There are ten levels involved in a qualification - 1 is the least complex and
10 the most. Levels depend on the complexity of learning. They do not equate
to 'years spent learning' but reflect the content of the qualification.
| LEVEL |
PROCESS |
LEARNING DEMAND |
RESPONSIBILITY |
1 |
Carry out processes that:
- are limited in range
- are repetitive and familiar
- are employed within closely defined contexts
|
Employing:
- recall
- a narrow range of knowledge and cognitive skills
- no generation of new ideas
|
Applied:
- in directed activity
- under close supervision
- with no responsibility for the work or learning of others
|
2 |
Carry out processes that:
- are moderate in range
- are established and familiar
- offer a clear choice of routine responses
|
Employing:
- basic operational knowledge
- readily available information
- known solutions to familiar problems
- little generation of new ideas
|
Applied:
- in directed activity
- under general supervision and quality control
- with some responsibility for quantity and quality
- with possible responsibility for guiding others
|
3 |
Carry out processes that:
- require a range of well developed skills
- offer a significant choice of procedures
- are employed within a range of familiar contexts
|
Employing:
- some relevant theoretical knowledge
- interpretation of available information
- discretion and judgement
- a range of known responses to familiar problems
|
Applied:
- in directed activity with some autonomy
- under general supervision and quality checking
- with significant responsibility for the quantity and quality of output
- with possible responsibility for the output of others
|
4 |
Carry out processes that:
- require a wide range of technical or scholastic skills
- offer a considerable choice of procedures
- are employed in a variety of familiar and unfamiliar contexts
|
Employing:
- a broad knowledge base incorporating some theoretical concepts
- analytical interpretation of information
- informed judgement
- a range of sometimes innovative responses to concrete but often unfamiliar
problems
|
Applied:
- in self-directed activity
- under broad guidance and evaluation
- with complete responsibility for quantity and quality of output
- with possible responsibility for the quantity and quality of the
output of others
|
5 |
Carry out processes that:
- require a wide range of specialised technical or scholastic skills
- involve a wide choice of standard and non-standard procedures
- are employed in a variety of routine and non-routine contexts
|
Employing:
- a broad knowledge base with substantial depth in some areas
- analytical interpretation of a wide range of data
- the determination of appropriate methods and procedures in response
to a range of concrete problems with some theoretical elements
|
Applied:
- in self-directed and sometimes directive activity
- within broad general guidelines or functions
- with full responsibility for the nature, quantity and quality of
outcomes
- with possible responsibility for the achievement of group outcome.
|
6 |
Carry out processes that:
- require a command of wide-ranging highly specialised technical or
scholastic skills
- involve a wide choice of standard and non-standard procedures, often
in non-standard combinations
- are employed in highly variable routine and non-routine contexts
|
Employing:
- specialised knowledge with depth in more than one area
- the analysis, reformatting and evaluation of a wide range of information
- the formulation of appropriate responses to resolve both concrete
and abstract problems
|
Applied:
- in managing processes
- within broad parameters for defined activities
- with complete accountability for determining and achieving personal
and/or group outcomes
|
7 |
Carry out processes that:
- require a command of highly specialised technical or scholastic and
basic research skills across a major discipline
- involve the full range of procedures in a major discipline
- are applied in complex, variable and specialised contexts
|
Requiring:
- knowledge of a major discipline with areas of specialisation in depth
- the analysis, transformation and evaluation of abstract data and
concepts
- the creation of appropriate responses to resolve given or contextual
abstract problems
|
Applied:
- in planning, resourcing and managing processes
- within broad parameters and functions
- with complete accountability for determining, achieving and evaluating
personal and/or group outcomes
|
8 |
Involves skills and knowledge that enable
a learner to:
- provide a systematic and coherent account of the key principles of
a subject area; and
- undertake self-directed study, research and scholarship in a subject
area, demonstrating intellectual independence, analytic rigour and sound
communication
|
9 |
Involves knowledge and skills that enable
a learner to:
- demonstrate mastery of a subject area; and
- plan and carry out - to internationally recognised standards - an
original scholarship or research project.
Demonstrated by:
- The completion of a substantial research paper, dissertation or in
some cases a series of papers.
|
10 |
Involves knowledge and skill that enable
a learner to:
- Provide an original contribution to knowledge through research or
scholarship, as judged by independent experts, applying international
standards.
|
