Parent Site: http://paragon.myvnc.com Paragon Publications UK
UK Qualification Comparison Chart*
NW Education, Training & Development
Frameworks Throughout the United Kingdom - England, Scotland, Wales and Northern Ireland
Is The Teaching Profession so Black & White?
CHAPTER 7
Qualifications
[3-5]
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QUALIFICATIONS
Current Evaluation of Qualifications 2022
The national qualification frameworks in the United Kingdom are qualifications frameworks that define and link the levels and credit values of different qualifications.
The current frameworks are:
The Regulated Qualifications Framework (RQF) for general and vocational qualifications regulated by Ofqual in England and the Council for the Curriculum, Examinations and Assessment (CCEA) in Northern Ireland;
The Credit and Qualifications Framework for Wales (CQFW) for all qualifications in Wales regulated by Qualifications Wales;
The Scottish Credit and Qualifications Framework (SCQF) for all qualifications in Scotland;
The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) for qualifications awarded by bodies across the United Kingdom with degree-awarding powers.
Credit frameworks use the UK credit pioneered by the Credit Accumulation and Transfer Scheme, where 1 credit = 10 hours of nominal learning.
The RQF (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 the RQF/CQFW levels.
The descriptors for the RQF are as follows:
The current frameworks are:
The Regulated Qualifications Framework (RQF) for general and vocational qualifications regulated by Ofqual in England and the Council for the Curriculum, Examinations and Assessment (CCEA) in Northern Ireland;
The Credit and Qualifications Framework for Wales (CQFW) for all qualifications in Wales regulated by Qualifications Wales;
The Scottish Credit and Qualifications Framework (SCQF) for all qualifications in Scotland;
The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (FHEQ) for qualifications awarded by bodies across the United Kingdom with degree-awarding powers.
Credit frameworks use the UK credit pioneered by the Credit Accumulation and Transfer Scheme, where 1 credit = 10 hours of nominal learning.
The RQF (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 the RQF/CQFW levels.
The descriptors for the RQF are as follows:
Holder develops original practical, conceptual or technological understanding to create ways forward in contexts that lack definition and where there are many complex, interacting factors. Holder critically analyses, interprets and evaluates complex information, concepts and theories to produce new knowledge and theories. Holder understands and reconceptualises the wider contexts in which the field of knowledge or work is located. Holder extends a field of knowledge or work by contributing original knowledge and thinking. Holder exercises critical understanding of different theoretical and methodological perspectives and how they affect the field of knowledge or work.
AND/OR
Holder can use advanced and specialised skills and techniques to conceptualise and address problematic situations that involve many complex, interacting factors. Holder can formulate and use appropriate methodologies and approaches. Holder can initiate, design and undertake research, development or strategic activities that extend or produce significant change in the field of work or study. Holder can critically evaluate actions, methods and results and their short- and long-term implications for the field of work or knowledge and its wider context.
AND/OR
Holder can use advanced and specialised skills and techniques to conceptualise and address problematic situations that involve many complex, interacting factors. Holder can formulate and use appropriate methodologies and approaches. Holder can initiate, design and undertake research, development or strategic activities that extend or produce significant change in the field of work or study. Holder can critically evaluate actions, methods and results and their short- and long-term implications for the field of work or knowledge and its wider context.
Holder reformulates and uses practical, conceptual or technological knowledge and understanding of a subject or field of work to create ways forward in contexts where there are many interacting factors. Holder critically analyses, interprets and evaluates complex information, concepts and theories to produce modified conceptions. Holder understands the wider contexts in which the area of study or work is located. Holder understands current developments in the area of study or work. Holder understands different theoretical and methodological perspectives and how they affect the area of study or work.
AND/OR
Holder can use specialised skills to conceptualise and address problematic situations that involve many interacting factors. Holder can determine and use appropriate methodologies and approaches. Holder can design and undertake research, development or strategic activities to inform or produce change in the area of work or study. Holder can critically evaluate actions, methods and results and their short- and long-term implications.
AND/OR
Holder can use specialised skills to conceptualise and address problematic situations that involve many interacting factors. Holder can determine and use appropriate methodologies and approaches. Holder can design and undertake research, development or strategic activities to inform or produce change in the area of work or study. Holder can critically evaluate actions, methods and results and their short- and long-term implications.
Holder has advanced practical, conceptual or technological knowledge and understanding of a subject or field of work to create ways forward in contexts where there are many interacting factors. Holder understands different perspectives, approaches or schools of thought and the theories that underpin them. Holder can critically analyse, interpret and evaluate complex information, concepts and ideas.
AND/OR
Holder can determine, refine, adapt and use appropriate methods and advanced cognitive and practical skills to address problems that have limited definition and involve many interacting factors. Holder can use and, where appropriate, design relevant research and development to inform actions. Holder can evaluate actions, methods and results and their implications.
AND/OR
Holder can determine, refine, adapt and use appropriate methods and advanced cognitive and practical skills to address problems that have limited definition and involve many interacting factors. Holder can use and, where appropriate, design relevant research and development to inform actions. Holder can evaluate actions, methods and results and their implications.
RQF Level
Level Criteria
Example Qualification
Level 8
Level 7
Level 6
Holder has practical, theoretical or technological knowledge and understanding of a subject or field of work to find ways forward in broadly defined, complex contexts. Holder can analyse, interpret and evaluate relevant information, concepts and ideas. Holder is aware of the nature and scope of the area of study or work. Holder understands different perspectives, approaches or schools of thought and the reasoning behind them.
AND/OR
Holder can determine, adapt and use appropriate methods, cognitive and practical skills to address broadly defined, complex problems. Holder can use relevant research or development to inform actions. Holder can evaluate actions, methods and results.
AND/OR
Holder can determine, adapt and use appropriate methods, cognitive and practical skills to address broadly defined, complex problems. Holder can use relevant research or development to inform actions. Holder can evaluate actions, methods and results.
Level 5
Holder has practical, theoretical or technical knowledge and understanding of a subject or field of work to address problems that are well defined but complex and non-routine. Holder can analyse, interpret and evaluate relevant information and ideas. Holder is aware of the nature of approximate scope of the area of study or work. Holder has an informed awareness of different perspectives or approaches within the area of study or work.
AND/OR
Holder can identify, adapt and use appropriate cognitive and practical skills to inform actions and address problems that are complex and non-routine while normally fairly well-defined. Holder can review the effectiveness and appropriateness of methods, actions and results.
AND/OR
Holder can identify, adapt and use appropriate cognitive and practical skills to inform actions and address problems that are complex and non-routine while normally fairly well-defined. Holder can review the effectiveness and appropriateness of methods, actions and results.
Level 4
Holder has factual, procedural and theoretical knowledge and understanding of a subject or field of work to complete tasks and address problems that while well-defined, may be complex and non-routine. Holder can interpret and evaluate relevant information and ideas. Holder is aware of the nature of the area of study or work. Holder is aware of different perspectives or approaches within the area of study or work.
AND/OR
Holder can identify, select and use appropriate cognitive and practical skills, methods and procedures to address problems that while well-defined, may be complex and non-routine. Holder can use appropriate investigation to inform actions. Holder can review how effective methods and actions have been.
AND/OR
Holder can identify, select and use appropriate cognitive and practical skills, methods and procedures to address problems that while well-defined, may be complex and non-routine. Holder can use appropriate investigation to inform actions. Holder can review how effective methods and actions have been.
Level 3
Has knowledge and understanding of facts, procedures and ideas in an area of study or field of work to complete well-defined tasks and address straightforward problems. Holder can interpret relevant information and ideas. Holder is aware of a range of information that is relevant to the area of study or work.
AND/OR
Holder can select and use relevant cognitive and practical skills to complete well-defined, generally routine tasks and address straightforward problems. Holder can identify how effective actions have been. Holder can identify, gather and use relevant information to inform actions.
AND/OR
Holder can select and use relevant cognitive and practical skills to complete well-defined, generally routine tasks and address straightforward problems. Holder can identify how effective actions have been. Holder can identify, gather and use relevant information to inform actions.
Level 2
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.
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.
Level 1
Entry Level 3 Holder has basic knowledge and understanding to carry out structured tasks and activities in familiar contexts; and knows and understands the steps needed to complete structured tasks and activities in familiar contexts.
AND/OR
Holder can carry out structured tasks and activities in familiar contexts. Holder can be aware of the consequences of actions for self and others.
Entry Level 2 Holder has basic knowledge or understanding of a subject and/or can carry out simple, familiar tasks; and knows the steps needed to complete simple activities.
AND/OR
Holder can carry out simple, familiar tasks and activities. Follow instructions or use rehearsed steps to complete tasks and activities.
Entry Level 1 The holder progresses along a continuum that ranges from the most elementary of achievements to beginning to make use of knowledge and/or understanding that relate to the subject or immediate environment.
AND/OR
Holder can carry out structured tasks and activities in familiar contexts. Holder can be aware of the consequences of actions for self and others.
Entry Level 2 Holder has basic knowledge or understanding of a subject and/or can carry out simple, familiar tasks; and knows the steps needed to complete simple activities.
AND/OR
Holder can carry out simple, familiar tasks and activities. Follow instructions or use rehearsed steps to complete tasks and activities.
Entry Level 1 The holder progresses along a continuum that ranges from the most elementary of achievements to beginning to make use of knowledge and/or understanding that relate to the subject or immediate environment.
Entry Levels 1, 2, 3
Normally (different rules apply for specifically-named qualifications such as GCSEs), 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 the work place". The size of the qualification may be indicated by it being called an "Award" (less that 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 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 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.
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 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 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.
Level 8 Award
Level 8 Certificate
Level 8 Diploma
Level 8 Certificate
Level 8 Diploma
Level 7 Award
Level 7 Certificate
Level 7 Diploma
Level 7 Certificate
Level 7 Diploma
Level 6 Award
Level 6 Certificate
Level 6 Diploma
Degree Apprenticeship
Level 6 Certificate
Level 6 Diploma
Degree Apprenticeship
Higher National Diploma
Level 4 NVQ
Level 5 Award
Level 5 Certificate
Level 5 Diploma
Level 5 Higher Apprenticeship
Level 4 NVQ
Level 5 Award
Level 5 Certificate
Level 5 Diploma
Level 5 Higher Apprenticeship
Higher National Certificate
Level 4 Award
Level 4 Certificate
Level 4 Diploma
Level 4 NVQ
Level 4 Higher Apprenticeship
Level 4 Award
Level 4 Certificate
Level 4 Diploma
Level 4 NVQ
Level 4 Higher Apprenticeship
A Level
Access to Higher Education Diploma
AS Level
Applied General
Cambridge Pre-U
International Baccalaureate Diploma
T Level
Level 3 Award
Level 3 Certificate
Level 3 Diploma
Level 3 NVQ
Level 3 ESOL
Level 3 National Certificate
Level 3 National Diploma
Music grades 6, 7 and 8
Advanced Apprenticeship
Welsh Bacc Advanced
Access to Higher Education Diploma
AS Level
Applied General
Cambridge Pre-U
International Baccalaureate Diploma
T Level
Level 3 Award
Level 3 Certificate
Level 3 Diploma
Level 3 NVQ
Level 3 ESOL
Level 3 National Certificate
Level 3 National Diploma
Music grades 6, 7 and 8
Advanced Apprenticeship
Welsh Bacc Advanced
GCSE grades A*–C
Reformed GCSE grades 4–9[
CSE grade 1
Level 2 Award
Level 2 Certificate
Level 2 Diploma
Level 2 NVQ
Level 2 ESOL
Level 2 Essential Skills
Level 2 Functional Skills
Level 2 National Certificate
Level 2 National Diploma
Music grades 4 and 5
Welsh Bacc National
Intermediate Apprenticeship
Reformed GCSE grades 4–9[
CSE grade 1
Level 2 Award
Level 2 Certificate
Level 2 Diploma
Level 2 NVQ
Level 2 ESOL
Level 2 Essential Skills
Level 2 Functional Skills
Level 2 National Certificate
Level 2 National Diploma
Music grades 4 and 5
Welsh Bacc National
Intermediate Apprenticeship
First Certificate
GCSE grades D–G
Reformed GCSE grades 1–3
Level 1 Award
Level 1 Certificate
Level 1 Diploma
Level 1 NVQ
Level 1 ESOL
Level 1 Essential Skills
Level 1 Functional Skills
Music grades 1, 2 and 3
Welsh Bacc Foundation
GCSE grades D–G
Reformed GCSE grades 1–3
Level 1 Award
Level 1 Certificate
Level 1 Diploma
Level 1 NVQ
Level 1 ESOL
Level 1 Essential Skills
Level 1 Functional Skills
Music grades 1, 2 and 3
Welsh Bacc Foundation
Entry Level Award
Entry Level Certificate
Entry Level Diploma
Entry Level ESOL
Entry Level Essential Skills
Entry Level Functional Skills
Skills for Life
Entry Level Certificate
Entry Level Diploma
Entry Level ESOL
Entry Level Essential Skills
Entry Level Functional Skills
Skills for Life
PhD/DPhil
Professional doctorates
Professional doctorates
Master's degree
Integrated master's degree
Primary qualifications (first degrees) in medicine, dentistry and veterinary science
PGCE
PGDip
PGCert
Integrated master's degree
Primary qualifications (first degrees) in medicine, dentistry and veterinary science
PGCE
PGDip
PGCert
Bachelor's degree
Graduate Certificate
Graduate Diploma
Professional Graduate Certificate in Education
Graduate Certificate
Graduate Diploma
Professional Graduate Certificate in Education
Foundation degree
Diploma of Higher Education
Higher National Diploma (awarded by a degree-awarding body)
Diploma of Higher Education
Higher National Diploma (awarded by a degree-awarding body)
Certificate of Higher Education
Higher National Certificate (awarded by a degree-awarding body)
Higher National Certificate (awarded by a degree-awarding body)
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GCSE Grading System
