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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
Latvia
Country
England & Northern Ireland
Latvian NCP

Academic Information Centre - National Coordination Point for refencing NQF to EQF; Latvian representative in the European diploma recognition networks ENIC and NARIC, information point for recognition of professional qualifications in regulated professions; representative in Cedefop's vocational education information network ReferNet; and National Europass Centre.

NQF/NQS NCP: Latvian NCP
Information
Ofqual & CCEA

Office of Qualifications and Examinations Regulation (Ofqual)

At Ofqual, we're responsible for maintaining standards, improving confidence and distributing information about qualifications and examinations. We regulate general and vocational qualifications in England and vocational qualifications in Northern Ireland. We give formal recognition to bodies and organisations that deliver qualifications and assessments. We also accredit their awards and monitor their activities (including their fees).

We're not directly controlled by the government but report to parliament.

The Council for the Curriculum, Examinations and Assessment (CCEA)

The Council for the Curriculum, Examinations and Assessment (CCEA) is a non-departmental public body reporting to the Department of Education in Northern Ireland.  CCEA is a unique educational body in the UK, bringing together the three areas of curriculum, examinations and assessment.  CCEA Advises Government on what should be taught in Northern Ireland’s schools and colleges. CCEA Monitors standards ensuring that the qualifications and examinations offered by awarding bodies in Northern Ireland are of an appropriate quality and standard.  As Northern Ireland’s leading awarding body CCEA offers a diverse range of qualifications, such as GCSEs, including the new GCSE Double Award specifications in vocational subjects, GCE A and AS levels, Entry Level Qualifications, and Graded Objectives in Modern Languages

NQF/NQS NCP: Ofqual & CCEA
Referencing Report
LQF level 8

Knowledge:

  • Able to demonstrate that has knowledge of and understands most topical scientific theories and insights, has mastered research methodology and contemporary research methods in the concrete branch of science or professional field and in the interface of various fields.

Skills:

  • Able to assess and select independently appropriate methods for scientific research, has contributed to the expansion of the limits of knowledge or given new understanding of the existing knowledge and its use in practice, by carrying out an original research of major scope, part of which is on the level of internationally cited publications.
  • Able to communicate both orally and in writing about one’s own field of scientific activity (one’s own branch) with wider research community and the general public.
  • Able to improve one’s scientific qualification independently, by implementing scientific projects, attaining achievements meeting the international criteria of the branch of science, to manage research or development tasks in companies, institutions and organisations, requiring extensive research knowledge and skills.

Competence:

  • Able, by performing independent critical analysis, synthesis and assessment, to solve significant research or innovation tasks, to set independently research idea, to plan, structure and manage large-scale scientific projects, including projects in international context.

This level includes the following qualification: Doctor’s diploma.

  • Doctor’s diploma
    Doctor''s diploma is awarded to the students that have obtained Doctor''s scientific degree according to the procedure and criteria stated in the legal regulations.To obtain a Doctor''s degree, students have to pass successfully the examinations in the chosen field of research and elaborate doctoral thesis under the guidance of an experienced research advisor and publicly defend the thesis that contains the results of original research and new insights in the respective branch of science.The doctoral thesis may be elaborated within the period of 3-4 years within the framework of doctoral studies in a higher education institution or after carrying out an appropriate amount of independent research.The doctoral thesis can be a dissertation, a set of anonymously reviewed thematically united publications or a monograph.The pre-condition for enrolment in a doctoral programme is a master level degree.
EQF Level 8
QCF Level 8

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

  • Vocational Qualifications level 8
    Vocational qualifications (VQs) are designed to allow learners to learn in a way that suits them, and give learners the skills that employers are looking for. Occupational VQs are designed to meet the national occupational standards (NOS) for a particular sector/work place and employers rely on these qualifications for evidence that an employee is competent to carry out the job.
LQF level 7

Knowledge:

  • Able to demonstrate advanced or extensive knowledge and understanding, a part of which conforms to the most recent findings in the concrete branch of science or professional field and which provide the basis for creative thinking or research, inter alia, working in the interface of various fields.

Skills:

  • Able to use independently theory, methods and problem solving skills to perform research or artistic activities, or highly qualified professional functions.
  • Able to provide arguments when explaining or discussing complex or systemic aspects of the concrete branch of science or professional field both to specialists and non-specialists.
  • Able to guide independently the improvement of one’s own competences and specialisation, to assume responsibility for the results of staff and group work and analyse them, to perform business activities, innovations in the concrete branch of science or profession, to perform work, research or further learning under complex or unpredictable conditions, if necessary, change them, using new approaches.

Competence:

  • Able to define independently and critically analyse complex scientific and professional problems, substantiate decisions and, if necessary, carry out additional analysis.
  • Able to integrate knowledge of various fields, contribute to the creation of new knowledge, research or the development of new professional working methods, demonstrate understanding and ethical responsibility for the possible impact of the scientific results or professional activity on environment and society.

This level includes the following qualifications: 1) Master’s diploma, 2) Professional Master’s diploma, 3) Diploma of professional higher education, diploma of higher education, diploma of higher professional qualification (2nd level professional higher education, the total length of full-time studies – at least 5 years)

  • Professional Master’s diploma
    Professional Master''s diploma is issued to the students that graduated from an accredited professional master''s study programme.The length of full-time studies is at least 1 year, i.e., at least 40 Latvian credit points (60 ECTS).The content of programmes is elaborated according to the relevant state education standard and, if available, relevant occupational standard.The graduates have right to enrol in doctoral studies.The aim of study programme is to ensure the acquisition of in-depth knowledge, skills and competences in a particular field, ensuring the graduates'' ability to develop or improve systems, products and technologies and to prepare the graduates for creative, research and teaching work in this field.Total duration of full-time bachelor and master studies is at least 5 years.Professional master''s study programmes represent various educational thematic fields, e.g., natural sciences, mathematics and information technologies; the humanities and arts; engineering science, production and construction; health care and social welfare etc.
  • Diploma of professional higher education, diploma of higher education, diploma of higher professional qualification (2nd level professional higher education, the total length of full-time studies – at least 5 years)
    Diploma of professional higher education or diploma of higher professional qualification is issued to the students that graduated from an accredited professional higher education programme if the length of full-time studies is at least 5 years.The content of programmes is elaborated according to the relevant state education standard and, if available, relevant occupational standard.These programmes are in the volume of at least 40 Latvian credit points (60 ECTS) after the acquisition of a Bachelor''s or Master''s degree.Programme ensures the acquisition of in-depth knowledge, skills and competences in a particular field, ensuring the graduates'' ability to develop or improve systems, products and technologies and to prepare the graduates for creative, research and teaching work in this field.
  • Master’s diploma

    Master''s diploma is issued to the students that graduated from an accredited academic master''s study programme.

    The length of full-time studies is 2 years, i.e., 80 Latvian credit points (120 ECTS).

    The content of programmes is elaborated according to the relevant state education standard.

    The graduates have right to enrol in doctoral studies.

    The aim of study programme is to prepare for independent research activities and to provide theoretical basis for professional activities.

    Total duration of full-time bachelor and master studies is at least 5 years.

    Academic master''s study programmes represent various educational thematic fields, e.g., natural sciences, mathematics and information technologies; the humanities and arts; engineering science, production and construction; health care and social welfare etc.

EQF Level 7
QCF Level 7

Level 7 qualifications recognise highly developed and complex levels of knowledge which enable the development of in-depth and original responses to complicated and unpredictable problems and situations. Learning at this level involves the demonstration of high level specialist professional knowledge and is appropriate for senior professionals and managers. Level 7 qualifications are at a level equivalent to Masters degrees, postgraduate certificates and postgraduate diplomas.

  • National Vocational Qualifications Level 5
    National Vocational Qualifications (NVQs) cover a broad range of industry sectors and occupations and are delivered either in the learner’s actual workplace or in a workplace setting. Each NVQ is made up of units of national occupational standards, which define the knowledge, understanding and competence required to perform that particular job related role.
  • Vocational Qualifications level 7
    Vocational qualifications (VQs) are designed to allow learners to learn in a way that suits them, and give learners the skills that employers are looking for. Occupational VQs are designed to meet the national occupational standards (NOS) for a particular sector/work place and employers rely on these qualifications for evidence that an employee is competent to carry out the job.
LQF level 6

Knowledge:

  • Able to demonstrate the basic and specialised knowledge typical of the concrete branch of science or profession and a critical understanding of this knowledge, moreover, a part of this knowledge complies with the highest level of achievement in this branch of science or profession.
  • Able to demonstrate understanding of the most important concepts and causalities of the concrete branch of science or professional field.

Skills:

  • Able, by using the mastered theoretical foundations and skills, perform professional, artistic, innovative or research activity, to define and describe analytically information, problems and solutions in one’s own branch of science or profession, to explain them and to provide arguments when discussing these with both specialist and non-specialists.
  • Is able to structure independently one’s own learning, to guide one’s own and subordinates’ further learning and improvement of professional qualification, to demonstrate scientific approach to problem solving, to assume responsibility and take initiative when performing individual work, when working in a team or managing the work of other people, to take decisions and find creative solutions under changing or unclear conditions.

Competence:

  • Able to obtain, select and analyse information independently and to use it, to take decisions and solve problems in the concrete branch of science or profession, demonstrate understanding of professional ethics, assess the impact of one’s professional activities on environment and society and participate in the development of the concrete professional field.

This level includes the following qualifications: 1) Bachelor’s diploma, 2) Professional Bachelor’s diploma, 3) Diploma of professional higher education, diploma of higher professional qualification (2nd level professional higher education, the length of full-time studies – at least 4 years)

  • Bachelor’s diploma
    Bachelor''s diploma is issued to the students that graduated from an accredited academic bachelor''s study programme.The length of full-time studies is 3-4 years, i.e., 120-160 Latvian credit points (180-240 ECTS).The content of programmes is elaborated according to the relevant state education standard.The aim of bachelor academic study programme is to prepare for independent research activities and to provide theoretical basis for professional activities.Academic bachelor''s study programmes represent various educational thematic fields, e.g., natural sciences, mathematics and information technologies; the humanities and arts; engineering science, production and construction; health care and social welfare etc.
  • Professional Bachelor’s diploma: forestry engineer
    Professional Bachelor''s diploma is issued to the students that graduated from an accredited professional bachelor''s study programme.The length of full-time studies is at least 4 years, i.e., at least 160 Latvian credit points (240 ECTS).The content of programmes is elaborated according to the relevant state education standard and, if available, relevant occupational standard.Programme ensures the acquisition of relevant professional competences in a particular field, and develops abilities to plan and perform research and scientific work in the field.For example, forestry engineer plans technological process of forestry enterprises and makes decision about the execution of these processes; elaborates business plans and budget estimates; deals with financial and accountancy issues; ensures producing conditions according to work protection requirements; organizes hunting house; has an understanding of business, economics, accountancy and basic law, makes economic analysis; ensures the application of responsibility for violation of forestry legal regulations; conducts scientific research and teaching work in the forestry field.
  • Diploma of professional higher education, diploma of higher professional qualification (2nd level professional higher education, the length of full-time studies – at least 4 years): economist

    Diploma of professional higher education or diploma of higher professional qualification is issued to the students that graduated from an accredited professional higher education programme if the length of full-time studies is at least 4 years.

    The content of programmes is elaborated according to the relevant state education standard and, if available, relevant occupational standard.

    These programmes are in the volume of at least 40 Latvian credit points (60 ECTS) after the acquisition of a Bachelor''s degree or at least 160 Latvian credit points (240 ECTS) after the acquisition of secondary education.

    If study programme comprises 160 Latvian credit points (240 ECTS) and the compulsory part of a bachelor''s programme, the graduates obtain access to master studies.

    Programme ensures the acquisition of relevant highest specialist qualification, which provides for practical performance, as well as abilities to plan and perform scientific research work.

    For example, economist analyses various economic processes both at the level of enterprise and economy, i.e., analyses employment, work productivity and payment, processes of acquiring production income and expenses, money returns, financial flows, and explores factors that influence these processes; plans operation of enterprise to increase the effectiveness of its results; searches for solutions that help in averting risks; works out budget and monitors its implementation; develops monitoring system of result effectiveness and controls the compliance of legal requirements for processes determined by legal regulations; organizes and manages planning and analytic work; informs and consults about issues related to sustainable development and economic activity planning; as well as independently plans and conducts scientific research in economic field and develops recommendations for implementing its results.

EQF Level 6
QCF Level 6

Level 6 qualifications recognise a specialist high level knowledge of an area of work or study to enable the use of an individual's own ideas and research in response to complex problems and situations. Learning at this level involves the achievement of a high level of professional knowledge and is appropriate for people working as knowledge-based professionals or in a professional management positions. Level 6 qualifications are at a level equivalent to Bachelors degrees with honours, graduate certificates and graduate diplomas.

  • Vocational Qualifications Level 6
    Vocational qualifications (VQs) are designed to allow learners to learn in a way that suits them, and give learners the skills that employers are looking for. Occupational VQs are designed to meet the national occupational standards (NOS) for a particular sector/work place and employers rely on these qualifications for evidence that an employee is competent to carry out the job.
LQF level 5

Knowledge:

  • Able to demonstrate comprehensive and specialised knowledge and understanding of facts, theories, causalities and technologies of the concrete professional field.

Skills:

  • Able, on the basis of analytical approach, to perform practical tasks in the concrete profession, demonstrate skills, allowing to find creative solutions to professional problems, to discuss and provide arguments regarding practical issues and solutions in the concrete profession with colleagues, clients and management, able to, with an appropriate degree of independence, to engage in further learning, improving one’s competences.
  • Able to assess and improve one’s own actions and those of other people, to work in co-operation with others, to plan and to organise work to perform concrete tasks in one’s profession or to supervise such work activities, in which unpredictable changes are possible.

Competence:

  • Able to define, describe and analyse practical problems in one’s profession, select the necessary information and use it for solving clearly defined problems, to participate in the development of the concrete professional field, demonstrate understanding of the place of the concrete profession in a broader social context.

This level includes the following qualifications: Diploma of first level professional higher education (1st level professional higher (college) education, the length of full-time studies 2-3 years)

  • Diploma of first level professional higher education (1st level professional higher (college) education, the length of full-time studies 2-3 years): wood processing technologist
    Diploma of first level professional higher education is issued to the students that graduated from 1st level professional higher (college) education programme, the length of full-time studies is 2-3 years, i.e., 80-120 Latvian credit points (120-180 ECTS).The programmes are elaborated according to the state first level professional higher education standard (and relevant occupational standard).The major aim is to ensure the acquisition of a profession, but the graduates may continue studies in the second level professional higher education programmes.The obtained professional qualification allows the graduates to perform complicated tasks of an executor, as well as to organise and manage other specialists in their work.For example, wood processing technologist performs technical tasks related to increasing effectiveness of production and work organization improvement in the field of mechanical processing of wood, to designing projects of and manufacturing wooden products, as well as to using, maintaining and repairing equipment and mechanic tools; performs calculations of materials and workloads; implements environment protection requirements; manages subordinated workers; has knowledge of legal regulations about business, economics and accountancy, as well as of environmental protection requirements for lumber-mills and wood processing equipment, work protection requirements, requirements for the means of individual protection, law basics; participates in elaboration of business plans and budget estimates; and makes economic analysis.
EQF Level 5
QCF Level 5

Level 5 qualifications recognise the ability to increase the depth of knowledge and understanding of an area of work or study to enable the formulation of solutions and responses to complex problems and situations. Learning at this level involves the demonstration of high levels of knowledge, a high level of work expertise in job roles and competence in managing and training others. Qualifications at the level are appropriate for people working as higher technicians, professionals, or managers. Level 5 qualifications are at a level equivalent to intermediate Higher education qualifications such as Diplomas of Higher Education, Foundation and other degrees that do not typically provide access to postgraduate programmes.

  • Level 5 Vocational Qualifications
    Vocational qualifications (VQs) are designed to allow learners to learn in a way that suits them, and give learners the skills that employers are looking for. Occupational VQs are designed to meet the national occupational standards (NOS) for a particular sector/work place and employers rely on these qualifications for evidence that an employee is competent to carry out the job.
  • Higher National Diplomas (HND)
    A Higher National Certificate (HNC) is a higher education qualification. The HNC is studied full-time, the qualification normally takes one year or two years part time.
QCF Level 4

Level 4 qualifications recognise specialist learning and involves detailed analysis of a high level of information and knowledge in an area of work or study. Learning at this level is appropriate for people working in technical and professional jobs, and/or managing and developing others. Level 4 qualifications are at level equivalent to Certificates of Higher Education.

  • Level 4 Vocational Qualifications
    Vocational qualifications (VQs) are designed to allow learners to learn in a way that suits them, and give learners the skills that employers are looking for. Occupational VQs are designed to meet the national occupational standards (NOS) for a particular sector/work place and employers rely on these qualifications for evidence that an employee is competent to carry out the job.
  • Higher National Certificate (HNC)
    A Higher National Certificate (HNC) is a higher education qualification. The HNC is studied full-time, the qualification normally takes one year or two years part time.
LQF level 4

Knowledge:

  • Able to demonstrate comprehensive knowledge of facts, theories and causalities, which are needed for personal growth and development, civic participation, social integration and continuous education.
  • Able to comprehend in detail and demonstrate knowledge of diverse facts, principles, processes and concepts in a specific field of studies or professional activities in standard and non-standard situations.
  • Has good knowledge of technologies and methods for performing study or work tasks in the profession.

Skills:

  • Able to plan and organise work, using various methods, technologies (including information and communication technologies), equipment, tools and materials for performing tasks.
  • Able to find, assess and creatively use information for performing study or professional work tasks and problem solving.
  • Able to communicate at least in two languages both in writing and orally in a known and unknown context.
  • Able to work independently in the profession, to learn and to improve professional qualifications.
  • Able to cooperate.

Competence:

  • Is motivated for further career development, continuous education, life-long learning in a knowledge-oriented democratic, multi-lingual and multi-cultural society in Europe and in the world.
  • Able to plan and perform study or work tasks in the profession individually, in a team or by managing the teamwork.
  • Able to assume responsibility for the quality and quantity of the outcomes of study or professional activities.

This level includes the following qualifications: 1) Certificate of general secondary education, 2) Certificate of vocational education, 3) Diploma of vocational secondary education

  • Certificate of general secondary education
    Certificate of general secondary education is issued to the students that have graduated general secondary education programme.The length of programme is 3 years and the mandatory content of general secondary education is defined by the state general secondary education standard and standards for general secondary education study subjects.There are 4 thematic directions of general secondary education: 1) the general education direction; 2) the humanities and social direction; 3) the mathematics, natural sciences and technology direction; and 4) the vocational direction.General secondary education provides the necessary knowledge, to develop the student''s abilities and skills in the chosen direction of general secondary education; creates an understanding of the processes taking place in the society and the wish to participate in the sustainable development of society in a co-responsible way; promotes the development of creative and intellectual abilities; improves the skills of using modern information and communication technologies; and promotes the student''s competitiveness in acquiring further education.The education documents certifying general secondary education ensures right to continue education in higher education programmes.
  • Certificate of vocational education: carpenter
    Certificate of vocational education is issued to the students that have graduated a vocational education programme.The length of programme is 2-3 years after completed basic education.The content of vocational education is defined by the state vocational education standard and relevant occupational standard.General education subjects are integrated into vocational education programmes that allows the graduates to enrol in vocational secondary education programmes or in a one-year adjustment course of general secondary education to ensure the right to continue studies in higher education.The obtained professional qualification allows the graduates to perform independently qualified executor''s/worker''s work, to assume responsibility for a work performed according to instructions, to work in a team.For example, carpenter is a specialist that has acquired basics of wood processing, performs mechanical wood processing, who makes, assembles and installs on site various wooden products of simple construction; produces wooden products of medium complexity at technological lines or wood processing equipment; complies with the technological requirements in production, organizes the performance of working tasks regarding work task, follows the sequence of operations, prepares wood processing equipment for work (except automatic control machines), regulates technological lines, auxiliaries and cutting instruments, ensures the operability of equipment and tools, abides by the requirements of labour protection.
  • Diploma of vocational secondary education: furniture carpenter

    Diploma of vocational secondary education is issued to the students that have graduated a vocational secondary education programme.

    The length of programme is 4 years after completed basic education, 1-2 years after vocational education and up to 2 years after general secondary education.

    The content of vocational secondary education is defined by the state vocational secondary education standard and relevant occupational standard.

    General education subjects are integrated into vocational secondary education programmes that allow the graduates to enrol in higher education.

    The obtained professional qualification allows the graduates to perform executor''s/worker''s duties, which include planning and organization of the work to be done; after acquiring practical work experience, the graduate is able to assume responsibility for the allocation of resources and the work of other executors.

    For example, furniture carpenter is a wood processing specialist, who makes, assembles and installs on site furniture of various kinds and constructions, including, solid wood and wooden board and upholstered furniture, as well performs repairs and restoration of furniture; plans and organizes the performance of working tasks independently, complies with the technological requirements in production, the sequence of operations, ensures the operability of equipment, technological lines and tools, abides by the requirements of labour and environment protection; when necessary, cooperates with the client – takes in orders, provides advice, elaborates a sketch, prepares a cost estimate and delivers the product to the client.

EQF Level 4
QCF Level 3

Level 3 qualifications recognise the ability to gain and where relevant apply a range of knowledge, skills and understanding. Learning at this level involves obtaining detailed knowledge and skills. Level 3 is appropriate for people wishing to go to university, people working independently, or in some areas supervising and training others in their field of work.

  • GCE AS and A Level
    The AS is a stand-alone qualification usually made up of two units and is worth half a full A level. GCE advanced levels (A levels) are made up of advanced subsidiary (AS) units and A2 units. A levels are available in over 45 subjects and are usually sat by 16 to 18 year olds in schools or colleges, but are open to anyone who wants to gain a qualification.
  • National Vocational Qualifications (NVQ) level 3
    National Vocational Qualifications (NVQs) cover a broad range of industry sectors and occupations and are delivered either in the learner’s actual workplace or in a workplace setting. Each NVQ is made up of units of national occupational standards, which define the knowledge, understanding and competence required to perform that particular job related role.
  • Functional Skills Level 3 (England only)

    Functional skills are a key element to the curriculum and qualifications reforms in England. They are the practical skills that allow people to use English, mathematics, and information and communication technology (ICT) in real life contexts. In developing functional skills, people can adapt and apply the knowledge to suit different situations they may face at home, at work, in education, and in the community.

LQF level 3

Knowledge:

  • Able to demonstrate the knowledge of facts, principles, processes and general concepts and to use them in the field of studies and professional activities.
  • Able to understand various information about materials, technologies in the relevant field of studies or a concrete profession.

Skills:

  • Able to use various cognitive and practical skills, which are necessary to perform tasks and to solve simple problems, by selecting and using basic methods, means, materials, information and technologies.

Competence:

  • Able to be aware of and assume responsibility for performing work or study tasks in a permanent and stable environment under the supervision of a specialist in the sector.
  • When solving the tasks, is able to adjust one’s actions to conditions and to be responsible for the result of work.

This level includes the following qualifications 1) Certificate of general basic education, 2) Certificate of vocational basic education

  • Certificate of general basic education
    Certificate of basic education is issued to the graduates of general basic education programme.Basic education is compulsory and the length of programme is 9 years (from the age of 7 (or 6)).The mandatory content of basic education is defined by the state basic education standard and the standards for basic education study subjects.The aim of basic education is to provide opportunities for acquiring the basic knowledge and skills needed in the social and individual life, for guidance with regard to values.Basic education develops the notion and understanding of the main processes in nature, society and sustainable development, moral and ethical values; ensures the opportunity for mastering the basic knowledge and basic skills in language and mathematics, the basic learning skills and basic skills in using information technologies, the knowledge and democratic values needed for a Latvian citizen, as well as to gain the experience in creative activities; develops the basic notion on Latvian, European and global cultural heritage; and cultivates communication and cooperation abilities.
  • Certificate of vocational basic education: carpenter’s assistant
    Certificate of vocational basic education is issued to the pupils that have graduated a vocational basic education programme.Vocational basic education is a vocational education of basic stage, duration is 1-2 years; pupils with completed general basic education or uncompleted basic education (at least 15 years old) are admitted.Those students without complete basic education have the possibility to finish general basic education programme parallel to the acquisition of professional qualification.The obtained professional qualification allows the graduates to conduct simple work tasks, a simple work under supervision.For example, carpenter''s assistant under the supervision of a qualified specialist performs mechanical wood processing, makes blanks of wood and wooden board materials, as well as makes simple wooden products.
EQF Level 3
QCF Level 2

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

  • GCSEs Grades A*-C
    General Certificate of Secondary Education, is now the main school-leaving qualification in England. GCSEs are available in over 50 subjects. GCSEs can be studied alongside other qualifications and are usually sat by 15-18 year olds in schools or colleges.
  • Higher Diploma (England only)
    The Diploma is a composite qualifications for 14-19 year olds made up of principal learning; generic learning, and additional and specialist learning. They can be taken at three levels: Foundation, which is a Level 1 qualification; Higher Diploma, which is Level 2; and the Advanced and Progression Diplomas, which are both Level 3. Diplomas have been designed with input from employers and are available in industry sector related ‘lines of learning.’
  • National Vocational Qualifications (NVQ) Level 2

    National Vocational Qualifications (NVQs) cover a broad range of industry sectors and occupations and are delivered either in the learner’s actual workplace or in a workplace setting. Each NVQ is made up of units of national occupational standards, which define the knowledge, understanding and competence required to perform that particular job related role.

  • Functional Skills at level 2 (England only)

    Functional skills are a key element to the curriculum and qualifications reforms in England. They are the practical skills that allow people to use English, mathematics, and information and communication technology (ICT) in real life contexts. In developing functional skills, people can adapt and apply the knowledge to suit different situations they may face at home, at work, in education, and in the community.

  • Essential Skills at level 2 (Northern Ireland only)

    Essential Skills are nationally accredited adult qualifications available throughout Northern Ireland in - Entry Level Literacy, Entry Level Numeracy, Level 1&2 Communication, Level 1&2 Application of Number

LQF level 2

Knowledge:

  • Able to demonstrate basic knowledge in concrete subject syllabi.

Skills:

  • Able to use basic cognitive and practical skills, which are necessary to solve everyday problems by using relevant information, perform tasks and using simple rules and means.
  • Able to understand the consequences of one’s own actions with regard to self and others.

Competence:

  • Able to perform tasks individually or in a group under supervision or semi-independently.
  • Able to participate in setting some learning objectives and planning the course of action.

This level includes the following qualification: Certificate of general basic education (for students in special education programmes for students with mental development disorders)

  • Certificate of general basic education (for students in special education programmes for students with mental development disorders)
    Certificate of basic education is issued to the graduates of general basic education programme intended for pupils with mental development disorders.Basic education is compulsory and duration is 9 years (from the age of 7 (or 6)).The content of basic education is defined by the state basic education standard and the standards for basic education study subjects.The aim of basic education is to provide opportunities for acquiring the basic knowledge and skills needed in the social and individual life, for guidance with regard to values.Pupils'' assessment for pupils with mental disorders is carried out according to the procedure stipulated by the Cabinet of Ministers.
EQF Level 2
QCF Level 1

Level 1 qualifications recognise basic knowledge and skills and the ability to apply learning with guidance or supervision. Learning at this level is about activities which mostly relate to everyday situations and may be linked to job competence.

  • GCSEs Grades G - D.
    General Certificate of Secondary Education, is now the main school-leaving qualification in England. GCSEs are available in over 50 subjects. GCSEs can be studied alongside other qualifications and are usually sat by 15-18 year olds in schools or colleges.
  • Foundation Diploma (England only)
    The Diploma is a composite qualifications for 14-19 year olds made up of principal learning; generic learning, and additional and specialist learning. They can be taken at three levels: Foundation, which is a Level 1 qualification; Higher Diploma, which is Level 2; and the Advanced and Progression Diplomas, which are both Level 3. Diplomas have been designed with input from employers and are available in industry sector related ‘lines of learning.’
  • National Vocational Qualifications (NVQ) Level 1

    National Vocational Qualifications (NVQs) cover a broad range of industry sectors and occupations and are delivered either in the learner’s actual workplace or in a workplace setting. Each NVQ is made up of units of national occupational standards, which define the knowledge, understanding and competence required to perform that particular job related role.

  • Functional Skills Level 1 (England only)

    Functional skills are a key element to the curriculum and qualifications reforms in England. They are the practical skills that allow people to use English, mathematics, and information and communication technology (ICT) in real life contexts. In developing functional skills, people can adapt and apply the knowledge to suit different situations they may face at home, at work, in education, and in the community.

Latvian Qualifications Framework (LQF) level 1

Knowledge:

  • Able to demonstrate elementary knowledge, which manifests itself in recognition and recollection.

Skills:

  • Able to use elementary practical and cognitive skills, able to execute them under direct supervision using simple tools.
  • Able to perform simple tasks, which are repetitive as to their content and predictable.

Competence:

  • Able to perform tasks in a structured environment, to function in a limited context.
  • Is able to perform elementary tasks, following a model, able to master basic self-care skills.

This level includes the following qualification: Certificate of general basic education (for students in special education programmes for students with severe mental development disorders or several severe development disorders)

  • Certificate of general basic education (for students in special education programmes for students with severe mental development disorders or several severe development disorders)
    Certificate of basic education is issued to the graduates of general basic education programme intended for pupils with severe mental development disorders or several severe development disorders.Basic education is compulsory and duration is 9 years (from the age of 7 (or 6)), in a certain special education programmes the duration of general basic education may be up to 12 years.The content of basic education is defined by the state basic education standard and the standards for basic education study subjects.The aim of basic education is to provide opportunities for acquiring the basic knowledge and skills needed in the social and individual life, for guidance with regard to values.Pupils'' assessment in special education is carried out regarding the state basic education standard, while for pupils with mental development disorders – according to the procedure stipulated by the Cabinet of Ministers.
EQF Level 1
Entry Level 3

Achievement at Entry 3 reflects the ability to make use of skills, knowledge and understanding, to carry out structured tasks and activities in familiar contexts, with appropriate guidance where needed.

As EQF starts at Level 1, referencing NQF levels below that level is not possible
Entry Level 2

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

Entry Level 1

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