The national qualification frameworks in the United Kingdom are qualifications frameworks that define and link the levels and credit values of different qualifications.
36-444: (Redirected from Level One ) Level 1 may refer to: Technology and standards [ edit ] Level 1 (National Qualifications Framework) level 1 cache , a type of CPU cache (Computer Memory) A Level I trauma center Level 1, a level of automation in a self-driving car (see Autonomous car#Classification ) Level I Environmental Site Assessment Biosafety level 1,
72-635: A doctoral degree requires 540 credits with 420 at level 12. "Fast track" two-year bachelor's degrees at the University of Buckingham make use of the full calendar year to fit a 360 credit course into two years. UK Credits are the same at a nominal 10 hours of learning per credit unit across CATS, the Scottish Credit and Qualifications Framework (covering higher and further education, vocational education and school qualifications in Scotland ),
108-498: A laboratory grade Level 1 market data Companies [ edit ] Level 1 Entertainment , an American film production company Other uses [ edit ] Level 1 coronavirus restrictions, see COVID-19 pandemic in Scotland#Levels System STANAG 4569 protection level Topics referred to by the same term [REDACTED] This disambiguation page lists articles associated with
144-633: A level at which the learning took place. At universities in England, Wales and Northern Ireland, this will be one of Levels 4 to 8 on the Framework for Higher Education Qualifications (FHEQ), representing the first, second and third year of a bachelor's degree (levels 4 – 6), master's level (level 7) and doctoral level (level 8). In Scotland this will be at one of level 7 to 12 on the Scottish Credit and Qualifications Framework (SCQF), representing
180-687: A postgraduate taught master's degree requires 180 credits with 150 at level 7; and a professional doctorate requires 540 credits with 360 at level 8. Degrees in medicine, dentistry and veterinary science are not normally credit rated, nor are PhDs or master's degrees by research. In Scotland, a bachelor's degree with honours requires 480 credits, with at least 90 at level 9 of the SCQF and 90 at level 10; an ordinary bachelor's degree requires 360 credits with 60 at level 9; an integrated master's degree requires 600 credits with 120 at level 11; apostgraduatee master's degree requires 180 credits with 150 at level 11; and
216-597: A review in 2014 found that "the rules placed too much focus on structure, and not enough on validity, and that they were not flexible enough to meet the variety of needs covered by vocational qualifications". This led to the establishment of the RQF, which does not contain specific rules for qualifications in the manner of the QCF. National Qualifications Framework ( NQF ) was a former qualification framework developed for qualifications in England , Wales and Northern Ireland , which
252-555: A third edition of both, united into one document as The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies , was published in November 2014. This gave unified level descriptors for master's degrees and doctoral degrees, while maintaining separate descriptors for lower level qualifications. The Qualifications and Credit Framework was used from 2008 until 2015 in England, Wales and Northern Ireland. It replaced
288-748: Is given between the HESA framework and ISCED 1997 levels for FE qualifications. The national mapping for ISCED gives equivalences for UK qualifications in both the 1997 and 2011 classifications: The UK ENIC ( European Network of Information Centres ) uses a 16-level "band framework" in its evaluation of foreign qualifications to identify comparable British qualifications. UK ENIC issues statements of comparability and certificates based on these bands, which are designed to be precise enough to distinguish between different international awards and assist in informed decision making. Credit Accumulation and Transfer Scheme Credit Accumulation and Transfer Scheme (CATS)
324-462: Is used by many universities in the United Kingdom to monitor, record and reward passage through a modular degree course and to facilitate movement between courses and institutions. One UK credit is equivalent to the learning outcomes of 10 notional hours of study, thus a university course of 150 notional study hours is worth 15 credits, and a university course of 300 notional study hours
360-684: Is worth 30 credits. A full academic year is worth 120 credits and a full calendar year (normally only at postgraduate level) 180 credits. CATS schemes in use in Higher Education in the UK include CATS (England & Northern Ireland), SCOTCAT (Scotland), the Credit and Qualifications Framework for Wales credit framework (Wales), the Learning and Skills Development Agency credit framework and Open College Network credits. Credits are associated with
396-638: The Credit Accumulation and Transfer Scheme , where 1 credit = 10 hours of nominal learning. The Regulated Qualifications Framework (England and Northern Ireland) is split into nine levels: entry level (further subdivided into sub-levels one to three) and levels one to eight; the CQFW (Wales) has the same nine levels as the RQF and has adopted the same level descriptors for regulated (non-degree) qualifications. The FHEQ in England, Wales and Northern Ireland has five levels, numbered four to eight to match
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#1732787929624432-539: The ISCED 1997 international statistical classification levels has research courses at both doctoral and master's level (codes D and L) corresponding to ISCED level 6; taught courses at doctoral, master's and honours level (codes E, M and H) corresponding to level 5A; courses at non-honours bachelor's-level and foundation degree/diploma level (codes I and J) corresponding to level 5B; and courses at certificate level (code C) corresponding to level 5B or level 4. No correspondence
468-415: The 2001 framework and the current framework was the position of Ordinary (non-honours) bachelor's degrees. These were, at the time, considered to be at the same level as foundation degrees and diplomas of higher education in England, Wales and Northern Ireland, rather than being at the same level as honours degrees but with a lower credit value. The Scottish FHEQ was certified as aligned with the framework of
504-814: The Credit and Qualifications Framework for Wales (ditto for Wales) and the Regulated Qualifications Framework (further education and vocational education in England and Northern Ireland and school qualifications in England). There is an official equivalence with the European Credit Transfer and Accumulation System (ECTS) where two UK credits equals one ECTS credit, based on there being 120 UK credits and 60 ECTS credits to an academic year. Four CATS points are equivalent to one US credit hour . Rather than award fractional credits, US universities will sometimes consider
540-648: The European Higher Education Area (EHEQ) in 2007. The second edition of the FHEQ for England, Wales and Northern Ireland was issued in August 2008, and was also then certified as aligned with the EHEA framework. The major changes were the shifting of the non-honours bachelor's degree to its current position, allowing it to be considered a first cycle (end of cycle) qualification in the EHEA framework and
576-525: The FE stage, A-levels and similar level 3 qualifications (including the Scottish Advanced Higher, which is at level 7 on the SCQF, the same as HNCs and CertHEs) are coded P. Lower levels file alphabetically: Q for level 2, R for level 1 and S for entry level. X is used to code non-accredited/non-approved qualifications, Access to HE Diplomas and Welsh for Adults qualifications. The mapping to
612-524: The FHEQ (and only those with the full number of credits for that level) are certified as being equivalent to Bologna Process cycles, thus: The idea of a national framework for higher education qualifications (FHEQ) was proposed by the Dearing and Garrick Reports in 1997. Dearing's proposed FHEQ had 8 levels, not all of which were subsequently adopted: "Postgraduate conversion courses" were what are now called graduate certificates and diplomas but were, at
648-453: The NQF to better align with its equivalent for higher education, the FHEQ. The Framework, after 2004, had nine levels (with entry level qualifications offered at Entry 1, Entry 2 and Entry 3) covering all levels of learning in secondary education , further education , vocational , and higher education . Though academic higher education courses (such as academic degrees ) were not covered in
684-495: The NQF, it was broadly aligned with the Framework for Higher Education Qualifications (FHEQ), allowing levels of achievement to be compared. Only when a course had been accredited and became part of the NQF was it then eligible for state funding. As such, some courses which were popular internationally and offered by British-based organisations were not available to state schools in England, Wales and Northern Ireland. The NQF
720-501: The National Qualifications Framework (NQF; see below) and was replaced in turn by the Regulated Qualifications Framework (RQF). It used the same levels as the (post 2004) NQF and the current RQF, but differed from the NQF in that in addition to qualifications being assigned a level they were assigned a credit value, indicating their size. The QCF had prescriptive rules on qualification design and assessment;
756-684: The RQF/CQFW levels. The descriptors for the RQF are as follows: Holder has basic factual knowledge of a subject and/or knowledge of facts, procedures and ideas to complete well-defined routine tasks and address simple problems; and is aware of aspects of information relevant to the area of study or work. AND/OR Holder can use basic cognitive and practical skills to complete well-defined routine tasks and procedures. Holder can identify whether actions have been effective. Holder can select and use relevant information. Normally (different rules apply for specifically-named qualifications such as GCSEs),
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#1732787929624792-571: The adoption of the NQF/QCF level numbers in place of the separate labelling of higher education levels; it also made explicit that primary qualifications in medicine, dentistry and veterinary science were at master's level. A second edition of the Scottish FHEQ was issued in June 2014, doing away with the separate labelling of levels in higher education and simply adopting the SCQF numbering, and
828-499: The first, second, third and fourth year of a bachelor's degree (levels 7 – 10), master's level (level 11) and doctoral level (level 12). Typically, in England, Wales and Northern Ireland, a bachelor's degree with honours requires 360 credits, with at least 90 at level 6 of the FHEQ; an ordinary bachelor's degree requires 300 credits with 60 at level 6; a foundation degree requires 240 credits with 90 at level 5; an integrated master's degree requires 480 credits with 120 at level 7;
864-519: The frameworks say how qualifications compare in terms of size and level, they do not (except for the split of GCSEs across level 1 and 2) take grades into account, e.g. a first class honours degree and a pass degree are both 360 credit qualifications at level 6. For university entrance, the Universities and Colleges Admissions Service (UCAS) produces its own tariff for level 3 qualifications and international equivalents, based on grades achieved and
900-516: The largest component in terms of student effort. Doctorate-level courses are coded D for research and E for taught; master's-level courses are coded M for taught (including integrated master's courses) and L for research. Honours-level courses are coded H and non-honours bachelor's-level courses I (across the whole of the UK, not just Scotland, thus splitting level 6 on the England, Wales and Northern Ireland framework). Foundation degree/HND/DipHE-level qualifications are coded J and HNC/CertHE-level C. At
936-434: The name of a qualification offered under the RQF will contain the name of the awarding organisation and the level of the qualification. It may also include "NVQ" to indicate that it meets certain criteria to be considered a vocational qualification: "the qualification is based on recognised occupational standards, confers occupational competence and requires work-based assessment and/or assessment in an environment that simulates
972-502: The same descriptors apply across the UK. HE qualifications in Scotland are part of a sub-framework, the Framework for Qualifications of Higher Education Institutes in Scotland (FQHEIS), which is tied to the top six levels (7–12) of the SCQF. In England, Wales and Northern Ireland, the FHEQ uses the same numbering as the top 5 levels of the RQF and CQFW (4–8). With respect to the European Higher Education Area (EHEA), only qualifications on
1008-565: The size of qualifications (measured in learning hours), as well as their level. The QCF was, in turn, replaced by the Regulated Qualifications Framework in October 2015. The Higher Education Statistics Agency (HESA) classifies higher and further education courses using a more detailed framework using letter codes based on the original FHEQ. This separates postgraduate courses into research and taught, based on
1044-574: The size of the qualification (in four size bands). Universities, colleges and employers are also free to make their own decisions on how they treat qualifications, and are not bound to follow the frameworks. The RQF and CQFW have been referenced to the European Qualifications Framework (EQF) and can also be compared to the Common European Framework of Reference for Languages (CEFR), as laid out in
1080-659: The table below. The Scottish Credit and Qualifications Framework (SCQF) is a 12-level framework that unites qualifications from the Scottish Qualifications Authority and higher education institutes with Scottish Vocational Qualifications and Modern Apprenticeships : The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) includes separate descriptors for higher education (HE) qualifications in England, Wales and Northern Ireland and in Scotland for bachelor's degrees and below; for master's degrees and doctoral degrees
1116-573: The time of the report, often awarded as master's degrees, "Higher honours" referred to integrated master's degrees. The first editions of the FHEQ were published by the Quality Assurance Agency in January 2001 as two documents: one covering England, Wales and Northern Ireland, the other Scotland. As currently, the 2001 England, Wales and Northern Ireland FHEQ had five levels, the 2001 Scotland FHEQ had six levels. The Scottish FHEQ
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1152-528: The title Level 1 . If an internal link led you here, you may wish to change the link to point directly to the intended article. Retrieved from " https://en.wikipedia.org/w/index.php?title=Level_1&oldid=1251694605 " Category : Disambiguation pages Hidden categories: Short description is different from Wikidata All article disambiguation pages All disambiguation pages Level 1 (National Qualifications Framework) The current frameworks are: Credit frameworks use
1188-504: The work place". The size of the qualification may be indicated by it being called an "Award" (less than 120 hours total qualification time/1–12 credits ), "Certificate" (121 to 369 hours/13–36 credits) or "Diploma" (370 or more hours/37+ credits). In general usage, qualifications are often compared to the best-known qualification at that level. For example, the Level 2 DiDA is often said to be equivalent to four GCSEs at grades A*–C. While
1224-411: Was in use between 1999 and 2008, although the five levels of NVQ dated from 1986. The NQF was introduced to help employers compare the many hundreds of qualifications available in England, Wales and Northern Ireland. Originally, the framework only went up to Level 5, but in 2004 the old Level 4 was subdivided into Levels 4, 5 and 6 and the old Level 5 was subdivided into Level 7 and Level 8. This allowed
1260-414: Was the joint responsibility of England's QCA , Wales's DCELLS and Northern Ireland's CCEA . BTECs and Cambridge courses are vocational equivalent, which under the QCF were equivalent to 1, 2 or 3 GCSEs or A Levels, at Grade A*-C. OCR Nationals were discontinued in 2012. The NQF was replaced with the QCF, Qualifications and Credit Framework in 2010, which was a credit transfer system which indicated
1296-399: Was tied to the SCQF, but the England, Wales and Northern Ireland FHEQ was not tied to the NQF until 2004, when the latter was reorganised (as described below). The levels were: While the framework for England, Wales and Northern Ireland did have numbered levels, the letter designations were often used to avoid confusion with the different numbering on the NQF. The major difference between
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