Construction Site Management.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in that sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services,
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation or to further learning.
  
  

HND

Name of Qualification:

Higher National Diplomas: (known as HNDs)

What is it used for?

A Higher National Diploma is a vocationally related qualification available in a wide range of subjects. They are designed to provide the skills and knowledge needed for a particular occupation or vocation. HNDs require specialist learning and are appropriate for people working in (or seeking work in) technical and professional jobs. HNDs are available in a wide range of subjects, including Agriculture, IT, Media and Performing Arts, Retail and Distribution, Science.

What is it like?

• They normally take two years of full time study to complete
  
  
• They can be taken on a full or part time basis and can often be taken by learners who are working.
  
  
• Typically entry to an HND requires on A-level or an equivalent
  
  
• Professional bodies have strong links to HNDs, which further supports their relevance to the workplace.
  
  
• HNDs can be taken in a broad range of subjects from forensic science to photography, health and social care and agriculture
  
  
• They provide an alternative route for learners who want to progress into higher education without necessarily doing a degree.
  
  

Where will it lead?

• HNDs are strongly focused on a particular occupational area and because of this provide a strong foundation for moving into a chosen occupation. HNDs also support entry into the second or third year of some degree programmes. For some subjects a learner may only need to do one year of additional study to progress from the HND to an honours degree.
  
  

Level 5

Level 5 qualifications recognise the ability to increase the depth of knowledge and understanding of an area of work or study to enable the formulation of solutions and responses to complex problems and situations.

Learning at this level involves the demonstration of high levels of knowledge, a high level of work expertise in job roles and competence in managing and training others. Qualifications at this level are appropriate for people working as higher grade technicians, professionals or managers.

Level 5 qualifications are at a level which broadly compares to the level of demand, but not necessarily the volume of study, of intermediate higher education qualifications such as diplomas of higher education, foundation and other degrees that do not typically provide access to postgraduate programmes.

NVQ Level 4

Name of Qualification:

National Vocational Qualifications: Level 4 (original NQF level)

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Achieving an NVQ shows that a learner is competent in the occupation the NVQ represents. NVQs at this level can be taken in Management in Residential Childcare, Health and Social Care, Police Organisational Management, Investigations, Waste Management (Hazardous waste), Engineering Management, Construction Site Management.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in that sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services,
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation or to further learning.
  
  

Vocational Qualifications Level 5

Name of Qualification:

Vocational Qualifications Level 5

Details will be soon available here!

Level 6

Level 6 qualifications recognise a specialist high-level knowledge of an area of work or study to enable the use of an individual's own ideas and research in response to complex problems and situations.

Learning at this level involves the achievement of a high level of professional knowledge and is appropriate for people working as knowledge-based professionals or in professional management positions.

Level 6 qualifications are at a level equivalent to bachelor degrees with honours, graduate certificates and graduate diplomas.

NVQ Level 4

Name of Qualification:

National Vocational Qualifications: Level 4 (original NQF level)

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Achieving an NVQ shows that a learner is competent in the occupation the NVQ represents. NVQs at this level can be taken in Management in Residential Childcare, Health and Social Care, Police Organisational Management, Investigations, Waste Management (Hazardous waste), Engineering Management, Construction Site Management.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in that sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services,
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation or to further learning.
  
  

Vocational Qualifications Level 6

Name of Qualification:

Vocational Qualifications Level 6

Details will be soon available here!

Level 7

Level 7 qualifications recognise highly developed and complex levels of knowledge that enable the development of in-depth and original responses to complicated and unpredictable problems and situations.

Learning at this level involves the demonstration of high-level specialist professional knowledge and is appropriate for senior professionals and managers.

Level 7 qualifications are at a level which broadly compares to the level of demand of Masters degrees, postgraduate certificates and postgraduate diplomas, but do not necessarily involve the same volume of study.

Fellowships

Name of Qualification:

Level 7 Fellowships in the NQF

What is it used for?

Fellowships in the NQF recognise highly developed and complex levels of knowledge and skills in particular specialist areas of music and performing arts.

Learning at this level involves the demonstration of high-level specialist professional knowledge and is appropriate for senior professionals and managers.

What is it like?

• Entry to these qualifications requires an advanced body of skills and knowledge in the relevant specialist area, usually equivalent to degree level or above.
  
  
• These qualifications are typically suited to practitioners in the fields of music and performing arts
  
  
• These qualifications cover a range of specialist areas in the fields of music and performing arts, from music performance to directing
  
  
• They combine a range of theoretical and practical modules relating to that specialist area
  
  

Where will it lead?

Fellowship qualifications allow learners to develop an advanced body of knowledge and skills that can support progression towards recognition as a leading expert or practitioner in a particular area of music or the performing arts.

NVQ Level 5

Name of Qualification:

National Vocational Qualifications: Level 5 (original NQF level)

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Achieving an NVQ shows that a learner is competent in the occupation the NVQ represents. NVQs at this level can be taken in Police Strategic Management and Management, Learning and Development.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in that sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services.
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation or to further learning.
  
  

Vocational Qualifications Level 7

Name of Qualification:

Vocational Qualifications Level 7

Details will be soon available here!

Level 8

Level 8 qualifications recognise leading experts or practitioners in a particular field. Learning at this level involves the development of new and creative approaches that extend or redefine existing knowledge or professional practice.

Qualifications accredited at this level are highly specialist, for example an award in strategic management.

Highly specialist award from a professional body

Qualifications at different levels in the NQF, including Vocational Qualifications (VQs), are designed to provide candidates with the relevant skills and knowledge needed for their chosen vocational area. They are related to employment and give learners the option to either train for a different career or to advance within their chosen occupation.

Qualifications at level 8 need to be for the recognition of leading experts or practitioners in a particular field. Learning at this level involves the development of new and creative approaches that extend or redefine existing knowledge or professional practice. It is expected that Level 8 qualifications could comprise qualifications such as highly specialist awards from professional bodies.

HND

Name of Qualification:

Higher National Diplomas: (known as HNDs)

What is it used for?

A Higher National Diploma is a vocationally related qualification available in a wide range of subjects. They are designed to provide the skills and knowledge needed for a particular occupation or vocation. HNDs require specialist learning and are appropriate for people working in (or seeking work in) technical and professional jobs. HNDs are available in a wide range of subjects, including Agriculture, IT, Media and Performing Arts, Retail and Distribution, Science.

What is it like?

• They normally take two years of full time study to complete
  
  
• They can be taken on a full or part time basis and can often be taken by learners who are working.
  
  
• Typically entry to an HND requires on A-level or an equivalent
  
  
• Professional bodies have strong links to HNDs, which further supports their relevance to the workplace.
  
  
• HNDs can be taken in a broad range of subjects from forensic science to photography, health and social care and agriculture
  
  
• They provide an alternative route for learners who want to progress into higher education without necessarily doing a degree.
  
  

Where will it lead?

• HNDs are strongly focused on a particular occupational area and because of this provide a strong foundation for moving into a chosen occupation. HNDs also support entry into the second or third year of some degree programmes. For some subjects a learner may only need to do one year of additional study to progress from the HND to an honours degree.
  
  

HNC

Name of Qualification:

Higher National Certificate:

What is it used for?

Higher National Certificates (HNCs) are designed to provide people with the practical skills and theoretical knowledge that employers expect and also to provide articulation to HNDs and degree programmes. Some HNCs exempt learners from taking all or part of the professional examinations needed to gain membership of the associated professional body.

Typically, holders of an HNC will be able to

• Demonstrate a broad knowledge of the subject/discipline/vocational area in general.
  
  
• Use professional skills, techniques, practices and/or materials associated with a vocational area, and practice them in vocational contexts.
  
  
• Demonstrate core skills to the level specified by the vocational sector.
  
  
• Professional bodies have strong links to HNDs, which further supports their relevance to the workplace.
  
  
• Exercise initiative and independence in carrying out defined activities at a professional level.
  
  
• Work with others in support of current professional practice under guidance.
  
  

What is it like?

• They are higher education vocational qualifications, which are undertaken mainly in Further Education Colleges but also in some Higher Education Institutions
  
  
• They are based on Units.
  
  
• They are made up of mandatory and optional Units.
  
  
• They are related to National Occupational Standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• They will typically require 480 hours of programmed learning and an approximately equivalent amount of independent study.
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  

Where will it lead?

• HNCs are designed to provide progression to employment at technician/technologist level and to articulation to HNDs and degree programmes depending on articulation agreements.
  
  

The Credit and Qualifications Framework for Wales

From 2003 onwards all learning, including mainstream qualifications, offered in Wales are gradually being brought into a single unifying structure – the Credit and Qualifications Framework for Wales (CQFW).The framework merges the concepts of volume of learning achievements (credit) and the demands made by that learning on the learner (level) to create a system that is able to embrace all types and styles of learning, and all qualifications.

The vision for the single The Credit and Qualifications Framework for Wales will underpin five key goals:

• enable everyone to develop and maintain essential skills;
  
  
• encourage people to become lifelong learners;
  
  
• exploit the knowledge in businesses and educational institutions;
  
  
• encourage business and workers to gain new skills;
  
  
• and help people within their communities to develop new skills.
  
  

This will be achieved through:

• supporting the development of an inclusive society where everyone has the opportunity to fulfil their potential;
  
  
• assisting in removing barriers to progression;
  
  
• promoting recognition of the skills required to support economic growth in Wales; and
  
  
• offering parity in the recognition of achievement for learners of all ages, whether they are learning in the workplace, community, at school, college or university.
  
  
• and offering parity.
  
  

What is credit?

Credit is a means of recognising learning wherever, whenever and however it is achieved. It offers benefits to learners and employers by providing a system for valuing different qualifications in a consistent and standardised way.

Who is it for?

Credit is for all learners aged 14 and above. They will be able to benefit from Credit whether they are learning in the workplace, in the community, at school, college or university.

Entry level

Entry level qualifications recognise basic knowledge and skills and the ability to apply learning in everyday situations under direct guidance or supervision.

Learning at this level involves building basic knowledge and skills and is not geared towards specific occupations. Qualifications are offered at entry 1, entry 2 and entry 3, in a range of subjects.

Entry 1 recognises progress along a continuum that ranges from the most elementary of achievements to beginning to make use of skills, knowledge, or understanding that relate to the immediate environment.

Achievement at Entry 2 reflects the ability to make use of skills, knowledge and understanding to carry out simple, familiar tasks and activities with guidance. Learners at this level should be able to:

• Use knowledge or understanding to carry out simple, familiar activities;
• Know the steps needed to complete simple activities;
• Carry out simple, familiar tasks and activities;
• Follow instructions or use rehearsed steps to complete tasks and activities;
• With appropriate guidance begin to take some responsibility for the outcomes of simple activities;
• Actively participate in simple and familiar activities.

• Use knowledge or understanding to carry out structured tasks and activities in familiar contexts;
• Know and understand the steps needed to complete structured tasks and activities in familiar contexts;
• Carry out structured tasks and activities in familiar contexts;
• Be aware of the consequences of actions for self and others;
• With appropriate guidance take responsibility for the outcomes of structured activities;
• Actively participate in activities in familiar contexts.

Entry Level Certificates

Name of Qualification:

Entry Level (sub levels 1 - 3)

What is it used for?

These types of qualifications are designed to develop basic skills and knowledge and the ability to apply these in practical, everyday situations. Qualifications are offered at entry 1, entry 2 and entry 3, in a range of subjects and can provide a base for further learning and personal development.

What is it like?

• Entry Level certificates are divided into three sublevels: 1, 2 and 3, with 3 being the highest. These sublevels are broadly comparable to national curriculum levels 1, 2 and 3.
  
  
• They cover a broad range of subjects, from maths and English to retail and hairdressing.
  
  
• They are accessible to a wide range of learners of all ages
  
  
• They are focused on applying learning in everyday situations under direct guidance and supervision.
  
  
• A learner does not need to do a standard amount of content, or a particular number of units, to complete this type of qualification.
  
  
• Learners have the flexibility to complete this type of qualification at varying speeds.
  
  

Where will it lead?

Entry Level qualifications are not designed for a particular group of people, because the people working at this level are so diverse. The range of people for which these qualifications are relevant means they are not geared towards specific occupations. Learning at this level involves building basic knowledge and skills and providing a base for further learning and personal development.

ESOL skills for life

Name of Qualification:

ESOL skills for life (English for speakers of other languages, Entry level to Level 2)

What is it used for?

ESOL qualifications are designed to support language development for learners for whom English is not their first language. More generally, these qualifications are part of the government's strategy to improve literacy, numeracy and ICT, and provide a base for further learning and personal development.

What is it like?

• They are available only for adult learners over the age of 16; outside of this there are no special entry requirements for ESOL skills for life qualifications.
  
  
• The qualifications are offered at three NQF levels, Entry, Level 1 and Level 2
  
  
• All modules, across all three levels, are assessed by examination.
  
  
• Each qualification looks to develop skills in one or more of the areas of speaking and listening, reading and writing.
  
  
• Learners have the flexibility to take units at different levels.
  
  
• The content of these qualifications is based on the national standards for adult literacy, which describe what should be taught in literacy and English language programmes.
  
  

Where will it lead?

The ESOL qualifications are designed to remove language barriers to day-to-day life, employment and further learning. Learning at this level involves building basic knowledge and language skills and providing a base for further learning and personal development.

Level 1

Achievement at level one reflects the ability to use relevant knowledge, skills and procedures to complete routine tasks. It includes responsibility for completing tasks and procedures subject to direction or guidance. Learners at this level should be able to:

• Use knowledge of facts, procedures and ideas to complete well-defined, routine tasks;
• Be aware of information relevant to the area of study or work;
• Complete well-defined, routine tasks;
• Use relevant skills and procedures;
• Select and use relevant information;
• Identify whether actions have been effective;
• Take responsibility for completing tasks and procedures subject to direction or guidance as needed;

NVQ

Name of Qualification:

National Vocational Qualifications: Level 1

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Level 1 NVQs recognise basic knowledge and skills and the ability to apply learning with guidance or supervision. Learning is about activities that mostly relate to everyday situations and may be linked to job competence and achieving a Level 1 NVQ shows that a learner is competent in performing these activities. NVQs at this level can be taken in a range of areas, including Agriculture, Retail, IT, Engineering and Hospitality, Customer Services, Spanish, Welsh, Hairdressing, Food and Drink.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in a sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services,
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  
• Note GNVQs, General National Vocational Qualifications, have been phased out.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation.
  
  

VQ

Name of Qualification:

Vocational Qualifications, VQs

What is it used for?

Vocational qualifications are designed to provide learners with the relevant skills and knowledge needed for their chosen vocational area. They recognise basic knowledge and skills and the ability to apply learning with guidance or supervision. Learning at this level is about activities that mostly relate to everyday situations and may be linked to job competence. VQs at level 1 are offered in a range of areas, including Health and Safety in the workplace, Engineering, Vehicle and Maintenance, IT, Contact Sector Skills, Coaching, Hospitality, Travel and Tourism.

What is it like?

• VQs are related to a particular vocational area
  
  
• They are available at the NQF levels 1, 2 and 3
  
  
• They are unit based and can be taught and assessed in a variety of ways.
  
  
• VQs are offered in a wide range of vocational areas, across all sectors.
  
  
• There are no age limits or special entry requirements for VQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

They are related to employment and give learners the option to either train for a different career or to advance within their chosen occupation.

GCSE Grades D - G

Name of Qualification:

General Certificate of Secondary Education (GCSE): Grades D - G)

What is it used for?

GCSEs cover a range of subjects including for young people aged 15 - 16 the core or mandatory subjects in English, Maths, ICT and Science. GCSEs are designed to give learners a strong foundation of knowledge and skills that will support them both in further learning and in a particular occupation. GCSEs are available in a wide range of subjects including Art and Design, English, Geography, History, Health and Social Care, ICT, Music, Welsh, Applied Science, Leisure and Tourism, Modern Foreign Languages, Maths, Home Economics, Applied Business.

What is it like?

• GCSEs are typically taken by students at ages 15 to 16 but they are also available to anyone, at any age, who would like to gain a particular qualification.
  
  
• There are no special entry requirements for doing GCSEs.
  
  
• GCSEs are graded from A* to G, where A* is the highest.
  
  
• GCSEs grade D to G sit at NQF level 1
  
  
• They are typically taught in schools or colleges
  
  
• They cover a wide range of subjects from English and Maths to Leisure and Tourism and Health and Social Care
  
  
• The qualification is unit based and typically involves a combination of examinations and some coursework. Some GCEs are modular and allow learners to sit exams at the end of each unit.
  
  
• GCSEs can also be taught as short courses, which cover half the content of a single GCSE, or as a double award which is the same, in terms of content, as two single GCSEs.
  
  

Where will it lead?

• GCSEs and their equivalents are valued by schools, colleges and employers and provide a strong foundation for progression into further study or for entering an occupation.
  
  

ESOL skills for life

Name of Qualification:

ESOL skills for life (English for speakers of other languages, Entry level to Level 2)

What is it used for?

ESOL qualifications are designed to support language development for learners for whom English is not their first language. More generally these qualifications are part of the government's strategy to improve literacy, numeracy and ICT, and provide a base for further learning and personal development.

What is it like?

• They are available only for adult learners over the age of 16; outside of this there are no special entry requirements for ESOL, skills for life qualifications.
  
  
• The qualifications are offered at three NQF levels, Entry, Level 1 and Level 2
  
  
• All modules, across all three levels, are assessed by examination.
  
  
• Each qualification looks to develop skills in one or more of the areas of speaking and listening, reading and writing.
  
  
• Learners have the flexibility to take units at different levels.
  
  
• The content of these qualifications is based on the national standards for adult literacy, which describes what should be taught in literacy and English language programmes.
  
  

Where will it lead?

The ESOL qualifications are designed to remove language barriers to day-to-day life, employment and further learning. Learning at this level involves building basic knowledge and language skills and providing a base for further learning and personal development. The higher-level ESOL qualifications specifically look to develop the language skills needed for entry into mainstream education and professional life.

Welsh Baccalaureate

Name of Qualification:

Welsh Baccalaureate Foundation

What is it used for?

The Welsh Baccalaureate - or the Welsh Bac - is a new qualification, which recognises almost everything that young people do at school or college. It includes current, approved qualifications like A levels, GCSEs and NVQs and adds breadth and balance through a Core programme of activites.

What is it like?

To gain a Welsh Baccalaureate Foundation Diploma students must achieve a Core Certificate at level 1 that comprises:

• Four key skills at level 1, which must include one from the 'first three' i.e. Communication, Application of Number and ICT, and evidence of having pursued all six key skills.
• Satisfactory Working with an Employer and Community Participation reports.
• Individual Investigation at level 1.
• Specified curriculum requirements
• Options: NVQ Level 1 or equivalent, or a minimum of four grades D-G at GCSE, or their equivalent.

Where will it lead?

• A Foundation Welsh Baccalaureate Qualification can be used as a means of progression in education, training or employment.
  
  

Level 2

Achievement at level two reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgement subject to overall direction or guidance. Learners at this level should be able to:

• Use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems;
• Interpret relevant information and ideas;
• Be aware of the types of information that are relevant to the area of study or work;
• Complete well-defined, generally routine tasks and address straightforward problems;
• Select and use relevant skills and procedures;
• Identify, gather and use relevant information to inform actions;
• Identify how effective actions have been;
• Take responsibility for completing tasks and procedures;
• Exercise autonomy and judgement subject to overall direction or guidance;

NVQ

Name of Qualification:

National Vocational Qualifications: Level 2

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Achieving an NVQ shows that a learner is competent in the occupation the NVQ represents. NVQs at level 2 can be taken in a range of areas, including Health and Social Care, Housing, Security Services, Play Work, Animal Care, Dry Cleaning, Transport Engineering and Maintenance, IT Practitioners, Retail Skills, Distribution & Warehousing Operations, Food and Drink Services, French, Chinese.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in a sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services,
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  
• Note GNVQs, General National Vocational Qualifications, have been phased out.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation.
  
  

VQ

Name of Qualification:

Vocational Qualifications, VQs

What is it used for?

Vocational qualifications are designed to provide learners with the relevant skills and knowledge needed for their chosen vocational area. They recognise knowledge and understanding of a subject area of work or study, and the ability to perform varied tasks with some guidance or supervision. Learning at this level is appropriate for many job roles. VQs at Level 2 are offered in a range of areas, including Food Safety, Infection Control, Counselling, First Aid Qualifications, Agriculture, Swimming, Air Cabin Crew Skills, Photography, Massage.

What is it like?

• VQs are related to a particular vocational area
  
  
• They are available at the NQF levels 1, 2 and 3
  
  
• They are unit based and can be taught and assessed in a variety of different ways.
  
  
• VQs are offered in a wide range of vocational areas, across all sectors.
  
  
• There are no age limits or special entry requirements for VQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

They are related to employment and give learners the option to either train for a different career or to advance within their chosen occupation. Learning at this level involves building knowledge and/or skills in relation to an area of work or a subject area and is appropriate for many job roles.

GCSE Grades A* - C

Name of Qualification:

General Certificate of Secondary Education (GCSE): Grades A* - C

What is it used for?

GCSEs cover a range of subjects including for young people aged 15 - 16 core or mandatory subjects in English, Maths, ICT and Science. GCSEs are designed to give learners a strong foundation of knowledge and skills that will support them both in further learning and in a particular occupation. GCSEs are available in a wide range of subjects including Art and Design, English, Geography, History, Health and Social Care, ICT, Music, Welsh, Applied Science, Leisure and Tourism, Modern Foreign Languages, Maths, Home Economics, Applied Business.

What is it like?

• GCSEs are typically taken by students at ages 15 to 16 but they are also available to anyone, at any age, who would like to gain a particular qualification.
  
  
• There are no special entry requirements for doing GCSEs.
  
  
• GCSEs are graded from A* to G, where A* is the highest.
  
  
• GCSEs A*-C sit at NQF level 2.
  
  
• They are typically taught in schools or colleges
  
  
• They cover a wide range of subjects from English and Maths to Leisure and Tourism and Health and Social Care
  
  
• The qualification is unit based and typically involves a combination of examinations and some coursework. Some GCEs are modular and allow learners to sit exams at the end of each unit.
  
  
• GCSEs can also be taught as short courses, which cover half the content of a single GCSE, or as a double awards which is the same, in terms of content, as two single GCSEs
  
  

Where will it lead?

• GCSEs and their equivalents are valued by schools, colleges and employers and provide a strong foundation for progression into further study or for entering an occupation.
  
  

ESOL skills for life

Name of Qualification:

ESOL skills for life (English for speakers of other languages, Entry level to Level 2)

What is it used for?

ESOL qualifications are designed to support language development for learners for whom English is not their first language. More generally these qualifications are part of the government's strategy to improve literacy, numeracy and ICT, and provide a base for further learning and personal development.

What is it like?

• They are available only for adult learners over the age of 16; outside of this there are no special entry requirements for ESOL, skills for life qualifications.
  
  
• The qualifications are offered at three NQF levels, Entry, Level 1 and Level 2
  
  
• All modules, across all three levels, are assessed by examination.
  
  
• Each qualification looks to develop skills in one or more of the areas of speaking and listening, reading and writing.
  
  
• Learners have the flexibility to take units at different levels.
  
  
• The content of these qualifications is based on the national standards for adult literacy, which describes what should be taught in literacy and English language programmes.
  
  

Where will it lead?

The ESOL qualifications are designed to remove language barriers to day-to-day life, employment and further learning. Learning at this level involves building basic knowledge and language skills and providing a base for further learning and personal development. The higher-level ESOL qualifications specifically look to develop the language skills needed for entry into mainstream education and professional life.

Welsh Baccalaureate

Name of Qualification:

Welsh Baccalaureate Intermediate

What is it used for?

The Welsh Baccalaureate - or the Welsh Bac - is a new qualification, which recognises almost everything that young people do at school or college. It includes current, approved qualifications like A levels, GCSEs and NVQs and adds breadth and balance through a Core programme of activites.

What is it like?

To gain a Welsh Baccalaureate Intermediate Diploma students must achieve a Core Certificate at level 2 that comprises:

• Four key skills, two at level 2 and two at level 1, including the first three i.e. Communication, Application of Number and ICT. There must be evidence of having pursued all six key skills.
• Satisfactory Working with an Employer and Community Participation reports.
• Individual Investigation at level 2.
• Specified curriculum requirements.
• Options: NVQ level 2 or BTEC First at pass level or four A*-C at GCSE or Intermediate GNVQ or equivalent (e.g. two 'Double Award' GCSE or three GCSE plus two short course GCSE).

Where will it lead?

• An Intermediate Welsh Baccalaureate Qualification can be used as a means of progression in education, training or employment.

Level 3

Achievement at level three reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that while well-defined have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work. Learners at this level should be able to:

• Use factual, procedural and theoretical understanding to complete tasks and address problems that while well-defined may be complex and non-routine;
• Interpret and evaluate relevant information and ideas;
• Be aware of the nature of the area of study or work;
• Have awareness of different perspectives or approaches within the area of study or work;
• Address problems that while well-defined may be complex and non-routine;
• Identify, select and use appropriate skills, methods and procedures;
• Use appropriate investigation to inform actions;
• Review how effective methods and actions have been;
• Take responsibility for initiating and completing tasks and procedures, including where relevant responsibility for supervising or guiding others;
• Exercise autonomy and judgement within limited parameters.

NVQ

Name of Qualification:

National Vocational Qualifications: Level 3

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Achieving an NVQ shows that a learner is competent in the occupation the NVQ represents. NVQs at level 3 can be taken in a range of areas, including Pharmacy Services, Health and Social Care, Fire Services, Police Services, Waste management, Vehicle Maintenance, Spa Therapy, Professional Cookery.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in that sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services,
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  
• Note GNVQs, General National Vocational Qualifications, have been phased out.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation or to further learning, and some people may wish to go to university.
  
  

VQ

Name of Qualification:

Vocationally Related Qualifications, VQs

What is it used for?

Vocational qualifications are designed to provide learners with the relevant skills and knowledge needed for their chosen vocational area. They recognise the ability to gain and, where relevant, apply a range of knowledge, skills and understanding. Learning at this level involves obtaining detailed knowledge and skills. VQs at Level 3 are offered in a range of areas, including Massage, Dentistry, Counselling, Play Work, Music technology, ICT Practitioners, Hospitality, Vehicle Maintenance.

What is it like?

• VQs are related to a particular vocational area
  
  
• They are available at the NQF levels 1, 2 and 3
  
  
• They are unit based and can be taught and assessed in a variety of different ways.
  
  
• VQs are offered in a wide range of vocational areas, across all sectors.
  
  
• There are no age limits or special entry requirements for VQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

• They are related to employment and give learners the option to either train for a different career or to advance within their chosen occupation. Progression may also be achieved by facilitating progression to another occupation or to further learning, and some people may wish to go to university.
  
  

A Level

Name of Qualification:

General Certificate of Education (GCE) A Levels (AS / A2)

What is it used for?

A Levels combine AS levels and A2s. Typically taken over two years, they aim to give learners, who are often aged 16 - 19, an increasingly specialised understanding of a particular subject that can provide a strong foundation to further study or for entering an occupation. A levels are available in a wide range of subjects, including Applied Art and Design, Applied Business, Chemistry, Economics, English Language, Government and Politics, Law, Latin and Greek, Leisure Studies, Media, Music, Physical Education, Religious Studies, Sociology, Maths, Travel and Tourism, Manufacturing

What is it like?

• An A level usually consists of three AS (advanced subsidiary) units and three A2 units.
  
  
• A Levels sit at level 3 in the NQF
  
  
• For those studying at school, in the first year of studying AS levels (usually in year 12) there is the option of choosing up to five subjects.
  
  
• AS levels allow learners to mix a number of subjects, enabling options to be kept open for an additional year.
  
  
• The A2 year allows learners to build on their AS levels and specialise in those subjects of particular interest.
  
  
• A levels cover a wide range of subject areas, from history through to applied science and travel and tourism
  
  
• High performing learners have the additional option of taking Advanced Extension Awards (AEAs). They provide an opportunity to demonstrate a more in-depth knowledge and understanding of a particular subject. Achievement of an AEA is marked by either a pass or distinction
  
  

Where will it lead?

• A Levels can help prepare learners for particular occupations, or they can be counted towards the requirements needed for further study. Entry to university and colleges of higher education is partly determined by a tariff (points) system, which includes scores for AS and A Levels.
  
  

Welsh Baccalaureate

Name of Qualification:

Welsh Baccalaureate Advanced

What is it used for?

The Welsh Baccalaureate - or the Welsh Bac - is a new qualification, which recognises almost everything that young people do at school or college. It includes current, approved qualifications like A levels, GCSEs and NVQs and adds breadth and balance through a Core programme of activites.

What is it like?

• Three key skills at level 3, one of which must be from the first three key skills together with the other three key skills at level 2;
• Satisfactory Working with an Employer and Community Participation reports;
• Individual Investigation at level 3;
• Specified curriculum requirements.
• Options: NVQ Level 3 or BTEC National Certificate at pass level or two grades A-E at GCE Advanced or equivalent (i.e. VCE 12 units).

Where will it lead?

• A Welsh Baccalaureate Advanced Diploma can be used as a means of progression in education, training or employment, including progression to Higher Education.
  
  

Level 4

Achievement at level four reflects the ability to identify and use relevant understanding, methods and skills to address problems that are well-defined but complex and non-routine. It includes taking responsibility for overall courses of action as well as exercising autonomy and judgement within broad parameters. It also reflects understanding of different perspectives or approaches within an area of study or work. Learners at this level should be able to:

• Use practical, theoretical or technical understanding to address problems that are well-defined but complex and non-routine;
• Analyse, interpret and evaluate relevant information and ideas;
• Be aware of the nature and approximate scope of the area of study or work;
• Have an informed awareness of different perspectives or approaches within the area of study or work;
• Address problems that are well-defined but complex and non-routine;
• Identify, adapt and use appropriate methods and skills;
• Use appropriate investigation to inform actions;
• Review the effectiveness and appropriateness of methods, actions and results;
• Take responsibility for courses of action, including where relevant responsibility for the work of others;
• Exercise autonomy and judgement within broad parameters.

Certificates of Higher Education

A Certificate of Higher Education is typically awarded after one year full-time study at a university or on a higher education programme in another institution - it is broadly equivalent to passing the first year of a degree course. The qualification is typically accredited by universities themselves.

Certificates of Higher Education are awarded to students who have demonstrated

• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study;
  
  
• an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.
  
  

Typically, holders of the qualification will be able to

• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work;
  
  
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments;
  
  
• undertake further training and develop new skills within a structured and managed environment;
  
  

and will have

• qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
  
  

HNC

Name of Qualification:

Higher National Certificate:

What is it used for?

Higher National Certificates (HNCs) are designed to provide people with the practical skills and theoretical knowledge that employers expect and also to provide articulation to HNDs and degree programmes. Some HNCs exempt learners from taking all or part of the professional examinations needed to gain membership of the associated professional body.

Typically, holders of an HNC will be able to

• Demonstrate a broad knowledge of the subject/discipline/vocational area in general.
  
  
• Use professional skills, techniques, practices and/or materials associated with a vocational area, and practice them in vocational contexts.
  
  
• Demonstrate core skills to the level specified by the vocational sector.
  
  
• Professional bodies have strong links to HNDs, which further supports their relevance to the workplace.
  
  
• Exercise initiative and independence in carrying out defined activities at a professional level.
  
  
• Work with others in support of current professional practice under guidance.
  
  

What is it like?

• They are higher education vocational qualifications, which are undertaken mainly in Further Education Colleges but also in some Higher Education Institutions
  
  
• They are based on Units.
  
  
• They are made up of mandatory and optional Units.
  
  
• They are related to National Occupational Standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• They will typically require 480 hours of programmed learning and an approximately equivalent amount of independent study.
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  

Where will it lead?

• HNCs are designed to provide progression to employment at technician/technologist level and to articulation to HNDs and degree programmes depending on articulation agreements.
  
  

Level 5

Achievement at level five reflects the ability to identify and use relevant understanding, methods and skills to address broadly-defined, complex problems. It includes taking responsibility for planning and developing courses of action as well as exercising autonomy and judgement within broad parameters. It also reflects understanding of different perspectives, approaches or schools of thought and the reasoning behind them. Learners at this level should be able to:

• Use practical, theoretical or technological understanding to find ways forward in broadly-defined, complex contexts;
• Analyse, interpret and evaluate relevant information, concepts and ideas;
• Be aware of the nature and scope of the area of study or work;
• Understand different perspectives, approaches or schools of thought and the reasoning behind them;
• Address broadly-defined,complex problems;
• Determine, adapt and use appropriate methods and skills;
• Use relevant research or development to inform actions;
• Evaluate actions, methods and results;
• Take responsibility for planning and developing courses of action, including where relevant responsibility for the work of others;
• Exercise autonomy and judgement within broad parameters.

Foundation Degrees

Foundation Degrees are vocational qualifications, delivered in (the equivalent of) two years study in a university or on a higher education programme in another institution, and designed to equip learners with skills and knowledge relevant to their employment. Foundation Degrees also aim to contribute to widening participation and lifelong learning by encouraging participation by learners who may not previously have considered studying for a higher level qualification. Foundation Degrees are intermediate level qualifications and do not represent an end of first cycle higher education qualification in terms of the Bologna declaration

Foundation Degrees are employment-related HE qualifications that provide professional development in a broad range of vocational areas - from chemical technology and commercial music, to police studies, textiles or tourism. Foundation Degree courses take two years full-time but many people choose to study part-time or by flexible learning, often while working. Foundation Degrees are valuable qualifications in their own right, but you can also progress to an honours degree through further study - usually around a year, depending on the programme. For more information, visit http://www.foundationdegree.org.uk/.

Typically, holders of Foundation Degrees will be able to demonstrate:

• knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed;
  
  
• successful application in the workplace of the range of knowledge and skills learnt throughout the programme;
  
  
• ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context;
  
  
• knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context;
  
  
• an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context.
  
  

Typically, holders of Foundation Degrees would be able to:

• use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context;
  
  
• effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context;
  
  
• undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations;
  
  

and have:

• qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making;
  
  
• the ability to utilise opportunities for lifelong learning.
  
  

HND

Name of Qualification:

Higher National Diplomas: (known as HNDs)

What is it used for?

A Higher National Diploma is a vocationally related qualification available in a wide range of subjects. They are designed to provide the skills and knowledge needed for a particular occupation or vocation. HNDs require specialist learning and are appropriate for people working in (or seeking work in) technical and professional jobs. HNDs are available in a wide range of subjects, including Agriculture, IT, Media and Performing Arts, Retail and Distribution, Science.

What is it like?

• They normally take two years of full time study to complete
  
  
• They can be taken on a full or part time basis and can often be taken by learners who are working.
  
  
• Typically entry to an HND requires on A-level or an equivalent
  
  
• Professional bodies have strong links to HNDs, which further supports their relevance to the workplace.
  
  
• HNDs can be taken in a broad range of subjects from forensic science to photography, health and social care and agriculture
  
  
• They provide an alternative route for learners who want to progress into higher education without necessarily doing a degree.
  
  

Where will it lead?

• HNDs are strongly focused on a particular occupational area and because of this provide a strong foundation for moving into a chosen occupation. HNDs also support entry into the second or third year of some degree programmes. For some subjects a learner may only need to do one year of additional study to progress from the HND to an honours degree.
  
  

Diplomas of Higher Education (DipHE)

Name of Qualification:

Diplomas of Higher Education (DipHE)

Details will be soon available here!

Level 6

Achievement at level six reflects the ability to refine and use relevant understanding, methods and skills to address complex problems that have limited definition. It includes taking responsibility for planning and developing courses of action that are able to underpin substantial change or development, as well as exercising broad autonomy and judgement. It also reflects an understanding of different perspectives, approaches or schools of thought and the theories that underpin them. Learners at this level should be able to:

• Refine and use practical, conceptual or technological understanding to create ways forward in contexts where there are many interacting factors;
• Critically analyse, interpret and evaluate complex information, concepts and ideas;
• Understand the context in which the area of study or work is located;
• Be aware of current developments in the area of study or work;
• Understand different perspectives, approaches or schools of thought and the theories that underpin them;
• Address problems that have limited definition and involve many interacting factors;
• Determine, refine, adapt and use appropriate methods and skills;
• Use and where appropriate design relevant research and development to inform actions;
• Evaluate actions, methods and results and their implications;
• Take responsibility for planning and developing courses of action that are capable of underpinning substantial changes or developments;
• Initiate and lead tasks and processes, taking responsibility where relevant for the work and roles of others;
• Exercise broad autonomy and judgement.

Bachelors Degree with Honours

A Bachelors Degree with Honours is typically awarded after (the equivalent of) three years full-time study at a university or other higher education institution.

Honours Degrees are awarded to students who have demonstrated

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline;
  
  
• an ability to deploy accurately established techniques of analysis and enquiry within a discipline;
  
  
• conceptual understanding that enables the student:
  • to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and
    
    
  • to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline;
    
    
  
  
  
• an appreciation of the uncertainty, ambiguity and limits of knowledge;
  
  
• the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline).
  
  

Typically, holders of the qualification will be able to

• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
  
  
• critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;
  
  
• communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;
  
  

and will have

• qualities and transferable skills necessary for employment requiring:
  
  
• the exercise of initiative and personal responsibility;
  
  
• decision-making in complex and unpredictable contexts; and
  
  
• the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
  
  

Bachelor's Degrees

Name of Qualification:

Bachelor's Degrees

Details will be soon available here!

Professional Graduate Certificate in Education (PGCE)

Name of Qualification:

Professional Graduate Certificate in Education (PGCE)

Details will be soon available here!

Graduate Diplomas

Name of Qualification:

Graduate Diplomas

Details will be soon available here!

Graduate Certificates

Name of Qualification:

Graduate Certificates

Details will be soon available here!

Level 7

Achievement at level seven reflects the ability to reformulate and use relevant understanding, methodologies and approaches to address problematic situations that involve many interacting factors. It includes taking responsibility for planning and developing courses of action that initiate or underpin substantial change or development, as well as exercising broad autonomy and judgement. It also reflects an understanding of relevant theoretical and methodological perspectives and how they affect their area of study or work. Learners at this level should be able to:

• Reformulate and use practical, conceptual or technological understanding to create ways forward in contexts where there are many interacting factors;
• Critically analyse, interpret and evaluate complex information, concepts and theories to produce modified conceptions;
• Understand the wider contexts in which the area of study or work is located;
• Understand current developments in the area of study or work;
• Understand different theoretical and methodological perspectives and how they affect the area of study or work;
• Conceptualise and address problematic situations that involve many interacting factors;
• Determine and use appropriate methodologies and approaches;
• Design and undertake research, development or strategic activities to inform the area of work or study or produce organisational or professional change;
• Critically evaluate actions, methods and results and their short- and long-term implications;
• Take responsibility for planning and developing courses of action that initiate or underpin substantial changes or developments;
• Exercise broad autonomy and judgement;
• Initiate and lead complex tasks and processes, taking responsibility where relevant for the work and roles of others.

Masters Degree

Masters Degrees are awarded after completion of taught courses, programmes of research, or a mixture of both. Longer, research-based programmes often lead to the degree of MPhil. Most Masters courses last at least one year (if taken full-time), and are taken by persons with Honours Degrees (or equivalent achievement). Some Masters Degrees in science and engineering are awarded after extended undergraduate programmes that last, typically, a year longer than Honours degree programmes. (Note: the MAs granted by the Universities of Oxford and Cambridge are not academic qualifications.)

Masters Degrees are awarded to students who have demonstrated

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
  
  
• a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
  
  
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
  
  
• conceptual understanding that enables the student:
  • to evaluate critically current research and advanced scholarship in the discipline; and
    
    
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
    
    
  
  
  

Typically, holders of the qualification will be able to

• a deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
  
  
• demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
  
  
• continue to advance their knowledge and understanding, and to develop new skills to a high level;
  
  

and will have

• the qualities and transferable skills necessary for employment requiring:
  
  
• the exercise of initiative and personal responsibility;
  
  
• decision-making in complex and unpredictable situations; and
  
  
• the independent learning ability required for continuing professional development.
  
  

Integrated Master's Degrees

Name of Qualification:

Integrated Master's Degrees

Details will be soon available here!

Postgraduate Diplomas

Name of Qualification:

Postgraduate Diplomas

Details will be soon available here!

Postgraduate Certificate in Education (PGCE)

Name of Qualification:

Postgraduate Certificate in Education (PGCE)

Details will be soon available here!

Postgraduate Certificates

Name of Qualification:

Postgraduate Certificates

Details will be soon available here!

Level 8

Achievement at level eight reflects the ability to develop original understanding and extend an area of knowledge or professional practice. It reflects the ability to address problematic situations that involve many complex, interacting factors through initiating, designing and undertaking research, development or strategic activities. It involves the exercise of broad autonomy, judgement and leadership in sharing responsibility for the development of a field of work or knowledge or for creating substantial professional or organisational change. It also reflects a critical understanding of relevant theoretical and methodological perspectives and how they affect the field of knowledge or work. Learners at this level should be able to:

• Develop original practical, conceptual or technological understanding to create ways forward in contexts that lack definition and where there are many complex, interacting factors;
• Develop original practical, conceptual or technological understanding to create ways forward in contexts that lack definition and where there are many complex, interacting factors;
• Critically analyse, interpret and evaluate complex information, concepts and theories to produce new knowledge and theories;
• Understand and reconceptualise the wider contexts in which the field of knowledge or work is located;
• Extend a field of knowledge or work by contributing original knowledge and thinking;
• Exercise critical understanding of different theoretical and methodological perspectives and how they affect the field of knowledge or work;
• Conceptualise and address problematic situations that involve many complex, interacting factors;
• Formulate and use appropriate methodologies and approaches;
• Initiate, design and undertake research, development or strategic activities that extend the field of work or knowledge or result in significant organisational or professional change;
• Critically evaluate actions, methods and results and their short- and long-term implications for the field of work or knowledge and its wider context;
• Take responsibility for planning and developing courses of action that have a significant impact on a field of work or knowledge or result in substantial organisational or professional change;
• Exercise broad autonomy, judgement and leadership as a leading practitioner or scholar sharing responsibility for the development of a field of work or knowledge or for substantial organisational or professional change; and
• Take responsibility for the advancement of professional practice.

Doctoral Degrees

The titles PhD and DPhil are commonly used for doctorates awarded on the basis of original research. Doctoral programmes, that may include a research component, but which have a substantial taught element lead usually to awards that include the name of the discipline in their title (eg EdD for Doctor of Education). A doctorate normally requires the equivalent of three years' full-time study.

Doctorates are awarded to students who have demonstrated

• the creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication;
  
  
• a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice;
  
  
• the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems;
  
  
• a detailed understanding of applicable techniques for research and advanced academic enquiry.
  
  

Typically, holders of the qualification will be able to

• make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences;
  
  
• continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches;
  
  

and will have

• the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.
  
  

NVQ Level 4

Name of Qualification:

National Vocational Qualifications: Level 4 (original NQF level)

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Achieving an NVQ shows that a learner is competent in the occupation the NVQ represents. NVQs at this level can be taken in Management in Residential Childcare, Health and Social Care, Police Organisational Management, Investigations, Waste Management (Hazardous waste), Engineering Management, Construction Site Management.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in that sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services,
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation or to further learning.
  
  

NVQ Level 5

Name of Qualification:

National Vocational Qualifications: Level 5 (original NQF level)

What is it used for?

NVQs are designed to develop the skills and knowledge needed to do an occupation effectively. Achieving an NVQ shows that a learner is competent in the occupation the NVQ represents. NVQs at this level can be taken in Police Strategic Management and Management, Learning and Development.

What is it like?

• NVQs are related to an occupation
  
  
• They are usually assessed in the workplace but can also be taken by full time college students.
  
  
• They are based on national occupational standards, which are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation.
  
  
• NVQs are available at the original NQF levels 1, 2, 3, 4 and 5, with 5 being the highest. They are unit based. The number and size of units varies across different NVQs in different vocational areas or sectors. Note Sector Skills Councils or other sector bodies coordinate and support the training and development within organisations in that sector.
  
  
• NVQs involve completing a portfolio of evidence and practical assignments
  
  
• NVQs are offered in a range of occupational areas from construction through to business services and health, social and protective services.
  
  
• NVQs have to be completed by their certification end date.
  
  
• There are no age limits or special entry requirements for NVQs and they are taken by a wide variety of learners.
  
  

Where will it lead?

• NVQs are designed to support progression in a particular occupation through developing knowledge and skills and taking opportunities for personal and professional development. Progression may also be achieved by facilitating progression to another occupation or to further learning.
  
  

National Framework of Qualifications for Ireland

Since the National Qualifications Authority of Ireland was established in 2001, its main tasks were to develop the National Framework of Qualifications, which was launched in October 2003, and since then to facilitate its implementation. There are many changes currently taking place in education and training in Ireland. The National Framework of Qualifications (NFQ) is itself a key element in this changing landscape. It signals significant progress in the creation of a single, coherent, more easily understood and transparent qualifications system for all levels of education and training in the State. It also accords with European and international developments to enhance learner mobility within and between national systems.

The Framework does not espouse a particular philosophy of education and training, but embodies a vision for the recognition of learning. This is a vision based on an understanding of learning as a lifelong process. This vision requires the recognition of all learning activity throughout life, with the aim of acquiring knowledge, skills and competences within a personal, civic, social or employment related perspective. The introduction of the Framework is the end result of a long and detailed process - a process which drew on significant national and international research, undertaken in close consultation with a wide range of stakeholders, whose interests and views were fully taken into consideration at all stages.

Having launched the Framework, the Qualifications Authority is now engaged in the long-term process of implementation with stakeholders. The Framework together with associated policies on access, transfer and progression, provides a new and highly flexible vision for the recognition of learning that encourages learners to achieve awards for learning on a lifelong basis. At the same time, this innovative development allows important benefits to accrue to course providers, employers and other interested parties.

The information set out in the diagram primarily relates to the major award-types being made at present and to be made in the future at each of the levels. In addition to these, there are a range of smaller awards (referred to as minor, special purpose and supplemental awards) being made and to be made at many of the levels. Furthermore, there are many awards which were previously made and have now ceased to be made and that are also in the Framework. For further information see the Framework website - http://www.nfq.ie/.

Level Indicators

The National Framework of Qualifications is based on levels. Each level has a specified level indicator. The Framework levels set out a range of standards of knowledge, skill and competence that have been defined by the Authority. The sub-strands of knowledge, skill and competence are used to generate level indicators. Level indicators are broad descriptions of learning outcomes at a given level, in terms of the eight sub-strands of knowledge, skill and competence.

Level 1

The learning outcomes at Level 1 relate to the performance of basic tasks in a controlled environment under supervision and the display of an ability to learn information and basic repetitive skills, as well as to sequence learning tasks. Literacy and numeracy achievements would correspond to those measured at the initial levels of international assessment systems.

Level 1 indicator

Knowledge - breadth:

Elementary knowledge.

Knowledge - kind:

Demonstrable by recognition or recall.

Know-How & Skill - range:

Demonstrate basic practical skills, and carry out directed activity using basic tools.

Know-How & Skill - selectivity:

Perform processes that are repetitive and predictable

Competence - context:

Act in closely defined and highly structured contexts.

Competence - role:

Act in a limited range of roles.

Competence - learning to learn:

Learn to sequence learning tasks; learn to access and use a range of learning resources.

Competence - insight:

Begin to demonstrate awareness of independent role for self.

Level 1 certificate

Awards at Level 1 and 2 aim to meet the needs of learners, young and old, adults who may be returning to education and training or who may be engaging with learning for the first time, and learners with few or no previous qualifications. This includes some learners who are currently in the workforce.

They provide certification for learners who may progress to higher levels and also for those whose principal achievements rest at these levels. The awards at Level 1 and 2 should be achieved at the learners own pace. Some learners will be achieving at more than one level in any given time. This is recognised within the award structures, through arrangements for progression.

Level 1 Certificate Award-Type Descriptor

Knowledge - breadth:

Elementary knowledge.

Knowledge - kind:

Demonstrable by recognition or recall.

Know-How & Skill - range:

Demonstrate basic practical skills, and carry out directed activity using basic tools.

Know-How & Skill - selectivity:

Perform processes that are repetitive and predictable

Competence - context:

Act in closely defined and highly structured contexts.

Competence - role:

Act in a limited range of roles.

Competence - learning to learn:

Learn to sequence learning tasks; learn to access and use a range of learning resources.

Competence - insight:

Begin to demonstrate awareness of independent role for self.

Progression & Transfer:

Progression to programme leading to a Level 2 Certificate, or at a higher level if appropriate.

Level 2

Key outcomes at this level are basic literacy and numeracy and the introduction to systematic learning. Learning outcomes relate to the ability to learn new skills and knowledge in a supervised environment and to carry out routine work under direction. Learning outcomes at this level are typically developmental rather than geared towards a specific occupation.

Level 2 Indicator

Knowledge - breadth:

Knowledge that is narrow in range.

Knowledge - kind:

Concrete in reference and basic in comprehension

Know-How & Skill - range:

Demonstrate limited range of basic practical skills, including the use of relevant tools.

Know-How & Skill - selectivity:

Perform a sequence of routine tasks given clear direction.

Competence - context:

Act in a limited range of predictable and structured contexts.

Competence - role:

Act in a range of roles under direction.

Competence - learning to learn:

Learn to learn in a disciplined manner in a well-structured and supervised environment.

Competence - insight:

Demonstrate awareness of independent role for self.

Level 2 certificate

Awards at Level 1 and 2 aim to meet the needs of learners, young and old, adults who may be returning to education and training or who may be engaging with learning for the first time, and learners with few or no previous qualifications. This includes some learners who are currently in the workforce.

Level 2 Certificate Award-Type Descriptor

Knowledge - breadth:

Knowledge that is narrow in range.

Knowledge - kind:

Concrete in reference and basic in comprehension

Know-How & Skill - range:

Demonstrate limited range of basic practical skills, including the use of relevant tools.

Know-How & Skill - selectivity:

Perform a sequence of routine tasks given clear direction.

Competence - context:

Act in a limited range of predictable and structured contexts.

Competence - role:

Act in a range of roles under direction.

Competence - learning to learn:

Learn to learn in a disciplined manner in a well-structured and supervised environment.

Competence - insight:

Demonstrate awareness of independent role for self.

Progression & Transfer:

Progression to programme leading to a Level 3 Certificate, or at a higher level if appropriate.

Level 3

Learning outcomes at this level relate to a low volume of practical capability and of knowledge of theory. The outcomes relate to the performance of relatively simple work and may be fairly quickly acquired. Outcomes at this level may also confer a minimum employability for low skilled occupations and include functional literacy and numeracy.

Level 3 Indicator

Knowledge - breadth:

Knowledge moderately broad in range.

Knowledge - kind:

Mainly concrete in reference and with some comprehension of relationship between knowledge elements.

Know-How & Skill - range:

Demonstrate a limited range of practical and cognitive skills and tools.

Know-How & Skill - selectivity:

Select from a limited range of varied procedures and apply known solutions to a limited range of predictable problems.

Competence - context:

Act within a limited range of contexts.

Competence - role:

Act under direction with limited autonomy; function within familiar, homogenous groups.

Competence - learning to learn:

Learn to learn within a managed environment.

Competence - insight:

Assume limited responsibility for consistency of self - understanding and behaviour.

Level 3 Certificate

The Level 3 certificate awarded by the Further Education and Training Awards Council (FETAC) is a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 3 Certificate Award-Type Descriptor

Knowledge - breadth:

Knowledge moderately broad in range.

Knowledge - kind:

Mainly concrete in reference and with some comprehension of relationship between knowledge elements.

Know-How & Skill - range:

Demonstrate a limited range of practical and cognitive skills and tools.

Know-How & Skill - selectivity:

Select from a limited range of varied procedures and apply known solutions to a limited range of predictable problems.

Competence - context:

Act within a limited range of contexts.

Competence - role:

Act under direction with limited autonomy; function within familiar, homogenous groups.

Competence - learning to learn:

Learn to learn within a managed environment.

Competence - insight:

Assume limited responsibility for consistency of self - understanding and behaviour.

Progression & Transfer:

Progression to programme leading to a Level 4 Certificate, or at a higher level if appropriate.

Junior Certificate (SEC)

The State Examinations Commission (SEC) is responsible for the development, assessment, accreditation and certification of the second-level examinations of the Irish state: the Junior Certificate and the Leaving Certificate. The Level 3 Junior Certificate examination is held at the end of the Junior Cycle in post-primary schools. The Junior Cycle caters for students in the 13 to 15 year old age group. Students normally sit for the examinations at the age of 14 or 15, after 3 years of post-primary education. However, candidature for the examination is not limited to post-primary school students. A candidate following an approved course of study outside the State system or who is attending an approved course of study organised under the Vocational Training Opportunities Scheme , Adult Literacy and Community Education Schemes, the Department of Social and Family Affairs second-level scheme for the unemployed can take the examination.

The Level 3 certificate awarded by the SEC is a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 3 Junior Certificate Award-Type Descriptor

Knowledge - breadth:

Knowledge moderately broad in range.

Knowledge - kind:

Mainly concrete in reference. Some comprehension of relationships between knowledge elements.

Know-How & Skill - range:

Demonstrate a limited range of skills and tools in various domains of activity - artistic, intellectual, scientific, physical and practical.

Know-How & Skill - selectivity:

Choose from a limited range of varied procedures. Apply known solutions to a limited range of predictable problems.

Competence - context:

Act within a limited range of contexts.

Competence - role:

Act under direction with limited autonomy. Function within familiar homogenous groups.

Competence - learning to learn:

Learn to learn within a managed environment

Competence - insight:

Assume limited responsibility for consistency of self - understanding and behaviour.

Progression & Transfer:

Progression to programme leading to Leaving Certificate. Progression to programme leading to Level 4 Certificate, or at a higher level.

Level 4

Independence is the hallmark of this level. Learning outcomes at this level correspond to a growing sense of responsibility for participating in public life and shaping one's own life. The outcomes at this level would be associated with first-time entry to many occupational sectors

Level 4 Indicator

Knowledge - breadth:

Broad range of knowledge

Knowledge - kind:

Mainly concrete in reference and with some elements of abstraction or theory.

Know-How & Skill - range:

Demonstrate a moderate range of practical and cognitive skills and tools.

Know-How & Skill - selectivity:

Select from a range of procedures and apply known solutions to a variety of predictable problems.

Competence - context:

Act in familiar and unfamiliar contexts.

Competence - role:

Act with considerable amount of responsibility and autonomy.

Competence - learning to learn:

Learn to take responsibility for own learning within a supervised environment.

Competence - insight:

Assume partial responsibility for consistency of self-understanding and behaviour.

Level 4 Certificate

The Level 4 certificate awarded by the Further Education and Training Awards Council (FETAC) is a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 4 Certificate Award-Type Descriptor

Knowledge - breadth:

Broad range of knowledge

Knowledge - kind:

Mainly concrete in reference and with some elements of abstraction or theory.

Know-How & Skill - range:

Demonstrate a moderate range of practical and cognitive skills and tools.

Know-How & Skill - selectivity:

Select from a range of procedures and apply known solutions to a variety of predictable problems.

Competence - context:

Act in familiar and unfamiliar contexts.

Competence - role:

Act with considerable amount of responsibility and autonomy.

Competence - learning to learn:

Learn to take responsibility for own learning within a supervised environment.

Competence - insight:

Assume partial responsibility for consistency of self-understanding and behaviour.

Progression & Transfer:

Progression to programme leading to a Level 5 Certificate, or at a higher level if appropriate.

Leaving Certificate

The State Examinations Commission (SEC) is responsible for the development, assessment, accreditation and certification of the second-level examinations of the Irish state: the Junior Certificate and the Leaving Certificate. There are three types of Leaving Certificate: established; applied and vocational. The qualifications are mainly aimed at senior secondary pupils, but candidature for the examination is not limited to school students.

The Leaving Certificate (Established) programme offers students a broad and balanced education while allowing for some specialisation. The certificate is used for the purposes of selection into further education, employment, training and higher education. The examination is the terminal examination of post-primary education. It is held at the end of the Senior Cycle in post-primary schools. The Senior Cycle caters for students in the 15 to 18 year old age group. The majority of candidates who sit for the examinations are recognised students in post-primary schools, are 17 or 18 years of age and have completed 5 or 6 years of post-primary education.

The Leaving Certificate Applied Programme (LCA) is a distinct, self-contained two-year programme aimed at preparing students for adult and working life. It is designed for students who do not wish to proceed directly to third level education or for those whose needs, aspirations and aptitudes are not adequately catered for by the other two Leaving Certificate programmes or who choose not to opt for those programmes.

The Leaving Certificate Vocational Programme (LCVP) is a senior cycle Programme designed to give a strong vocational dimension to the Leaving Certificate (established). The strong vocational focus of the LCVP is achieved by arranging Leaving Certificate subjects into Vocational Subject Groupings (see Table below) and through the provision of two additional courses of study in work preparation and enterprise, known as the Link Modules.

The Leaving Certificate is a major multi-purpose award-type at NFQ levels 4 and 5. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Levels 4/5 Leaving Certificate Award-Type Descriptor

Knowledge - breadth:

Broad range of knowledge

Knowledge - kind:

Some theoretical concepts and abstract thinking with significant depth in some areas. Some underpinning theory.

Know-How & Skill - range:

Demonstrate a broad range of cognitive and practical skills and tools.

Know-How & Skill - selectivity:

Select from a range of procedures and apply known solutions to a variety of predictable problems. Evaluate and use information to plan and develop investigative strategies.

Competence - context:

Identify and apply skill and knowledge to a moderately broad range of contexts. Take responsibility for the nature and quality of outputs.

Competence - role:

Exercise some initiative and independence in carrying out defined activities. Function within familiar homogeneous groups.

Competence - learning to learn:

Learn to take responsibility for own learning within a managed environment.

Competence - insight:

Assume responsibility for consistency of self-understanding and behaviour.

Progression & Transfer:

Progression to programme leading to a further education and training award at level 5, or at a higher level. Progression to programme leading to a higher education and training award at level 6, or at a higher level.

Level 5

Learning outcomes at this level include a broad range of skills that require some theoretical understanding. The outcomes may relate to engaging in a specific activity, with the capacity to use the instruments and techniques relating to an occupation. They are associated with work being undertaken independently, subject to general direction.

Level 5 Indicator

Knowledge - breadth:

Broad range of knowledge

Knowledge - kind:

Some theoretical concepts and abstract thinking with significant depth in some areas.

Know-How & Skill - range:

Demonstrate a broad range of specialised skills and tools.

Know-How & Skill - selectivity:

Evaluate and use information to plan and develop investigative strategies and to determine solutions to varied unfamiliar problems.

Competence - context:

Act in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs; identify and apply skill and knowledge to a wide variety of contexts.

Competence - role:

Exercise some initiative and independence in carrying out defined activities; join and function within multiple, complex and heterogeneous groups.

Competence - learning to learn:

Learn to take responsibility for own learning within a managed environment.

Competence - insight:

Assume full responsibility for consistency of self-understanding and behaviour.

Level 5 Certificate

The Level 5 certificate awarded by the Further Education and Training Awards Council (FETAC) is a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

The FETAC (NCVA) level 5 enables learners to develop a broad range of skills, which are vocational specific and require a general theoretical understanding. They are enabled to work independently/subject to general direction.

Level 5 Certificate Award-Type Descriptor

Knowledge - breadth:

Broad range of knowledge

Knowledge - kind:

Some theoretical concepts and abstract thinking with significant depth in some areas.

Know-How & Skill - range:

Demonstrate a broad range of specialised skills and tools.

Know-How & Skill - selectivity:

Evaluate and use information to plan and develop investigative strategies and to determine solutions to varied unfamiliar problems.

Competence - context:

Act in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs; identify and apply skill and knowledge to a wide variety of contexts.

Competence - role:

Exercise some initiative and independence in carrying out defined activities; join and function within multiple, complex and heterogeneous groups.

Competence - learning to learn:

Learn to take responsibility for own learning within a managed environment.

Competence - insight:

Assume full responsibility for consistency of self-understanding and behaviour.

Progression & Transfer:

Progression to a programme leading to an Advanced Certificate or a higher education and training award at level 6, 7 or 8.

Leaving Certificate

The State Examinations Commission (SEC) is responsible for the development, assessment, accreditation and certification of the second-level examinations of the Irish state: the Junior Certificate and the Leaving Certificate. There are three types of Leaving Certificate: established; applied and vocational. The qualifications are mainly aimed at senior secondary pupils, but candidature for the examination is not limited to school students.

The Leaving Certificate (Established) programme offers students a broad and balanced education while allowing for some specialisation. The certificate is used for the purposes of selection into further education, employment, training and higher education. The examination is the terminal examination of post-primary education. It is held at the end of the Senior Cycle in post-primary schools. The Senior Cycle caters for students in the 15 to 18 year old age group. The majority of candidates who sit for the examinations are recognised students in post-primary schools, are 17 or 18 years of age and have completed 5 or 6 years of post-primary education.

The Leaving Certificate Applied Programme (LCA) is a distinct, self-contained two-year programme aimed at preparing students for adult and working life. It is designed for students who do not wish to proceed directly to third level education or for those whose needs, aspirations and aptitudes are not adequately catered for by the other two Leaving Certificate programmes or who choose not to opt for those programmes.

The Leaving Certificate Vocational Programme (LCVP) is a senior cycle Programme designed to give a strong vocational dimension to the Leaving Certificate (established). The strong vocational focus of the LCVP is achieved by arranging Leaving Certificate subjects into Vocational Subject Groupings (see Table below) and through the provision of two additional courses of study in work preparation and enterprise, known as the Link Modules.

The Leaving Certificate is a major multi-purpose award-type at NFQ levels 4 and 5. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Levels 4/5 Leaving Certificate Award-Type Descriptor

Knowledge - breadth:

Broad range of knowledge

Knowledge - kind:

Some theoretical concepts and abstract thinking with significant depth in some areas. Some underpinning theory.

Know-How & Skill - range:

Demonstrate a broad range of cognitive and practical skills and tools.

Know-How & Skill - selectivity:

Select from a range of procedures and apply known solutions to a variety of predictable problems. Evaluate and use information to plan and develop investigative strategies.

Competence - context:

Identify and apply skill and knowledge to a moderately broad range of contexts. Take responsibility for the nature and quality of outputs.

Competence - role:

Exercise some initiative and independence in carrying out defined activities. Function within familiar homogeneous groups.

Competence - learning to learn:

Learn to take responsibility for own learning within a managed environment.

Competence - insight:

Assume responsibility for consistency of self-understanding and behaviour.

Progression & Transfer:

Progression to programme leading to a further education and training award at level 5, or at a higher level. Progression to programme leading to a higher education and training award at level 6, or at a higher level.

Level 6

Learning outcomes at this level include a comprehensive range of skills which may be vocationally-specific and/or of a general supervisory nature, and require detailed theoretical understanding. The outcomes also provide for a particular focus on learning skills. The outcomes relate to working in a generally autonomous way to assume design and/or management and/or administrative responsibilities. Occupations at this level would include higher craft, junior technician and supervisor.

Level 6 Indicator

Knowledge - breadth:

Specialised knowledge of a broad area.

Knowledge - kind:

Some theoretical concepts and abstract thinking with significant depth in some areas

Know-How & Skill - range:

Demonstrate comprehensive range of specialised skills and tools.

Know-How & Skill - selectivity:

Formulate responses to well-defined abstract problems.

Competence - context:

Utilise diagnostic and creative skills in a range of functions in a wide variety of contexts

Competence - role:

Exercise substantial personal autonomy and often take responsibility for the work of others and/or for allocation of resources; form, and function within, multiple complex and heterogeneous groups.

Competence - learning to learn:

Learn to take responsibility for own learning within a managed environment

Competence - insight:

Express an internalised, personal world view, reflecting engagement with others.

Advanced Certificate

The Level 6 certificate awarded by the Further Education and Training Awards Council (FETAC) is a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 6 Advanced Certificate Award-Type Descriptor

Knowledge - breadth:

Specialised knowledge of a broad area.

Knowledge - kind:

Some theoretical concepts and abstract thinking with significant depth in some areas

Know-How & Skill - range:

Demonstrate comprehensive range of specialised skills and tools.

Know-How & Skill - selectivity:

Formulate responses to well-defined abstract problems.

Competence - context:

Utilise diagnostic and creative skills in a range of functions in a wide variety of contexts

Competence - role:

Exercise substantial personal autonomy and often take responsibility for the work of others and/or for allocation of resources; form, and function within, multiple complex and heterogeneous groups.

Competence - learning to learn:

Learn to take responsibility for own learning within a managed environment

Competence - insight:

Express an internalised, personal world view, reflecting engagement with others.

Progression & Transfer:

Transfer to a programme leading to a Higher Certificate Progression to a programme leading to an Ordinary Bachelor Degree or to an Honours Bachelor Degree.

Higher Certificate

The Level 6 Higher Certificate awarded by the Higher Education and Training Awards Council (HETAC) or the Dublin Institute of Technology (DIT) is a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 6 Higher Certificate Award-Type Descriptor

Knowledge - breadth:

Specialised knowledge of a broad area.

Knowledge - kind:

Some theoretical concepts and abstract thinking with significant underpinning theory.

Know-How & Skill - range:

Demonstrate comprehensive range of specialised skills and tools.

Know-How & Skill - selectivity:

Formulate responses to well-defined abstract problems.

Competence - context:

Act in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs; identify and apply skill and knowledge to a wide variety of contexts.

Competence - role:

Exercise substantial personal autonomy and often take responsibility for the work of others and/or for allocation of resources; form, and function within, multiple complex and heterogeneous groups.

Competence - learning to learn:

Take initiative to identify and address learning needs and interact effectively in a learning group

Competence - insight:

Express an internalised, personal world view, reflecting engagement with others.

Progression & Transfer:

Transfer to a programme leading to an Advanced Certificate (award-type H). Progression to a programme leading to an Ordinary Bachelor Degree or to an Honours Bachelor Degree.

Level 7

Learning outcomes at this level relate to knowledge and critical understanding of the well-established principles in a field of study and the application of those principles in different contexts. This level includes knowledge of methods of enquiry and the ability to critically evaluate the appropriateness of different approaches to solving problems. The outcomes include an understanding of the limits of the knowledge acquired and how this influences analyses and interpretations in a work context. Outcomes at this level would be appropriate to the upper end of many technical occupations and would include higher technicians, some restricted professionals and junior management.

Level 7 Indicator

Knowledge - breadth:

Specialised knowledge across a variety of areas.

Knowledge - kind:

Recognition of limitations of current knowledge and familiarity with sources of new knowledge; integration of concepts across a variety of areas.

Know-How & Skill - range:

Demonstrate specialised technical, creative or conceptual skills and tools across an area of study

Know-How & Skill - selectivity:

Exercise appropriate judgement in planning, design, technical and/or supervisory functions related to products, services, operations or processes.

Competence - context:

Utilise diagnostic and creative skills in a range of functions in a wide variety of contexts.

Competence - role:

Accept accountability for determining and achieving personal and/or group outcomes; take significant or supervisory responsibility for the work of others in defined areas of work.

Competence - learning to learn:

Take initiative to identify and address learning needs and interact effectively in a learning group.

Competence - insight:

Express an internalised, personal world view, manifesting solidarity with others.

Ordinary Bachelor Degree

The Level 7 Ordinary Bachelor’s Degrees are awarded by the Higher Education and Training Awards Council (HETAC), the Dublin Institute of Technology (DIT) and universities and are a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 7 Ordinary Bachelor Degree Award-Type Descriptor

Knowledge - breadth:

Specialised knowledge across a variety of areas.

Knowledge - kind:

Recognition of limitations of current knowledge and familiarity with sources of new knowledge; integration of concepts across a variety of areas.

Know-How & Skill - range:

Demonstrate specialised technical, creative or conceptual skills and tools across an area of study

Know-How & Skill - selectivity:

Exercise appropriate judgement in planning, design, technical and/or supervisory functions related to products, services, operations or processes.

Competence - context:

Utilise diagnostic and creative skills in a range of functions in a wide variety of contexts.

Competence - role:

Accept accountability for determining and achieving personal and/or group outcomes; take significant or supervisory responsibility for the work of others in defined areas of work.

Competence - learning to learn:

Take initiative to identify and address learning needs and interact effectively in a learning group.

Competence - insight:

Express an internalised, personal world view, manifesting solidarity with others.

Progression & Transfer:

Progression to programme leading to an Honours Bachelor Degree or to a Higher Diploma; Progression internationally to some second cycle (i.e." Bologna masters") degree programmes.

Level 8

Innovation is a key feature of learning outcomes at this level. Learning outcomes at this level relate to being at the forefront of a field of learning in terms of knowledge and understanding. The outcomes include an awareness of the boundaries of the learning in the field and the preparation required to push back those boundaries through further learning. The outcomes relate to adaptability, flexibility, ability to cope with change and ability to exercise initiative and solve problems within their field of study. In a number of applied fields the outcomes are those linked with the independent, knowledge-based professional. In other fields the outcomes are linked with those of a generalist and would normally be appropriate to management positions.

Level 8 Indicator

Knowledge - breadth:

An understanding of the theory, concepts and methods pertaining to a field (or fields) of learning.

Knowledge - kind:

Detailed knowledge and understanding in one or more specialised areas, some of it at the current boundaries of the field(s).

Know-How & Skill - range:

Demonstrate mastery of a complex and specialised area of skills and tools; use and modify advanced skills and tools to conduct closely guided research, professional or advanced technical activity

Know-How & Skill - selectivity:

Exercise appropriate judgement in a number of complex planning, design, technical and/or management functions related to products, services, operations or processes, including resourcing.

Competence - context:

Use advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for all related decision making; transfer and apply diagnostic and creative skills in a range of contexts .

Competence - role:

Act effectively under guidance in a peer relationship with qualified practitioners; lead multiple, complex and heterogeneous groups.

Competence - learning to learn:

Learn to act in variable and unfamiliar learning contexts; learn to manage learning tasks independently, professionally and ethically.

Competence - insight:

Express a comprehensive, internalised, personal world view, manifesting solidarity with others.

Honours Bachelor Degree

The Level 8 Honours Bachelors Degrees are awarded by the Higher Education and Training Awards Council (HETAC), the Dublin Institute of Technology (DIT) or universities and are a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 8 Honours Bachelor Degree Award-Type Descriptor

Knowledge - breadth:

An understanding of the theory, concepts and methods pertaining to a field (or fields) of learning.

Knowledge - kind:

Detailed knowledge and understanding in one or more specialised areas, some of it at the current boundaries of the field(s).

Know-How & Skill - range:

Demonstrate mastery of a complex and specialised area of skills and tools; use and modify advanced skills and tools to conduct closely guided research, professional or advanced technical activity

Know-How & Skill - selectivity:

Exercise appropriate judgement in a number of complex planning, design, technical and/or management functions related to products, services, operations or processes, including resourcing.

Competence - context:

Use advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for all related decision making; transfer and apply diagnostic and creative skills in a range of contexts .

Competence - role:

Act effectively under guidance in a peer relationship with qualified practitioners; lead multiple, complex and heterogeneous groups.

Competence - learning to learn:

Learn to act in variable and unfamiliar learning contexts; learn to manage learning tasks independently, professionally and ethically.

Competence - insight:

Express a comprehensive, internalised, personal world view, manifesting solidarity with others.

Progression & Transfer:

Transfer to programmes leading to Higher Diploma. Progression to programmes leading to Masters Degree or Post-graduate Diploma, or in some cases, to programmes leading to a Doctoral Degree Progression internationally to second cycle (i.e. "Bologna masters") degree programmes.

Higher Diploma

The Level 8 Higher Diplomas are awarded by the Higher Education and Training Awards Council (HETAC), the Dublin Institute of Technology (DIT) or universities and are a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 8 Higher Diploma Award-Type Descriptor

Knowledge - breadth:

An understanding of the theory, concepts and methods pertaining to a field (or fields) of learning.

Knowledge - kind:

Detailed knowledge and understanding in one or more specialised areas, some of it at the current boundaries of the field(s).

Know-How & Skill - range:

Demonstrate mastery of a complex and specialised area of skills and tools; use and modify advanced skills and tools to conduct closely guided research, professional or advanced technical activity

Know-How & Skill - selectivity:

Exercise appropriate judgement in a number of complex planning, design, technical and/or management functions related to products, services, operations or processes, including resourcing.

Competence - context:

Use advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for all related decision making; transfer and apply diagnostic and creative skills in a range of contexts .

Competence - role:

Act effectively under guidance in a peer relationship with qualified practitioners; lead multiple, complex and heterogeneous groups.

Competence - learning to learn:

Learn to act in variable and unfamiliar learning contexts; learn to manage learning tasks independently, professionally and ethically.

Competence - insight:

Express a comprehensive, internalised, personal world view, manifesting solidarity with others.

Progression & Transfer:

Progression to programmes leading to Masters Degree or Post-graduate Diploma

Articulation:

From an Ordinary Bachelor Degree or from an Honours Bachelor Degree into a new field of learning.

Level 9

Learning outcomes at this level relate to the demonstration of knowledge and understanding which is the forefront of a field of learning. The outcomes relate to the application of knowledge, understanding and problem-solving abilities in new or unfamiliar contexts related to a field of study. The outcomes are associated with an ability to integrate knowledge, handle complexity and formulate judgements. Outcomes associated with this level would link with employment as a senior professional or manager with responsibility for the work outputs of teams.

Level 9 Indicator

Knowledge - breadth:

A systematic understanding of knowledge at, or informed by, the forefront of a field of learning.

Knowledge - kind:

A critical awareness of current problems and/or new insights, generally informed by the forefront of a field of learning.

Know-How & Skill - range:

Demonstrate a range of standard and specialised research or equivalent tools and techniques of enquiry.

Know-How & Skill - selectivity:

Select from complex and advanced skills across a field of learning; develop new skills to a high level, including novel and emerging techniques.

Competence - context:

Act in a wide and often unpredictable variety of professional levels and ill defined contexts.

Competence - role:

Take significant responsibility for the work of individuals and groups; lead and initiate activity.

Competence - learning to learn:

Learn to self-evaluate and take responsibility for continuing academic/professional development.

Competence - insight:

Scrutinise and reflect on social norms and relationships and act to change them.

Masters Degree

The Level 9 Masters Degrees are awarded by the Higher Education and Training Awards Council (HETAC), the Dublin Institute of Technology (DIT) and universities and are a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 9 Masters Degree Award-Type Descriptor

Knowledge - breadth:

A systematic understanding of knowledge at, or informed by, the forefront of a field of learning.

Knowledge - kind:

A critical awareness of current problems and/or new insights, generally informed by the forefront of a field of learning.

Know-How & Skill - range:

Demonstrate a range of standard and specialised research or equivalent tools and techniques of enquiry.

Know-How & Skill - selectivity:

Select from complex and advanced skills across a field of learning; develop new skills to a high level, including novel and emerging techniques.

Competence - context:

Act in a wide and often unpredictable variety of professional levels and ill defined contexts.

Competence - role:

Take significant responsibility for the work of individuals and groups; lead and initiate activity.

Competence - learning to learn:

Learn to self-evaluate and take responsibility for continuing academic/professional development.

Competence - insight:

Scrutinise and reflect on social norms and relationships and act to change them.

Progression & Transfer:

Progression to programmes leading to Doctoral Degree or to another Masters Degree or to a Post-graduate Diploma.

Post-graduate Diploma

The Level 9 Post-graduate Diplomas are awarded by the Higher Education and Training Awards Council (HETAC), the Dublin Institute of Technology (DIT) or universities and are a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 9 post-graduate Diploma Award-Type Descriptor

Knowledge - breadth:

A systematic understanding of knowledge at, or informed by, the forefront of a field of learning.

Knowledge - kind:

A critical awareness of current problems and/or new insights, generally informed by the forefront of a field of learning.

Know-How & Skill - range:

Demonstrate a range of standard and specialised research or equivalent tools and techniques of enquiry.

Know-How & Skill - selectivity:

Select from complex and advanced skills across a field of learning; develop new skills to a high level, including novel and emerging techniques.

Competence - context:

Act in a wide and often unpredictable variety of professional levels and ill defined contexts.

Competence - role:

Take significant responsibility for the work of individuals and groups; lead and initiate activity.

Competence - learning to learn:

Learn to self-evaluate and take responsibility for continuing academic/professional development.

Competence - insight:

Scrutinise and reflect on social norms and relationships and act to change them.

Progression & Transfer:

May exempt from part of the programme leading to a Masters Degree

Level 10

Learning outcomes at this level relate to the discovery and development of new knowledge and skills and delivering findings at the frontiers of knowledge and application. Further outcomes at this level relate to specialist skills and transferable skills required for managing such as the abilities to critique and develop organisational structures and initiate change.

Level 10 Indicator

Knowledge - breadth:

A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of a field of learning.

Knowledge - kind:

The creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy review by peers

Know-How & Skill - range:

Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with a field of learning; develop new skills, techniques, tools, practices and/or materials.

Know-How & Skill - selectivity:

Respond to abstract problems that expand and redefine existing procedural knowledge.

Competence - context:

Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts.

Competence - role:

Communicate results of research and innovation to peers; engage in critical dialogue; lead and originate complex social processes.

Competence - learning to learn:

Learn to critique the broader implications of applying knowledge to particular contexts.

Competence - insight:

Scrutinise and reflect on social norms and relationships and lead action to change them

Doctoral Degree

The Level 10 doctoral degrees are awarded by the Higher Education and Training Awards Council (HETAC), the Dublin Institute of Technology (DIT) and universities and are a major multi-purpose award-type. The knowledge, skill and competence acquired are relevant to personal development, participation in society and community, employment, and access to additional education and training.

Level 10 Doctoral Degree Award-Type Descriptor

Knowledge - breadth:

A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of a field of learning.

Knowledge - kind:

The creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy review by peers

Know-How & Skill - range:

Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with a field of learning; develop new skills, techniques, tools, practices and/or materials.

Know-How & Skill - selectivity:

Respond to abstract problems that expand and redefine existing procedural knowledge.

Competence - context:

Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts.

Competence - role:

Communicate results of research and innovation to peers; engage in critical dialogue; lead and originate complex social processes.

Competence - learning to learn:

Learn to critique the broader implications of applying knowledge to particular contexts.

Competence - insight:

Scrutinise and reflect on social norms and relationships and lead action to change them

The Higher Doctorate is typically achieved on the basis of a substantial body of scholarly work after the first doctorate, and which work is at the leading edge of an academic discipline or practice.

Level 10 Higher Doctorate Award-Type Descriptor

Knowledge - breadth:

The systematic development of a large and coherent body of knowledge which is at the forefront of a field of learning

Knowledge - kind:

The creation and interpretation of seminal knowledge, through original research, or other advanced creative scholarship that is of a quality to satisfy review by peers

Know-How & Skill - range:

Bring to publication the output of scholarly work in the production or application of knowledge in a form that admits to scholarly assessment

Know-How & Skill - selectivity:

Respond to abstract problems that expand and redefine existing procedural knowledge

Competence - context:

Make a substantial and sustained contribution to the application of knowledge and skill, perhaps in novel contexts

Competence - role:

Acts as a recognised leading authority, influencing others in a field of learning over a period of time

Competence - learning to learn:

Learn to critique the broader implications of applying knowledge to particular contexts

Competence - insight:

Scrutinise and reflect on social norms and relationships and lead action to change them

Scottish Credit and Qualifications Framework

The Framework brings together all Scottish mainstream qualifications into a single unified framework and provides a national vocabulary for describing learning opportunities. The central aims of the Scottish Credit and Qualifications Framework (SCQF) are to:

• enable employers, learners and the public in general to understand the full range of Scottish qualifications, how they relate to each other, and how different types of qualifications can contribute to improving the skills of the workforce
  
  
• help people of all ages and circumstance to access appropriate education and training over their lifetime to fulfil their personal, social and economic potential
  
  

The SCQF is a way of comparing the wide range of Scottish qualifications. It covers achievements from school, college, university and many work-based qualifications. It does this by giving each qualification a level and a number of credit points. The framework has 12 levels and relates to both qualifications and credit. At any level some qualifications cover a wide range of skills and knowledge. Some qualifications take longer than others to do and you may need to acquire more knowledge or skill/competence, and the amount of work you need to do to gain a qualification is reflected in the award of SCQF credit points. The number of points gives an idea of how much learning has to take place.

Note the descriptors set out the characteristic generic outcomes of each level. They are intended to provide a general, shared understanding of each level and to allow broad comparisons to be made between qualifications and learning at different levels. They are not intended to give precise nor comprehensive statements and there is no expectation that every qualification or programme should have all of the characteristics. The descriptors have been developed through a series of consultations and are offered as a first working guide and will be revised in the light of feedback on their use.

Level 1

There is no separate descriptor for level 1, which covers all provision that comes below the full achievement of level 2. One qualification at this level is the National Unit at Access 1 with a credit value of 6 SCQF credit points.

National Units at Access 1

What is it used for?

National Units at Access 1 are designed for learners with severe and profound learning difficulties.

What is it like?

They are used in programmes of learning which deal with the personal needs of learners and contribute to enhancing their life skills and therefore their independence

• They are usually taken in secondary schools, special schools or colleges
  
  
• In schools they are usually taken from the third year upwards
  
  
• Typically, a National Unit at Access 1 will require 60 hours of learning – although learners may need more time and substantial teacher/lecturer support
  
  
• National Units at Access 1 are available in a range of subjects such as Science, Healthy Basic Cooking, Office Skills and Using Computer Aided Learning
  
  

Where will it lead?

• National Units at Access 1 are designed to support progression. Learners may progress to
  
  
• other Units at Access 1 or Access 2
  
  
• National Clusters at Access 2
  
  

Level 2

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with knowledge of simple facts and ideas in a subject/discipline

Practice: Applied knowledge and understanding

• Relate knowledge to a few simple everyday contexts with prompting.
  
  
• Use a few very simple skills
  
  
• Carry out with guidance a few familiar tasks
  
  
• Use under supervision basic tools and materials
  
  

Generic Cognitive Skills

• Use rehearsed stages for solving problems
  
  
• Operate in personal and/or everyday contexts
  
  
• Take some account with prompting of identified consequences of action
  
  

Communication, ICT and numeracy skills

Use very simple skills with assistance for example:

• produce and respond to a limited range of very simple written and oral communication in familiar /routine contexts
  
  
• carry out a limited range of very simple tasks to process data and access information
  
  
• use a limited range of very simple and familiar numerical and graphical data in familiar and everyday contexts
  
  

Autonomy, accountability and working with others

• Work alone or with others on simple routine, familiar tasks under frequent and directive supervision
  
  
• Identify given simple criteria some successes and/or failures of the work.
  
  

National Clusters at Access 2

What is it used for?

National Clusters at Access 2 are designed for learners who need to build up confidence or may have additional support needs. National Clusters aim to develop skills and knowledge in a specific subject area. Achieving a National Cluster at Access 2 shows that a learner has demonstrated the specified knowledge and skills in a particular subject at the defined national standard.

What is it like?

• They are usually made up of three National Units at the level of the Cluster
  
  
• There may be a choice of Units available
  
  
• In some cases, learners may count Units at higher levels towards a National Cluster at Access 2
  
  
• The Units which make up the National Cluster can also be taken as freestanding qualifications
  
  
• Each Unit is allocated 6 SCQF credit points, or a proportion of 6 depending on the size of the Unit
  
  
• A National Cluster at Access 2 is allocated 18 SCQF credit points at SCQF level 2
  
  
• They are usually taken in secondary schools, special schools or colleges
  
  
• In schools they are usually taken from the third year upwards
  
  
• Typically, a National Cluster at Access 2 will require 180 hours of learning – although learners may need more time and significant teacher/lecturer support
  
  
• Candidates must be successful in all the Units to be awarded a National Cluster at Access 2
  
  
• National Clusters are available in a range of subjects such as Biology, Computing, Maths and Media Studies
  
  

Where will it lead?

• National Clusters at Access 2 are designed to support progression. Learners may progress to
  
  
• other National Clusters or Units at Access 2 or Access 3
  
  
• National Progression Awards at Access 2 or Access 3
  
  
• National Certificates at Access 2 or Access 3
  
  
• other courses in further education
  
  
• training or employment.
  
  

National Progression Award at SCQF level 2

What is it used for?

National Progression Awards (NPAs) are small flexible group awards that cover a defined set of skills/knowledge in a vocational area. They are designed for candidates in work or those preparing to enter or return to work. New design principles have been created for NPAs and details are given below. Revised NPAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of occupational skills.
  
  
• They are linked to National Occupational Standards or other professional/trade standards: (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• NPAs will have a minimum credit value of 12 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each NPA at this level will vary. The maximum credit value for each NPA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• NPAs can be delivered in college or the workplace.
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, students, colleges and Sector Skills Councils
  
  

Where will it lead?

• NPAs can be used as part of the ongoing skills development of candidates and allow progression within an occupation. They can also be used to gain the required skills/knowledge to enter employment in a particular occupational area.
  
  

National Certificate at SCQF level 2

What is it used for?

National Certificates at SCQF level 2 are designed to provide candidates with the skills and knowledge (including core/transferable skills) that employers expect and also to provide articulation to higher level programmes of study (for example National Certificates at level 3). They are delivered within the broad context of a subject/occupational area. New design principles have been created for National Certificates and details are given below. National Certificates will be certificated from January 2007.

What is it like?

• They are vocationally related qualifications which are undertaken mainly in colleges.
  
  
• They are based on Units.
  
  
• At SCQF level 2, National Certificates will be worth 54 SCQF credit points.
  
  
• At least half of the SCQF credit points must be at the level of the award (level 2). The appropriateness of the credit points at a particular level must be confirmed at validation.
  
  
• They are made up of mandatory and optional Units
  
  
• The mandatory section must have a minimum of 36 SCQF credit points
  
  
• They are linked to National Occupational Standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• They typically require 360 hours of programmed learning
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, students, colleges and Sector Skills Councils
  
  

Where will it lead?

• National Certificates at SCQF level 2 are designed to provide a progression pathway to employment and to articulate to higher level qualifications (National Certificates at SCQF level 3).
  
  

Level 3

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with:

• basic knowledge in a subject/discipline
  
  
• simple facts and ideas associated with a subject/discipline
  
  

Practice: Applied knowledge and understanding

• Relate knowledge with some prompting to personal and/or everyday contexts
  
  
• Use a few basic, routine skills to undertake familiar and routine tasks
  
  
• Complete pre-planned tasks
  
  
• Use with guidance basic tools and materials safely and effectively.
  
  

Generic Cognitive Skills

• Identify with some prompting a process to deal with a situation or issue
  
  
• Operate in familiar contexts using given criteria
  
  
• Take account of some identified consequences of action
  
  

Communication, ICT and numeracy skills

Use simple skills for example:

• produce and respond to simple written and oral communication in familiar, routine contexts
  
  
• carry out simple tasks to process data and access information
  
  
• use simple numerical and graphical data in everyday contexts
  
  

Autonomy, accountability and working with others

• Work alone or with others on simple tasks under frequent supervision
  
  
• Participate in the setting of goals, timelines, etc
  
  
• Participate in the review of completed work and the identification of ways of improving practices and processes
  
  
• Identify given simple criteria own strengths and weaknesses relative to the work
  
  

Access Level 3

There are two types of Level 3 access qualifications: either in a specific subject area, leading to the award of a national cluster, or in broad vocational area, leading to a Skills for Work qualification. Details of both qualifications are given below.

National Clusters at Access 3

What is it used for?

National Clusters at Access 3 are designed to develop skills and knowledge in a specific subject area. Achieving a National Cluster at Access 3 shows that a learner has demonstrated the specified knowledge and skills in a particular subject at the defined national standard.

What is it like?

• They are usually made up of three National Units at the level of the Cluster
  
  
• There may be a choice of Units available
  
  
• In some cases, learners may count Units at higher levels towards a National Cluster at Access 3
  
  
• The Units which make up the National Cluster can also be taken as freestanding qualifications
  
  
• A National Cluster at Access 3 is allocated 18 SCQF credit points at SCQF level 3
  
  
• Each Unit is allocated 6 SCQF credit points, or a proportion of 6 depending on the size of the Unit
  
  
• They are usually taken in secondary schools or colleges
  
  
• In schools they are usually taken in the third or fourth year
  
  
• Typically, a National Cluster at Access 3 will require 180 hours of learning – although learners may need more time and significant teacher/lecturer support
  
  
• Candidates must be successful in all the Units to be awarded a National Cluster at Access 3
  
  
• National Clusters are available in a range of subjects such as Biology, Computing, Maths and Media Studies
  
  

Where will it lead?

• National Clusters at Access 3 are designed to support progression. Learners may progress to
  
  
• National Courses at Intermediate 1
  
  
• National Progression Awards at Access 3 or Intermediate 1
  
  
• National Certificates at Access 3 or Intermediate 1
  
  
• other courses in further education
  
  
• training or employment.
  
  

National Courses at Access 3 - without grading - Skills for Work

What is it used for?

Skills for Work National Courses at Access 3 are designed to develop skills and knowledge in a broad vocational area, as well as an understanding of the workplace, skills and attitudes for employability, and Core Skills. Achieving a Skills for Work National Course at Access 3 shows that a learner has demonstrated the specified knowledge and skills in a particular area at the defined national standard.

What is it like?

• They are usually made up of three National Units at the level of the Course
  
  
• There may be a choice of Units available
  
  
• A Skills for Work National Course at Access 3 is allocated 18 SCQF credit points at SCQF level 3
  
  
• Each Unit is allocated 6 SCQF credit points, or a proportion of 6 depending on the size of the Unit
  
  
• They are usually offered by partnerships of schools and colleges, sometimes working with employers or other training providers
  
  
• In schools they are usually taken from the third year onward
  
  
• Typically, a Skills for Work National Course at Access 3 will require 180 hours of learning – although learners may need more time and additional teacher/lecturer support
  
  
• Learning programmes include practical experience and learning through reflection
  
  
• Candidates must be successful in all the selected Units to be awarded a Skills for Work National Course at Access 3
  
  
• Skills for Work National Courses are being piloted in session 2006/7 and will be available to all centres from 2007/8
  
  

Where will it lead?

• Skills for Work National Courses at Access 3 are designed to support progression. Learners may progress to
  
  
• National Courses at Intermediate 1
  
  
• National Progression Awards at Access 3 or Intermediate 1
  
  
• National Certificates at Access 3 or Intermediate 1
  
  
• other courses in further education
  
  
• training or employment.
  
  

Standard Grade at Foundation level

What is it used for?

Standard Grades are designed to develop skills and knowledge in a specific subject area. Achieving a Standard Grade at Foundation level shows that a learner has demonstrated the defined knowledge and skills for a particular subject to the defined national standard.

What is it like?

• They are made up of different parts called elements e.g. Knowledge and Understanding, Practical Abilities and Problem Solving
  
  
• Each element is assessed to determine a grade for a learner
  
  
• A Standard Grade at Foundation level is allocated 24 SCQF credit points at SCQF level 3
  
  
• They are usually taken in secondary schools over two years in the third and fourth years
  
  
• Standard Grades at Foundation level are awarded at grades 5 and 6
  
  
• There is an external assessment that can be, for example, an exam, or project work or a folio completed during the Course and then marked by SQA.
  
  

Where will it lead?

• Standard Grades at Foundation level support progression to National Courses at Intermediate 1 or to other courses in further education, or to training or employment.
  
  

National Progression Award at SCQF level 3

What is it used for?

National Progression Awards (NPAs) are small flexible group awards that cover a defined set of skills/knowledge in a vocational area. They are designed for candidates in work or those preparing to enter or return to work. New design principles have been created for NPAs and details are given below. Revised NPAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of occupational skills.
  
  
• They are linked to National Occupational Standards or other professional/trade standards: (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• NPAs will have a minimum credit value of 12 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each NPA at this level will vary. The maximum credit value for each NPA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• NPAs can be delivered in college or the workplace.
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, students, colleges and Sector Skills Councils
  
  

Where will it lead?

• NPAs can be used as part of the ongoing skills development of candidates and allow progression within an occupation. They can also be used to gain the required skills/knowledge to enter employment in a particular occupational area.
  
  

National Certificate at SCQF level 3

What is it used for?

National Certificates at SCQF level 3 are designed to provide candidates with the skills and knowledge (including core/transferable skills) that employers expect and also to provide articulation to higher level programmes of study (for example National Certificates at level 4). They are delivered within the broad context of a subject/occupational area. New design principles have been created for National Certificates and details are given below. National Certificates will be certificated from January 2007.

What is it like?

• They are vocationally related qualifications which are undertaken mainly in colleges.
  
  
• They are based on Units.
  
  
• At SCQF level 3, National Certificates will be worth 54 SCQF credit points.
  
  
• At least half of the SCQF credit points must be at the level of the award (level 3). The appropriateness of the credit points at a particular level must be confirmed at validation.
  
  
• They are made up of mandatory and optional Units
  
  
• The mandatory section must have a minimum of 36 SCQF credit points
  
  
• They are linked to National Occupational Standards: (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• They typically require 360 hours of programmed learning
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, students, colleges and Sector Skills Councils
  
  

Where will it lead?

• National Certificates at SCQF level 3 are designed to provide a progression pathway to employment and to articulate to higher level qualifications (National Certificates at SCQF level 4).
  
  

Level 4

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with:

• basic knowledge in a subject/discipline which is mainly factual
  
  
• some simple facts and ideas about and associated with a subject/discipline
  
  
• knowledge of basic processes, materials and terminology
  
  

Practice: Applied knowledge and understanding

• Relate knowledge to personal and/or practical contexts
  
  
• Use a few skills to complete straightforward tasks with some non-routine elements
  
  
• Select and use with guidance appropriate tools and materials safely and effectively
  
  

Generic Cognitive Skills

• Use with guidance given stages of a problem solving approach to deal with a situation or issue
  
  
• Operate in straightforward contexts
  
  
• Identify and/or take account of some of the consequences of action/inaction
  
  

Communication, ICT and numeracy skills

Use straightforward skills - for example:

• produce and respond to simple but detailed written and oral communication in familiar contexts
  
  
• use the most straightforward features of familiar applications to process and obtain information
  
  
• use straightforward numerical and graphical data in straightforward and familiar contexts
  
  

Autonomy, accountability and working with others

• Work alone or with others on straightforward tasks
  
  
• Contribute to the setting of goals, timelines, etc
  
  
• Contribute to the review of completed work and offer suggestions for improving practices and processes
  
  
• Identify own strengths and weaknesses relative to the work
  
  

There are two types of Level 1 intermediate qualifications: either in a specific subject area, leading to the award of National Course at Intermediate 1, or in broad vocational area, leading to a Skills for Work qualification. Details of both qualifications are given below.

National Courses at Intermediate 1 - with grading

What is it used for?

National Courses are designed to develop skills and knowledge in a specific subject area. Achieving a National Course at Intermediate 1 shows that a learner has demonstrated the specified knowledge and skills in a particular subject at the defined national standard.

What is it like?

• They are usually made up of three National Units and a Course Assessment, all at the level of the Course
  
  
• There may be a choice of Units available
  
  
• In some cases, learners may count Units at higher levels towards a National Course at Intermediate 1
  
  
• The Units which make up the National Course can also be taken as freestanding qualifications
  
  
• Each Unit is allocated 6 SCQF credit points, or a proportion of 6 depending on the size of the Unit
  
  
• The Course as a whole is allocated a further 6 SCQF credit points
  
  
• They are usually taken in secondary schools or colleges
  
  
• A National Course at Intermediate 1 is allocated 24 SCQF credit points at SCQF level 4
  
  
• In schools they are usually taken in fifth year, although some schools are introducing them earlier – in the third or fourth year
  
  
• Typically, a National Course at Intermediate 1 will require 160 hours of programmed learning and around 80 hours of independent study
  
  
• Candidates must be successful in all the Units and the Course Assessment to be awarded a National Course at Intermediate 1
  
  
• National Courses are awarded at four grades – A, B, C and D. The Grade is determined by a learner's performance in the Course assessment. Many learners taking National Courses at Intermediate 1 will previously have taken Courses at level 3, such as Standard Grade at Foundation level or a National Cluster at Access 3, or Units at this level, but it is not mandatory.
  
  
• National Courses are available in a wide range of subjects, to suit everyone's interests and skills, from Biology to Business Management, Information Systems to Italian, and Maths to Media Studies
  
  
• There is an external assessment that can be, for example, an exam, or project work or a folio completed during the Course and then marked by SQA.
  
  

Where will it lead?

• National Courses at Intermediate 1 are designed to support progression. Learners may progress to
  
  
• National Courses at Intermediate 2
  
  
• National Progression Awards at Intermediate 1 or Intermediate 2
  
  
• National Certificates at Intermediate 1or Intermediate 2
  
  
• other courses in further education
  
  
• training or employment.
  
  

National Courses at Intermediate 1 - without grading - Skills for Work

What is it used for?

Skills for Work National Courses at Intermediate 1 are designed to develop skills and knowledge in a specific vocational area, as well as an understanding of the workplace, skills and attitudes for employability, and Core Skills. Achieving a Skills for Work National Course at Intermediate 1 shows that a learner has demonstrated the specified knowledge and skills in a particular area at the defined national standard.

What is it like?

• They are usually made up of four National Units at the level of the Course
  
  
• There may be a choice of Units available
  
  
• In some cases, learners may count Units at higher levels towards a Skills for Work National Course at Intermediate 1
  
  
• A Skills for Work National Course at Intermediate 1 is allocated 24 SCQF credit points at SCQF level 4
  
  
• Each Unit is allocated 6 SCQF credit points, or a proportion of 6 depending on the size of the Unit
  
  
• They are usually offered by partnerships of schools and colleges, sometimes working with employers or other training providers
  
  
• In schools they are usually taken from the third year onward
  
  
• Typically, a Skills for Work National Course at Intermediate 1 will require 160 hours of programmed learning and around 80 hours of independent study
  
  
• Learning programmes include practical experience and learning through reflection
  
  
• Candidates must be successful in all the selected Units to be awarded a Skills for Work National Course at Intermediate 1
  
  
• Skills for Work National Courses have been available to all centres from 2007/8
  
  

Where will it lead?

• Skills for Work National Courses at Intermediate 1 are designed to support progression. Learners may progress to
  
  
• National Courses at Intermediate 2
  
  
• National Progression Awards at Intermediate 1 or Intermediate 2
  
  
• National Certificates at Intermediate 1 or Intermediate 2
  
  
• other courses in further education
  
  
• training or employment.
  
  

Standard Grade at General level

What is it used for?

Standard Grades are designed to develop skills and knowledge in a specific subject area. Achieving a Standard Grade at General level shows that a learner has demonstrated the defined knowledge and skills for a particular subject to the defined national standard.

What is it like?

• They are made up of different parts called elements eg Knowledge and Understanding, Practical Abilities and Problem Solving
  
  
• Each element is assessed to determine a grade for a learner
  
  
• A Standard Grade at General level is allocated 24 SCQF credit points at SCQF level 4
  
  
• They are usually taken in secondary schools over two years in the third and fourth years
  
  
• Standard Grades at General level are awarded at grades 3 and 4
  
  

Where will it lead?

• Standard Grades at General level support progression to National Courses at Intermediate 2 or to other courses in further education, or to training or employment.
  
  

SVQ 1

Scottish Vocational Qualifications (SVQs) are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider. They are a means of recognising the skills and knowledge people need in employment, i.e. job competence. Some SVQs or SVQ Units are incorporated into other awards or programmes including HNCs and Modern Apprenticeships. There are SVQs for nearly all occupations in Scotland and they are available at 5 levels of difficulty and are placed within SCQF levels 4-11. Each SVQ is made up of a variable number of SVQ Units which may be at more than one SCQF level. Each Unit defines one aspect of a job or work-role, and says what it is to be competent in that aspect of the job. To be awarded an SVQ, learners must achieve each of the SVQ Units which make it up by demonstrating that they are competent in that aspect of the job. The Units which make up the SVQ can also be taken as freestanding awards.

Typically, an SVQ will show the holder is competent in carrying out the job which the SVQ covers and has demonstrated this competence in the workplace. AtSVQ LEVEL 1 (SCQF Level 4)competence involves the application of knowledge and skills in the performance of a range of varied work activities, most of which may be routine or predictable.

Scottish Vocational Qualifications (SVQs) are currently notionally placed in the SCQF. SQA is leading a project, funded by the Scottish Executive, to level and credit individual SVQs over 3 phases between 2005 - 2008. The first phase will report during the summer 2006 and includes the following SVQs:

• Health and Social Care, SVQ levels 2 and 3
  
  
• Retail Operations, SVQ levels 2 and 3
  
  
• Management, SVQ levels 3, 4 and 5
  
  
• Administration, SVQ levels 1, 2, 3 and 4
  
  
• Water Byelaws Enforcement, SVQ level 3
  
  
• IT Users, SVQ levels 1, 2 and 3
  
  
• Aquaculture, SVQ levels 2 and 3
  
  
• Performing Manufacturing Operations, SVQ levels 1 and 2
  
  

National Progression Award at SCQF level 4

What is it used for?

National Progression Awards (NPAs) are small flexible group awards that cover a defined set of skills/knowledge in a vocational area. They are designed for candidates in work or those preparing to enter or return to work. New design principles have been created for NPAs and details are given below. Revised NPAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of occupational skills.
  
  
• They are linked to National Occupational Standards or other professional/trade standards: (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• NPAs will have a minimum credit value of 12 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each NPA at this level will vary. The maximum credit value for each NPA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• NPAs can be delivered in college or the workplace.
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, students, colleges and Sector Skills Councils
  
  

Where will it lead?

• NPAs can be used as part of the ongoing skills development of candidates and allow progression within an occupation. They can also be used to gain the required skills/knowledge to enter employment in a particular occupational area.
  
  

National Certificate at SCQF level 4

What is it used for?

National Certificates at SCQF level 4 are designed to provide candidates with the skills and knowledge (including core/transferable skills) that employers expect and also to provide articulation to higher level programmes of study (for example National Certificates at level 5). They are delivered within the broad context of a subject/occupational area. New design principles have been created for National Certificates and details are given below. National Certificates will be certificated from January 2007.

What is it like?

• They are vocationally related qualifications which are undertaken mainly in colleges.
  
  
• They are based on Units.
  
  
• At SCQF level 4, National Certificates will be worth 72 SCQF credit points.
  
  
• At least half of the SCQF credit points must be at the level of the award (level 4). The appropriateness of the credit pints at a particular level must be confirmed at validation.
  
  
• They are made up of mandatory and optional Units
  
  
• The mandatory section must have a minimum of 36 SCQF credit points
  
  
• They are linked to National Occupational Standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• They typically require 480 hours of programmed learning
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, students, colleges and Sector Skills Councils
  
  

Where will it lead?

• National Certificates at SCQF level 4 are designed to provide a progression pathway to employment and to articulate to higher level qualifications (National Certificates at SCQF level 5).
  
  

Level 5

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with:

• basic knowledge in a subject/discipline which is mainly factual but has some theoretical component
  
  
• a range of simple facts and ideas about and associated with a subject/discipline
  
  
• knowledge and understanding of basic processes, materials and terminology
  
  

Practice: Applied knowledge and understanding

• Relate ideas and knowledge to personal and/or practical contexts
  
  
• Complete some routine and non-routine tasks using knowledge associated with a subject/discipline
  
  
• Plan and organise both familiar and new tasks
  
  
• Select appropriate tools and materials and use safely and effectively (eg without waste)
  
  
• Adjust tools where necessary following safe practices
  
  

Generic Cognitive Skills

• Use a problem solving approach to deal with a situation or issue which is straightforward in relation to a subject/discipline
  
  
• Operate in a familiar context, but where there is a need to take account of or use additional information of different kinds, some of which will be theoretical or hypothetical
  
  
• Use some abstract constructs - e.g. make generalisations and/or draw conclusions
  
  

Communication, ICT and numeracy skills

Use a range of routine skills - for example:

• produce and respond to detailed written and oral communication in familiar contexts
  
  
• use standard applications to process, obtain and combine information
  
  
• use a range of numerical and graphical data in straightforward contexts which have some complex features
  
  

Autonomy, accountability and working with others

• Work alone or with others on tasks with minimum supervision
  
  
• Agree goals and responsibilities for self and/or work team with manager/supervisor
  
  
• Take leadership responsibility for some tasks
  
  
• Show an awareness of others' roles, responsibilities and requirements in carrying out work and make a contribution to the evaluation and improvement of practices and processes
  
  

There are two types of Level 2 intermediate qualifications: either in a specific subject area, leading to the award of National Course at Intermediate 2, or in broad vocational area, leading to a Skills for Work qualification. Details of both qualifications are given below.

National Courses at Intermediate 2 - with grading

What is it used for?

National Courses are designed to develop skills and knowledge in a specific subject area. Achieving a National Course at Intermediate 2 shows that a learner has demonstrated the specified knowledge and skills for a particular subject at the defined national standard.

What is it like?

• They are usually made up of three National Units and a Course Assessment, all at the level of the Course
  
  
• There may be a choice of Units available
  
  
• In some cases, learners may count Units at higher levels towards a National Course
  
  
• The Units which make up the National Course can also be taken as freestanding qualifications
  
  
• Each Unit is allocated 6 SCQF credit points, or a proportion of 6 depending on the size of the Unit
  
  
• The Course as a whole is allocated a further 6 SCQF credit points
  
  
• They are usually taken in secondary schools or colleges
  
  
• A National Course at Intermediate 2 is allocated 24 SCQF credit points at SCQF level 5
  
  
• In schools they are usually taken in fifth or sixth year, although some schools are introducing them earlier – in the third or fourth year
  
  
• Typically, a National Course at Intermediate 2 will require 160 hours of programmed learning and around 80 hours of independent study
  
  
• Candidates must be successful in all the Units and the Course Assessment to be awarded a National Course at Intermediate 2
  
  
• National Courses are awarded at four grades – A, B, C and D. The Grade is determined by a learner�s performance in the Course assessment. Many learners taking National Courses at Intermediate 2 will previously have taken Courses at level 4, such as Standard Grade at General level or a National Course at Intermediate 1, or Units at this level, but it is not mandatory.
  
  
• National Courses are available in a wide range of subjects, to suit everyone�s interests and skills, from Biology to Business Management, Information Systems to Italian, and Maths to Media Studies
  
  
• There is an external assessment that can be, for example, an exam, or project work or a folio completed during the Course and then marked by SQA.
  
  

Where will it lead?

• National Courses at Intermediate 2 are designed to support progression. Learners may progress to
  
  
• National Courses at Higher
  
  
• National Progression Awards at Intermediate 2 or Higher
  
  
• National Certificates at Intermediate 2 or Higher
  
  
• other courses in further education
  
  
• training or employment.
  
  

National Courses at Intermediate 2 - without grading - Skills for Work

What is it used for?

Skills for Work National Courses at Intermediate 2 are designed to develop skills and knowledge in a specific vocational area, as well as an understanding of the workplace, skills and attitudes for employability, and Core Skills. Achieving a Skills for Work National Course at Intermediate 2 shows that a learner has demonstrated the specified knowledge and skills in a particular area at the defined national standard.

What is it like?

• They are usually made up of four National Units at the level of the Course
  
  
• There may be a choice of Units available
  
  
• In some cases, learners may count Units at higher levels towards a Skills for Work National Course at Intermediate 2
  
  
• A Skills for Work National Course at Intermediate 2 is allocated 24 SCQF credit points at SCQF level 5
  
  
• Each Unit is allocated 6 SCQF credit points, or a proportion of 6 depending on the size of the Unit
  
  
• They are usually offered by partnerships of schools and colleges, sometimes working with employers or other training providers
  
  
• In schools they are usually taken from the third year onward
  
  
• Typically, a Skills for Work National Course at Intermediate 2 will require 160 hours of programmed learning and around 80 hours of independent study
  
  
• Learning programmes include practical experience and learning through reflection
  
  
• Candidates must be successful in all the selected Units to be awarded a Skills for Work National Course at Intermediate 2
  
  
• Skills for Work National Courses are being piloted in session 2006/7 and will be available to all centres from 2007/8
  
  

Where will it lead?

• Skills for Work National Courses at Intermediate 2 are designed to support progression. Learners may progress to
  
  
• National Courses at Higher
  
  
• Skills for Work National Courses at Higher
  
  
• National Progression Awards at Intermediate 2 or Higher
  
  
• National Certificates at Intermediate 2 or Higher
  
  
• other courses in further education
  
  
• training or employment.
  
  

Standard Grade at Credit level

What is it used for?

Standard Grades are designed to develop skills and knowledge in a specific subject area. Achieving a Standard Grade at Credit level shows that a learner has demonstrated the defined knowledge and skills for a particular subject to the defined national standard.

What is it like?

• They are made up of different parts called elements eg Knowledge and Understanding, Practical Abilities and Problem Solving
  
  
• Each element is assessed to determine a grade for a learner
  
  
• A Standard Grade at Credit level is allocated 24 SCQF credit points at SCQF level 5
  
  
• They are usually taken in secondary schools over two years in the third and fourth years
  
  
• Standard Grades at General level are awarded at grades 3 and 4
  
  

Where will it lead?

• Standard Grades at Credit level support progression to National Courses at Higher or to other courses in further education, or to training or employment.
  
  

SVQ2

Scottish Vocational Qualifications (SVQs) are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider. They are a means of recognising the skills and knowledge people need in employment, i.e. job competence. Some SVQs or SVQ Units are incorporated into other awards or programmes including HNCs and Modern Apprenticeships. There are SVQs for nearly all occupations in Scotland and they are available at 5 levels of difficulty and are placed within SCQF levels 4-11. Each SVQ is made up of a variable number of SVQ Units which may be at more than one SCQF level. Each Unit defines one aspect of a job or work-role, and says what it is to be competent in that aspect of the job. To be awarded an SVQ, learners must achieve each of the SVQ Units which make it up by demonstrating that they are competent in that aspect of the job. The Units which make up the SVQ can also be taken as freestanding awards.

Typically, an SVQ will show the holder is competent in carrying out the job which the SVQ covers and has demonstrated this competence in the workplace. AtSVQ LEVEL 2 (SCQF Level 5)competence involves the application of knowledge and skills in a significant range of varied work activities, performed in a variety of contexts. At this level, there must be activities, which are complex or non-routine and there is some individual responsibility and autonomy. Collaboration with others, perhaps through membership of a work group or team, may often be a requirement.

Scottish Vocational Qualifications (SVQs) are currently notionally placed in the SCQF. SQA is leading a project, funded by the Scottish Executive, to level and credit individual SVQs over 3 phases between 2005 - 2008. The first phase will report during the summer 2006 and includes the following SVQs:

• Health and Social Care, SVQ levels 2 and 3
  
  
• Retail Operations, SVQ levels 2 and 3
  
  
• Management, SVQ levels 3, 4 and 5
  
  
• Administration, SVQ levels 1, 2, 3 and 4
  
  
• Water Byelaws Enforcement, SVQ level 3
  
  
• IT Users, SVQ levels 1, 2 and 3
  
  
• Aquaculture, SVQ levels 2 and 3
  
  
• Performing Manufacturing Operations, SVQ levels 1 and 2
  
  

National Progression Award at SCQF level 5

What is it used for?

National Progression Awards (NPAs) are small flexible group awards that cover a defined set of skills/knowledge in a vocational area. They are designed for candidates in work or those preparing to enter or return to work. New design principles have been created for NPAs and details are given below. Revised NPAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of occupational skills.
  
  
• They are linked to National Occupational Standards or other professional/trade standards: (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• NPAs will have a minimum credit value of 12 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each NPA at this level will vary. The maximum credit value for each NPA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• NPAs can be delivered in college or the workplace.
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, students, colleges and Sector Skills Councils
  
  

Where will it lead?

• NPAs can be used as part of the ongoing skills development of candidates and allow progression within an occupation. They can also be used to gain the required skills/knowledge to enter employment in a particular occupational area.
  
  

National Certificate at SCQF level 5

What is it used for?

National Certificates at SCQF level 5 are designed to provide candidates with the skills and knowledge (including core/transferable skills) that employers expect and also to provide articulation to higher level programmes of study (for example National Certificates at level 6 or Higher National (HN) qualifications). They are delivered within the broad context of a subject/occupational area. New design principles have been created for National Certificates and details are given below. National Certificates will be certificated from January 2007.

What is it like?

• They are vocationally related qualifications which are undertaken mainly in colleges.
  
  
• They are based on Units.
  
  
• At SCQF level 5, National Certificates will be worth 72 SCQF credit points.
  
  
• At least half of the SCQF credit points must be at the level of the award (level 5). The appropriateness of the credit points at a particular level must be confirmed at validation.
  
  
• They are made up of mandatory and optional Units
  
  
• The mandatory section must have a minimum of 36 SCQF credit points
  
  
• They are linked to National Occupational Standards: (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• They typically require 480 hours of programmed learning
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, students, colleges and Sector Skills Councils
  
  

Where will it lead?

• National Certificates at SCQF level 5 are designed to provide a progression pathway to employment and to articulate to higher level qualifications (National Certificates at SCQF level 6 or HN programmes).
  
  

Level 6

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with:

• generalised knowledge of a subject/discipline
  
  
• factual and theoretical knowledge
  
  
• a range of facts, ideas, properties, materials, terminology, practices, techniques about/associated with a subject/discipline
  
  

Practice: Applied knowledge and understanding

• Relate the subject/discipline to a range of practical and/or everyday applications
  
  
• Apply knowledge and understanding in known, practical contexts
  
  
• Use some of the basic, routine practices, techniques and/or materials associated with a subject/discipline in routine contexts which may have non-routine elements
  
  
• Plan how skills will be used to address set situations and/or problems and adapt these as necessary
  
  

Generic Cognitive Skills

• Obtain, organise and use factual and theoretical information in problem solving
  
  
• Make generalisations and predictions
  
  
• Draw conclusions and suggest solutions
  
  

Communication, ICT and numeracy skills

Use a wide range of skills - for example:

• produce and respond to detailed and relatively complex written and oral communication in both familiar and unfamiliar contexts
  
  
• select and use standard applications to process, obtain and combine information
  
  
• use a wide range of numerical and graphical data in routine contexts which may have non-routine elements
  
  

Autonomy, accountability and working with others

• Take responsibility for the carrying out of a range of activities where the overall goal is clear under non-directive supervision
  
  
• Take some supervisory responsibility for the work of others and lead established teams in the implementation of routine work
  
  
• Manage limited resources within defined and supervised areas of work
  
  
• Take account of roles and responsibilities related to the tasks being carried out and take a significant role in the evaluation of work and the improvement of practices and processes
  
  

National Courses at Higher - with grading

What is it used for?

National Courses are designed to develop skills and knowledge in a specific subject area. Achieving a National Course at Higher shows that a learner has demonstrated the specified knowledge and skills for a particular subject at the defined national standard.

What is it like?

• They are usually made up of three National Units and a Course Assessment, all at the level of the Course
  
  
• There may be a choice of Units available
  
  
• In some cases, learners may count Units at higher levels towards a National Course
  
  
• The Units which make up the National Course can also be taken as freestanding qualifications
  
  
• Each Unit is allocated 6 SCQF credit points, or a proportion of 6 depending on the size of the Unit
  
  
• The Course as a whole is allocated a further 6 SCQF credit points
  
  
• A National Course at Higher is allocated 24 SCQF credit points at SCQF level 6
  
  
• They are usually taken in secondary schools or colleges
  
  
• In schools they are usually taken in fifth year
  
  
• Typically, a National Course at Higher will require 160 hours of programmed learning and around 80 hours of independent study
  
  
• Candidates must be successful in all the Units and the Course Assessment to be awarded a National Course at Higher
  
  
• National Courses are awarded at four grades – A, B, C and D. The Grade is determined by a learner�s performance in the Course assessment.
  
  
• Many learners taking National Courses at Intermediate 2 will previously have taken Courses at level 5, such as Standard Grade at Credit level or a National Course at Intermediate 2, or Units at this level, but it is not mandatory.
  
  
• National Courses are available in a wide range of subjects, to suit everyone�s interests and skills, from Biology to Business Management, Information Systems to Italian, and Maths to Media Studies
  
  
• There is an external assessment that can be, for example, an exam, or project work or a folio completed during the Course and then marked by SQA.
  
  

Where will it lead?

• National Courses at Higher are designed to support progression. Learners may progress to
  
  
• National Courses at Advanced Higher
  
  
• degree courses in higher education
  
  
• other courses in higher or further education
  
  
• training or employment.
  
  
• National Courses at Higher are the main entry qualification for programmes in higher education
  
  

SVQ3

Scottish Vocational Qualifications (SVQs) are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider. They are a means of recognising the skills and knowledge people need in employment, i.e. job competence. Some SVQs or SVQ Units are incorporated into other awards or programmes including HNCs and Modern Apprenticeships. There are SVQs for nearly all occupations in Scotland and they are available at 5 levels of difficulty and are placed within SCQF levels 4-11. Each SVQ is made up of a variable number of SVQ Units which may be at more than one SCQF level. Each Unit defines one aspect of a job or work-role, and says what it is to be competent in that aspect of the job. To be awarded an SVQ, learners must achieve each of the SVQ Units which make it up by demonstrating that they are competent in that aspect of the job. The Units which make up the SVQ can also be taken as freestanding awards.

Typically, an SVQ will show the holder is competent in carrying out the job which the SVQ covers and has demonstrated this competence in the workplace. AtSVQ LEVEL 3 (SCQF Level 6)competence involves the application of knowledge and skills in a broad range of varied work activities, most of which are complex and non-routine. There is considerable responsibility and autonomy, and control or guidance of others is often present.

Scottish Vocational Qualifications (SVQs) are currently notionally placed in the SCQF. SQA is leading a project, funded by the Scottish Executive, to level and credit individual SVQs over 3 phases between 2005 - 2008. The first phase will report during the summer 2006 and includes the following SVQs:

• Health and Social Care, SVQ levels 2 and 3
  
  
• Retail Operations, SVQ levels 2 and 3
  
  
• Management, SVQ levels 3, 4 and 5
  
  
• Administration, SVQ levels 1, 2, 3 and 4
  
  
• Water Byelaws Enforcement, SVQ level 3
  
  
• IT Users, SVQ levels 1, 2 and 3
  
  
• Aquaculture, SVQ levels 2 and 3
  
  
• Performing Manufacturing Operations, SVQ levels 1 and 2
  
  

Professional Development Award at SCQF level 6

What is it used for?

Professional Development Awards (PDAs) are designed for those already in a career or vocation who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest. PDAs are undergoing a revision programme using a new set of design principles. Details of these new design principles are given below. Revised PDAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of specialist occupational skills.
  
  
• They are based on National Occupational Standards or other professional standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• At SCQF level 6, PDAs will have a minimum credit value of 12 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each PDA at this level will vary. The maximum credit value for each PDA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• At least half the credit points will be at the level of the Group Award.
  
  
• PDAs can be delivered in college or the workplace.
  
  

Where will it lead?

• PDAs can be used as part of ongoing professional development and allow progression within an occupation or a move to another occupation.
  
  

National Progression Award at SCQF level 6

What is it used for?

National Progression Awards (NPAs) are small flexible group awards that cover a defined set of skills/knowledge in a vocational area. They are designed for candidates in work or those preparing to enter or return to work. New design principles have been created for NPAs and details are given below. Revised NPAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of occupational skills.
  
  
• They are linked to National Occupational Standards or other professional/trade standards: (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• NPAs will have a minimum credit value of 12 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each NPA at this level will vary. The maximum credit value for each NPA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• NPAs can be delivered in college or the workplace.
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, students, colleges and Sector Skills Councils
  
  

Where will it lead?

• NPAs can be used as part of the ongoing skills development of candidates and allow progression within an occupation. They can also be used to gain the required skills/knowledge to enter employment in a particular occupational area.
  
  

National Certificate at SCQF level 6

What is it used for?

National Certificates at SCQF level 6 are designed to provide candidates with the skills and knowledge (including core/transferable skills) that employers expect and also to provide articulation to Higher National (HN) programmes of study. They are delivered within the broad context of a subject/occupational area. New design principles have been created for National Certificates and details are given below. National Certificates will be certificated from January 2007.

What is it like?

• They are vocationally related qualifications which are undertaken mainly in colleges.
  
  
• They are based on Units.
  
  
• At SCQF level 6, National Certificates will be worth 72 SCQF credit points.
  
  
• At least half of the SCQF credit points must be at the level of the award (level 6). The appropriateness of the credit points at a particular level must be confirmed at validation.
  
  
• They are made up of mandatory and optional Units
  
  
• The mandatory section must have a minimum of 36 SCQF credit points
  
  
• They are linked to National Occupational Standards
  
  
• They typically require 480 hours of programmed learning
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, students, colleges and Sector Skills Councils
  
  

Where will it lead?

• National Certificates are designed to provide a progression pathway to employment and to articulate to HN programmes.
  
  

Level 7

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with:

• a broad knowledge of the subject/discipline in general
  
  
• knowledge that is embedded in the main theories, concepts and principles
  
  
• an awareness of the evolving/changing nature of knowledge and understanding
  
  
• an understanding of the difference between explanations based in evidence and/or research and other forms of explanation and of the importance of this difference
  
  

Practice: Applied knowledge and understanding

• Use some of the basic and routine professional skills, techniques, practices and/or materials associated with a subject/discipline
  
  
• Practise these in both routine and non-routine contexts
  
  

Generic Cognitive Skills

• Present and evaluate arguments, information and ideas which are routine to the subject/discipline
  
  
• Use a range of approaches to addressing defined and/or routine problems and issued within familiar contexts
  
  

Communication, ICT and numeracy skills

• use a wide range of routine skills and some advanced skills associated with the subject/discipline - for example:
  
  
• convey complex ideas in well-structured and coherent form
  
  
• use a range of forms of communication effectively in both familiar and new contexts
  
  
• use standard applications to process and obtain a variety of information and data
  
  
• use a range of numerical and graphical skills in combination
  
  
• use numerical and graphical data to measure progress and achieve goals/targets
  
  

Autonomy, accountability and working with others

• Exercise some initiative and independence in carrying out defined activities at a professional level
  
  
• Take supervision in less familiar areas of work
  
  
• Take some managerial responsibility for the work of others within a defined and supervised structure
  
  
• Manage limited resources within defined areas of work
  
  
• Take the lead in implementing agreed plans in familiar or defined contexts
  
  
• Take account of own and others' roles and responsibilities in carrying out and evaluating tasks
  
  
• Work with others in support of current professional practice under guidance
  
  

National Courses at Advanced Higher - with grading

What is it used for?

National Courses are designed to develop skills and knowledge in a specific subject area. Achieving a National Course at Advanced Higher shows that a learner has demonstrated the specified knowledge and skills for a particular subject at the defined national standard.

What is it like?

• They are usually made up of three National Units and a Course Assessment, all at the level of the Course
  
  
• There may be a choice of Units available
  
  
• The Units which make up the National Course can also be taken as freestanding qualifications
  
  
• Each Unit is allocated 8 SCQF credit points, or a proportion of 8 depending on the size of the Unit
  
  
• The Course as a whole is allocated a further 8 SCQF credit points
  
  
• A National Course at Advanced Higher is allocated 32 SCQF credit points at SCQF level 7
  
  
• They are usually taken in secondary schools or colleges
  
  
• In schools they are usually taken in sixth year, building on the knowledge and skills gained in the related National Courses at Higher
  
  
• Typically, a National Course at Advanced Higher will require 160 hours of programmed learning and an equivalent amount of independent study
  
  
• Candidates must be successful in all the Units and the Course Assessment to be awarded a National Course at Advanced Higher
  
  
• National Courses are awarded at four grades – A, B, C and D. The Grade is determined by a learner's performance in the Course assessment.
  
  
• Most learners taking National Courses at Advanced Higher will previously have taken Courses at level 6 – ie National Courses at Higher - but it is not mandatory.
  
  
• National Courses are available in a wide range of subjects, to suit everyone's interests and skills, from Biology to Business Management, Information Systems to Italian, and Maths to Media Studies
  
  
• There is an external assessment that can be, for example, an exam, or project work or a disseertation completed during the Course and then marked by SQA.
  
  

Where will it lead?

• National Courses at Advanced Higher are designed to support progression. Learners may progress to
  
  
• degree courses in higher education
  
  
• other courses in further and higher education
  
  
• training or employment.
  
  

Professional Development Award at SCQF level 7

What is it used for?

Professional Development Awards (PDAs) are designed for those already in a career or vocation who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest. PDAs are undergoing a revision programme using a new set of design principles. Details of these new design principles are given below. Revised PDAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of specialist occupational skills.
  
  
• They are based on National Occupational Standards or other professional standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• At SCQF level 7, PDAs will have a minimum credit value of 16 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each PDA at this level will vary. The maximum credit value for each PDA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• At least half the credit points will be at the level of the Group Award.
  
  
• PDAs can be delivered in college or the workplace.
  
  

Where will it lead?

• PDAs can be used as part of ongoing professional development and allow progression within an occupation or a move to another occupation.
  
  

Higher National Certificate

What is it used for?

Higher National Certificates (HNCs) are designed to provide people with the practical skills and theoretical knowledge that employers expect and also to provide articulation to HNDs and degree programmes. Some HNCs exempt learners from taking all or part of the professional examinations needed to gain membership of the associated professional body.

Typically, holders of an HNC will be able to:

• Demonstrate a broad knowledge of the subject/discipline/vocational area in general
  
  
• Use professional skills, techniques, practices and/or materials associated with a vocational area, and practice them in vocational contexts
  
  
• Demonstrate core skills to the level specified by the vocational sector
  
  
• Exercise initiative and independence in carrying out defined activities at a professional level
  
  
• Work with others in support of current professional practice under guidance
  
  

What is it like?

• They are higher education vocational qualifications, which are undertaken mainly in Further Education Colleges but also in some Higher Education Institutions
  
  
• They are based on Units.
  
  
• They are designed to SCQF level 7 and are worth 96 SCQF credit points
  
  
• At least 48 SCQF credit points must be at the level of the award but typically most of the Units in HNCs are at the level of the award. The appropriateness of the credits at a particular level must be confirmed at validation.
  
  
• They are made up of mandatory and optional Units.
  
  
• The mandatory section must have a minimum of 48 SCQF points and include a Graded Unit of 8 SCQF points at level 7.
  
  
• The Graded Unit will be an examination or project, which will allow students to demonstrate that they can integrate and apply the knowledge and skills that they have gained in the individual Units to meet the principal aims and objectives of the HNC. Candidate achievement will be graded A, B or C.
  
  
• They are related to National Occupational Standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• They will typically require 480 hours of programmed learning and an approximately equivalent amount of independent study.
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, professional bodies and higher education, who ensure they are fit for purpose.
  
  
• They cover a wide range of areas from Child Care to Business and Social Science to Gamekeeping.
  
  

Where will it lead?

• HNCs are designed to provide progression to employment at technician/technologist level and to articulation to HNDs and degree programmes at level 7 or 8 depending on articulation agreements.
  
  

Certificate of Higher Education

CERTIFICATES OF HIGHER EDUCATIONare worth at least 120 credits of which a minimum of 90 are at SCQF level 7 (SHE level 1) or higher. The Certificate of Higher Education is typically offered as an exit award after the equivalent of one year of full-time higher education in Scotland. Some CertHEs are awarded for achievement over a breadth of subject areas while others focus on one subject, in some cases with a strong vocational focus. The precise focus and outcomes will be identified in the relevant programme specifications.

Typically, holders of the Certificate of Higher Education will be able to:

• Demonstrate an outline knowledge of the scope and main areas of the subject(s) and its links with related subjects and a more extensive knowledge of some of the key areas; Use their knowledge of the subject and its techniques in a routine manner to evaluate and formulate a range of arguments and solutions to problems and issues of a routine nature.
  
  
• Show an understanding of the major theories, principles and concepts; Communicate the results of their study and other work accurately and reliably and within structured and coherent arguments.
  
  
• Gain familiarity with some of the routine materials, techniques and practices of the subject; Undertake further learning within a structured and managed environment.
  
  
• Develop skills for the gathering, basic analysis, and presentation of routine information, ideas, concepts and quantitative and qualitative data within a clearly defined context. This will include the use of information and communications technology (ICT) as appropriate to the subject; Apply their subject-related and transferable skills in contexts where individuals may have some limited personal responsibility, but the criteria for decisions and the scope of the task are well defined.
  
  

Level 8

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with:

• a broad knowledge of the scope, defining features, and main areas of a subject/discipline
  
  
• detailed knowledge in some areas
  
  
• understanding of a limited range of core theories, principles and concepts
  
  
• limited knowledge and understanding of some major current issues and specialisms
  
  
• an outline knowledge and understanding of research and equivalent scholarly/academic processes
  
  

Practice: Applied knowledge and understanding

• Use a range of routine skills, techniques, practices and/or materials associated with a subject/discipline, a few of which are advanced or complex
  
  
• Carry out routine lines of enquiry, development or investigation into professional level problems and issues
  
  
• Adapt routine practices within accepted standards
  
  

Generic Cognitive Skills

• Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues which are within the common understandings of the subject/discipline
  
  
• Use a range of approaches to formulate evidence-based solutions/responses to defined and/or routine problems/issues
  
  
• Critically evaluate evidence-based solutions/responses to defined and/or routine problems/issues
  
  

Communication, ICT and numeracy skills

Use a range of routine skills and some advanced and specialised skills associated with a subject/discipline, for example:

• convey complex information to a range of audiences and for a range of purposes
  
  
• use a range of standard applications to process and obtain data
  
  
• use and evaluate numerical and graphical data to measure progress and achieve goals/targets
  
  

Autonomy, accountability and working with others

• Exercise autonomy and initiative in some activities at a professional level
  
  
• Take significant managerial or supervisory responsibility for the work of others in defined areas of work
  
  
• Manage resources within defined areas of work
  
  
• Take the lead on planning in familiar or defined contexts
  
  
• Take continuing account of own and others' roles, responsibilities and contributions in carrying out and evaluating tasks
  
  
• Work in support of current professional practice under guidance
  
  
• Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices under guidance
  
  

Higher National Diploma

What is it used for?

Higher National Diplomas (HNDs) are designed to provide people with the practical skills and theoretical knowledge that employers expect and also to provide articulation to degree programmes. Some HNDs exempt learners from taking all or part of the professional examinations needed to gain membership of the associated professional body.

What is it like?

• They are higher education vocational qualifications, which are undertaken mainly in Further Education Colleges but also in some Higher Education Institutions
  
  
• They are based on Units.
  
  
• They are designed to SCQF level 8 and are worth 240 SCQF credit points
  
  
• At least 64 SCQF credit points must be at the level of the award but typically most of the credits in the second year of an HND are at the level of the award. The appropriateness of the credits at a particular level must be confirmed at validation.
  
  
• They are made up of mandatory and optional Units.
  
  
• The mandatory section must have a minimum of 96 SCQF points and include a Graded Unit of 8 SCQF points at level 7 and 16 SCQF points of Graded Unit(s) at SCQF level 8.
  
  
• The Graded Units will be an examination(s) or project(s), which will allow students to demonstrate that they can integrate and apply the knowledge and skills that they have gained in the individual Units to meet the principal aims and objectives of the HNC. Candidate achievement will be graded A, B or C.
  
  
• They are related to National Occupational Standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• They will typically require 1200 hours of programmed learning and an approximately equivalent amount of independent study.
  
  
• They can be taken through full-time study or part-time study and, in some cases, can be taken on a flexible or distance learning basis.
  
  
• They are designed and developed by Qualification Design Teams in consultation with employers, professional bodies and higher education, who ensure they are fit for purpose.
  
  
• They cover a wide range of vocational areas from Accountancy to Engineering and Information Technology to Music, with the content of each HND reflecting the needs of a particular sector
  
  

Where will it lead?

• Holders of an HND may progress to employment at a higher technician, technologist or first line manager level, or to the second or third year of a degree programme (level 8 or 9) depending on the articulation arrangements of particular universities.
  
  

Diploma of Higher Education

DIPLOMAS OF HIGHER EDUCATIONare worth at least 240 credits of which a minimum of 90 are at level 8 (SHE level 2) or higher. The Diploma of Higher Education (DipHE) is typically offered after the equivalent of the first two years of full-time higher education in Scotland. Some DipHEs are awarded for achievement over a breadth of subject areas while others focus on one subject, in some cases with a strong vocational focus. The precise focus and outcomes will be identified in the relevant programme specifications.

Typically, holders of the Diploma of Higher Education will be able to:

• Demonstrate a knowledge and understanding of the scope and main areas of the subject(s) and its interactions with related subjects. Detailed knowledge of some key areas which may include some knowledge of current issues in limited specialised areas; Use their knowledge, understanding and skills to critically evaluate and formulate evidence-based arguments and identify solutions to clearly defined problems of a generally routine nature;
  
  
• Show familiarity with and understanding of a range of the essential theories, principles and concepts and an awareness of major issues at the forefront of the subject(s); Communicate the results of their study and other work accurately and reliably using a range of specialist techniques.
  
  
• Gain familiarity with and demonstrate effective deployment of essential/routine materials, techniques and practices of the subject(s); Identify and address their own major learning needs within defined contexts and to undertake guided further learning in new areas.
  
  
• Develop skills for the gathering, critical analysis and presentation of information, ideas, concepts and/or quantitative and qualitative data that is core to the subject(s). This will include the use of ICT as appropriate to the subject(s); Apply their subject-related and transferable skills in contexts where the scope of the task and the criteria for decisions are generally well defined but where some personal responsibility and initiative is required.
  
  

SVQ4

Scottish Vocational Qualifications (SVQs) are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider. They are a means of recognising the skills and knowledge people need in employment, i.e. job competence. Some SVQs or SVQ Units are incorporated into other awards or programmes including HNCs and Modern Apprenticeships. There are SVQs for nearly all occupations in Scotland and they are available at 5 levels of difficulty and are placed within SCQF levels 4-11. Each SVQ is made up of a variable number of SVQ Units which may be at more than one SCQF level. Each Unit defines one aspect of a job or work-role, and says what it is to be competent in that aspect of the job. To be awarded an SVQ, learners must achieve each of the SVQ Units which make it up by demonstrating that they are competent in that aspect of the job. The Units which make up the SVQ can also be taken as freestanding awards.

Typically, an SVQ will show the holder is competent in carrying out the job which the SVQ covers and has demonstrated this competence in the workplace. AtSVQ LEVEL 4 (SCQF Level 8)competence involves the application of knowledge and skills in a broad range of complex technical or professional work activities, performed in a wide variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.

Scottish Vocational Qualifications (SVQs) are currently notionally placed in the SCQF. SQA is leading a project, funded by the Scottish Executive, to level and credit individual SVQs over 3 phases between 2005 - 2008. The first phase will report during the summer 2006 and includes the following SVQs:

• Health and Social Care, SVQ levels 2 and 3
  
  
• Retail Operations, SVQ levels 2 and 3
  
  
• Management, SVQ levels 3, 4 and 5
  
  
• Administration, SVQ levels 1, 2, 3 and 4
  
  
• Water Byelaws Enforcement, SVQ level 3
  
  
• IT Users, SVQ levels 1, 2 and 3
  
  
• Aquaculture, SVQ levels 2 and 3
  
  
• Performing Manufacturing Operations, SVQ levels 1 and 2
  
  

Professional Development Award at SCQF level 8

What is it used for?

Professional Development Awards (PDAs) are designed for those already in a career or vocation who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest. PDAs are undergoing a revision programme using a new set of design principles. Details of these new design principles are given below. Revised PDAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of specialist occupational skills.
  
  
• They are based on National Occupational Standards or other professional standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• At SCQF level 8, PDAs will have a minimum credit value of 16 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each PDA at this level will vary. The maximum credit value for each PDA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• At least half the credit points will be at the level of the Group Award.
  
  
• PDAs can be delivered in college or the workplace.
  
  

Where will it lead?

• PDAs can be used as part of ongoing professional development and allow progression within an occupation or a move to another occupation.
  
  

Level 9

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with:

• a broad and integrated knowledge and understanding of the scope, main areas and boundaries of a subject/discipline
  
  
• a critical understanding of a selection of the principal theories, principles, concepts and terminology
  
  
• knowledge that is detailed in some areas and/or knowledge of one or more specialisms that are informed by forefront developments
  
  

Practice: Applied knowledge and understanding

• Use a selection of the principal skills, techniques, practices and/or materials associated with a subject/discipline
  
  
• Use a few skills, techniques, practices and/or materials that are specialised or advanced
  
  
• Practise routine methods of enquiry and/or research
  
  
• Practise in a range of professional level contexts which include a degree of unpredictability
  
  

Generic Cognitive Skills

• Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues
  
  
• Identify and analyse routine professional problems and issues
  
  
• Draw on a range of sources in making judgements
  
  

Communication, ICT and numeracy skills

Use a range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline, for example:

• make formal and informal presentations on standard/mainstream topics in the subject/discipline to a range of audiences
  
  
• use a range of IT applications to support and enhance work
  
  
• interpret, use and evaluate numerical and graphical data to achieve goals/targets
  
  

Autonomy, accountability and working with others

• Exercise autonomy and initiative in some activities at a professional level
  
  
• Take some responsibility for the work of others and for a range of resources
  
  
• Practise in ways which take account of own and others' roles and responsibilities
  
  
• Work under guidance with qualified practitioners
  
  
• Deal with ethical and professional issues in accordance with current professional and/or ethical codes or practices, seeking guidance where appropriate
  
  

Ordinary degree

THESCOTTISH BACHELORS DEGREEis worth at least 360 credits of which a minimum of 60 is at level 9 (SHE level 3). The Ordinary Degree is typically achieved after the equivalent of three years' full-time higher education. Although all degrees will exhibit a balance of breadth and depth, some degrees will be highly focused while others will develop greater breadth of outcomes. The particular characteristics of each degree will be articulated in the programme specification. Many degrees which have a specific vocational focus carry recognition by the appropriate professional or statutory body. In a small number of universities, in some faculties, this qualification is titled 'MA'. The Scottish Bachelors degree is a recognised 'normal' entry requirement to a number of professions across the UK.

Typically, holders of the degree will be able to:

• Demonstrate a broad and comparative knowledge of the general scope of the subject, its different areas and applications, and its interactions with related subjects; Demonstrate a detailed knowledge of a defined subject or a more limited coverage of a specialist area balanced by a wider range of study. In each case, specialised study will be informed by current developments in the subject; Use their knowledge, understanding and skills, in both identifying and analysing problems and issues and in formulating, evaluating and applying evidence-based solutions and arguments.
  
  
• Show a critical understanding of the essential theories, principles and concepts of the subject(s) and of the ways in which these are developed through the main methods of enquiry in the subject; Show an awareness of the provisional nature of knowledge; Communicate the results of their studies and other work accurately and reliably in a range of different contexts using the main specialist concepts, constructs and techniques of the subject(s);
  
  
• Gain familiarity with and competence in the use of routine materials, practices and skills; and gain familiarity with and competence in a few that are more specialised, advanced and complex; Identify and address their own learning needs including being able to draw on a range of current research, development and professional materials;
  
  
• Obtain well developed skills for the gathering, evaluation, analysis and presentation of information, ideas, concepts and quantitative and/or qualitative data, drawing on a wide range of current sources. This will include the use of ICT as appropriate to the subject(s); Apply their subject and transferable skills to contexts where criteria for decisions and the scope of the task may be well defined but where personal responsibility, initiative and decision-making is also required.
  
  

Professional Development Award at SCQF level 9

What is it used for?

Professional Development Awards (PDAs) are designed for those already in a career or vocation who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest. PDAs are undergoing a revision programme using a new set of design principles. Details of these new design principles are given below. Revised PDAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of specialist occupational skills.
  
  
• They are based on National Occupational Standards or other professional standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• At SCQF level 9, PDAs will have a minimum credit value of 16 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each PDA at this level will vary. The maximum credit value for each PDA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• At least half the credit points will be at the level of the Group Award.
  
  
• PDAs can be delivered in college or the workplace.
  
  

Where will it lead?

• PDAs can be used as part of ongoing professional development and allow progression within an occupation or a move to another occupation.
  
  

Graduate diploma/certificate

TheGRADUATE DIPLOMA/CERTIFICATE(SCQF levels 9 and 10 (SHE level 3 and H)) is worth at least 120 credits at the minimum of level 9 for a diploma and at least 60 credits at the minimum of level 9 for a certificate. These qualifications are typically for graduates or equivalent, but are not of postgraduate level of outcome.

Level 10

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with:

• knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject/discipline
  
  
• a critical understanding of the principal theories, concepts and principles
  
  
• detailed knowledge and understanding in one or more specialisms some of which is informed by or at the forefront of a subject/discipline
  
  
• knowledge and understanding of the ways in which the subject/discipline is developed, including a range of established techniques of enquiry or research methodologies
  
  

Practice: Applied knowledge and understanding

• Use a range of the principal skills, practices and/or materials associated with a subject/discipline
  
  
• Use a few skills, practices and/or materials which are specialised, advanced, or at the forefront of a subject/discipline
  
  
• Execute a defined project of research, development or investigation and identify and implement relevant outcomes
  
  
• Practise in a range of professional level contexts which include a degree or unpredictability and/or specialism
  
  

Generic Cognitive Skills

• Critically identify, define, conceptualise, and analyse complex/professional level problems and issues
  
  
• Offer professional level insights, interpretations and solutions to problems and issues
  
  
• Critically review and consolidate knowledge, skills and practices and thinking in a subject/discipline
  
  
• Demonstrate some originality and creativity in dealing with professional level issues
  
  
• Make judgements where data/information is limited or comes from a range of sources
  
  

Communication, ICT and numeracy skills

Use a wide range of routine skills and some advanced and specialised skills in support of established practices in a subject/discipline, for example:

• make formal presentations about specialised topics to informed audiences
  
  
• communicate with professional level peers, senior colleagues and specialists
  
  
• use a range of software to support and enhance work at this level and specify refinements/improvements to software to increase effectiveness
  
  
• interpret, use and evaluate a wide range of numerical and graphical data to set and achieve goals/targets
  
  

Autonomy, accountability and working with others

• Exercise autonomy and initiative in professional/ equivalent activities
  
  
• Take significant responsibility for the work of others and for a range of resources
  
  
• Practise in ways which show a clear awareness of own and others' roles and responsibilities
  
  
• Work effectively under guidance in a peer relationship with qualified practitioners
  
  
• Work with others to bring about change, development and/or new thinking
  
  
• Deal with complex ethical and professional issues in accordance with current professional and/or ethical codes or practices
  
  
• Recognise the limits of these codes and seek guidance where appropriate
  
  

Honours degree

TheSCOTTISH BACHELORS DEGREE WITH HONOURS

10 (SHE level H)

At least 480 credits of which a minimum of 180 is at levels 9 and 10, including

at least 90 at level 10.

The Honours Degree is typically offered through the equivalent of four years' fulltime higher education. The Honours Degree is recognised as the normal entry to postgraduate study.

The Scottish Bachelors degree with Honours

• SCQF level 10
  
  
• SCQF Credit PointsAt least 480 credits of which a minimum of 180 are at SHE levels 3 and H including a minimum of 90 at SHE level H
  
  

General information

The Scottish Bachelors degree with Honours is typically offered through the equivalent of four years of full-time higher education. It is awarded mainly as either a Bachelor of Science (BSc Hons), or a Bachelor of Arts (BA Hons).

Design of qualification

All Honours degrees will exhibit a balance of breadth and depth as will be clear from particular programme specifications. Many Honours degrees will have a specific vocational focus, and in some cases will carry recognition by the appropriate professional or statutory body. In a small number of universities, in some faculties, this qualification is titled 'MA (Hons)' (see footnote to Annex 2). The Honours degree is the recognised 'normal' entry requirement to postgraduate study and to many professions across the UK.

Typically, holders of the degree with Honours will be able to:

• Demonstrate a systematic, extensive and comparative knowledge and understanding of the subject(s) as a whole and its links to related subject(s); Demonstrate a detailed knowledge of a few specialisms and developments, some of which are at, or informed by, the forefront of the subject; Use their knowledge, understanding and skills in the systematic and critical assessment of a wide range of concepts, ideas, and data (that may be incomplete), and in identifying and analysing complex problems and issues; demonstrate some originality and creativity in formulating, evaluating and applying evidence-based solutions and arguments.
  
  
• Show a critical understanding of the established theories, principles and concepts, and of a number of advanced and emerging issues at the forefront of the subject(s); Show a comprehensive knowledge and familiarity with essential and advanced materials, techniques and skills including some at the forefront of the subject; Communicate the results of their study and other work accurately and reliably using the full repertoire of the principal concepts and constructs of the subject(s).
  
  
• Show a critical understanding of the uncertainty and limits of knowledge and how it is developed and an ability to deploy established techniques of analysis and enquiry within the subject; Systematically identify and address their own learning needs both in current and in new areas, making use of research, development and professional materials as appropriate, including those related to the forefront of developments.
  
  
• Develop skills in identifying information needs, and in the systematic gathering, analysis and interpretation of ideas, concepts and qualitative and quantitative data and information from a range of evaluated sources including current research, scholarly, and/or professional literature; Apply their subject-related and transferable skills in contexts of a professional or equivalent nature where there is a requirement for:
  • the exercise of personal responsibility and initiative;
    
    
  • decision-making in complex and unpredictable contexts;
    
    
  • the ability to undertake further developments of a professional or equivalent nature.
    
    
  
  
  

Graduate diploma/certificate

TheGRADUATE DIPLOMA/CERTIFICATE(SCQF levels 9 and 10 (SHE level 3 and H)) is worth at least 120 credits at the minimum of level 9 for a diploma and at least 60 credits at the minimum of level 9 for a certificate. These qualifications are typically for graduates or equivalent, but are not of postgraduate level of outcome.

Professional Development Award at SCQF level 10

What is it used for?

Professional Development Awards (PDAs) are designed for those already in a career or vocation who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest. PDAs are undergoing a revision programme using a new set of design principles. Details of these new design principles are given below. Revised PDAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of specialist occupational skills.
  
  
• They are based on National Occupational Standards or other professional standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• At SCQF level 10, PDAs will have a minimum credit value of 16 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each PDA at this level will vary. The maximum credit value for each PDA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• At least half the credit points will be at the level of the Group Award.
  
  
• PDAs can be delivered in college or the workplace.
  
  

Where will it lead?

PDAs can be used as part of ongoing professional development and allow progression within an occupation or a move to another occupation.

Level 11

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with:

• knowledge that covers and integrates most, if not all, of the main areas of a subject/discipline - including their features, boundaries, terminology and conventions
  
  
• a critical understanding of the principal theories, principles and concepts
  
  
• a critical understanding of a range of specialised theories, principals and concepts
  
  
• extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at or informed by developments at the forefront
  
  
• critical awareness of current issues in a subject/discipline and one or more specialisms
  
  

Practice: Applied knowledge and understanding

• Use a significant range of the principal skills, techniques, practices and/or materials which are associated with a subject/discipline
  
  
• Use a range of specialised skills, techniques, practices and/or materials which are at the forefront or informed by forefront developments
  
  
• Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry
  
  
• Plan and execute a significant project of research, investigation or development
  
  
• Demonstrate originality or creativity in the application of knowledge, understanding and/or practices
  
  
• Practise in a wide and often unpredictable variety of professional level contexts
  
  

Generic Cognitive Skills

• Apply critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments at the forefront of a subject/discipline
  
  
• Identify, conceptualise and define new and abstract problems and issues
  
  
• Develop original and creative responses to problems and issues
  
  
• Critically review, consolidate and extend knowledge, skills practices and thinking in a subject/discipline
  
  
• Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information
  
  

Communication, ICT and numeracy skills

Use a range of advanced and specialised skills as appropriate to a subject/discipline - for example:

• communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise
  
  
• communicate with peers, more senior colleagues and specialists
  
  
• use a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness
  
  
• undertake critical evaluations of a wide range of numerical and graphical data
  
  

Autonomy, accountability and working with others

• Exercise substantial autonomy and initiative in professional and equivalent activities
  
  
• Take responsibility for own work and/or significant responsibility for the work of others
  
  
• Take responsibility for a significant range of resources
  
  
• Demonstrate leadership and/or initiative and make an identifiable contribution to change and development
  
  
• Practise in ways which draw on critical reflection on own and others' roles and responsibilities
  
  
• Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices
  
  

Masters degrees

Masters degrees are SCQF Level 11 (Scottish Higher Education level M) qualifications comprising at least 180 credits of which a minimum of 150 is at level 11. Integrated Masters that also include completion of honours degree study comprise at least 600 credits of which a minimum of 120 is at level 11. Note credit definitions do not normally apply to the research-based MPhil qualification.

Masters Degrees are available through several different routes: as a programme for graduates or equivalent through the equivalent of at least one year of full-time study; or as a programme of, typically, the equivalent of five years of full-time study that integrates undergraduate study with the Masters Degree.

The first of these typically leads to award of Master of Science or Master of Arts, depending on the subject taken, but other titles are also used. Integrated programmes, frequently offered over the equivalent of five years' full-time study, typically lead to a subject-specific qualification title (e.g. MEng) and are often linked to professional/statutory body recognition.

In the majority of cases, the Masters degree reflects a specialised knowledge and understanding of particular areas, applications or levels of expertise in particular subject or professional areas. In some professional areas, Masters degrees are linked to structures of continuing professional development.

Typically, holders of the qualification will be able to:

• Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice; Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.
  
  
• Show a comprehensive understanding of techniques applicable to their own research or advanced scholarship; Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
  
  
• Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; Continue to advance their knowledge and understanding, and develop new skills to a high level.
  
  
• Show a conceptual understanding that enables the student:
  • to evaluate critically current research and advanced scholarship in the discipline, and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses
    
    
  • to demonstrate the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable situations; and the independent learning ability required for continuing professional development.
    
    
  
  
  

SVQ 5

Scottish Vocational Qualifications (SVQs) are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider. They are a means of recognising the skills and knowledge people need in employment, i.e. job competence. Some SVQs or SVQ Units are incorporated into other awards or programmes including HNCs and Modern Apprenticeships. There are SVQs for nearly all occupations in Scotland and they are available at 5 levels of difficulty and are placed within SCQF levels 4-11. Each SVQ is made up of a variable number of SVQ Units which may be at more than one SCQF level. Each Unit defines one aspect of a job or work-role, and says what it is to be competent in that aspect of the job. To be awarded an SVQ, learners must achieve each of the SVQ Units which make it up by demonstrating that they are competent in that aspect of the job. The Units which make up the SVQ can also be taken as freestanding awards.

Typically, an SVQ will show the holder is competent in carrying out the job which the SVQ covers and has demonstrated this competence in the workplace. AtSVQ LEVEL 5 (SCQF Level 11)competence involves the application of skills and a significant range of fundamental principles across a wide and often unpredictable variety of contexts. Very substantial personal autonomy and often significant responsibility for the work of others and for the allocation of substantial resources feature strongly, as do personal accountability for analysis and diagnosis, design, planning, execution and evaluation.

Scottish Vocational Qualifications (SVQs) are currently notionally placed in the SCQF. SQA is leading a project, funded by the Scottish Executive, to level and credit individual SVQs over 3 phases between 2005 - 2008. The first phase will report during the summer 2006 and includes the following SVQs:

• Health and Social Care, SVQ levels 2 and 3
  
  
• Retail Operations, SVQ levels 2 and 3
  
  
• Management, SVQ levels 3, 4 and 5
  
  
• Administration, SVQ levels 1, 2, 3 and 4
  
  
• Water Byelaws Enforcement, SVQ level 3
  
  
• IT Users, SVQ levels 1, 2 and 3
  
  
• Aquaculture, SVQ levels 2 and 3
  
  
• Performing Manufacturing Operations, SVQ levels 1 and 2
  
  

Professional Development Award at SCQF level 11

What is it used for?

Professional Development Awards (PDAs) are designed for those already in a career or vocation who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest. PDAs are undergoing a revision programme using a new set of design principles. Details of these new design principles are given below. Revised PDAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of specialist occupational skills.
  
  
• They are based on National Occupational Standards or other professional standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• At SCQF level 11, PDAs will have a minimum credit value of 16 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each PDA at this level will vary. The maximum credit value for each PDA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• At least half the credit points will be at the level of the Group Award.
  
  
• PDAs can be delivered in college or the workplace.
  
  

Where will it lead?

• PDAs can be used as part of ongoing professional development and allow progression within an occupation or a move to another occupation.
  
  

Postgraduate Diploma

Some Postgraduate Diplomas are offered as specific stand alone qualifications, but they are often linked to Masters degree level provision, where a student would have typically completed two thirds of what was required to complete a Masters programme. Rather confusingly the Postgraduate Certificate in Education (PGCE) has been declared to be of the status of a Postgraduate Diploma, one consequence of which is that some institutions are renaming their PGCEs as PGDEs. In England and Wales the PGCE leads to Qualified Teacher Status (QTS) (and in Northern Ireland leads to 'Eligibility to Teach'), and this roue is the most popular route into a career in teaching at secondary level. Those students completing their Postgraduate Diploma programmes should still exhibit those general characteristics of successful level M students appropriate to their programmes of study.

If appropriate, they should have demonstrated

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
  
  
• a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
  
  
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
  
  
• conceptual understanding that enables the student:
  • to evaluate critically current research and advanced scholarship in the discipline; and
    
    
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
    
    
  
  
  

Typically, holders of the qualification will be able to

• a deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
  
  
• demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
  
  
• continue to advance their knowledge and understanding, and to develop new skills to a high level;
  
  

and will have

• the qualities and transferable skills necessary for employment requiring:
  
  
• the exercise of initiative and personal responsibility;
  
  
• decision-making in complex and unpredictable situations; and
  
  
• the independent learning ability required for continuing professional development.
  
  

Postgraduate Certificate

Some Postgraduate Certificates are offered as specific stand alone qualifications, but they are often linked to Masters degree level provision, where in a modular system a student would have typically completed a third of what was required to complete a Masters programme. Rather confusingly the Postgraduate Certificate in Education (PGCE) has been declared to be of the status of a Postgraduate Diploma (see above). Those students completing their Postgraduate Certificate programmes should still exhibit those general characteristics of successful level M students appropriate to their programmes of study.

If appropriate, they should have demonstrated

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
  
  
• a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
  
  
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
  
  
• conceptual understanding that enables the student:
  • to evaluate critically current research and advanced scholarship in the discipline; and
    
    
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
    
    
  
  
  

Typically, holders of the qualification will be able to

• a deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
  
  
• demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
  
  
• continue to advance their knowledge and understanding, and to develop new skills to a high level;
  
  

and will have

• the qualities and transferable skills necessary for employment requiring:
  • the exercise of initiative and personal responsibility;
    
    
  • decision-making in complex and unpredictable situations;
    
    
  • and the independent learning ability required for continuing professional development
    
    
  
  
  

Integrated Master's Degrees

Name of Qualification:

Integrated Master's Degrees

Details will be soon available here!

Level 12

Characteristic outcomes of learning at this level include the ability to:

Knowledge and Understanding

Demonstrate and/or work with:

• a critical overview of a subject/discipline, including critical understanding of the principal theories, principles and concepts
  
  
• a critical, detailed and often leading knowledge and understanding at the forefront of one or more specialisms
  
  
• knowledge and understanding that is generated through personal research or equivalent work which makes a significant contribution to the development of the subject/discipline
  
  

Practice: Applied knowledge and understanding

• Use a significant range of the principal skills, techniques, practices and materials associated with a subject/discipline
  
  
• Use and enhance a range of complex skills, techniques, practices and materials at the forefront of one or more specialisms
  
  
• Apply a range of standard and specialised research/equivalent instruments and techniques of enquiry
  
  
• Design and execute research, investigative or development projects to deal with new problems and issues
  
  
• Demonstrate originality and creativity in the development and application of new knowledge, understanding and practices
  
  
• Practise in the context of new problems and circumstances
  
  

Generic Cognitive Skills

• Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues
  
  
• Identify, conceptualise and offer original and creative insights into new, complex and abstract ideas, information and issues
  
  
• Develop creative and original responses to problems and issues
  
  
• Deal with very complex and/or new issues and make informed judgements in the absence of complete or consistent data/information
  
  

Communication, ICT and numeracy skills

Use a significant range of advanced and specialised skills as appropriate to a subject/discipline - for example:

• communicate at an appropriate level to a range of audiences and adapt communication to the context and purpose
  
  
• communicate at the standard of published academic work and/or critical dialogue and review with peers and experts in other specialisms
  
  
• use a range of software to support and enhance work at this level and specify software requirements to enhance work
  
  
• critically evaluate numerical and graphical data
  
  

Autonomy, accountability and working with others

• Exercise a high level of autonomy and initiative in professional and equivalent activities
  
  
• Take full responsibility for own work and/or significant responsibility for the work of others
  
  
• Demonstrate leadership and/or originality in tackling and solving problems and issues
  
  
• Work in ways which are reflective self-critical and based on research/evidence
  
  
• Deal with complex ethical and professional issues
  
  
• Make informed judgements on new and emerging issues not addressed by current professional and/or ethical codes or practices
  
  

Doctorates

Doctorates are SCQF Level 12 (Scottish Higher Education level D) qualifications. Doctorates with a substantive taught component comprise at least 540 credits of which a minimum of 420 is at level 12, while research-based doctorates do not have a credit rating. Doctorates are available through several routes. The PhD is normally awarded following the successful completion of a thesis requiring the equivalent of three years' full-time research and study to complete. Professional Doctorates also require the equivalent of three years' full-time research and study, and will frequently involve work-based as well as HEI-based research and study. Doctoral degrees reflect specialised, advanced knowledge, understanding and practice at the frontiers of the subject or professional area.

Typically, holders of the qualification will be able to:

• Demonstrate the creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication; Demonstrate a systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice; Make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences;
  
  
• Demonstrate the general ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems; Continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches;
  
  
• Gain a detailed understanding of applicable techniques for research and advanced academic enquiry; and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.
  
  

Professional Development Award at SCQF level 12

What is it used for?

Professional Development Awards (PDAs) are designed for those already in a career or vocation who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest. PDAs are undergoing a revision programme using a new set of design principles. Details of these new design principles are given below. Revised PDAs will be certificated from January 2007.

What is it like?

• They are designed to assess and certificate progression in a defined set of specialist occupational skills.
  
  
• They are based on National Occupational Standards or other professional standards (statements of performance that describe what competent people in a particular occupation are able to do, and cover all the main aspects of an occupation, including current best practice, the ability to adapt to future trends and the knowledge and understanding needed to be competent in that occupation).
  
  
• The qualification is Unit based.
  
  
• At SCQF level 12, PDAs will have a minimum credit value of 16 SCQF credit points and will comprise at least two Units.
  
  
• There is no maximum credit value and therefore each PDA at this level will vary. The maximum credit value for each PDA will be determined by the defined aims and rationale of the Group Award and this will be checked at validation.
  
  
• At least half the credit points will be at the level of the Group Award.
  
  
• PDAs can be delivered in college or the workplace.
  
  

Where will it lead?

• PDAs can be used as part of ongoing professional development and allow progression within an occupation or a move to another occupation.
  
  

England, Wales and Northern Ireland framework for higher education qualifications: FHEQ

The framework for higher education qualifications in England, Wales and Northern Ireland applies to degrees, diplomas, certificates and other academic awards (other than honorary degrees and higher doctorates) granted by a university or college in the exercise of its degree awarding powers. The framework is a qualifications framework, based upon the outcomes represented by the main qualification titles. It is not a credit framework, nor is it dependent on the use of credit.

Level 4

Certificate level

The holder of a certificate of higher education will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. He or she will be able to communicate accurately and will have the qualities needed for employment requiring the exercise of some personal responsibility.

Certificates of Higher Education

A Certificate of Higher Education is typically awarded after one year full-time study at a university or on a higher education programme in another institution - it is broadly equivalent to passing the first year of a degree course. The qualification is typically accredited by universities themselves.

Certificates of Higher Education are awarded to students who have demonstrated

• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study;
  
  
• an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.
  
  

Typically, holders of the qualification will be able to

• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work;
  
  
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments;
  
  
• undertake further training and develop new skills within a structured and managed environment;
  
  

and will have

• qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
  
  

Level 5

Intermediate level

Holders of qualifications at this level will have developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely. Through this, they will have learned to evaluate the appropriateness of different approaches to solving problems. Their studies may well have had a vocational orientation, enabling them to perform effectively in their chosen field. They will have the qualities necessary for employment in situations requiring the exercise of personal responsibility and decision-making.

Ordinary Bachelors Degrees

An Ordinary Bachelor Degree is typically awarded after (the equivalent of) three years full-time study at a university or other higher education institution - it is usually takes the same length of time as an honours degree but the latter is more comprehensive than an ordinary Bachelors degree and a higher standard of achievement is reached.

Non-Honours degrees are awarded to students who have demonstrated

• knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed;
  
  
• ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context;
  
  
• knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study;
  
  
• an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.
  
  

Typically, holders of the qualification will be able to

• use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis;
  
  
• effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively;
  
  
• undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within organisations;
  
  

and will have

• qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.
  
  

Foundation Degrees

Foundation Degrees are vocational qualifications, delivered in (the equivalent of) two years study in a university or on a higher education programme in another institution, and designed to equip learners with skills and knowledge relevant to their employment. Foundation Degrees also aim to contribute to widening participation and lifelong learning by encouraging participation by learners who may not previously have considered studying for a higher level qualification. Foundation Degrees are intermediate level qualifications and do not represent an end of first cycle higher education qualification in terms of the Bologna declaration

Foundation Degrees are employment-related HE qualifications that provide professional development in a broad range of vocational areas - from chemical technology and commercial music, to police studies, textiles or tourism. Foundation Degree courses take two years full-time but many people choose to study part-time or by flexible learning, often while working. Foundation Degrees are valuable qualifications in their own right, but you can also progress to an honours degree through further study - usually around a year, depending on the programme. For more information, visit http://www.foundationdegree.org.uk/.

Typically, holders of Foundation Degrees will be able to demonstrate:

• knowledge and critical understanding of the well-established principles in their field of study and the way in which those principles have developed;
  
  
• successful application in the workplace of the range of knowledge and skills learnt throughout the programme;
  
  
• ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context;
  
  
• knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context;
  
  
• an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context.
  
  

Typically, holders of Foundation Degrees would be able to:

• use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context;
  
  
• effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively in their field of study and in a work context;
  
  
• undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations;
  
  

and have:

• qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making;
  
  
• the ability to utilise opportunities for lifelong learning.
  
  

Diplomas of Higher Education and other Higher Diplomas

A Diploma of Higher Education (DipHE) typically involves (the equivalent of) two years full-time study at a university or other Higher Education institution. The DipHE and other Higher Diplomas may be used as important qualifications in their own right (for example, in nursing and the health care field) and/or as part of a progression pathway onto a degree programme.

As with other Intermediate level qualifications, Diplomas of Higher Education and other Higher Diplomas are

...awarded to students who have demonstrated

• knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed;
  
  
• ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context;
  
  
• knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study;
  
  
• an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.
  
  

Typically, holders of the qualification will be able to

• use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis;
  
  
• effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively;
  
  
• undertake further training, develop existing skills, and acquire new competences that will enable them to assume significant responsibility within organisations;
  
  

and will have

• qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.
  
  

Level 6

Honours level

Holders of qualifications at this level, typically graduates with a Bachelors Degree with honours, will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively. An honours graduate should have the qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.

Bachelors Degree with Honours

A Bachelors Degree with Honours is typically awarded after (the equivalent of) three years full-time study at a university or other higher education institution.

Honours Degrees are awarded to students who have demonstrated

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline;
  
  
• an ability to deploy accurately established techniques of analysis and enquiry within a discipline;
  
  
• conceptual understanding that enables the student:
  • to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and
    
    
  • to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline;
    
    
  
  
  
• an appreciation of the uncertainty, ambiguity and limits of knowledge;
  
  
• the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline).
  
  

Typically, holders of the qualification will be able to

• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
  
  
• critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;
  
  
• communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;
  
  

and will have

• qualities and transferable skills necessary for employment requiring:
  
  
• the exercise of initiative and personal responsibility;
  
  
• decision-making in complex and unpredictable contexts; and
  
  
• the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
  
  

Graduate Certificates

Some Graduate Certificates are offered as specific stand alone qualifications, but they are more often taken as 'conversion courses', based on undergraduate material, by students who have studied to degree level but do not have the specific area of expertise to undertake a specialist Master's programme. Upon completion of their programmes they have reached an equivalent level to honours graduates in that subject. They should therefore exhibit the general characteristics of successful level H students.

They should have demonstrated

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline;
  
  
• an ability to deploy accurately established techniques of analysis and enquiry within a discipline;
  
  
• conceptual understanding that enables the student:
  • to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and
    
    
  • to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline;
    
    
  
  
  
• an appreciation of the uncertainty, ambiguity and limits of knowledge;
  
  
• the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline).
  
  

Typically, holders of the qualification will be able to

• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
  
  
• critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;
  
  
• communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;
  
  

and will have

• qualities and transferable skills necessary for employment requiring:
  
  
• the exercise of initiative and personal responsibility;
  
  
• decision-making in complex and unpredictable contexts; and
  
  
• the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
  
  

Graduate Diplomas

Some Graduate Diplomas are offered as specific stand alone qualifications, but they are more often taken as 'conversion courses', based on undergraduate material, by students who have studied to degree level but do not have the specific area of expertise to undertake a specialist Master's programme. Upon completion of their programmes they have reached an equivalent level to honours graduates in that subject. They should therefore exhibit the general characteristics of successful level H students.

They should have demonstrated

• a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline;
  
  
• an ability to deploy accurately established techniques of analysis and enquiry within a discipline;
  
  
• conceptual understanding that enables the student:
  • to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and
    
    
  • to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline;
    
    
  
  
  
• an appreciation of the uncertainty, ambiguity and limits of knowledge;
  
  
• the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline).
  
  

Typically, holders of the qualification will be able to

• apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;
  
  
• critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;
  
  
• communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;
  
  

and will have

• qualities and transferable skills necessary for employment requiring:
  
  
• the exercise of initiative and personal responsibility;
  
  
• decision-making in complex and unpredictable contexts; and
  
  
• the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
  
  

Bachelor's Degrees

Name of Qualification:

Bachelor's Degrees

Details will be soon available here!

Professional Gradute Certificate In Education (PGCE)

Name of Qualification:

Professional Gradute Certificate In Education (PGCE)

Details will be soon available here!

Level 7

Much of the study undertaken at level M will have been at, or informed by, the forefront of an academic or professional discipline. Students will have shown originality in the application of knowledge, and they will understand how the boundaries of knowledge are advanced through research. They will be able to deal with complex issues both systematically and creatively, and they will show originality in tackling and solving problems. They will have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative, in complex and unpredictable professional environments.

Masters Degree

Masters Degrees are awarded after completion of taught courses, programmes of research, or a mixture of both. Longer, research-based programmes often lead to the degree of MPhil. Most Masters courses last at least one year (if taken full-time), and are taken by persons with Honours Degrees (or equivalent achievement). Some Masters Degrees in science and engineering are awarded after extended undergraduate programmes that last, typically, a year longer than Honours degree programmes. (Note: the MAs granted by the Universities of Oxford and Cambridge are not academic qualifications.)

Masters Degrees are awarded to students who have demonstrated

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
  
  
• a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
  
  
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
  
  
• conceptual understanding that enables the student:
  • to evaluate critically current research and advanced scholarship in the discipline; and
    
    
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
    
    
  
  
  

Typically, holders of the qualification will be able to

• a deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
  
  
• demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
  
  
• continue to advance their knowledge and understanding, and to develop new skills to a high level;
  
  

and will have

• the qualities and transferable skills necessary for employment requiring:
  
  
• the exercise of initiative and personal responsibility;
  
  
• decision-making in complex and unpredictable situations; and
  
  
• the independent learning ability required for continuing professional development.
  
  

Postgraduate Diploma

Some Postgraduate Diplomas are offered as specific stand alone qualifications, but they are often linked to Masters degree level provision, where a student would have typically completed two thirds of what was required to complete a Masters programme. Rather confusingly the Postgraduate Certificate in Education (PGCE) has been declared to be of the status of a Postgraduate Diploma, one consequence of which is that some institutions are renaming their PGCEs as PGDEs. In England and Wales the PGCE leads to Qualified Teacher Status (QTS) (and in Northern Ireland leads to 'Eligibility to Teach'), and this roue is the most popular route into a career in teaching at secondary level. Those students completing their Postgraduate Diploma programmes should still exhibit those general characteristics of successful level M students appropriate to their programmes of study. If appropriate, they should

have demonstrated

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
  
  
• a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
  
  
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
  
  
• conceptual understanding that enables the student:
  • to evaluate critically current research and advanced scholarship in the discipline; and
    
    
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
    
    
  
  
  

Typically, holders of the qualification will be able to

• a deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
  
  
• demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
  
  
• continue to advance their knowledge and understanding, and to develop new skills to a high level;
  
  

and will have

• the qualities and transferable skills necessary for employment requiring:
  
  
• the exercise of initiative and personal responsibility;
  
  
• decision-making in complex and unpredictable situations; and
  
  
• the independent learning ability required for continuing professional development.
  
  

Postgraduate Certificate

Some Postgraduate Certificates are offered as specific stand alone qualifications, but they are often linked to Masters degree level provision, where in a modular system a student would have typically completed a third of what was required to complete a Masters programme. Rather confusingly the Postgraduate Certificate in Education (PGCE) has been declared to be of the status of a Postgraduate Diploma (see above). Those students completing their Postgraduate Certificate programmes should still exhibit those general characteristics of successful level M students appropriate to their programmes of study. If appropriate, they should

have demonstrated

• a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
  
  
• a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
  
  
• originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
  
  
• conceptual understanding that enables the student:
  • to evaluate critically current research and advanced scholarship in the discipline; and
    
    
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.
    
    
  
  
  

Typically, holders of the qualification will be able to

• a deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
  
  
• demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
  
  
• continue to advance their knowledge and understanding, and to develop new skills to a high level;
  
  

and will have

• the qualities and transferable skills necessary for employment requiring:
  • the exercise of initiative and personal responsibility;
    
    
  • decision-making in complex and unpredictable situations;
    
    
  • and the independent learning ability required for continuing professional development