International Qualifications Framework

(Comparison Chart)

International National European Emirates / African National Skill

Qualifications Qualification Qualification Gulf countries Qualification Qualification
Framework / Credit Framework / Qualification Frame work,
LEVEL Framework, & Qualification European Higher Framework AFRICA Framework, INDIA
Framework, UK. Education Area,
Europe
Doctorate Degree Doctorate Doctorate Doctoral Doctoral Doctoral Degree
& Vocational / Degree & Degree & Degree Degree Level-10
Skill Qualification Vocational Vocational Level-10 Level-10
8 level-8 Qualification Qualification
level-8 level-8
Master's Degree / Master's Master's
Post Graduate Degree / Post Degree / Post
Diploma / Graduate Graduate Master Master Degree Master Degree /
Certificate & Diploma / Diploma / Degree Level- 9 P.G Diploma
7 Vocational / Skill Certificate & Certificate & Level- 9 Level- 9
Qualification Vocational Vocational
Level -7 Qualification Qualification
Level-7 Level-7
Bachelor
Bachelor Degree, Bachelor Bachelor Degree / Bachelor Master Degree /
Graduate Degree & Degree & Post Degree & P.G. Diploma /
Diploma/certificate Vocational Vocational Graduate Graduate Advanced Diploma
& Vocational / Qualification Qualification Diploma & Diploma / Bachelors
6 Skill Qualification Level-6 Level-6 Graduate Level - Level- 8 & 7
Level-6 Diploma 8&7
Level -
8&7

Higher Advanced Advanced

Graduate Diploma National Diploma / Diploma & Bachelors /
/ Advanced Diploma / Associate Higher Diploma Advanced
5 Diploma / Foundation Degree Diploma & Level - 6 Diploma
Certificate & Degree & Level-5 Diploma Level - 6
Vocational / Skill Vocational Level - 6
Qualification Qualification
Level-5 Level- 5

Higher Diploma /
Advanced Diploma Higher Diploma / Higher
/ Certificate & National First Year Associate education Bachelor /
4 Vocational / Skill Certificate & of degree Degree certificate / Diploma
Qualification vocational Level-4 Level - 5 Diploma Level - 5
Level -4 Qualification Level-5
Level- 4
Diploma / Secondary Senior secondary /
Advanced GCE Level -A High School school Certificate 10+2 / Grade - 12 /
 Certificate & & Level AS / Diploma Certificate Level - 4 Diploma
3 Vocational / Skill Vocational Level- 3 (G -12) / Level - 4
Qualification Qualification Certificate
Level- 3 Level- 3 Level- 4
Diploma / IGCSE / Technician / TBA / General Grade – 10 & 11 /
Certificate & vocational Apprentice certificate Education Secondary
Vocational / Skill Qualification Level-2 Level -3 Certificate Education / 10th /
2 Qualification Level- 2 Level - 3 Diploma
Level- 2 Level – 3 & 2
Foundation
Certificate / Course / Basic Skill Certificate Basic Basic Education /
Vocational / Skill Vocational / Level- 1 Level - Certificate Grade- 9
1 Qualification Skill 2&1 Level – 2 & 1 Level-1
Level- 1 Level- 1

(International Qualifications Framework)

International Qualifications Framework, UK

(National Qualification Framework)

National Qualification for England, Wales & Northern Ireland, UK

(Credit & Qualification Framework)

Credit & Qualification Framework for Wales, UK.

(European Qualification Framework )

European Qualification Framework, Europe

(European Higher Education Area )

European Qualification Framework, European Union

(Emirates Qualification Framework)

(Gulf countries Qualification Framework)
Emirates Qualification Frame work , UAE

(African Qualification Frame work)

African Qualification Framework, South Africa

(National Skill Qualification Framework )

National Vocational Educational Qualification Framework, India
Note:-
International Qualifications Framework ( Level – 1 To 8 ) and Qualification Standards of The International
Qualifications is based on the National Qualification Framework for England, Wales & Northern Ireland, UK, Credit &
Qualification Framework for Wales, UK., European Qualification Framework, Europe & European Higher Education
Area, (European Union)
www.iquk.org
 INTERNATIONAL
QUALIFICATIONS
International Qualifications Framework,
Level Description about Process, Knowledge, Skill & Responsibility as Under:

LEVEL PROCESS KNOWLEDGE SKILL Responsibility

To apply tools, assist
in professionalism,
To prepares a person take safety measures Have no direct
to carry out process Having material tools in a and reading, writing, responsibilities
about basic knowledge limited context & familiar addition , always work under
1 with little application with common trade and subtraction, revive the instructions &
of understanding. technology and transmit written supervision of experts
and oral messages,
basic arithmetic
personal
financing
,understanding
social, political,
environmental,
hygiene activities
To prepare a person Skill of basic
have ability to gain a Having knowledge about arithmetic, personal To complete the work within
good knowledge & the basic fact of a trade banking, recall and defined time frame and limit
2 understanding of process and principle for demonstrate under the close supervision of
subject area which better understanding so that practical skill & any other responsible entity
may require limited can applied in the trade and basic under standing
range of activity technology of social and natural
environment

Skill to basic
algebraic principles,
Work in familiar Factual knowledge of basic under standing
predictable routine, field of trade , technology social, political and Responsibility for own
3 situation of clear and study natural environment. work and knowledge
choice and knowledge Recall and
demonstrate
practical skill,
quality concept ,
routine and
repetitive in narrow
range of application
using appropriate
rule and tool
Desired
mathematical skill,
Work that required Knowledge of fact , understanding of Responsibility for own work
well developed principles , processes and social, political and and learning and some
knowledge with clear general concepts in the field some skill of responsibilities for others work
4 choice of policies and of work and study collecting and , knowledge and learning
 procedures in familiar organizing
context information,
communication,
practical skill
required to complete
tasks and solve
problems by
applying basic tools

Required to generate
solution to specific
Demands wide range problems in field of
of specialized practical and theoretical work and study,
technical skill, clarity knowledge in broad reasonably good in Responsibility for own work
5 of knowledge and contexts within a field of mathematical and learning and full
practical in broad work and study calculation responsibility for other's work
range of activities understanding of and learning
involving standards social, political and
and non- standard reasonably data
practices collecting,
information and
logical
communication
Full responsibility for output
Wide range of factual, theoretical knowledge and practical skill in broad of group and development and
context within a field of work and study and to generate solution to exercise management and
6 specific problems and comprehensive, cognitive skill to develop creative supervision in context of work
solutions to abstract problem. Undertake self study, demonstrate and study having unpredictable
intellectual independence and better information and communication changes, responsible for
development of self and others

Advanced knowledge and skill critical understanding of the work and Responsibility for decision
subject, demonstrate mastery of subject and innovation, completion of making in complex work and
7 substantial research and dissertation technical activities involving
unpredictable study and work
situations

Responsibility for strategic

Highly specialized knowledge and problem solving skill to provide decisions in unpredictable
8 original contribution to knowledge through research and scholarship. complex situations of work

and study

WWW.IQUK.ORG
 Level Description of
The International Qualifications Framework

Purpose :

1. The purpose of level descriptors for Levels One to Eight ( 1- 8 ) of The International
Qualifications Framework is to ensure coherence in learning achievement in the
allocation of qualifications and part qualifications to particular levels, and to
facilitate the assessment of the national and international comparability of
qualifications and part qualifications.

2. In order to advance the objectives of the Qualification Framework is responsible for the
development of the content of the level descriptors for each level of the council.

3. The philosophical underpinning of the Qualifications Framework and the

level descriptors is applied competence, which is in line with the outcomes-
based theoretical framework adopted by the Council.

4. Eight categories are used in the level descriptors to describe applied

competencies across each of the 8 levels of the Qualifications Framework:

a. Scope of knowledge

b. Knowledge literacy

c. Method and procedure

d. Problem solving

e. Ethics and professional practice

f. Accessing, processing and managing

information g. Management of learning

h. Accountability.
Definitions:

1. In these level descriptors any word or expression to which a meaning has been assigned in
the Qualifications Framework shall have such meaning unless the context indicates
otherwise. A basic set of definitions is given below, while further definitions and help in the
interpretation of particular words or phrases used in the level description.

2. “Applied competence” has three constituent elements: foundational competence embraces

the intellectual/academic skills of knowledge together with analysis, synthesis and
evaluation, which includes information processing and problem solving; practical
competence includes the concept of operational context; and reflexive competence
incorporates learner autonomy.

3.“Field” means a particular area of learning used as an organizing mechanism for

the qualification framework.

4.“Level” means one of the series of levels of learning achievement arranged in ascending order
from one to eight according to which the TCQF is organized and to which qualification types
are provided.

5.“Level description” means that statement describing learning achievement at a particular level
of the IQFW that provides a broad indication of the types of learning outcomes and assessment
criteria that are appropriate to a qualification at that level.

6.“ Qualifications Framework” is a comprehensive system for the classification, registration,

publication and articulation of quality assurance.
Principles of the level description:

There is one common set of level descriptors to be used in different contexts.

The level descriptors incorporate eight competencies.

The level descriptors are designed to meet the needs of academic as well as skill qualifications.

There must be correlation between qualification levels and vocational levels in the world of work.

Level description are cumulative i.e. there is progression in the competencies from one level to the next

Level descriptions are applicable to the Recognition of Prior Learning (RPL).

Level description embrace learning in a wide variety of contexts vocational, skill, academic
and professional and environments, etc.

Level description is to be designed to act as a guide and a starting point.

Assisting learners to gain admission through RPL at an appropriate level on the IQFW

Making comparisons across qualifications in a variety of fields and disciplines pegged at the same
level of the IQFW

Programme quality management, used together with purpose statements, outcomes and
assessment criteria.

Level description provide a broad indication of learning achievements or outcomes that are appropriate
to a qualification at that level.

Level description do not describe years of study.

In the level description, the accessing, analyzing and managing of information and communication.
Details of Level description:

The following level description describe the learning achievement at a particular level of
the International Qualifications Framework that provides a broad indication of the learning
achievements or outcomes that are appropriate to qualification at that level.

Levels of International Qualifications Framework as under:

International Qualifications Framework (Level - 1)

Scope of knowledge, in respect of which a learner is able to demonstrate a general knowledge of one or
more areas or fields of study, in addition to the fundamental areas of study.

Knowledge literacy, in respect of which a learner is able to demonstrate an understanding that

knowledge in a particular field develops over a period of time through the efforts of a number of
people, and often through the synthesis of information from a variety of related sources and fields.

Method and procedure, in respect of which a learner is able to demonstrate the ability to use key
common tools and instruments, and a capacity to apply him/herself to a well-defined task under
direct supervision.

Problem solving, in respect of which a learner is able to demonstrate the ability to recognize and
solve problems within a familiar, well-defined context.

Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to
identify and develop own personal values and ethics, and the ability to identify ethics applicable in
a specific environment.

Accessing, processing and managing information, in respect of which a learner is able to demonstrate
the ability to recall, collect and organize given information clearly and accurately, sound listening and
speaking (receptive and productive language use), reading and writing skills, and basic numeracy
skills including an understanding of symbolic systems.

Producing and communicating information, in respect of which a learner is able to demonstrate the
ability to report information clearly and accurately in spoken/signed and written form.

Context and systems, in respect of which a learner is able to demonstrate an understanding of

the context within which he/she operates.
Management of learning, in respect of which a learner is able to demonstrate the ability to sequence
and schedule learning tasks, and the ability to access and use a range of learning resources.

Accountability, in respect of which a learner is able to demonstrate the ability to work as part of
a group.

Scope of knowledge, in respect of which a learner is able to demonstrate a basic operational knowledge
of one or more areas or fields of study, in addition to the fundamental areas of study.

Knowledge literacy, in respect of which a learner is able to demonstrate an understanding that

one’s own knowledge of a particular field or system develops through active participation in
relevant activities.

Method and procedure, in respect of which a learner is able to demonstrate the ability to use a variety
of common tools and instruments, and a capacity to work in a disciplined manner in a well-structured
and supervised environment.

Problem solving, in respect of which a learner is able to demonstrate the ability to use own
knowledge to select and apply known solutions to well-defined routine problems.

Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to
apply personal values and ethics in a specific environment.

Accessing, processing and managing information, in respect of which a learner is able to demonstrate the
ability to apply literacy and numeracy skills to a range of different but familiar contexts.

Producing and communicating information, in respect of which a learner is able to demonstrate the basic ability to
collect, organize and report information clearly and accurately, and the ability to express an opinion on given
information clearly in spoken/signed and written form.

Context and systems, in respect of which a learner is able to demonstrate an understanding of

the environment within which he/she operates in a wider context.

Management of learning, in respect of which a learner is able to demonstrate the capacity to learn in a
disciplined manner in a well-structured and supervised environment.

Accountability, in respect of which a learner is able to demonstrate the ability to manage own time
effectively, the ability to develop sound working relationships, and the ability to work effectively
as part of a group.
International Qualifications Framework (Level – 2)

Scope of knowledge, in respect of which a learner is able to demonstrate a basic understanding of the
key concepts and knowledge of one or more fields or disciplines, in addition to the fundamental
areas of study.

Knowledge literacy, in respect of which a learner is able to demonstrate an understanding that

knowledge in a field can only be applied if the knowledge, as well as its relationship to other relevant
information in related fields, is understood.

Method and procedure, in respect of which a learner is able to demonstrate operational literacy,
the capacity to operate within clearly defined contexts, and the ability to work within a managed
environment.

Problem solving, in respect of which a learner is able to demonstrate the ability to use own
knowledge to select appropriate procedures to solve problems within given parameters.

Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to
comply with organizational ethics.

Accessing, processing and managing information, in respect of which a learner is able to demonstrate
the basic ability to summarize and interpret information relevant to the context from a range of sources,
and the ability to take a position on available information, discuss the issues and reach a resolution.

Producing and communicating information, in respect of which a learner is able to produce a coherent
presentation and report, providing explanations for positions taken.

Context and systems, in respect of which a learner is able to demonstrate an understanding of

the organization or operating environment as a system, and application of skills in measuring the
environment using key instruments and equipment.

Management of learning, in respect of which a learner is able to demonstrate the ability to learn
within a managed environment.

Accountability, in respect of which a learner is able to demonstrate the capacity to actively

contribute to team effectiveness.
International Qualifications Framework (Level - 3)

Scope of knowledge, in respect of which a learner is able to demonstrate a fundamental knowledge

base of the most important areas of one or more fields or disciplines, in addition to the
fundamental areas of study, and a fundamental understanding of the key terms, rules, concepts,
established principles and theories in one or more fields or disciplines.

Knowledge literacy, in respect of which a learner is able to demonstrate an understanding

that knowledge in one field can be applied to related fields.

Method and procedure, in respect of which a learner is able to demonstrate the ability to apply
essential methods, procedures and techniques of the field or discipline to a given familiar context, and
the ability to motivate a change using relevant evidence.

Problem solving, in respect of which a learner is able to demonstrate the ability to use own
knowledge to solve common problems within a familiar context, and the ability to adjust an
application of a common solution within relevant parameters to meet the needs of small changes in
the problem or operating context with an understanding of the consequences of related actions.

Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to
adhere to organizational ethics and a code of conduct, and the ability to understand societal values
and ethics.

Accessing, processing and managing information, in respect of which a learner is able to demonstrate
a basic ability in gathering relevant information, analysis and evaluation skills, and the ability to apply
and carry out actions by interpreting information from text and operational symbols or representations.

Producing and communicating information, in respect of which a learner is able to demonstrate the
ability to communicate and present information reliably and accurately in written and in oral or
signed form.

Context and systems, in respect of which a learner is able to demonstrate an understanding of

the organization or operating environment as a system within a wider context.

Management of learning, in respect of which a learner is able to demonstrate the capacity to take
responsibility for own learning within a supervised environment, and the capacity to evaluate
own performance against given criteria.

Accountability, in respect of which a learner is able to demonstrate the capacity to take decisions about and
responsibility for actions, and the capacity to take the initiative to address any shortcomings found.
International Qualifications Framework (Level – 4 )

Scope of knowledge, in respect of which a learner is able to demonstrate an informed understanding

of the core areas of one or more fields, disciplines or practices, and an informed understanding of the
key terms, concepts, facts, general principles, rules and theories of that field, discipline or practice.
Knowledge literacy, in respect of which a learner is able to demonstrate the awareness of how
knowledge or a knowledge system develops and evolves within the area of study or operation.
Method and procedure, in respect of which a learner is able to demonstrate the ability to select and apply
standard methods, procedures or techniques within the field, discipline or practice, and to plan and
manage an implementation process within a well-defined, familiar and supported environment.
Problem solving, in respect of which a learner is able to demonstrate the ability to identify, evaluate
and solve defined, routine and new problems within a familiar context, and to apply solutions based on
relevant evidence and procedures or other forms of explanation appropriate to the field, discipline or
practice, demonstrating an understanding of the consequences.
Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to take
account of, and act in accordance with, prescribed organizational and professional ethical codes of
conduct, values and practices and to seek guidance on ethical and professional issues where necessary.
Accessing, processing and managing information, in respect of which a learner is able to
demonstrate the ability to gather information from a range of sources, including oral, written or
symbolic texts, to select information appropriate to the task, and to apply basic processes of analysis,
synthesis and evaluation on that information.

Producing and communicating information, in respect of which a learner is able to demonstrate the
ability to communicate information reliably, accurately and coherently, using conventions
appropriate to the context, in written and oral or signed form or in practical demonstration, including
an understanding of and respect for conventions around intellectual property, copyright and
plagiarism, including the associated legal implications.

Context and systems, in respect of which a learner is able to demonstrate the ability to operate in a
range of familiar and new contexts, demonstrating an understanding of different kinds of systems, their
constituent parts and the relationships between these parts, and to understand how actions in one area
impact on other areas within the same system.
Management of learning, in respect of which a learner is able to demonstrate the ability to evaluate his
or her performance or the performance of others, and to take appropriate action where necessary; to
take responsibility for his or her learning within a structured learning process; and to promote the
learning of others.

Accountability, in respect of which a learner is able to demonstrate the ability to account for his or
her actions, to work effectively with and respect others, and, in a defined context, to take supervisory
responsibility for others and for the responsible use of resources, where appropriate.
International Qualifications Framework (Level – 5)

Scope of knowledge, in respect of which a learner is able to demonstrate: detailed knowledge of the
main areas of one or more fields, disciplines or practices, including an understanding of and the ability
to apply the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice
to unfamiliar but relevant contexts; and knowledge of an area or areas of specialization and how that
knowledge relates to other fields, disciplines or practices.

Knowledge literacy, in respect of which a learner is able to demonstrate an understanding of different

forms of knowledge, schools of thought and forms of explanation within an area of study, operation
or practice, and awareness of knowledge production processes.

Method and procedure, in respect of which a learner is able to demonstrate the ability to
evaluate, select and apply appropriate methods, procedures or techniques in investigation or
application processes within a defined context.

Problem solving, in respect of which a learner is able to demonstrate the ability to identify,
analyses and solve problems in unfamiliar contexts, gathering evidence and applying solutions
based on evidence and procedures appropriate to the field, discipline or practice.

Ethics and professional practice, in respect of which a learner is able to demonstrate an

understanding of the ethical implications of decisions and actions within an organizational or
professional context, based on an awareness of the complexity of ethical dilemmas.

Accessing, processing and managing information, in respect of which a learner is able to demonstrate
the ability to evaluate different sources of information, to select information appropriate to the task, and
to apply well-developed processes of analysis, synthesis and evaluation to that information.

Producing and communicating information, in respect of which a learner is able to demonstrate the ability
to present and communicate complex information reliably and coherently using appropriate academic and
professional or occupational conventions, formats and technologies for a given context.

Context and systems, in respect of which a learner is able to demonstrate the ability to make decisions
and act appropriately in familiar and new contexts, demonstrating an understanding of the relationships
between systems, and of how actions, ideas or developments in one system impact on other systems.
Management of learning, in respect of which a learner is able to demonstrate the ability to evaluate
performance against given criteria, and accurately identify and address his or her task-specific learning
needs in a given context, and to provide support to the learning needs of others where appropriate.

Accountability, in respect of which a learner is able to demonstrate the ability to work effectively in a
team or group, and to take responsibility for his or her decisions and actions and the decisions and
actions of others within well-defined contexts, including the responsibility for the use of resources
where appropriate.

International Qualifications Framework (Level – 6 )

Scope of knowledge, in respect of which a learner is able to demonstrate integrated knowledge of the
central areas of one or more fields, disciplines or practices, including an understanding of and the
ability to apply and evaluate the key terms, concepts, facts, principles, rules and theories of that
field, discipline or practice; and detailed knowledge of an area or areas of specialization and how
that knowledge relates to other fields, disciplines or practices.

Knowledge literacy, in respect of which a learner is able to demonstrate an understanding of

knowledge as contested and the ability to evaluate types of knowledge and explanations typical within
the area of study or practice.

Method and procedure, in respect of which a learner is able to demonstrate an understanding of a

range of methods of inquiry in a field, discipline or practice, and their suitability to specific
investigations; and the ability to select and apply a range of methods to resolve problems or introduce
change within a practice.

Problem solving, in respect of which a learner is able to demonstrate the ability to identify, analyze,
evaluate, critically reflect on and address complex problems, applying evidence-based solutions
and theory-driven arguments.

Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to take
decisions and act ethically and professionally, and the ability to justify those decisions and actions
drawing on appropriate ethical values and approaches within a supported environment.

Accessing, processing and managing information, in respect of which a learner is able to demonstrate
the ability to develop appropriate processes of information gathering for a given context or use; and the
ability to independently validate the sources of information and evaluate and manage the information.

Producing and communicating information, in respect of which a learner is able to demonstrate the
ability to develop and communicate his or her ideas and opinions in well-formed arguments, using
appropriate academic, professional, or occupational discourse.
Context and systems, in respect of which a learner is able to demonstrate the ability to manage
processes in unfamiliar and variable contexts, recognizing that problem solving is context and
system bound, and does not occur in isolation.

Management of learning, in respect of which a learner is able to demonstrate the ability to identify,
evaluate and address his or her learning needs in a self-directed manner, and to facilitate
collaborative learning processes.

Accountability, in respect of which a learner is able to demonstrate the ability to take full
responsibility for his or her work, decision-making and use of resources, and limited accountability for
the decisions and actions of others in varied or ill-defined contexts.

Scope of knowledge, in respect of which a learner is able to demonstrate knowledge of and

engagement in an area at the forefront of a field, discipline or practice; an understanding of the
theories, research methodologies, methods and techniques relevant to the field, discipline or practice;
and an understanding of how to apply such knowledge in a particular context.

Knowledge literacy, in respect of which a learner is able to demonstrate the ability to interrogate
multiple sources of knowledge in an area of specialization and to evaluate knowledge and processes of
knowledge production.

Method and procedure, in respect of which a learner is able to demonstrate an understanding of the
complexities and uncertainties of selecting, applying or transferring appropriate standard procedures,
processes or techniques to unfamiliar problems in a specialized field, discipline or practice.

Problem solving, in respect of which a learner is able to demonstrate the ability to use a range of
specialized skills to identify, analyze and address complex or abstract problems drawing systematically
on the body of knowledge and methods appropriate to a field, discipline or practice.

Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to
identify and address ethical issues based on critical reflection on the suitability of different
ethical value systems to specific contexts.
Accessing, processing and managing information, in respect of which a learner is able to demonstrate the
ability to critically review information gathering, synthesis of data, evaluation and management processes
in specialized contexts in order to develop creative responses to problems and issues.

Producing and communicating information, in respect of which a learner is able to demonstrate the
ability to present and communicate academic, professional or occupational ideas and texts
effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions
to problems and issues appropriate to the context.
Context and systems, in respect of which a learner is able to demonstrate the ability to
operate effectively within a system, or manage a system based on an understanding of the
roles and relationships between elements within the system.

Management of learning, in respect of which a learner is able to demonstrate the ability to apply, in a
self-critical manner, learning strategies which effectively address his or her professional and ongoing
learning needs and the professional and ongoing learning needs of others.

Accountability, in respect of which a learner is able to demonstrate the ability to take full
responsibility for his or her work, decision-making and use of resources, and full accountability for the
decisions and actions of others where appropriate.

International Qualifications Framework (Level – 7 )

Scope of knowledge, in respect of which a learner is able to demonstrate specialist knowledge to

enable engagement with and critique of current research or practices, as well as advanced scholarship
or research in a particular field, discipline or practice.

Knowledge literacy, in respect of which a learner is able to demonstrate the ability to evaluate
current processes of knowledge production, and to choose an appropriate process of inquiry for the
area of study or practice.

Method and procedure, in respect of which a learner is able to demonstrate a command of and
the ability to design, select and apply appropriate and creative methods, techniques, processes or
technologies to complex practical and theoretical problems.

Problem solving, in respect of which a learner is able to demonstrate: the ability to use a wide range
of specialized skills in identifying, conceptualizing, designing and implementing methods of inquiry
to address complex and challenging problems within a field, discipline or practice; and an
understanding of the consequences of any solutions or insights generated within a specialized context.

Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to make
autonomous ethical decisions which affect knowledge production, or complex organizational or
professional issues, and the ability to critically contribute to the development of ethical standards in a
specific context.
Accessing, processing and managing information, in respect of which a learner is able to demonstrate
the ability to design and implement a strategy for the processing and management of information, in
order to conduct a comprehensive review of leading and current research in an area of specialization to
produce significant insights.
Producing and communicating information, in respect of which a learner is able to demonstrate the
ability to use the resources of academic and professional or occupational discourses to communicate
and defend substantial ideas that are the products of research or development in an area of
specialization and use a range of advanced and specialized skills and discourses appropriate to a field,
discipline or practice, to communicate with a range of audiences with different levels of knowledge
or expertise.

Context and systems, in respect of which a learner is able to demonstrate the ability to make
interventions at an appropriate level within a system, based on an understanding of hierarchical
relations within the system, and the ability to address the intended and unintended consequences
of interventions.

Management of learning, in respect of which a learner is able to demonstrate the ability to develop his
or her own learning strategies, which sustain independent learning and academic or professional
development; and can interact effectively within the learning or professional group as a means of
enhancing learning.

Accountability, in respect of which a learner is able to demonstrate the ability to operate independently
and take full responsibility for his or her own work, and, where appropriate, to account for leading and
initiating processes and implementing systems, ensuring good resource management and governance
practices.

International Qualifications Framework ( Level – 8 )

Scope of knowledge, in respect of which a learner is able to demonstrate expertise and critical
knowledge in an area at the forefront of a field, discipline or practice; and the ability to
conceptualize new research initiatives and create new knowledge or practice.

Knowledge literacy, in respect of which a learner is able to demonstrate the ability to contribute to
scholarly debates around theories of knowledge and processes of knowledge production in an area
of study or practice.

Method and procedure, in respect of which a learner is able to demonstrate the ability to develop
new methods, techniques, processes, systems or technologies in original, creative and innovative
ways appropriate to specialized and complex contexts.
Problem solving, in respect of which a learner is able to demonstrate the ability to apply specialist
knowledge and theory in critically reflexive, creative and novel ways to address complex practical
and theoretical problems.

Ethics and professional practice, in respect of which a learner is able to demonstrate the ability to
identify, address and manage emerging ethical issues, and to advance processes of ethical decision-
making, including monitoring and evaluation of the consequences of these decisions where appropriate.

Accessing, processing and managing information, in respect of which a learner is able to

demonstrate the ability to make independent judgments about managing incomplete or inconsistent
information or data in an iterative process of analysis and synthesis, for the development of
significant original insights into new, complex and abstract ideas, information or issues.

Producing and communicating information, in respect of which a learner is able to demonstrate the
ability to produce substantial, independent, in-depth and publishable work which meets international
standards, is considered to be new or innovative by peers, and makes a significant contribution to the
discipline, field, or practice; and the ability to develop a communication strategy to disseminate and
defend research, strategic and policy initiatives and their implementation to specialist and non-
specialist audiences using the full resources of an academic and professional or occupational discourse.

Context and systems, in respect of which a learner is able to demonstrate an understanding of

theoretical underpinnings in the management of complex systems to achieve systemic change; and
the ability to independently design, sustain and manage change within a system or systems.

Management of learning, in respect of which a learner is able to demonstrate the ability to

demonstrate intellectual independence, research leadership and management of research and research
development in a discipline, field or practice.

Accountability, in respect of which a learner is able to demonstrate the ability to operate independently
and take full responsibility for his or her work, and, where appropriate, lead, oversee and be held
ultimately accountable for the overall governance of processes and systems.
www.iquk.org