National Qualifications Framework
44
Transcript of National Qualifications Framework
MINISTRY OF EDUCATIONBRUNEI DARUSSALAM
Published by:
Secretariat of Brunei DarussalamNational Accreditation CouncilMinistry of EducationBrunei Darussalam
© Secretariat of Brunei Darussalam, National Accreditation Council
C O N T E N T
Message from the Minister of Education iForward by the Permanent Secretary (Higher Education) iiiDefinitions of Terms vList of Acronyms x
A. Introduction 1B. Objectives 2C. Vision 3D. The Focus of BDQF 3E. Functions of BDQF 4F. BDQF Quality Assurance 5G. Governance 7H. Implementation of BDQF 8I. Compliance with BDQF 8J. The Brunei Darussalam Qualifications Framework 9K. Descriptions of Qualifications Levels 10L. Descriptions of Level Descriptors 12M. Minimum Credit Points and Academic Load 13
APPENDICESAppendix 1 – Descriptions of Level Descriptors 17Appendix 2 – Credit and Academic Load 25
i
Yang BerhormatPehin Orang Kaya Seri Kerna Dato Seri SetiaHaji Awang Abu Bakar bin Haji Apong[CHAIRMAN, Brunei Darussalam National Accreditation Council]
MESSAGE FROM THE MINISTER OF EDUCATION
With the advent of globalization, rapid advances and popularization in technologies and Brunei Darussalam further transformation into a knowledge-based economy, the local workforce should be better equipped to enhance its capabilities and competitiveness. To ensure sustainable manpower development amidst the rapidly changing world, we need to facilitate articulation among academic, vocational and continuing education as well as higher education through the establishment of a comprehensive and voluntary network of learning pathways, namely, the Brunei Darussalam Qualifications Framework (BDQF). By encouraging and promoting lifelong learning, the framework will enable individuals to pursue their goals according to their own roadmaps. In such regard, the Brunei Darussalam National Accreditation Council has endorsed the establishment of eight (8) levels cross-sectorial BDQF to clearly define the standards of different qualifications, ensure their quality and indicate the articulation ladders between different levels of qualifications.
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The BDQF consists of a hierarchy that orders and supports qualifications of academic, vocational and continuing education as well as higher education. To ensure wide acceptance of the qualifications conferred by various educational institutions and training bodies under the BDQF, a quality assurance mechanism is also set up so all BDQF recognized qualifications are quality assured and recognized at the international arena. Under the BDQF, qualifications are not confined to academic and training attainment only. A Recognition of Prior Learning (RPL) mechanism developed by individual industries is also in place to recognize existing workers’ skills, knowledge and work experience. With qualifications so obtained, the employees may pursue further studies at different levels to obtain higher and wider qualifications. On behalf of the Ministry of Education and the Brunei Darussalam National Accreditation Council, I wish to extend my sincere appreciation and gratitude to all those who have contributed towards the preparation of this BDQF Handbook. It is our hope that this BDQF will serve the purpose of our common endeavor to achieve school, technical and vocational including higher education of the highest quality.
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Yang MuliaDato Paduka Dr. Haji Zulkarnain bin Haji Hanafi[MEMBER, Brunei Darussalam National Accreditation Council]
FORWARD BY THE PERMANENT SECRETARY(HIGHER EDUCATION)
First and foremost, I would like to express my appreciation and sincere thanks to all those who have contributed towards the successfully engineered the coming about of this Handbook – “The Brunei Darussalam Qualification Framework (BDQF) Handbook”. I would also like to extend my sincere thanks and appreciation to the Brunei Darussalam National Accreditation Council’s Secretariat, who were responsible for the nitty-gritty matters such as researching, consulting various stakeholders, compiling and editing the various resources available in respect of the drafting and eventually the development and establishment of this Handbook. The BDQF handbook provides detailed information about the architecture of qualifications system in the country and defines the requirements that will enable the qualifications to be compared with and valued alongside world best practices. This qualifications system will value every individual’s learning outcomes and it optimizes access, transfer, progression and recognition of qualifications, leading to a skilled and knowledgeable workforce for a globally competitive environment.
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The framework also enables a coherent, consistent and robust approach to be taken to the design of qualifications for higher education, general education and technical, vocational and professional education and training. It sets out criteria for both the accreditation of qualifications and for those organisations in the public and private sectors which deliver the programmes in Brunei Darussalam. It also provides guidance and a reference tool for accreditation to the awarding bodies and qualifications designers as well as programmes developers. In addition, the BDQF acts as a facilitative tool that aims to promote the concept of lifelong learning as the means to enable individuals to plan and access learning in order to fulfill their potential and to contribute to the future growth and prosperity of the Negara Brunei Darussalam.
It is hoped that all relevant stakeholders would use this Handbook as a guideline and instruments for structuring the transformation of education at all levels that fits into SPN21 reform of education including training and qualifications systems in Brunei Darussalam in fulfillment of the requirements and challenges of socio-economic growth and development in the 21st century.
Lastly, I would like to express my special thanks to all stakeholders involved in the formation of this Handbook from the seed of a suggestion to its actual physical formation. Without their initiatives and collaborations, this Handbook would not have been possible.
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D E F I N I T I O N O F T E R M S
Accreditationprogramme has been judged to be fit for purpose and the school or institution has been judged capable of delivering that programme.
Articulation
Ensuring that there are links among qualifications so that students can progress easily to further or higher learning.
AuditSee Quality Audit
Competency StandardNationally endorsed standards that form the basis for recognising and assessing people’s skills. These are the benchmarks upon which all recognised training and assessment and all VET qualifications, are based.
Learning OutcomesStatements of what the students should know, understand and be able to do upon completion of a period of learning.
MonitoringThe regular checking that a school or tertiary institution is maintaining or enhancing the standards promised when it was registered and (for tertiary institutions) has had its programmes accredited.
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ProgrammeA coherent set of courses, units, modules or papers which are structured with a specific duration and learning volume to achieve the stated learning outcomes and leading to the award of a qualification.
Quality AssuranceA generic term for all activity which provides assurance that the educational services of an organisation are being delivered effectively and to the required standard, in line with published goals and objectives. Quality assurance can be conducted by an educational organisation which is ensuring it is delivering education services to a high standard, or by a national regulatory body, verifying that education services are meeting prescribed standards.
Quality Audit
A systematic and independent evaluation of an institution to determine whether it is achieving its mission and goals; to identify strengths and areas of concern; and to enhance quality for learners and stakeholders. An external quality audit will normally be preceded by an internal quality audit to generate a self-review portfolio to be used as the basis for the external audit.
Qualification
Formal certification, issued by a relevant approved body or institutions of higher learning, in recognition that a person has achieved learning outcomes or competencies relevant to identified individual, professional, industry and community needs.
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Quality Management
Coherent management activity within a school or institution that ensures quality policies and objectives are set, implemented and evaluated.
Quality Management System
An integrated set of clearly defined organisational structures, policies, procedures, responsibilities and resources, which are used to assure quality provision of education and training.
Recognition
The process through which the BDNAC determines the validity and status of a qualification in Brunei Darussalam.
Recognition of Prior Learning
The process of awarding credit for competencies achieved outside formally accredited education and training programmes, including structured training in the workplace.
Registration
Permission for a private school or tertiary educational institution to be established. For kindergartens, primary and secondary schools, the Ministry of Education includes in a single process of registration its approval of an international curriculum (if requested) and programmes delivering that curriculum; and the accreditation of private schools to offer that national or international curriculum.
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Renewal process (of registration)
The structured process through which the Ministry of Education agrees to the continuation of registration of a school or private tertiary educational institution.
Wawasan Brunei Darussalam 2035
The national vision for Brunei Darussalam as authorised by His Majesty Sultan Haji Hassanal Bolkiah, Sultan and Yang Di-Pertuan of Brunei Darussalam.
SPN 21SPN 21 stand for Sistem Pendidikan Negara Abad Ke-21 or The National Education System for the 21st Century which has been approved by the Ministry of Education. This system makes provision for several major educational changes.
Formal Learning
Learning typically provided by an education or training institution, structered (in terms of objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learners’ perspective.
Non-Formal Learning
Learning outside the formal school / vocational training / university system, taking place through planned activities (e.g. with goals and timelines) involving some form of learning support, for example:
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• programmes to impart work-skills, literacy and other basic skills for early school-leavers
• in-company training
• structured online learning
• courses organised by civil society organisations for their members, their target group of the general public.
Informal Learning
Learning that is not organised or structured in terms of goals, time or instruction. This covers skills acquired (sometimes unintentionally) through life and work experience, for example:
• project-management or IT skills acquired at work• langaugea and intercultural skills acquired during a stay abroad• IT skills acquired outside work• skills acquired through volunteering, cultural activities, sports, youth
work and through activities at home (e.g. taking care of a child).
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L I S T O F A C R O N Y M S
BCGCE Brunei Cambridge General Certificate of Education
BCGCEA Level
Brunei Cambridge General Certificate of Education Advanced Level
BCGCEO Level
Brunei Cambridge General Certificate of EducationOrdinary Level
BDNAC Brunei Darussalam National Accreditation Council
BDQF Brunei Darussalam Qualifications Framework
BDTVEC Brunei Darussalam Technical dan Vocational Educational Council
COPIA Code of Practices of Institution Accreditation
COPPA Code of Practice of Programme Accreditation
IGCSE International General Certificate of Secondary Education
HNTec Higher National Technical Education Certificate
ISQ Industrial Skill Qualifications
NTec National Technical Education Certificate
PSC Public Service Commission
PSD Public Service Department
SPN21 National Education System for the 21st Century[Sistem Pendidikan Negara Abad ke-21]
SPU Brunei Religious Education Certificate[Sijil Pelajaran Ugama Brunei]
STPU Brunei Higher Religious Education Certificate[Sijil Tinggi Pelajaran Ugama Brunei]
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A . I N T R O D U C T I O N
1. His Majesty the sultan dan Yang Di-Pertuan of Negara Brunei Darussalam has consented to the establishment of the Brunei Darussalam Qualifications Framework (BDQF) by the Ministry of Education through the Brunei Darussalam National Accreditation Council (BDNAC).
2. The BDQF has been stipulated in the Brunei Darussalam National Accreditation Council Order 2011 (BDNAC Order 2011). With reference to the BDNAC Order 2011, the BDQF is used as a tool to develop guidelines that classify qualifications based on criteria agreed at the national level and benchmarked with international good practice.
3. The framework explains the level of learning, achieved learning outcomes of study areas, and a credit system based on student academic load. This criterion applies to all qualifications recognised in Brunei Darussalam, thereby integrating and linking all qualifications recognised within the country.
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B O B J E C T I V E S
4. The objectives of the framework include the following-
a. To secure standards of qualifications and reinforce policies on quality assurance;
b. To promote accuracy or consistency of nomenclature of qualifications;
c. To provide mechanisms for the progression or inter-relation between qualifications, including non-degree and degree qualifications;
d. To encourage collaboration between public and private sector higher education providers and skills training providers;
e. To encourage parity of esteem among academic, professional, technical, vocational and skills qualifications;
f. To establish a credit system to facilitate credit accumulation and transfer which is acceptable within and outside Brunei;
g. To provide a clear and accessible public information on programmes or qualifications in higher education;
h. To promote where applicable, the presentation of qualifications in forms that facilitate their evaluation by person, including agencies of the Government, higher education providers, student bodies academic staff, quality assurance and accreditation bodies, professional bodies, examination bodies and employers;
i. To articulate links with qualifications from outside Brunei; and
j. To generally provide basic criteria, criteria on qualification / awards, criteria on institutions and criteria on professional bodies.
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C V I S I O N
5. The BDQF acts as an internationally-referenced qualifications framework to provide a platform to facilitate articulation or comparability with qualifications from other countries.
6. All local and foreign qualifications delivered in Brunei Darussalam will be accommodated within the BDQF, and be assigned to an appropriate level in accordance with the level descriptors.
D T H E F O C U S O F B D Q F
7. The BDQF is focused to:-
• strengthen the existing education system by providing clear guidelines for programme design; systematic naming of qualifications, and elimination of any confusion on the meaning of each qualification.
• promote understanding and enhance public confidence including various parties such as students, parents, employers, government and non-government agencies and education providers in standards and systems of awarding qualifications in Brunei Darussalam.
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E F U N C T I O N S O F B D Q F
8. The BDQF has the following functions:
• Performing as an instrument to develop criteria and guidelines that categorize qualifications based on a set of criteria agreed nationally and benchmarked with international best practice.
• Explaining the levels of learning, achieved learning outcomes of study areas, and a credit system based on student academic load.
• Integrating and linking all qualifications offered and recognised within Brunei Darussalam.
• Providing educational pathways which enable individuals to progress to higher education through transfer of credits and recognition of prior learning, acquired from formal, non-formal and informal learning.
• Simplifying the process of international recognition and student mobility for employability and further education accessibility, based on international best practice.
• Supporting the existing system of education by proving clear guidelines for programme design, naming qualifications systematically and eliminating confusion as to the meaning of each qualification. Its strong relationship with the employment market promotes the development of relevant educational programmes.
• Supporting open access to education and provides opportunity for ‘second chance education’ and supports multiple pathways to education for individuals who have missed higher education opportunities to progress through the diverse fields of education and training for life, within and outside Brunei Darussalam.
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• Providing a foundation to realize lifelong learning policy, which is important in the development of a knowledge-based society and economy, to face competition and new technology as well as to enhance unity, justice and quality of life.
F B D Q F Q U A L I T Y A S S U R A N C E
9. Quality Assurance (QA) mechanism is fundamental to all aspects of the BDQF. In particular this applies to the determination of the technical and vocational competency standards and qualifications as required by related stakeholders, industry and professional bodies; the teaching mode and delivery on and off the job; student or worker assessment, and the awarding of certificates.
10. As such, quality assurance model has been adopted based on institutional self-assessment and continuous improvement. Thus, as a sole accrediting agency responsible for quality assurance in the country, the BDNAC has outlined three clusters of activities to support the new national qualifications arrangements, where qualifications are delivered through education and training institutions, that is,
a. Establishing a quality management system at the time of registration;
b. Institutional and programme accreditation, and
c. On-going monitoring and institutional quality audit.
11. The BDNAC requires all training providers and higher education institutions to take responsibility for their excellent performance. They need to demonstrate to stakeholders that their quality management systems are robust and meet, or exceed the quality assurance requirements that have been set forth by the BDNAC.
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12. All training providers or institutions of higher learning have to develop their own coherent internal quality assurance which include management system of organisational structure, its responsibilities, procedures and resources for setting and implementing quality policies.
13. The system will ensure that the training providers or institutions of higher learning have the capability and capacity resources to establish and maintain an environment fit for delivering quality education and training to meet or exceed the specified standards as stipulated in the Code of Practices of Programme Accreditation (COPPA) and the Code of Practices of Institution Accreditation (COPIA) that have been outlined by the BDNAC.
14. The BDQF thus helps to strengthen quality assurance in all institutions so as to promote continuous improvement based on the establishment of strong institutional quality management and external quality assurance including institutional registration, programme accreditation, and institutional quality audit.
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G G O V E R N A N C E
15. The Brunei Darussalam National Accreditation Council (BDNAC), as a sole accrediting agency in the country through its established ten (10) sub-committees and its Secretariat shall be responsible for the implementation, maintenance, monitor, use, evaluation, up-date and review of the BDQF.
16. The BDNAC was established in 1990 by decree of His Majesty The Sultan of Brunei Darussalam.
17. Functions of the BDNAC are:-
• to formulate plans and policies relating to the quality and standard of educational credentials to be complied with within Brunei Darussalam;
• to provide policies and guidelines for the purpose of assessment and accreditation of higher education qualifications and credentials from within or outside Brunei Darussalam;
• to act as an advisory body to all ministries or other interested parties in all matters related to assessment and accreditation of higher education qualifications and credentials;
• to approve policies and guidelines relating to accreditation of programmes, qualifications or higher education providers or institutional audit
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H I M P L E M E N T A T I O N O F B D Q F
18. The BDQF is considered as a “living document” that would be continuously reviewed and updated in accordance with the latest education developments and changes.
19. The Minister of Education as Chairman of the BDNAC may make directions for any part of the Framework to be amended, as and when necessary. Thus, the BDNAC can make any updates and amendments to the BDQF and may collaborate, cooperate and coordinate with any person, including other government agencies, higher education providers, students, academic staff, quality assurance and accreditation bodies, examination or certification bodies and employers in consideration of such amendments.
20. The parts of the Framework amended shall not be implemented without the approval of the BDNAC.
21. The BDNAC Secretariat will continuously take necessary initiatives and actions to socialize, maintain, monitor, review and update the BDQF.
I C O M P L I A N C E W I T H B D Q F
22. All higher education providers conducting an accredited programme or awarding an accredited qualification or providing consultancy services on education shall comply with the BDQF.
23. No programme or qualification provided by higher education institution shall be accredited unless it complies with the BDQF.
24. The BDNAC may give exemption for professional programme or professional qualification awarded by higher education provider to be assessed by the relevant professional body, subject to such conditions as it considers fit.
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J T H E F R A M E W O R K
THE BRUNEI DARUSSALAM QUALIFICATIONS FRAMEWORK (BDQF)
BDQFLevels
Schools Sector Qualifications
Technical and Vocational Education Sector
Qualifications
Higher Education Sector Qualifications
8 Doctoral Degree
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• Master’s Degree• Post Graduate
Diploma• Post Graduate
Certificate6 Bachelor’s Degree
5• Advanced Diploma• Higher National
Diploma (HND)
• Foundation Degree• Advanced Diploma• Higher National
Diploma (HND)
4
• GCE “A” Level• IGCSE “A” Level• IB Diploma• STPU
• Diploma• Higher National
Technical Education Certificate (HNTec)
3
•GCE “O” Level (Grades A–C)
• IGCSE and GCSE “O” Level (Grade A* - C)
• SPU (Grades A-C)•BTEC level 2
Diploma
• Skills Certificate 3 (SC3)
•National Technical Education Certificate (NTec)
2
•GCE “O” Level (Grades D-E)
• IGCSE “O” Level (Grade D-E)
• SPU (grades D)•BTEC Level 2
Extended Certificate
• Skills Certificate 2 (SC2)
• Industrial Skills Qualifications (ISQ)
1 BTEC Level Introductory Certificate
Skills Certificate 1(SC1)
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K DESCRIPTIONS OF QUALIFICATIONS LEVEL
25. There are eight (8) levels of qualifications under the framework, which are divided into three education sectors - schools, technical and vocational, and higher education.
26. The titles and definitions for qualifications at each level in all the three education sectors are derived from international best practice.
27. The qualifications titles should be considered to be common examples only, to encourage flexibility and the accurate assigning of qualifications to a level. For example, the learning outcomes of a highly specialized qualification may meet the descriptor for level 6, but not credit volume requirements for a degree.
28. Certificates awarded at the schools sector are placed at Level 1 – 4, that is, BTEC Edexcel Level 1 & 2 Certificates and Diploma, BCGCE ‘O’ Level, BCGCE ‘A’ Level, IGCSE ‘O’ & ‘A’ Level, IB Diploma, SPU and STPU which certify the completion of secondary education.
29. The Skills Certificate (SC1, SC2 and SC3) awarded at Level 1 – 3 under the technical and vocational sector are used to prepare students for both employment and further education. The SC1 recognizes the acquisition of a core of entry-level skills for a new worker. SC2 and SC3, recognize increasing levels of capability and competence through to the fully qualified tradesperson.
30. A Diploma awarded at Level 4 is a qualification that commonly has a wider theoretical based than a certificate and more specialized, technical, professional or managerial competencies. Diploma recognizes technician, technologist and semi-professional level skills and knowledge.
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31. An Advanced Diploma and Foundation Degree awarded at Level 5 consist of programmes designed to facilitate student successful progression to the full degree or directly to employment. These degrees focus on learning within a work context, underpinned by both vocational and academic understanding, and enables learners to demonstrate learning outcomes that are explicitly relevant to employment and professional requirements. An Advanced Diploma or Foundation Degree recognizes technician, technologist, managerial and professional level skills and knowledge.
32. A Bachelor Degree awarded at Level 6 is a systematic, research-based, coherent, introduction to the knowledge, ideas, principles, concepts, basic research methods and to the analytical and problem-solving techniques of a recognized major subject or subjects. A programme leading to this qualification usually involves major studies in which significant knowledge is available. Programme content is taken to a significant depth and progressively developed to a high level, which can provide a basis for postgraduate study and professional careers.
33. A Master Degree, Postgraduate Diploma and Postgraduate Certificate awarded at Level 7 are normally designed to extend the principal subject or subjects of the qualifying degree or may build on relevant knowledge and skills derived from advanced occupational experience. A Master Degree contains a significant element of supervised research, normally embodied in a thesis, dissertation or substantial research paper.
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34. A Doctoral Degree awarded at Level 8 is a research qualification that is at a level significantly higher than the Master Degree, reflecting scholarly independence, and is awarded in recognition of research which has made a substantial and original contribution to knowledge.
L DESCRIPTIONS OF LEVEL DESCRIPTORS
35. Level descriptors have been developed for all the eight (8) levels, defined by the nature of the characteristics outcomes of learning at each level in terms of five (5) domains, that is, (i) Knowledge and skills (the types of knowledge and skills involved); (ii) Practice: Applied Knowledge and Understanding (the context in which the knowledge and skills are applied); (iii) Generic Cognitive Skills; (iv) Communications, ICT and Numeracy Skills, and (v) Autonomy, Accountability and Working with others (the level of independence).
36. The level descriptors set out the characteristic generic outcomes of every level. They are intended to provide a general, shared understanding of every level. They are not intended to be totally prescriptive or comprehensive statements, and there is no expectation that every unit and qualification should have all the characteristics. The level descriptors are in Appendix 1.
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M MINIMUM CREDIT POINTS AND ACADEMIC LOAD
37. Credit is the quantitative measure that represents the volume of learning or academic load to attain the set learning outcomes.
38. Academic load is a quantitative measure of all learning activities required to achieve a defined set of learning outcomes. These activities include lectures, tutorial, seminar, practical, self-study, retrieval of information, research, fieldwork, as well as preparing for and sitting of an examination.
39. In Brunei context, forty (40) hours of notional student learning time is valued as one credit for the Higher Education Sector qualification where as ten (10) hours of notional student learning of the Technical and Vocational Sector qualification is valued as one credit.
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40. This definition of credit and academic load is accepted and used internationally and the uniformity in meaning and understanding facilitates the comparability of international qualification frameworks, eases student mobility, supports curriculum development and simplifies recognition at the international level.
41. The benefit of the credit system is the enhancement of the higher education provider’s autonomy to design and plan the teaching and learning activities that are no longer bound to contact hours based on the total teaching weeks in a semester. Hence, this system supports the varieties in the national education system, which is characterized by different periods if semesters between universities, colleges, polytechnics and between public and private sectors.
42. The credit system also supports the varied mode of delivery, namely full-time, part-time weekend, distant learning, e-learning and also non-structure learning in the informal and non-formal sectors. This system also ensures that student academic load is distributed evenly in an academic calendar. The minimum credit points and academic load is presented in Appendix 2.
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APPENDICES
APPENDIX 1: DESCRIPTIONS OF LEVEL DESCRIPTORS
APPENDIX 2: MINIMUM CREDIT POINTS AND ACADEMIC LOAD
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APP
END
IX 1:
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e n
umer
ical
an
d gr
aphi
cal d
ata
in
fam
iliar
con
text
s
Gen
eric
cog
nitiv
e sk
ills
U
se, w
ith
guid
ance
, giv
en
stag
es o
f a
prob
lem
solv
ing
appr
oach
to d
eal
with
a si
tuat
ion
or is
sue.
O
pera
te in
fir
st-h
and
info
rmat
ion
cont
exts
.Id
entif
y an
d/or
take
acc
ount
of
som
e of
the
cons
eque
nces
of
actio
n /in
actio
n
Prac
tice:
App
lied
know
ledg
e an
d un
ders
tand
ing
R
elat
e kn
owle
dge
to p
erso
nal a
nd /o
r pr
actic
al c
onte
xts.
U
se a
few
skill
s to
com
plet
e ta
sks w
ith
som
e no
n- ro
utin
e el
emen
ts.
S
elec
t and
use
, with
gu
idan
ce, a
ppro
pria
te
tool
s and
mat
eria
ls
safe
ly a
nd e
ffect
ivel
y.
Kno
wle
dge
and
unde
rsta
ndin
g
Dem
onst
rate
and
/or
wor
k w
ith:
B
asic
kno
wle
dge
in a
subj
ect/
disc
iplin
e w
hich
is
mai
nly
fact
ual.
S
ome
sim
ple
fact
s an
d id
eas a
bout
an
d as
soci
ated
w
ith a
subj
ect /
di
scip
line
K
now
ledg
e of
ba
sic
proc
esse
s, m
ater
ials
and
te
rmin
olog
y.
LEV
EL 2
(Ski
lls C
ertifi
cate
2 is a
n exa
mpl
e of a
quali
ficati
on at
this
level)
19
LEV
EL 3
(Ski
lls C
ertifi
cate
3 is a
n exa
mpl
e of a
quali
ficati
on at
this
level)
Aut
onom
y,
acco
unta
bilit
y an
d w
orki
ng w
ith o
ther
s
Cha
ract
eris
tic o
utco
mes
of l
earn
ing
at th
is le
vel i
nclu
de th
e ab
ility
to: W
ork
alon
e or
with
ot
hers
on
sim
ple
task
.
A
gree
goa
ls a
nd
resp
onsi
bilit
ies f
or
self
and
/or w
ork
team
with
man
gers
an
d su
perv
isor
s.
T
ake
lead
ersh
ip
resp
onsi
bilit
y fo
r so
me
task
s.S
how
aw
aren
ess
for o
ther
s’ ro
les,
resp
onsi
bilit
ies a
nd
requ
irem
ents
in
carr
ying
wor
k an
d m
ake
a co
ntrib
utio
n to
the
eval
uatio
n an
d im
prov
emen
t of
pra
ctic
es a
nd
proc
esse
s.
Com
mun
icat
ion,
ICT
and
num
erac
y sk
ills
Use
a ra
nge
of ro
utin
e sk
ills f
or e
xam
ple:
P
rodu
ce a
nd
resp
ond
to d
etai
led
writ
ten
and
oral
co
mm
unic
atio
n in
fa
mili
ar c
onte
xts.
u
se st
anda
rd
appl
icat
ions
to
proc
ess,
obta
in
and
com
bine
in
form
atio
nu
se a
rang
e of
nu
mer
ical
and
gr
aphi
cal d
ata
in
stra
ight
forw
ard
cont
ext w
hich
hav
e so
me
com
plex
fe
atur
es.
Gen
eric
cog
nitiv
e sk
ills
U
se a
pro
blem
so
lvin
g ap
proa
ch to
de
al w
ith a
situ
atio
n or
issu
e w
hich
is
stra
ight
forw
ard
in
rela
tion
to a
subj
ect/
disc
iplin
e.
O
pera
te in
fam
iliar
co
ntex
t, bu
t whe
re
ther
e is
a n
eed
to
take
acc
ount
of
or u
se a
dditi
onal
in
form
atio
n of
di
ffere
nt k
inds
, so
me
of w
hich
will
be
theo
retic
al o
r hy
poth
etic
alU
se so
me
abst
ract
co
nstru
cts e
g m
ake
gene
raliz
atio
ns a
nd /
or d
raw
con
clus
ions
.
Prac
tice:
App
lied
know
ledg
e an
d un
ders
tand
ing
R
elat
e id
eas a
nd
know
ledg
e to
pe
rson
al a
nd/o
r ev
eryd
ay c
onte
xts.
C
ompl
ete
som
e ro
utin
e an
d no
n-ro
utin
e ta
sks
usin
g kn
owle
dge
asso
ciat
ed w
ith a
su
bjec
t / d
isci
plin
e
P
lan
and
orga
nise
bo
th fa
mili
ar a
nd
new
task
s.
S
elec
t app
ropr
iate
to
ols a
nd m
ater
ials
an
d us
e sa
fely
and
ef
fect
ivel
y ( e
g w
ithou
t was
te)
A
djus
t too
ls
whe
re n
eces
sary
fo
llow
ing
safe
pr
actic
es.
Kno
wle
dge
and
unde
rsta
ndin
g
Dem
onst
rate
and
/or
wor
k w
ith:
B
asic
kno
wle
dge
in a
subj
ect/
disc
iplin
e w
hich
is
mai
nly
fact
ual
but h
as so
me
theo
retic
al
com
pone
nt.
A
rang
e si
mpl
e fa
cts a
nd id
eas
abou
t and
as
soci
ated
w
ith a
subj
ect /
di
scip
line.
K
now
ledg
e an
d un
ders
tand
ing
of
basi
c pr
oces
ses,
mat
eria
ls a
nd
term
inol
ogy.
20
Aut
onom
y,
acco
unta
bilit
y an
d w
orki
ng w
ith o
ther
s
Cha
ract
eris
tic o
utco
mes
of l
earn
ing
at th
is le
vel i
nclu
de th
e ab
ility
to: E
xerc
ise
som
e in
itiat
ive
and
inde
pend
ence
in
carr
ying
out
defi
ned
activ
ities
at a
pr
ofes
sion
al le
vel.
T
ake
supe
rvis
ion
in
less
fam
iliar
are
as o
f w
ork.
T
ake
som
e m
anag
eria
l re
spon
sibi
lity
for t
he
wor
k of
oth
ers w
ithin
a
defin
ed a
nd su
perv
ised
st
ruct
ure
M
anag
e lim
ited
reso
urce
s with
in
defin
ed a
reas
of w
ork.
T
ake
the
lead
in
impl
emen
ting
agre
ed
plan
s in
fam
iliar
or
defin
ed c
onte
xts.
T
ake
acco
unt o
f ow
n an
d ot
hers
’ rol
es
and
resp
onsi
bilit
ies
in c
arry
ing
out a
nd
eval
uatin
g ta
sks.
Com
mun
icat
ion,
ICT
and
num
erac
y sk
ills
U
se a
wid
e ra
nge
of r
outin
e sk
ills
and
som
e ad
vanc
ed
skill
s ass
ocia
ted
with
the
subj
ect/
disc
iplin
e fo
r ex
ampl
e:C
onve
y co
mpl
ex
idea
s in
wel
l-st
ruct
ured
and
co
here
nt fo
rm.
U
se a
rang
e of
form
s of
com
mun
icat
ion
effe
ctiv
ely
in b
oth
fam
iliar
and
new
co
ntex
ts.
U
se st
anda
rd
appl
icat
ions
to
pro
cess
and
ob
tain
a v
arie
ty o
f in
form
atio
n an
d da
ta.
U
se a
rang
e of
nu
mer
ical
and
gr
aphi
cal s
kills
in
com
bina
tion.
U
se n
umer
ical
and
gr
aphi
cal d
ata
to
mea
sure
pro
gres
s an
d ac
hiev
e go
als/
targ
ets.
Gen
eric
cog
nitiv
e sk
ills
P
rese
nt a
nd
eval
uate
ar
gum
ents
, in
form
atio
n an
d id
eas w
hich
are
ro
utin
e to
the
subj
ect /
disc
iplin
e.
U
se a
rang
e of
ap
proa
ches
to
addr
essi
ng d
efine
d an
d/or
rout
ine
prob
lem
s and
is
sues
with
in
fam
iliar
con
text
s.
Prac
tice:
App
lied
know
ledg
e an
d un
ders
tand
ing
U
se so
me
of th
e ba
sic,
rout
ine
prof
essi
onal
sk
ills,
tech
niqu
es,
prac
tices
and
/or
mat
eria
ls
asso
ciat
ed w
ith a
su
bjec
t / d
isci
plin
e.P
ract
ice
thes
e in
bot
h ro
utin
e an
d no
n-ro
utin
e co
ntex
ts.
A
ligne
d pr
oces
ses
and
task
with
ba
selin
e da
ta /
situ
atio
nal
elem
ents
/cur
rent
en
viro
nmen
ts.
Kno
wle
dge
and
unde
rsta
ndin
g
D
emon
stra
te a
nd/
or w
ork
with
:A
bro
ad
know
ledg
e of
the
subj
ect/d
isci
plin
e in
gen
eral
.K
now
ledg
e th
at
is e
mbe
dded
in
the
mai
n th
eorie
s, co
ncep
ts a
nd
prin
cipl
es.
A
n aw
aren
ess
of th
e ev
olvi
ng/
chan
ging
nat
ure
of k
now
ledg
e an
d un
ders
tand
ing.
A
n un
ders
tand
ing
of th
e di
ffere
nce
betw
een
expl
anat
ions
bas
ed
in e
vide
nce
and/
or re
sear
ch a
nd
othe
r for
ms o
f ex
plan
atio
ns, a
nd
of th
e im
porta
nce
of th
is d
iffer
ence
.
LEV
EL 4
(Dip
lom
a is a
n exa
mpl
e of a
quali
ficati
on at
this
level)
21
LEV
EL 5
(Adv
ance
Dip
lom
a and
Fou
ndati
on D
egre
e are
exam
ples
of a
quali
ficati
on at
this
level)
Aut
onom
y,
acco
unta
bilit
y an
d w
orki
ng w
ith o
ther
s
Cha
ract
eris
tic o
utco
mes
of l
earn
ing
at th
is le
vel i
nclu
de th
e ab
ility
to: E
xerc
ise
auto
nom
y an
d in
itiat
ive
in
som
e ac
tiviti
es a
t a
prof
essi
onal
leve
l. T
ake
sign
ifica
nt
man
ager
ial o
r su
perv
isor
y re
spon
sibi
lity
for
the
wor
k of
oth
ers i
n de
fined
are
as o
f wor
k.
M
anag
e re
sour
ces
with
in d
efine
d ar
eas o
f w
ork.
T
ake
the
lead
on
plan
ning
in fa
mili
ar o
r de
fined
con
text
s. T
ake
cont
inui
ng
acco
unt o
f ow
n an
d ot
hers
’ rol
es,
resp
onsi
bilit
ies
and
cont
ribut
ions
in
car
ryin
g ou
t and
ev
alua
ting
task
s.
Com
mun
icat
ion,
ICT
and
num
erac
y sk
ills
Use
a ra
nge
of
rout
ine
of sk
ills a
nd
som
e ad
vanc
ed a
nd
spec
ializ
ed sk
ills
asso
ciat
ed w
ith a
su
bjec
t/ di
scip
line-
fo
r exa
mpl
e:
C
onve
y co
mpl
ex
info
rmat
ion
to a
ra
nge
of a
udie
nces
an
d fo
r a ra
nge
of
purp
oses
. U
se a
rang
e of
stan
dard
ap
plic
atio
ns to
pr
oces
s and
obt
ain
data
. U
se a
nd e
valu
ate
num
eric
al a
nd
grap
hica
l dat
a to
m
easu
re p
rogr
ess
and
achi
eve
goal
s/ta
rget
s.
Gen
eric
cog
nitiv
e sk
ills
U
nder
take
cr
itica
l ana
lysi
s, ev
alua
tion
and/
or sy
nthe
sis o
f id
eas,
conc
epts
, in
form
atio
n an
d is
sues
whi
ch
are
with
in
the
com
mon
un
ders
tand
ing
of th
e su
bjec
t/ di
scip
line.
U
se a
rang
e of
app
roac
hes
to fo
rmul
ate
evid
ence
solu
tions
/ re
spon
ses t
o de
fined
and
/or
rout
ine
prob
lem
s an
d is
sues
. C
ritic
ally
eva
luat
e ev
iden
ce-b
ased
so
lutio
ns/
resp
onse
s to
defin
ed a
nd /o
r ro
utin
e pr
oble
ms/
issu
es.
Prac
tice:
App
lied
know
ledg
e an
d un
ders
tand
ing
U
se a
rang
e of
ro
utin
e sk
ills,
tech
niqu
es,
prac
tices
and
/or
mat
eria
ls
asso
ciat
ed w
ith a
su
bjec
t/ di
scip
line,
a
few
of w
hich
ar
e ad
vanc
ed o
r co
mpl
ex.
C
arry
out
rout
ine
lines
of e
nqui
ry
deve
lopm
ent o
r in
vest
igat
ion
into
pr
ofes
sion
al le
vel
prob
lem
s and
is
sues
. A
dapt
rout
ine
prac
tices
with
in
acce
pted
stan
dard
s.
Kno
wle
dge
and
unde
rsta
ndin
g
Dem
onst
rate
and
/or
wor
k w
ith:
A
bro
ad
know
ledg
e of
the
scop
e, d
efini
ng
feat
ures
, and
mai
n ar
eas o
f a su
bjec
t/di
scip
line.
D
etai
led
know
ledg
e in
so
me
area
s. U
nder
stan
ding
of
a lim
ited
rang
e of
cor
e th
eorie
s, pr
inci
ples
and
co
ncep
ts.
L
imite
d kn
owle
dge
and
unde
rsta
ndin
g of
som
e m
ajor
cu
rren
t iss
ues a
nd
spec
ialis
ms.
A
n ou
tline
kn
owle
dge
and
unde
rsta
ndin
g of
rese
arch
an
d eq
uiva
lent
sc
hola
rly/
acad
emic
pr
oces
ses.
22
Aut
onom
y,
acco
unta
bilit
y an
d w
orki
ng w
ith o
ther
s
Cha
ract
eris
tic o
utco
mes
of l
earn
ing
at th
is le
vel i
nclu
de th
e ab
ility
to:
Exer
cise
aut
onom
y an
d in
itiat
ive
in
som
e ac
tiviti
es a
t a
prof
essi
onal
leve
l.
Take
som
e re
spon
sibi
lity
for t
he
wor
k of
oth
ers a
nd fo
r a
rang
e of
reso
urce
s.
Prac
tice
in w
ays
whi
ch ta
ke a
ccou
nt o
f ow
n an
d ot
hers
’ rol
es
and
resp
onsi
bilit
ies.
Wor
k un
der g
uida
nce
with
qua
lified
pr
actit
ione
rs.
Dea
l with
eth
ical
and
pr
ofes
sion
al is
sues
in
acc
orda
nce
with
cu
rren
t pro
fess
iona
l an
d/or
eth
ical
cod
es
or p
ract
ices
seek
ing
guid
ance
whe
re
appr
opria
te.
Com
mun
icat
ion,
ICT
and
num
erac
y sk
ills
Use
a ra
nge
of
rout
ine
of sk
ills a
nd
som
e ad
vanc
ed a
nd
spec
ialis
ed sk
ills i
n su
ppor
t of e
stab
lishe
d pr
actic
es in
a su
bjec
t/ di
scip
line
- for
ex
ampl
e:
Mak
e fo
rmal
an
d in
form
al
pres
enta
tions
on
stan
dard
/ m
ains
tream
to
pics
in th
e su
bjec
t/dis
cipl
ine
to a
rang
e of
au
dien
ces.
Use
a ra
nge
of
IT a
pplic
atio
ns
to su
ppor
t and
en
hanc
e w
ork.
Inte
rpre
t, us
e an
d ev
alua
te n
umer
ical
an
d gr
aphi
cal d
ata
to a
chie
ve g
oals
/ta
rget
s.
Gen
eric
cog
nitiv
e sk
ills
Und
erta
ke
criti
cal a
naly
sis,
eval
uatio
n an
d/or
synt
hesi
s of
idea
s, co
ncep
ts,
info
rmat
ion
and
issu
es.
Iden
tify
and
anal
yse
rout
ine
prof
essi
onal
pr
oble
ms a
nd
issu
es.
Dra
w a
nd a
ra
nge
of so
urce
s in
mak
ing
judg
men
ts.
Prac
tice:
App
lied
know
ledg
e an
d un
ders
tand
ing
Use
a se
lect
ion
of p
rinci
pal
skill
s, te
chni
ques
, pr
actic
es a
nd/
or m
ater
ials
as
soci
ated
with
a
subj
ect/
disc
iplin
e.
Use
a fe
w sk
ills,
tech
niqu
es,
prac
tices
and
/or
mat
eria
ls th
at
are
spec
ialis
ed o
r ad
vanc
ed.
Prac
tice
rout
ine
met
hods
of
enqu
iry a
nd/o
r re
sear
ch
Prac
tice
in a
rang
e of
pro
fess
iona
l le
vel c
onte
xts
whi
ch in
clud
e a
degr
ee o
f un
pred
icta
bilit
y.
App
ly a
naly
tical
w
ith si
tuat
iona
l an
d en
viro
nmen
tal
alig
ning
with
ba
selin
e da
ta.
Kno
wle
dge
and
unde
rsta
ndin
g
Dem
onst
rate
and
/or
wor
k w
ith:
A b
road
and
in
tegr
ated
kn
owle
dge
and
unde
rsta
ndin
g of
the
scop
e,
mai
n ar
eas a
nd
boun
darie
s of
a su
bjec
t /di
scip
line.
A c
ritic
al
unde
rsta
ndin
g of
a se
lect
ion
of th
e pr
inci
pal
theo
ries,
prin
cipl
es,
conc
epts
and
te
rmin
olog
y.
Kno
wle
dge
that
is
det
aile
d in
so
me
area
s and
/o
r kno
wle
dge
of o
ne o
r mor
e sp
ecia
lism
s tha
t ar
e in
form
ed
by fo
refr
ont
deve
lopm
ents
.
LEV
EL 6
(Bac
helo
r’s D
egre
e ia a
n exa
mpl
e of a
quali
ficati
on at
this
level)
23
LEV
EL 7
(Mas
ter, P
ost-G
radu
ate C
ertifi
cate
and P
ost-G
radu
ate D
iplo
ma a
re ex
ampl
es of
a qu
alific
ation
at th
is lev
el)
Aut
onom
y,
acco
unta
bilit
y an
d w
orki
ng w
ith o
ther
sC
hara
cter
istic
out
com
es o
f lea
rnin
g at
this
leve
l inc
lude
the
abili
ty to
: E
xerc
ise
subs
tant
ial
auto
nom
y an
d in
itiat
ive
in p
rofe
ssio
nal a
nd
equi
vale
nt a
ctiv
ities
. T
ake
resp
onsi
bilit
y fo
r ow
n w
ork
and/
or
sign
ifica
nt re
spon
sibi
lity
for t
he w
ork
of o
ther
s. T
ake
resp
onsi
bilit
y fo
r a
sign
ifica
nt ra
nge
of
reso
urce
s. D
emon
stra
te le
ader
ship
an
d/ o
r ini
tiativ
e an
d m
ake
an id
entifi
able
co
ntrib
utio
n to
cha
nge
and
deve
lopm
ent.
P
ract
ice
in w
ays w
hich
dr
aw o
n cr
itica
l refl
ectio
n on
ow
n an
d ot
hers
’ rol
es
and
resp
onsi
bilit
ies.
D
eal w
ith c
ompl
ex e
thic
al
and
prof
essi
onal
issu
es
and
M
ake
info
rmed
judg
men
ts
on is
sues
not
add
ress
ed
by c
urre
nt p
rofe
ssio
nal
and/
or e
thic
al c
odes
or
prac
tices
.
Com
mun
icat
ion,
IC
T an
d nu
mer
acy
skill
s
U
se a
wid
e ra
nge
of
rout
ine
and
adva
nced
sp
ecia
lized
skill
s in
supp
ort o
f est
ablis
hed
prac
tices
in a
subj
ect/
disc
iplin
e - f
or
exam
ple:
C
omm
unic
ate
usin
g ap
prop
riate
m
etho
ds, t
o a
rang
e of
aud
ienc
es w
ith
diffe
rent
leve
l of
kno
wle
dge/
ex
perti
se.
C
omm
unic
ate
with
pro
fess
iona
l le
vel p
eers
, sen
ior
colle
ague
s and
sp
ecia
lists
. U
se a
rang
e of
so
ftwar
e to
supp
ort
and
enha
nce
wor
k at
this
leve
l and
sp
ecify
refin
emen
ts/
impr
ovem
ents
to
softw
are
to in
crea
se
effe
ctiv
enes
s. U
nder
take
crit
ical
ev
alua
tion
of a
wid
e ra
nge
of n
umer
ical
an
d gr
aphi
cal d
ata
to se
t and
ach
ieve
d go
als/
targ
et.
Gen
eric
cog
nitiv
e sk
ills
App
ly c
ritic
al
anal
ysis
, ev
alua
tion
and
synt
hesi
s to
issu
es w
hich
are
at
the
fore
fron
t or
info
rmed
de
velo
pmen
ts a
t th
e fo
refr
ont o
f a
subj
ect/
disc
iplin
e.
Iden
tify,
co
ncep
tual
ise
and
defin
e ne
w a
nd
abst
ract
pro
blem
s an
d is
sues
.
Dev
elop
orig
inal
an
d cr
eativ
e re
spon
ses t
o pr
oble
ms a
nd
issu
es.
Crit
ical
ly re
view
, co
nsol
idat
e an
d ex
tend
kno
wle
dge,
sk
ills p
ract
ices
an
d th
inki
ng in
a
subj
ect/
disc
iplin
e.
Dea
l with
com
plex
is
sues
and
m
ake
info
rmed
ju
dgm
ents
in
situ
atio
ns in
th
e ab
senc
e of
co
mpl
ete
or
cons
iste
nt d
ata/
in
form
atio
n.
Prac
tice:
App
lied
know
ledg
e an
d un
ders
tand
ing
Use
a ra
nge
of
prin
cipa
l ski
lls,
tech
niqu
es p
ract
ices
an
d/or
mat
eria
ls
asso
ciat
ed w
ith a
su
bjec
t/ di
scip
line.
Use
a ra
nge
of
spec
ializ
ed sk
ill,
tech
niqu
es, p
ract
ices
an
d/or
mat
eria
ls
that
are
spec
ializ
ed
or a
dvan
ced
or
at fo
refr
ont o
f a
subj
ect/
disc
iplin
e
Plan
and
exe
cute
a
sign
ifica
nt
proj
ect o
f res
earc
h,
deve
lopm
ent o
r in
vest
igat
ion
and
iden
tify
and
impl
emen
t re
leva
nt o
utco
mes
. D
emon
stra
te
orig
inal
ity o
r cr
eativ
ity in
th
e ap
plic
atio
n of
kno
wle
dge
unde
rsta
ndin
g an
d /
or p
ract
ices
.
Prac
tice
in a
w
ide
and
ofte
n un
pred
icta
ble
varie
ty
of p
rofe
ssio
nal l
evel
co
ntex
ts
App
ly a
naly
tical
with
si
tuat
iona
l ele
men
ts
/ env
ironm
enta
l al
igni
ng w
ith
base
line
data
.
Kno
wle
dge
and
unde
rsta
ndin
g
Dem
onst
rate
and
/or
wor
k w
ith:
Kno
wle
dge
that
cov
ers a
nd
inte
grat
es m
ost o
f th
e pr
inci
pal a
reas
, fe
atur
es, b
ound
arie
s, te
rmin
olog
y an
d co
nven
tions
of a
su
bjec
t/dis
cipl
ine
incl
udin
g th
eir
feat
ures
, bou
ndar
ies,
term
inol
ogy
and
conv
entio
ns
A c
ritic
al
unde
rsta
ndin
g of
the
prin
cipa
l the
orie
s, co
ncep
ts a
nd
prin
cipl
es,
A c
ritic
al
unde
rsta
ndin
g of
a
rang
e of
spec
ializ
ed
theo
ries,
prin
cipl
e an
d co
ncep
ts.
Exte
nsiv
e de
taile
d an
d cr
itica
l kno
wle
dge
and
unde
rsta
ndin
g in
one
or
mor
e sp
ecia
lism
s, m
uch
of w
hich
is
at o
r inf
orm
ed b
y de
velo
pmen
ts a
t the
fo
refr
ont.
Crit
ical
aw
aren
ess
of c
urre
nt is
sues
in
a su
bjec
t/ di
scip
line
and
one
or m
ore
spec
ialis
m.
24
Aut
onom
y,
acco
unta
bilit
y an
d w
orki
ng w
ith o
ther
sC
hara
cter
istic
out
com
es o
f lea
rnin
g at
this
leve
l inc
lude
the
abili
ty to
: E
xerc
ise
a hi
gh
leve
l of a
uton
omy
initi
ativ
e in
pr
ofes
sion
al a
nd
equi
vale
nt a
ctiv
ities
. T
ake
full
resp
onsi
bilit
y fo
r ow
n w
ork
and
sign
ifica
nt
resp
onsi
bilit
y fo
r the
w
ork
of o
ther
s. D
emon
stra
te
lead
ersh
ip a
nd/
or o
rigin
ality
in
tack
ling
and
solv
ing
prob
lem
s and
issu
es.
W
ork
in w
ays w
hich
ar
e re
flect
ive,
self-
criti
cal a
nd b
ased
on
rese
arch
/ evi
denc
e.
D
eal w
ith c
ompl
ex
ethi
cal a
nd
prof
essi
onal
issu
es.
M
ake
info
rmed
ju
dgm
ents
on
new
an
d em
ergi
ng is
sues
no
t add
ress
ed b
y cu
rren
t pro
fess
iona
l an
d/or
eth
ical
cod
es
or p
ract
ices
.
Com
mun
icat
ion,
ICT
and
num
erac
y sk
ills
U
se a
sign
ifica
nt
rang
e of
adv
ance
d an
d sp
ecia
lized
sk
ills a
s ap
prop
riate
to th
e su
bjec
t/ di
scip
line
- Fo
r exa
mpl
e:
C
omm
unic
ate
at
an a
ppro
pria
te
leve
l to
a ra
nge
of a
udie
nces
an
d ad
apt
com
mun
icat
ion
to th
e co
ntex
t and
pu
rpos
e.
C
omm
unic
ate
at
the
stan
dard
of
publ
ishe
d ac
adem
ic
wor
k an
d/or
crit
ical
di
alog
ue a
nd
revi
ew w
ith p
eers
an
d ex
perts
in o
ther
sp
ecia
lists
. U
se a
rang
e of
so
ftwar
e to
supp
ort
and
enha
nce
wor
k at
this
leve
l and
sp
ecify
softw
are
requ
irem
ents
to
enha
nce
wor
k.
C
ritic
ally
eva
luat
e nu
mer
ical
and
gr
aphi
cal d
ata.
Gen
eric
cog
nitiv
e sk
ills
A
pply
a c
onst
ant
and
inte
grat
ed
appr
oach
to c
ritic
al
anal
ysis
, eva
luat
ion
and
synt
hesi
s of
new
and
com
plex
id
eas,
info
rmat
ion
and
issu
es.
I
dent
ify,
conc
eptu
aliz
e an
d of
fer o
rigin
al a
nd
crea
tive
insi
ghts
into
ne
w a
nd c
ompl
ex
abst
ract
idea
s, in
form
atio
n an
d is
sues
. D
evel
op c
reat
ive
and
orig
inal
re
spon
ses t
o pr
oble
ms a
nd is
sues
. D
eal w
ith v
ery
com
plex
and
/ or
new
issu
es a
nd
mak
e in
form
ed
judg
men
ts in
si
tuat
ions
in th
e ab
senc
e of
com
plet
e or
con
sist
ent d
ata/
in
form
atio
n.
T
hink
and
pla
ns
“hol
istic
ally
” to
be
alig
ned
the
proc
esse
s w
ith si
tuat
iona
l ch
alle
nges
and
is
sues
.
Prac
tice:
App
lied
know
ledg
e an
d un
ders
tand
ing
U
se a
sign
ifica
nt ra
nge
of p
rinci
pal s
kills
, te
chni
ques
, pra
ctic
es
and/
or m
ater
ials
that
ar
e as
soci
ated
with
a
subj
ect/
disc
iplin
e.
U
se a
nd e
nhan
ce
rang
e of
com
plex
sk
ills,
tech
niqu
es,
prac
tices
and
mat
eria
ls
at fo
refr
ont o
f one
or
mor
e sp
ecia
lism
s. A
pply
a ra
nge
of st
anda
rd a
nd
spec
ializ
ed re
sear
ch o
r eq
uiva
lent
inst
rum
ents
an
d te
chni
ques
of
enqu
iry.
D
esig
n an
d ex
ecut
e re
sear
ch, i
nves
tigat
ive
or d
evel
opm
ent
proj
ects
to d
eal w
ith
new
pro
blem
s and
is
sues
. D
emon
stra
te
orig
inal
ity o
r cre
ativ
ity
in th
e de
velo
pmen
t an
d ap
plic
atio
n of
ne
w k
now
ledg
e un
ders
tand
ing
and
prac
tices
. P
ract
ice
in th
e co
ntex
ts
of n
ew p
robl
ems a
nd
circ
umst
ance
s.
Kno
wle
dge
and
unde
rsta
ndin
g
D
emon
stra
te a
nd/
or w
ork
with
: A
crit
ical
ov
ervi
ew o
f a
subj
ect/
disc
iplin
e in
clud
ing
criti
cal
unde
rsta
ndin
g of
the
prin
cipa
l th
eorie
s, pr
inci
ples
and
co
ncep
ts.
A
crit
ical
, de
taile
d an
d of
ten
lead
ing
know
ledg
e an
d un
ders
tand
ing
of fo
refr
ont o
f on
e or
mor
e sp
ecia
lism
s. K
now
ledg
e an
d un
ders
tand
ing
that
is g
ener
ated
th
roug
h pe
rson
al
rese
arch
or
equi
vale
nt w
ork
whi
ch m
akes
a
sign
ifica
nt
cont
ribut
ion
to
the
deve
lopm
ent
of th
e su
bjec
t/ di
scip
line.
LEV
EL 8
(Doc
tora
l Deg
ree a
re ex
ampl
es of
a qu
alific
ation
at th
is lev
el)
25
Appendix 2: Minimum Credit Points and Academic Load
Brunei Darussalam Qualification Framework - Minimum Credit Points and Academic Load
BDQFLevel
Qualifications Minimum Credit Points
8 Doctoral No given credit value
7
Master (Taught)
Postgraduate Diploma
Postgraduate Certificate
45
40
306 Bachelor 120
5Foundation Degree
Advance Diploma
60
4 Diploma 1603 Skill Certificate 3 (SC3) 702 Skill Certificate 2 (SC2) 701 Skill Certificate 1 (SC1) N/A
26
N O T E
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