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Compare Qualifications Frameworks

Following extensive national consultations with stakeholders, countries present the results of the referencing of their national qualifications levels to the appropriate levels of the European Qualifications Framework based on a set of criteria agreed at European level.

The interactive table below allows you to compare national qualifications systems or frameworks of countries that have already related their national qualifications levels to the EQF. To compare how one country references its national qualification levels to the EQF with another, select a flag of the country of your choice to start the process.

The blue box at the top of the comparison chart gives access to all key information on the qualification system of the selected country. It leads you to the National Coordination Point (NCP) of the country, which provides access to information and guidance to stakeholders on how national qualifications relate to the EQF through their national qualifications systems. Furthermore, the detailed report on the national referencing processes ("national referencing report") and the presentation of the national qualifications systems ("NQF/NQS") may also be reached from the blue box.

Below it is presented how the national qualifications levels of the selected country relate to the eight reference levels of the EQF. By clicking on the levels of the EQF, you will find the description of the relevant EQF level in terms of learning outcomes: knowledge, skills and competences. As you will see some national qualifications levels are and may be linked to one, two or more EQF levels. This indicates that NQF levels may be significantly broad. It may also occur that two or more NQF levels are related to a single EQF level, which indicates that those national levels are significantly narrow. At present, some countries have qualifications levels below EQF level one. As EQF starts at EQF Level 1, referencing national qualifications levels below that level is not possible.

For each NQF level (click on the NQF level) there is a description, in particular of its learning outcomes, as well as examples of qualifications at that level (up to five). There are many more qualifications at each NQF level; however, the examples aim to get a better idea of what qualifications an NQF level contains. Depending on the characteristics of the national qualifications systems, countries provide examples of individual qualifications or types of qualifications. More detailed information on these examples is provided through access to national websites and databases of qualifications.

"See more" will lead you to more information on the NCP and the referencing process.

COMPARISON (Up to 5 examples of qualifications are provided for each NQF level. National systems may include many other qualifications at these levels)


The SCQF Partnership was established in 2006 as a company ltd by guarantee to manage the SCQF.  The aims of the company are to: maintain the quality and integrity of the SCQF; promote and develop the SCQF as a tool to support lifelong learning; develop and maintain relationships with other frameworks in the UK, Europe and internationally.

The National Qualifications Authority of Ireland is an agency of the Department of Education and Skills and the Department of Enterprise, Trade and Innovation. It was set up in February 2001, under the Qualifications (Education and Training) Act 1999.  It has responsibility for developing and maintaining the National Framework of Qualifications (NFQ).

Écosse > SCQF Level 12

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate 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 that makes a significant contribution to the development of the subject/discipline.
Practice: applied knowledge and understandingUse 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 skillsApply 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 skillsUse 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 othersExercise 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.
SCQF Level 12

    SCQF Level 12 > Doctoral Degrees

    Doctoral Degrees are designed at SCQF Level 12 and have 540 SCQF Credit Points of which a minimum of 420 SCQF Credit Points are at SCQF Level 12.

    http://www.qaa.ac.uk/scotland/pages/default.aspx
  • Doctoral Degrees
  • SCQF Level 12 > Professional Development Awards

    Professional Development Awards are designed for those normally already in a career who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest.  Professional Development Awards comprise at least two Units.  At SCQF Level 12, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points. There is no maximum credit value therefore each Professional Development Award at this level will vary.

    http://www.sqa.org.uk/sqa/16759.823.html
  • Professional Development Awards

Écosse > SCQF Level 11

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate 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, principles 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 understandingUse 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 skillsApply 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 skillsUse 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 othersExercise 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.
SCQF Level 11

    SCQF Level 11 > Masters Degrees

    Masters Degrees are designed at SCQF Level 11 and have at least 180 SCQF Credit Points of which a minimum of 150 are at SCQF Level 11.

    http://www.qaa.ac.uk/scotland/pages/default.aspx
  • Masters Degrees
  • SCQF Level 11 > Post Graduate Diploma

    Post Graduate Diplomas are designed at SCQF Level 11 and have at least 120 SCQF Credit Points.

    http://www.qaa.ac.uk/scotland/pages/default.aspx
  • Post Graduate Diploma
  • SCQF Level 11 > Post Graduate Certificate

    Post Graduate Certificates are designed at SCQF Level 11 and have at least 60 SCQF Credit Points.

    http://www.qaa.ac.uk/scotland/pages/default.aspx
  • Post Graduate Certificate
  • SCQF Level 11 > Professional Development Awards

    Professional Development Awards are designed for those normally already in a career who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest.  Professional Development Awards comprise at least 2 Units.  At SCQF Level 11, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points. There is no maximum credit value therefore each Professional Development Award at this level will vary.

    http://www.sqa.org.uk/sqa/16759.823.html
  • Professional Development Awards
  • SCQF Level 11 > SVQ 5

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.  SVQs are a means of recognising the skills and knowledge people need in employment i.e. job competence.  At SVQ 5, 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 responsibility. Credit points will vary dependant on the specific award.

    http://www.sqa.org.uk/sqa/42331.html
  • SVQ 5

Écosse > SCQF Level 10

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate 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 understandingUse 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 skillsCritically 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, 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 skillsUse 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 othersExercise 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.
SCQF Level 10

    SCQF Level 10 > Honours Degree

    The Scottish Honours Degree is designed to SCQF Level 10 and has a minimum of 480 SCQF Credit Points of which a minimum of 90 are at SCQF Level 9 and a minimum of 90 at SCQF Level 10.

    http://www.qaa.ac.uk/scotland/pages/default.aspx
  • Honours Degree
  • SCQF Level 10 > Graduate Certificate / Diploma

    Titles with the stem Graduate may be used for qualifications from programmes of study that typically require graduate entry or its equivalent.  The Graduate Certificate has 60 SCQF Credit Points at Levels 9 or 10 and the Graduate Diploma has 120 SCQF Credit Points at Levels 9 or 10.

    http://www.qaa.ac.uk/scotland/pages/default.aspx
  • Graduate Certificate / Diploma
  • SCQF Level 10 > Professional Development Awards

    Professional Development Awards are designed for those normally already in a career who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest. Professional Development Awards comprise at least 2 Units.  At SCQF Levels 9 and 10, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points. There is no maximum credit value therefore each Professional Development Award at this level will vary.

    http://www.sqa.org.uk/sqa/16759.823.html
  • Professional Development Awards

Écosse > SCQF Level 9

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate 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 understandingUse 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 that include a degree of unpredictability.
Generic cognitive skillsUndertake 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 skillsUse 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 othersExercise autonomy and initiative in some activities at a professional level. Take some responsibility for the work of and for a range of resources. Practise in ways that 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.
SCQF Level 9

    SCQF Level 9 > Bachelors/Ordinary Degree

    The Scottish Bachelors Degree is designed to SCQF Level 9 and has a minimum of 360 SCQF Credit Points of which a minimum of 60 are at SCQF Level 9.

    http://www.qaa.ac.uk/scotland/pages/default.aspx
  • Bachelors/Ordinary Degree
  • SCQF Level 9 > Graduate Certificate / Diploma

    Titles with the stem Graduate may be used for qualifications from programmes of study that typically require graduate entry or its equivalent.  The Graduate Certificate has 60 SCQF Credit Points at Levels 9 or 10 and the Graduate Diploma has 120 SCQF Credit Points at Levels 9 or 10.

    http://www.qaa.ac.uk/scotland/pages/default.aspx
  • Graduate Certificate / Diploma
  • SCQF Level 9 > Professional Development Awards

    Professional Development Awards are designed for those normally already in a career who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest. Professional Development Awards comprise at least 2 Units.  At SCQF Levels 9 and 10, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points. There is no maximum credit value therefore each Professional Development Award at this level will vary.

    http://www.sqa.org.uk/sqa/16759.823.html
  • Professional Development Awards
  • SCQF Level 9 > SVQ 4

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.  SVQs are a means of recognising the skills and knowledge people need in employment i.e. job competence.  At SVQ 4 competence involves the application of knowledge and skills in a broad range of varied work activities, performed in a broad range of variety of contexts most 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.  Credit points will vary dependant on the specific award.

    http://www.sqa.org.uk/sqa/42331.html
  • SVQ 4

Écosse > SCQF Level 8

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate 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 understandingUse 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 skillsUndertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues that 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 skillsUse 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 othersExercise 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 of practices, under guidance. 
SCQF Level 8

    SCQF Level 8 > Higher National Diplomas

    Higher National Diplomas are designed to provide people with the practical skills and theoretical knowledge that employers expect and also to provide articulation to degree programmes.  Higher National Diplomas are at SCQF Level 8 and have 240 SCQF Credit Points, at least 64 of which must be at SCQF Level 8 but typically most of the Units in the 2nd year of a Higher National Diploma are at the level of the award.

    http://www.sqa.org.uk/sqa/411.63.html
  • Higher National Diplomas
  • SCQF Level 8 > Diploma of Higher Education

    The Diploma of Higher Education is designed to SCQF Level 8 and has 240 SCQF Credit Points of which a minimum of 90 are at SCQF 8 or above.

    http://www.qaa.ac.uk/scotland/pages/default.aspx
  • Diploma of Higher Education
  • SCQF Level 8 > Professional Development Awards

    Professional Development Awards are designed for those normally already in a career who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest.  Professional Development Awards comprise at least 2 Units.   At SCQF Levels  8, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points. There is no maximum credit value therefore each Professional Development Award at this level will vary.

    http://www.sqa.org.uk/sqa/16759.823.html
  • Professional Development Awards
  • SCQF Level 8 > SVQ 4

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.  SVQs are a means of recognising the skills and knowledge people need in employment i.e. job competence.  At SVQ 4 competence involves the application of knowledge and skills in a broad range of varied work activities, performed in a broad range of variety of contexts most 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.  Credit points will vary dependant on the specific award.

    http://www.sqa.org.uk/sqa/42331.html
  • SVQ 4

Écosse > SCQF Level 7

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate 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 on evidence and/or research and other forms of explanation and of the importance of this difference.
Practice: applied knowledge and understandingUse 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 skillsPresent and evaluate arguments, information and ideas which are routine to the subject/discipline. Use a range of approaches to address defined and/or routine problems and issues within familiar contexts.
Communication, ICT and numeracy skillsUse 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 othersExercise 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.
SCQF Level 7

    SCQF Level 7 > Advanced Higher

    National Courses are designed to develop skills in a specific subject area. A National Course at Advanced Higher is allocated 32 SCQF Credit Points at SCQF Level 7 and is usually made up of three Units and a Course Assessment which are all at SCQF Level 7.

    http://www.sqa.org.uk/sqa/41317.html
  • Advanced Higher
  • SCQF Level 7 > Higher National Certificates

    Higher National Certificates 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.  Higher National Certificates are at SCQF Level 7 and have 96 SCQF Credit Points, at least 48 of which must be at SCQF Level 7 but typically most of the Units in Higher National Certificates are at the level of the award.

    http://www.sqa.org.uk/sqa/411.63.html
  • Higher National Certificates
  • SCQF Level 7 > Certificate of Higher Education

    The Certificate of Higher Education is designed to SCQF Level 7 and has 120 SCQF Credit Points of which a minimum of 90 are at SCQF 7 or above.

    http://www.qaa.ac.uk/scotland/pages/default.aspx
  • Certificate of Higher Education
  • SCQF Level 7 > Professional Development Awards

    Professional Development Awards are designed for those normally already in a career who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest.  Professional Development Awards comprise at least 2 Units.   At SCQF Levels 7, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points. There is no maximum credit value therefore each Professional Development Award at this level will vary.

    http://www.sqa.org.uk/sqa/16759.823.html
  • Professional Development Awards
  • SCQF Level 7 > SVQ 3

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.  SVQs are a means of recognising the skills and knowledge people need in employment i.e. job competence.  At SVQ 3 competence involves the application of knowledge and skills in a broad range of varied work activities, performed in a variety of contexts most of which are complex or non-routine.  There is considerable responsibility and autonomy and control or guidance of others is often present.  Credit points will vary dependant on the specific award.

    http://www.sqa.org.uk/sqa/42331.html
  • SVQ 3

Écosse > SCQF Level 6

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate 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;
  • Relate the subject/discipline to a range of practical and/or everyday applications.
Practice: applied knowledge and understandingApply 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 skillsObtain, organise and use factual and theoretical information in problem solving. Make generalisations and predictions. Draw conclusions and suggest solutions.
Communication, ICT and numeracy skillsUse 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 othersTake 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.
SCQF Level 6

    SCQF Level 6 > Higher

    National Courses are designed to develop skills in a specific subject area. A National Course at Higher is allocated 24 SCQF Credit Points at SCQF Level 6 and is usually made up of three Units and a Course Assessment which are all at SCQF Level 6.

    http://www.sqa.org.uk/sqa/41317.html
  • Higher
  • SCQF Level 6 > National Certificates

    National Certificates at SCQF Level 6 are designed to provide candidates with the skills and knowledge that employers expect and also to provide articulation to Higher National programmes.  National Certificates are made up of mandatory and optional units and have a total credit value of 72 SCQF Credit Points of which at least half must be at SCQF Level 6.  The mandatory section must have a minimum of 36 SCQF Credit Points.

    http://www.sqa.org.uk/sqa/24064.883.html
  • National Certificates
  • SCQF Level 6 > National Progression Awards

    National Progression Awards at SCQF Level 6 are small flexible Group Awards that are linked to National Occupational Standards or other professional or trade standards and are designed to assess and certificate a defined set of skills in a specialist vocational area.  National Progression Awards are made up of a minimum of 2 Units.  National Progression Awards have a minimum credit value of 12 SCQF Credit Points.  There is no maximum SCQF Credit Points value so therefore each National Progression Award will vary.

    http://www.sqa.org.uk/sqa/26064.883.html
  • National Progression Awards
  • SCQF Level 6 > Professional Development Awards

    Professional Development Awards are designed for those normally already in a career who wish to extend or broaden their skills base, usually after completing a degree or vocational qualification relevant to their area of interest.  Professional Development Awards comprise at least 2 Units.   At SCQF Level 6, Professional Development Awards have a minimum credit value of 12 SCQF Credit Points. There is no maximum credit value therefore each Professional Development Award at this level will vary.

    http://www.sqa.org.uk/sqa/16759.823.html
  • Professional Development Awards
  • SCQF Level 6 > SVQ 3

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.  SVQs are a means of recognising the skills and knowledge people need in employment i.e. job competence.  At SVQ 3 competence involves the application of knowledge and skills in a broad range of varied work activities, performed in a variety of contexts most of which are complex or non-routine.  There is considerable responsibility and autonomy and control or guidance of others is often present. Credit points will vary dependant on the specific award.

    http://www.sqa.org.uk/sqa/42331.html
  • SVQ 3

Écosse > SCQF Level 5

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate 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 understandingRelate 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 (e.g. without waste). Adjust tools where necessary, following safe practices.
Generic cognitive skillsUse a problem-solving approach to deal with a situation or issue that 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 for example make generalisations and/or draw conclusions.
Communication, ICT and numeracy skillsUse 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 that have some complex features.
Autonomy, accountability and working with othersWork 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.
SCQF Level 5

    SCQF Level 5 > Intermediate 2

    National Courses are designed to develop skills in a specific subject area. A National Course at Intermediate 2 is allocated 24 SCQF Credit Points at SCQF Level 5 and is usually made up of three Units and a Course Assessment which are all at SCQF Level 5.

    http://www.sqa.org.uk/sqa/41317.html
  • Intermediate 2
  • SCQF Level 5 > Standard Grade – Credit

    Standard Grades are designed to develop skills and knowledge in a specific subject area.  A Standard Grade at General Level is allocated 24 SCQF Credit Points at SCQF Level 5.

    http://www.sqa.org.uk/sqa/41317.html
  • Standard Grade – Credit
  • SCQF Level 5 > National Certificates

    National Certificates at SCQF Level 5 are designed to provide candidates with the skills and knowledge that employers expect and also to provide articulation to Higher National programmes.  National Certificates are made up of mandatory and optional units and have a total credit value of 72 SCQF Credit Points of which at least half must be at SCQF Level 5.  The mandatory section must have a minimum of 36 SCQF Credit Points.

    http://www.sqa.org.uk/sqa/24064.883.html
  • National Certificates
  • SCQF Level 5 > National Progression Awards

    National Progression Awards at SCQF Level 5 are small flexible Group Awards that are linked to National Occupational Standards or other professional or trade standards and are designed to assess and certificate a defined set of skills in a specialist vocational area.  National Progression Awards are made up of a minimum of 2 Units.  National Progression Awards have a total credit value of 12 SCQF Credit Points.  There is no maximum SCQF Credit Points value so therefore each National Progression Award will vary.

    http://www.sqa.org.uk/sqa/26064.883.html
  • National Progression Awards
  • SCQF Level 5 > SVQ 2

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.  SVQs are a means of recognising the skills and knowledge people need in employment i.e. job competence.  At SVQ 2 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 will 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.  Credit points will vary dependant on the specific award.

    http://www.sqa.org.uk/sqa/42331.html
  • SVQ 2

Écosse > SCQF Level 4

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate 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 understandingRelate 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 skillsUse, 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 skillsUse 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 othersWork 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.
SCQF Level 4

    SCQF Level 4 > Intermediate 1

    National Courses are designed to develop skills in a specific subject area. A National Course at Intermediate 1 is allocated 24 SCQF Credit Points at SCQF Level 4 and is usually made up of three Units and a Course Assessment which are all at SCQF Level 4.

    http://www.sqa.org.uk/sqa/41317.html
  • Intermediate 1
  • SCQF Level 4 > Standard Grade - General

    Standard Grades are designed to develop skills and knowledge in a specific subject area.  A Standard Grade at General Level is allocated 24 SCQF Credit Points at SCQF Level 4.

    http://www.sqa.org.uk/sqa/41317.html
  • Standard Grade - General
  • SCQF Level 4 > National Certificates

    National Certificates at SCQF Level 4 are designed to provide candidates with the skills and knowledge that employers expect and also to provide articulation to higher level study eg National Certificates at higher SCQF Levels.  National Certificates are made up of mandatory and optional units and have a total credit value of 72 SCQF Credit Points of which at least half must be at SCQF Level 4.  The mandatory section must have a minimum of 36 SCQF Credit Points.

    http://www.sqa.org.uk/sqa/24064.883.html
  • National Certificates
  • SCQF Level 4 > National Progression Awards

    National Progression Awards at SCQF Level 4 are small flexible Group Awards that are linked to National Occupational Standards or other professional or trade standards and are designed to assess and certificate a defined set of skills in a specialist vocational area.  National Progression Awards are made up of a minimum of 2 Units.  National Progression Awards have a total credit value of 12 SCQF Credit Points.  There is no maximum SCQF Credit Points value so therefore each National Progression Award will vary.

    http://www.sqa.org.uk/sqa/26064.883.html
  • National Progression Awards
  • SCQF Level 4 > SVQ 1

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.  SVQs are a means of recognising the skills and knowledge people need in employment i.e. job competence. At SVQ 1 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. Credit points will vary dependant on the specific award.

    http://www.sqa.org.uk/sqa/42331.html
  • SVQ 1

Écosse > SCQF Level 3

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate and/or work with:
  • Basic knowledge in a subject/discipline;
  • Simple facts and ideas associated with a subject/discipline.
Practice: applied knowledge and understandingRelate 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 skillsIdentify, 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 skillsUse 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 othersWork 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.
SCQF Level 3

    SCQF Level 3 > Access 3

    National Courses at Access 3 are designed to develop skills and knowledge in a specific subject area.  A National Course at Access 3 is allocated 18 SCQF Credit Points at SCQF Level 3 and is usually made up of three Units at the SCQF level of the course.

    http://www.sqa.org.uk/sqa/41317.html
  • Access 3
  • SCQF Level 3 > Standard Grade - Foundation

    Standard Grades are designed to develop skills and knowledge in a specific subject area.  A Standard Grade at Foundation Level is allocated 24 SCQF Credit Points at SCQF Level 3.

    http://www.sqa.org.uk/sqa/41317.html
  • Standard Grade - Foundation
  • SCQF Level 3 > National Certificates

    National Certificates at SCQF Level 3 are designed to provide candidates with the skills and knowledge that employers expect and also to provide articulation to higher level study eg National Certificates at higher SCQF Levels.  National Certificates are made up of mandatory and optional units and have a total credit value of 54 SCQF Credit Points of which at least half must be at SCQF Level 3.  The mandatory section must have a minimum of 27 SCQF Credit Points.

    http://www.sqa.org.uk/sqa/24064.883.html
  • National Certificates
  • SCQF Level 3 > National Progression Awards

    National Progression Awards at SCQF Level 3 are small flexible Group Awards that are linked to National Occupational Standards or other professional or trade standards and are designed to assess and certificate a defined set of skills in a specialist vocational area.  National Progression Awards are made up of a minimum of 2 Units.  National Progression Awards have a total credit value of 12 SCQF Credit Points.  There is no maximum SCQF Credit Points value so therefore each National Progression Award will vary.

    http://www.sqa.org.uk/sqa/26064.883.html
  • National Progression Awards

Écosse > SCQF Level 2

Characteristics

The following descriptions are for guidance only — it is not expected that every point will be covered

Knowledge and understandingDemonstrate and/or work with knowledge of simple facts and ideas in a subject/discipline.
Practice: applied knowledge and understandingRelate 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 skillsUse 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 skillsUse 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 othersWork 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.
SCQF Level 2

    SCQF Level 2 > Access 2

    Access 2 qualifications are all about providing opportunities for candidates who require additional support for their learning. Access 2 qualifications are routes to learning. They are also qualifications with opportunities for progression - this may be to another qualification at the same level, or to the next level.

    Qualifications at Access 1 and 2 levels are designed to be accessible to all candidates. Candidates can be given support and guidance from teaching staff and evidence can be gathered in a variety of ways. Teachers/lectures should make an assessment of individual candidate’s needs in order to make a judgment on how much support or direction a candidate needs and what type of evidence would be best. Throughout Access 1 and 2 candidates should undertake Units using their usual means of communication.

    http://www.sqa.org.uk/sqa/41317.html
  • Access 2

Écosse > SCQF Level 1

There is no separate Level Descriptor for Level 1, which covers all provision that comes below the full achievement of Level 2

SCQF Level 1

    SCQF Level 1 > Access 1

    Access 1 qualifications are all about providing opportunities for candidates who require additional support for their learning. Access 1 qualifications are routes to learning. They are also qualifications with opportunities for progression - this may be to another qualification at the same level, or to the next level.

    Qualifications at Access 1 levels are designed to be accessible to all candidates. Candidates can be given support and guidance from teaching staff and evidence can be gathered in a variety of ways. Teachers/lectures should make an assessment of individual candidate’s needs in order to make a judgment on how much support or direction a candidate needs and what type of evidence would be best. Throughout Access 1 candidates should undertake Units using their usual means of communication.

    http://www.sqa.org.uk/sqa/41317.html
  • Access 1
Flag Europe
EQF Levels
 
 
Le niveaux 8 du cadre européen des certifications (CEC)
  Knowledge - In the context of EQF, knowledge is described as theoretical and/or factual Skills - In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) Competences - In the context of EQF, competence is described in terms of responsibility and autonomy
The learning outcomes relevant to EQF Level 8are savoirs à la frontière la plus avancée d’un domaine de travail ou d’études et à l’interface de plusieurs domaines aptitudes et techniques les plus avancées et les plus spécialisées, y compris en matière de synthèse et d’évaluation, pour résoudre des problèmes critiques de recherche et/ou d’innovation et pour étendre et redéfinir des savoirs existants ou des pratiques professionnelles démontrer un niveau élevé d’autorité, d’innovation, d’autonomie, d’intégrité scientifique ou professionnelle et un engagement soutenu vis-à-vis de la production de nouvelles idées ou de nouveaux processus dans un domaine d’avant-garde de travail ou d’études, y compris en matière de recherche
 
 
 
Le niveaux 7 du cadre européen des certifications (CEC)
  Knowledge - In the context of EQF, knowledge is described as theoretical and/or factual Skills - In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) Competences - In the context of EQF, competence is described in terms of responsibility and autonomy
The learning outcomes relevant to EQF Level 7are savoirs hautement spécialisés, dont certains sont à l’avant-garde du savoir dans un domaine de travail ou d’études, comme base d’une pensée originale et/ou de la recherche conscience critique des savoirs dans un domaine et à l’interface de plusieurs domaines aptitudes spécialisées pour résoudre des problèmes en matière de recherche et/ou d’innovation, pour développer de nouveaux savoirs et de nouvelles procédures et intégrer les savoirs de différents domaines gérer des activités ou des projets techniques ou professionnels complexes, incluant des responsabilités au niveau de la prise de décisions dans des contextes professionnels ou d’études imprévisibles

prendre des responsabilités en matière de développement professionnel individuel et collectif
 
 
 
Le niveaux 6 du cadre européen des certifications (CEC)
  Knowledge - In the context of EQF, knowledge is described as theoretical and/or factual Skills - In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) Competences - In the context of EQF, competence is described in terms of responsibility and autonomy
The learning outcomes relevant to EQF Level 6are savoirs approfondis dans un domaine de travail ou d’études requérant une compréhension critique de théories et de principes aptitudes avancées, faisant preuve de maîtrise et de sens de l’innovation, pour résoudre des problèmes complexes et imprévisibles dans un domaine spécialisé de travail ou d’études gérer des activités ou des projets techniques ou professionnels complexes, incluant des responsabilités au niveau de la prise de décisions dans des contextes professionnels ou d’études imprévisibles prendre des responsabilités en matière de développement professionnel individuel et collectif
 
 
 
Le niveaux 5 du cadre européen des certifications (CEC)
  Knowledge - In the context of EQF, knowledge is described as theoretical and/or factual Skills - In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) Competences - In the context of EQF, competence is described in terms of responsibility and autonomy
The learning outcomes relevant to EQF Level 5are savoirs détaillés, spécialisés, factuels et théoriques dans un domaine de travail ou d’études, et conscience des limites de ces savoirs gamme étendue d’aptitudes cognitives et pratiques requises pour imaginer des solutions créatives à des problèmes abstraits gérer et superviser dans des contextes d’activités professionnelles ou d’études où les changements sont imprévisibles réviser et développer ses performances et celles des autre
 
 
 
Le niveaux 4 du cadre européen des certifications (CEC)
  Knowledge - In the context of EQF, knowledge is described as theoretical and/or factual Skills - In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) Competences - In the context of EQF, competence is described in terms of responsibility and autonomy
The learning outcomes relevant to EQF Level 4are savoirs factuels et théoriques dans des contextes généraux dans un domaine de travail ou d’études gamme d’aptitudes cognitives et pratiques requises pour imaginer des solutions à des problèmes précis dans un domaine de travail ou d’étude s’autogérer dans la limite des consignes définies dans des contextes de travail ou d’études généralement prévisibles mais susceptibles de changer

superviser le travail habituel d’autres personnes, en prenant certaines responsabilités pour l’évaluation et l’amélioration des activités liées au travail ou aux études
 
 
 
Le niveaux 3 du cadre européen des certifications (CEC)
  Knowledge - In the context of EQF, knowledge is described as theoretical and/or factual Skills - In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) Competences - In the context of EQF, competence is described in terms of responsibility and autonomy
The learning outcomes relevant to EQF Level 3are savoirs couvrant des faits, principes, processus et concepts généraux, dans un domaine de travail ou d’études gamme d’aptitudes cognitives et pratiques requises pour effectuer des tâches et résoudre des problèmes en sélectionnant et appliquant des méthodes, outils, matériels et informations de base prendre des responsabilités pour effectuer des tâches dans un domaine de travail ou d’études adapter son comportement aux circonstances pour résoudre des problèmes
 
 
 
Le niveaux 2 du cadre européen des certifications (CEC)
  Knowledge - In the context of EQF, knowledge is described as theoretical and/or factual Skills - In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) Competences - In the context of EQF, competence is described in terms of responsibility and autonomy
The learning outcomes relevant to EQF Level 2are savoirs factuels de base dans un domaine de travail ou d’études aptitudes cognitives et pratiques de base requises pour utiliser des informations utiles afin d’effectuer des tâches et de résoudre des problèmes courants à l’aide de règles et d’outils simples travailler ou étudier sous supervision avec un certain degré d’autonomie
 
 
 
Le niveaux 1 du cadre européen des certifications (CEC)
  Knowledge - In the context of EQF, knowledge is described as theoretical and/or factual Skills - In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) Competences - In the context of EQF, competence is described in terms of responsibility and autonomy
The learning outcomes relevant to EQF Level 1are savoirs généraux de base aptitudes de base pour effectuer des tâches simples travailler ou étudier sous supervision directe dans un cadre structuré
 
 

As EQF starts at Level 1, referencing NQF levels below that level is not possible

Irlande > NFQ level 10

For details please refer to http://www.nfq.ie/nfq/en/documents/NFQLevelindicators.pdf

NFQ level 10

    NFQ level 10 > Doctoral Degree

    Entry to a programme leading to a Doctoral Degree is typically for holders of Honours Bachelor Degrees. The general model is that a holder of an Honours Bachelor Degree with a high classification enters initially a Masters research programme, and transfers to a Doctoral programme after one year on the Masters research programme. In total, the number of years in the programme would generally be at least 3 years. There is also access to Doctoral Degrees for holders of Masters Degrees whether taught Masters or research Masters. Various models for Doctoral Degree programmes now exist, ranging from the traditional research doctorate to professional and practitioner doctoral programmes which have substantial taught components. Most doctoral programmes are now structured to include some taught components.

    http://www.nfq.ie/nfq/en/documents/DoctoralDegreeL10.pdf
  • Doctoral Degree

Irlande > NFQ level 9

For details please refer to http://www.nfq.ie/nfq/en/documents/NFQLevelindicators.pdf

NFQ level 9

    NFQ level 9 > Masters Degree

    There are two types of Masters Degree in Ireland: taught Masters Degrees and research Masters Degrees. The taught Masters Degree is awarded following the completion of an accredited programme of 1 to 2 years duration (60-120 ECTS credits). Entry to a programme leading to a taught Masters Degree is typically for holders of Honours Bachelor Degrees. Also, in some cases, entry to such programmes can be permitted for those with Ordinary Bachelor Degrees or equivalent who have some relevant work experience. Furthermore, in some cases, entry to such programmes is permitted for people with extensive experience in a relevant area. Research Masters Degree programmes are typically of 2 years duration, though they are not credit rated. Entry to a programme leading to a research Masters Degree is typically for holders of an Honours Bachelor Degree, with a high classification, i.e. first or second class honours. The Irish Masters Degree is compatible with completion of the Bologna Second Cycle.

    http://www.nfq.ie/nfq/en/documents/MastersDegree.pdf
  • Masters Degree
  • NFQ level 9 > Post-graduate Diploma

    The Post-graduate Diploma is normally awarded following completion of a programme of 1-year duration (60 ECTS credits) in a recognised higher education institution. Entry to a programme leading to a Post-graduate Diploma is typically for holders of Honours Bachelor Degrees but can also be for holders of Ordinary Bachelor Degrees. The Post-graduate Diploma is an intermediate qualification within the Bologna Second Cycle.

    http://www.nfq.ie/nfq/en/documents/Postgraduatel9.pdf
  • Post-graduate Diploma

Irlande > NFQ level 8

For details please refer to http://www.nfq.ie/nfq/en/documents/NFQLevelindicators.pdf

NFQ level 8

    NFQ level 8 > Honours Bachelor Degree

    The Honours Bachelor Degree is normally awarded following completion of a programme of three or four years duration (180-240 ECTS credits) in a recognised higher education institution/provider, although there are examples of longer programmes in areas such as architecture, dentistry and medicine. Entry to a programme leading to an ab-initio Honours Bachelor degree is typically for high achieving school leavers and those with equivalent qualifications. In addition, there are typically programmes of 1-year duration (60 ECTS credits) leading to Honours Bachelor Degrees available to holders of the Ordinary Bachelor Degree. The Honours Bachelor Degree is a Bologna First Cycle qualification.

    http://www.nfq.ie/nfq/en/documents/HonoursBachelorDegree.pdf
  • Honours Bachelor Degree
  • NFQ level 8 > Higher Diploma

    The Higher Diploma is normally awarded following completion of an accredited programme of 1-year duration (60 ECTS credits) in a recognised higher education institution/provider. Entry to a programme leading to a Higher Diploma is typically for holders of Honours Bachelor Degrees but can also be for holders of Ordinary Bachelor Degrees. It is of note that the Higher Diploma is typically in a different field of learning than the initial award. The Higher Diploma is a qualification at the same level as completion of the Bologna First Cycle.

    http://www.nfq.ie/nfq/en/documents/HigherDiploma.pdf
  • Higher Diploma

Irlande > NFQ level 7

For details please refer to http://www.nfq.ie/nfq/en/documents/NFQLevelindicators.pdf

NFQ level 7

    NFQ level 7 > Ordinary Bachelor Degree

    The Ordinary Bachelor Degree is normally awarded after completion of an accredited programme of three years duration (180 ECTS credits) in a recognised higher education institution/provider. Entry to a programme leading to an ab-initio Ordinary Bachelor Degree is typically for school leavers and those with equivalent qualifications. In addition, there are 1 year add-on Ordinary Bachelor degree programmes (60 ECTS credits) for holders of the Higher Certificate. The Ordinary Bachelor Degree is compatible with the Bologna First Cycle descriptor, though holders of this award do not generally gain immediate access to programmes leading to Second Cycle awards in Ireland.

    http://www.nfq.ie/nfq/en/documents/OrdinaryBachelorDegree.pdf
  • Ordinary Bachelor Degree

Irlande > NFQ level 6

For details please refer to http://www.nfq.ie/nfq/en/documents/NFQLevelindicators.pdf

NFQ level 6

    NFQ level 6 > Advanced Certificate

    An Advanced Certificate award enables learners to develop a comprehensive range of skills, which may be vocationally specific and/or of a general supervisory nature, and require detailed theoretical understanding. Modules include advanced vocational/occupational skills, enabling certificate holders to work independently or progress to higher education and training. The majority of certificate/module holders at NFQ Level 6 take up positions of employment, some of whom may be self-employed. Examples of the Advanced certificate would include Advanced Certificate Craft-Electrical (major award); Advanced Certificate Craft- Metal Fabrication (major award); Advanced Certificate Farm Management (major award).

    http://www.nfq.ie/nfq/en/documents/AdvancedCertificate.pdf
  • Advanced Certificate
  • NFQ level 6 > Higher Certificate

    The Higher Certificate is normally awarded after completion of an accredited programme of two years duration (120 ECTS credits) in a recognised higher education institution/provider. Entry to these programmes is generally for school leavers and those with equivalent qualifications. The Higher Certificate is an intermediate qualification within the Bologna First Cycle.

    http://www.nfq.ie/nfq/en/documents/HigherCertificate.pdf
  • Higher Certificate

Irlande > NFQ level 5

For details please refer to http://www.nfq.ie/nfq/en/documents/NFQLevelindicators.pdf

NFQ level 5

    NFQ level 5 > Level 5 Certificate

    The Level 5 Certificate 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 while subject to general direction. The majority of certificate/module holders at level 5 take up positions of employment. They are also deemed to meet the minimum entry requirements for a range of higher education institutions / programmes. Examples of Level 5 awards would include the Level 5 Certificate in Restaurant Operations (major award); the Level 5 Certificate in Seafood Processing (major award).

    http://www.nfq.ie/nfq/en/documents/Level5Certificate.pdf
  • Level 5 Certificate
  • NFQ level 5 > Leaving Certificate

    The Leaving Certificate, which is included at Levels 4 and 5 of the NFQ, is a school award, prescribed by the Department of Education and Skills. It is taken on completion of a two or three year senior cycle (the senior cycle provides for an optional Transition year on completion of the junior cycle). The learner can take one of three Leaving Certificate programmes of two years duration: the Leaving Certificate (established); the Leaving Certificate Vocational Programme (LCVP); and the Leaving Certificate Applied. A majority of learners complete the Leaving Certificate (established) programme.

    http://www.nfq.ie/nfq/en/documents/LeavingCertificate.pdf
  • Leaving Certificate

Irlande > NFQ level 4

For details please refer to http://www.nfq.ie/nfq/en/documents/NFQLevelindicators.pdf

NFQ level 4

    NFQ level 4 > Level 4 Certificate

    The Level 4 Certificate enables learners to gain recognition for the achievement of vocational and personal skills, knowledge and understanding to specified standards, the enhancement of individual talents and qualities and the achievement and learning relevant to a variety of progression options, including employment at an introductory vocational level, and programmes leading to a Level 5 Certificate. Examples of Level 4 awards would include the Level 4 Certificate in Horticulture (major award); the Level 4 Certificate in Pharmacy Sales (major award).

    http://www.nfq.ie/nfq/en/documents/Level4Certificate.pdf
  • Level 4 Certificate
  • NFQ level 4 > Leaving Certificate

    The Leaving Certificate, which is included at Levels 4 and 5 of the NFQ, is a school award, prescribed by the Department of Education and Skills. It is taken on completion of a two or three year senior cycle (the senior cycles provides for an optional Transition year on completion of the junior cycle). The learner can take one of three Leaving Certificate programmes of two years duration: the Leaving Certificate (established); the Leaving Certificate Vocational Programme (LCVP); and the Leaving Certificate Applied. A majority of learners complete the Leaving Certificate (established) programme.

    http://www.nfq.ie/nfq/en/documents/LeavingCertificate.pdf
  • Leaving Certificate

Irlande > NFQ level 3

For details please refer to http://www.nfq.ie/nfq/en/documents/NFQLevelindicators.pdf

NFQ level 3

    NFQ level 3 > Level 3 Certificate

    The Level 3 Certificate enables learners to gain recognition for, specific personal skills, practical skills and knowledge, basic transferable skills, the enhancement of individual talents and qualities and achievements and learning relevant to a variety of progression options. An example of an award at NFQ Level 3 is the Level 3 Certificate in Keyboard and Computer Skills (major award).

    http://www.nfq.ie/nfq/en/documents/Level3Certificate.pdf
  • Level 3 Certificate
  • NFQ level 3 > Junior Certificate

    The Junior Certificate is a school award, prescribed by the Department of Education and Skills, made to learners who have successfully completed examinations from the junior cycle which is the first three years of secondary education.

    http://www.nfq.ie/nfq/en/documents/JuniorCertificate.pdf
  • Junior Certificate

Irlande > NFQ level 2

For details please refer to http://www.nfq.ie/nfq/en/documents/NFQLevelindicators.pdf

NFQ level 2

    NFQ level 2 > Level 2 Certificate

    Level 2 certificates are designed to meet the needs of learners, both young and old, including those with intellectual and other disabilities, adults returning to training, and learners with few or no previous qualifications, including those within the workforce. These awards provide certification for learners who may progress to higher levels and also for those whose principal achievements rest at these levels. Each certificate comprises a number of components, most often in basic literacy and numeracy, which the learner can achieve at their own pace and accumulate over time towards one of the named certificates above. An example of an award at NFQ Level 2 is the Level 2 Certificate in General Learning (major award).

    http://www.nfq.ie/nfq/en/documents/Level2Certificate.pdf
  • Level 2 Certificate

Irlande > NFQ level 1

For details please refer to http://www.nfq.ie/nfq/en/documents/NFQLevelindicators.pdf

NFQ level 1

    NFQ level 1 > Level 1 Certificate

    Level 1 certificates are designed to meet the needs of learners, both young and old, including those with intellectual and other disabilities, adults returning to training, and learners with few or no previous qualifications, including those within the workforce. These awards provide certification for learners who may progress to higher levels and also for those whose principal achievements rest at these levels. Each certificate comprises a number of components, most often in basic literacy and numeracy, which the learner can achieve at their own pace and accumulate over time towards one of the named certificates. An example of an award at NFQ Level 1 is the Level 1 Certificate in Communications (major award).

    http://www.nfq.ie/nfq/en/documents/Level1Certificate.pdf
  • Level 1 Certificate