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Find and Compare Qualifications Frameworks

Find and Compare Qualifications Frameworks

Compare the results of the national referencing process by choosing the national flag. Up to 5 examples of qualifications are provided for each NQF level. National systems may include many other qualifications at those levels.

  • Knowledge at the most advanced frontier of a field of work or study and at the interface between fields
  • The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice
  • Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research
  • Highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research; critical awareness of knowledge issues in a field and at the interface between different fields
  • Specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields
  • Manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches; take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams
  • Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles
  • Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study
  • Manage complex technical or professional activities or projects, taking responsibility for decision making in unpredictable work or study contexts; take responsibility for managing professional development of individuals and groups
  • Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge
  • A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems
  • Exercise management and supervision in contexts of work or study activities where there is unpredictable change review and develop performance of self and others
  • Factual and theoretical knowledge in broad contexts within a field of work or study
  • A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study
  • Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change; supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities
  • Knowledge of facts, principles, processes and general concepts, in a field of work or study
  • A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information
  • Take responsibility for completion of tasks in work or study; adapt own behaviour to circumstances in solving problems
  • Basic factual knowledge of a field of work or study
  • Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools
  • Work or study under supervision with some autonomy
  • Basic general knowledge
  • Basic skills required to carry out simple tasks
  • Work or study under direct supervision in a structured context
Scotland
Country
Scottish Credit and Qualifications Framework Partnership

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.

NQF/NQS NCP: Scottish Credit and Qualifications Framework Partnership
Information
Referencing Report
SCQF Level 12

Knowledge and understanding: Demonstrate and/or work with:

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


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

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

Communication, ICT and numeracy skills: Use a significant range of advanced and specialised skills as appropriate to a subject/discipline – for example:

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

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

  • 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. (Credit definitions do not apply to research-based doctorates.) 
  • Apprenticeships
    Professional Apprenticeships offer a package of learning, training and practical work experience gained while employed. 
  • Professional Development Award

    Professional Development Awards are designed for those already in a career who wish to extend or broaden their skills base, usually after completing a relevant degree or vocational qualification.  They comprise at least two Units.  At SCQF Levels 7-12, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points but a variable no maximum credit value.

     

EQF Level 8
SCQF Level 11

Knowledge and understanding: Demonstrate and/or work with:

  • Knowledge that covers and integrates most, if not all, of the main areas of a subject/discipline — including their features, boundaries, terminology and conventions;
  • A critical understanding of the principal theories, principles and concepts;
  • A critical understanding of a range of specialised theories, 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 understanding: Use a significant range of the principal skills, techniques, practices and/or materials which are associated with a subject/discipline. Use a range of specialised skills, techniques, practices and/or materials which are at the forefront or informed by forefront developments. Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry. Plan and execute a significant project of research, investigation or development. Demonstrate originality or creativity in the application of knowledge, understanding and/or practices. Practise in a wide and often unpredictable variety of professional level contexts.

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

Communication, ICT and numeracy skills: Use a range of advanced and specialised skills as appropriate to a subject/discipline – for example:

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

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

  • Masters Degrees
    Master’s 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. Integrated Master’s Degrees are also designed at SCQF Level 11 and have at least 600 SCQF Credit Points of which a minimum of 120 are at SCQF Level 11.
  • Post Graduate Diploma/Certificate
    Postgraduate Diplomas and Certificates are designed at SCQF Level 11. Diplomas have at least 120 SCQF Credit Points of which a minimum of 90 should be at Level 11 or above whilst Certificates have at least 60 SCQF Credit Points of which a minimum of 40 should be at SCQF Level or above.
  • Professional Development Awards

    Professional Development Awards are designed for those already in a career who wish to extend or broaden their skills base, usually after completing a relevant degree or vocational qualification.  They comprise at least two Units.  At SCQF Levels 7-12, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points but a variable no maximum credit value.

  • SVQ

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider. Credit points will vary dependant on the specific award.
     

EQF Level 7
SCQF Level 10

Knowledge and understanding: Demonstrate and/or work with:

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


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

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

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

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

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

  • Bachelor’s Degree with Honours
    The Scottish Honours Degree is designed at 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
  • 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.
  • Professional Development Award

    Professional Development Awards are designed for those already in a career who wish to extend or broaden their skills base, usually after completing a relevant degree or vocational qualification.  They comprise at least two Units.  At SCQF Levels 7-12, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points but a variable no maximum credit value.

  • SVQ

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider. Credit points will vary dependant on the specific award.

  • Apprenticeships

    Graduate Apprenticeships offer those aged 16 or over (some vacancies might be for 18+) the opportunity to gain skills within Scottish industry and achieve a degree – From SCQF Level 9-11. An employee’s time is split between learning on the job and as a student at university.   Professional Apprenticeships offer a package of learning, training and practical work experience gained while employed. 
     

SCQF Level 9

Knowledge and understanding: Demonstrate and/or work with:

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

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

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

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

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

Autonomy, accountability and working with others: Exercise autonomy and initiative in some activities at a professional level. Take some responsibility for the work of 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.

  • Bachelors Degree
    The Scottish Bachelor’s degree is designed at SCQF Level 9 and is allocated at least 360 SCQF Credit Points of which a minimum of 60 are at 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.v
  • Professional Development Award

    Professional Development Awards are designed for those already in a career who wish to extend or broaden their skills base, usually after completing a relevant degree or vocational qualification.  They comprise at least two Units.  At SCQF Levels 7-12, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points but a variable no maximum credit value.

  • SVQ

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.    Credit points will vary dependant on the specific award.

  • Apprenticeships

    Graduate Apprenticeships offer those aged 16 or over (some vacancies might be for 18+) the opportunity to gain skills within Scottish industry and achieve a degree – From SCQF Level 9-11. An employee’s time is split between learning on the job and as a student at university.  Technical Apprenticeships offer a package of learning, training and practical work experience gained while employed.  
     

EQF Level 6
SCQF Level 8

Knowledge and understanding: Demonstrate and/or work with:

  • A broad knowledge of the scope, defining features and main areas of a subject/discipline;
  • Detailed knowledge in some areas;
  • Understanding of a limited range of core theories, principles and concepts;
  • Limited knowledge and understanding of some major current issues and specialisms;
  • An outline knowledge and understanding of research and equivalent scholarly/academic processes.

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

Generic cognitive skills: Undertake critical analysis, evaluation and/or synthesis of ideas, concepts, information and issues 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 skills: Use a range of routine skills and some advanced and specialised skills associated with a subject/discipline – for example:

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

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

  • Higher National Diploma (HND)
    HNDs are designed to provide people with the practical skills and theoretical knowledge that employers expect and may also provide articulation to degree programmes. HNDs are designed at SCQF Level 8 and are allocated 240 SCQF Credit Points. At least 64 SCQF Credit Points must be at the SCQF Level of the award.
  • Diploma of Higher Education
    The Diploma of Higher Education is designed at SCQF Level 8 and is allocated 240 SCQF Credit Points of which, a minimum of 90 are at SCQF Level 8 or above. 
  • Professional Development Award

    Professional Development Awards are designed for those already in a career who wish to extend or broaden their skills base, usually after completing a relevant degree or vocational qualification.  They comprise at least two Units.  At SCQF Levels 7-12, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points but a variable no maximum credit value.

  • SVQ

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.    Credit points will vary dependant on the specific award.
     

  • Apprenticeships

    Technical Apprenticeships offer a package of learning, training and practical work experience gained while employed. Higher Apprenticeships offers those aged 16 or over the opportunity to gain skills within Scottish Industry and achieve a qualification at SCQF Level 8.

    An employee’s time is split between learning on the job and as a student at college.
     

SCQF Level 7

Knowledge and understanding: Demonstrate and/or work with:

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

Practice: applied knowledge and understanding: Use some of the basic and routine professional skills, techniques, practices and/or materials associated with a subject/discipline. Practise these in both routine and non-routine contexts.

Generic cognitive skills: Present and evaluate arguments, information and ideas which are routine to the subject/discipline. Use a range of approaches to address defined and/or routine problems and issues within familiar contexts.

Communication, ICT and numeracy skills: Use a wide range of routine skills and some advanced skills associated with the subject/discipline – for example:

  • Convey complex ideas in well-structured and coherent form;
  • Use a range of forms of communication effectively in both familiar and new contexts;
  • Use standard applications to process and obtain a variety of information and data;
  • Use a range of numerical and graphical skills in combination;
  • Use numerical and graphical data to measure progress and achieve goals/targets.

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

  • Advanced Higher
    Advanced Higher qualifications are designed to meet the aims, purposes and values of Curriculum for Excellence, and provide progression from Higher qualifications and are designed to develop skills and knowledge in a specific subject area. Achieving a National qualification at Advanced Higher shows that a learner has demonstrated the specified knowledge and skills for a particular subject at the defined national standard. A National qualification at Advanced Higher is allocated 32 SCQF credit points at SCQF level 7.
  • Higher National Certificate (HNC)
    HNCs are designed to provide people with the practical skills and theoretical knowledge that employers expect and may also provide articulation to HNDs and degree programmes. HNCs are designed to SCQF Level 7 and are allocated 96 SCQF Credit Points. At least 48 SCQF Credit Points must be at the SCQF Level of the award.
  • Certificate of Higher Education (CertHE)

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

  • Professional Development Award

    Professional Development Awards are designed for those already in a career who wish to extend or broaden their skills base, usually after completing a relevant degree or vocational qualification.  They comprise at least two Units.  At SCQF Levels 7-12, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points but a variable no maximum credit value.

  • Apprenticeships and SVQ

    Modern Apprenticeships offer a package of learning, training and practical work experience gained while employed.  SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.    Credit points will vary dependant on the specific award.

EQF Level 5
SCQF Level 6

Knowledge and understanding: Demonstrate and/or work with:

  • Generalised knowledge of a subject/discipline;
  • Factual and theoretical knowledge;
  • A range of facts, ideas, properties, materials, terminology, practices, techniques about/associated with a subject/ discipline;
  • Relate the subject/discipline to a range of practical and/or everyday applications.

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

Generic cognitive skills: Obtain, organise and use factual and theoretical information in problem solving. Make generalisations and predictions. Draw conclusions and suggest solutions.

Communication, ICT and numeracy skills: Use a wide range of skills – for example:

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

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

  • Higher
    Achieving a National qualification at Higher shows that a learner has demonstrated the specified knowledge and skills for a particular subject at the defined national standard. A National qualification at Higher is allocated 24 SCQF credit points at SCQF level 6. 
  • National Certificate (NC)
    National Certificates at SCQF Levels 4-6 are designed to provide candidates with the skills and knowledge that employers expect and also to provide articulation to Higher National (HN) programmes. NCs at SCQF Levels 4 -6 are made up of Units with a total credit value of 72 Credit Points. Half of the Credit Points must be at the level of the award. They have mandatory and optional Units. The mandatory section must have a minimum of 36 SCQF Credit Points.
  • Professional Development Award

    Professional Development Awards are designed for those already in a career who wish to extend or broaden their skills base, usually after completing a relevant degree or vocational qualification.  They comprise at least two Units.  At SCQF Levels 7-12, Professional Development Awards have a minimum credit value of 16 SCQF Credit Points but a variable no maximum credit value.

  • National Progression Award (NPA)

    National Progression Awards (NPAs) at SCQF Levels 2-6 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.

    NPAs are made up of a minimum of 2 Units with a minimum credit value of 12 SCQF Credit Points. There is no maximum credit value and therefore each NPA will vary.
     

     

  • Apprenticeships and SVQs

    Modern Apprenticeships offer a package of learning, training and practical work experience gained while employed.  Foundation Apprenticeships are a work based learning opportunity for secondary school pupils usually starting in S5. Young people spend time out of school at college or with a local employer, and complete the Foundation Apprenticeship alongside their other subjects like National 5s and Highers.  SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.    Credit points will vary dependant on the specific award.

EQF Level 4
SCQF Level 5

Knowledge and understanding: Demonstrate and/or work with:

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

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

Generic cognitive skills: Use 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 skills: Use a range of routine skills for example:

  • Produce and respond to detailed written and oral communication in familiar contexts;
  • Use standard applications to process, obtain and combine information;
  • Use a range of numerical and graphical data in straightforward contexts that have some complex features.

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

  • National 5
    National 5 are designed to develop skills and knowledge in a specific subject area as well as skills for learning, skills for life and skills for work. Achieving a National 5 qualification shows that a learner has demonstrated the specified knowledge and skills in a particular subject at the defined national standard. A National 5 qualification is allocated 24 SCQF credit points at SCQF level 5. 
  • National Certificate (NC)
    National Certificates at SCQF Levels 4-6 are designed to provide candidates with the skills and knowledge that employers expect and also to provide articulation to Higher National (HN) programmes. NCs at SCQF Levels 4 -6 are made up of Units with a total credit value of 72 Credit Points. Half of the Credit Points must be at the level of the award. They have mandatory and optional Units. The mandatory section must have a minimum of 36 SCQF Credit Points.
  • National Progression Award (NPA)

    National Progression Awards (NPAs) at SCQF Levels 2-6 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.

    NPAs are made up of a minimum of 2 Units with a minimum credit value of 12 SCQF Credit Points. There is no maximum credit value and therefore each NPA will vary.
     

  • Modern Apprenticeship

    Modern Apprenticeships offer a package of learning, training and practical work experience gained while employed. 

  • SVQ

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.    Credit points will vary dependant on the specific award.

EQF Level 3
SCQF Level 4

Knowledge and understanding: Demonstrate and/or work with:

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


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

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

Communication, ICT and numeracy skills: Use straightforward skills – for example:

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

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

  • National 4
    National 4 qualifications are designed to develop skills and knowledge in a specific subject area as well as skills for learning, skills for life and skills for work. Achieving a National 4 qualification shows that a learner has demonstrated the specified knowledge and skills in a particular subject, at the defined national standard. A National 4 qualification is allocated 24 SCQF credit points at SCQF level 4. 
  • National Certificate (NC)
    National Certificates at SCQF Levels 4-6 are designed to provide candidates with the skills and knowledge that employers expect and also to provide articulation to Higher National (HN) programmes. NCs at SCQF Levels 4 -6 are made up of Units with a total credit value of 72 Credit Points. Half of the Credit Points must be at the level of the award. They have mandatory and optional Units. The mandatory section must have a minimum of 36 SCQF Credit Points.
  • National Progression Award (NPA)

    National Progression Awards (NPAs) at SCQF Levels 2-6 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.

    NPAs are made up of a minimum of 2 Units with a minimum credit value of 12 SCQF Credit Points. There is no maximum credit value and therefore each NPA will vary.
     

  • SVQ

    SVQs are work-based qualifications which are usually delivered in the workplace or in partnership with a college or other training provider.    Credit points will vary dependant on the specific award.

EQF Level 2
SCQF Level 3

Knowledge and understanding: Demonstrate and/or work with:

  • Basic knowledge in a subject/discipline;
  • Simple facts and ideas associated with a subject/discipline.


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

Generic cognitive skills: Identify, with some prompting, a process to deal with a situation or issue. Operate in familiar contexts using given criteria. Take account of some identified consequences of action.

Communication, ICT and numeracy skills: Use simple skills, for example:

  • Produce and respond to simple written and oral communication in familiar, routine contexts;
  • Carry out simple tasks to process data and access information;
  • Use simple numerical and graphical data in everyday contexts.

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

  • National 3
    National 3 qualifications are designed to develop skills and knowledge in a specific subject area as well as skills for learning, skills for life and skills for work. Achieving a National 3 qualification shows that a learner has demonstrated the specified knowledge and skills in a particular subject, at the defined national standard. A National 3 qualification is allocated 18 SCQF credit points at SCQF level 3.
  • National Certificate (NC)
    National Certificates at SCQF Levels 4-6 are designed to provide candidates with the skills and knowledge that employers expect and also to provide articulation to Higher National (HN) programmes. NCs at SCQF Levels 4 -6 are made up of Units with a total credit value of 72 Credit Points. Half of the Credit Points must be at the level of the award. They have mandatory and optional Units. The mandatory section must have a minimum of 36 SCQF Credit Points.
  • National Progression Award (NPA)

    National Progression Awards (NPAs) at SCQF Levels 2-6 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.

    NPAs are made up of a minimum of 2 Units with a minimum credit value of 12 SCQF Credit Points. There is no maximum credit value and therefore each NPA will vary.
     

EQF Level 1
SCQF Level 2

Knowledge and understanding: Demonstrate and/or work with knowledge of simple facts and ideas in a subject/discipline.

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

Generic cognitive skills: Use rehearsed stages for solving problems. Operate in personal and/or everyday contexts. Take some account, with prompting, of identified consequences of action.

Communication, ICT and numeracy skills: 
Use very simple skills with assistance, for example:

  • Produce and respond to a limited range of very simple written and oral communication in familiar/routine contexts;
  • Carry out a limited range of very simple tasks to process data and access information;
  • Use a limited range of very simple and familiar numerical and graphical data in familiar and everyday contexts.

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

  • National 2
    National 2 qualifications are designed for learners who require additional support for learning. They will build on the broad, general education and will encourage and challenge learners to work towards qualifications appropriate to their needs and achievement. A National 2 qualification is allocated 18 SCQF credit points at SCQF level 2.
  • National Certificate (NC)
    National Certificates at SCQF Levels 4-6 are designed to provide candidates with the skills and knowledge that employers expect and also to provide articulation to Higher National (HN) programmes. NCs at SCQF Levels 4 -6 are made up of Units with a total credit value of 72 Credit Points. Half of the Credit Points must be at the level of the award. They have mandatory and optional Units. The mandatory section must have a minimum of 36 SCQF Credit Points. 
  • National Progression Award (NPA)

    National Progression Awards (NPAs) at SCQF Levels 2-6 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.

    NPAs are made up of a minimum of 2 Units with a minimum credit value of 12 SCQF Credit Points. There is no maximum credit value and therefore each NPA will vary.
     

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

  • National 1
    National 1 qualifications are designed for learners who require additional support for learning. They encourage and challenge learners and enable them to work towards qualifications appropriate to their needs and achievement.
As EQF starts at Level 1, referencing NQF levels below that level is not possible