MINISTRY OF EDUCATIONBRUNEI DARUSSALAM

Published by:

Secretariat of Brunei DarussalamNational Accreditation CouncilMinistry of EducationBrunei Darussalam

© Secretariat of Brunei Darussalam, National Accreditation Council

C O N T E N T

Message from the Minister of Education iForward by the Permanent Secretary (Higher Education) iiiDefinitions of Terms vList of Acronyms x

A. Introduction 1B. Objectives 2C. Vision 3D. The Focus of BDQF 3E. Functions of BDQF 4F. BDQF Quality Assurance 5G. Governance 7H. Implementation of BDQF 8I. Compliance with BDQF 8J. The Brunei Darussalam Qualifications Framework 9K. Descriptions of Qualifications Levels 10L. Descriptions of Level Descriptors 12M. Minimum Credit Points and Academic Load 13

APPENDICESAppendix 1 – Descriptions of Level Descriptors 17Appendix 2 – Credit and Academic Load 25

i

Yang BerhormatPehin Orang Kaya Seri Kerna Dato Seri SetiaHaji Awang Abu Bakar bin Haji Apong[CHAIRMAN, Brunei Darussalam National Accreditation Council]

MESSAGE FROM THE MINISTER OF EDUCATION

With the advent of globalization, rapid advances and popularization in technologies and Brunei Darussalam further transformation into a knowledge-based economy, the local workforce should be better equipped to enhance its capabilities and competitiveness. To ensure sustainable manpower development amidst the rapidly changing world, we need to facilitate articulation among academic, vocational and continuing education as well as higher education through the establishment of a comprehensive and voluntary network of learning pathways, namely, the Brunei Darussalam Qualifications Framework (BDQF). By encouraging and promoting lifelong learning, the framework will enable individuals to pursue their goals according to their own roadmaps. In such regard, the Brunei Darussalam National Accreditation Council has endorsed the establishment of eight (8) levels cross-sectorial BDQF to clearly define the standards of different qualifications, ensure their quality and indicate the articulation ladders between different levels of qualifications.

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The BDQF consists of a hierarchy that orders and supports qualifications of academic, vocational and continuing education as well as higher education. To ensure wide acceptance of the qualifications conferred by various educational institutions and training bodies under the BDQF, a quality assurance mechanism is also set up so all BDQF recognized qualifications are quality assured and recognized at the international arena. Under the BDQF, qualifications are not confined to academic and training attainment only. A Recognition of Prior Learning (RPL) mechanism developed by individual industries is also in place to recognize existing workers’ skills, knowledge and work experience. With qualifications so obtained, the employees may pursue further studies at different levels to obtain higher and wider qualifications. On behalf of the Ministry of Education and the Brunei Darussalam National Accreditation Council, I wish to extend my sincere appreciation and gratitude to all those who have contributed towards the preparation of this BDQF Handbook. It is our hope that this BDQF will serve the purpose of our common endeavor to achieve school, technical and vocational including higher education of the highest quality.

iii

Yang MuliaDato Paduka Dr. Haji Zulkarnain bin Haji Hanafi[MEMBER, Brunei Darussalam National Accreditation Council]

FORWARD BY THE PERMANENT SECRETARY(HIGHER EDUCATION)

First and foremost, I would like to express my appreciation and sincere thanks to all those who have contributed towards the successfully engineered the coming about of this Handbook – “The Brunei Darussalam Qualification Framework (BDQF) Handbook”. I would also like to extend my sincere thanks and appreciation to the Brunei Darussalam National Accreditation Council’s Secretariat, who were responsible for the nitty-gritty matters such as researching, consulting various stakeholders, compiling and editing the various resources available in respect of the drafting and eventually the development and establishment of this Handbook. The BDQF handbook provides detailed information about the architecture of qualifications system in the country and defines the requirements that will enable the qualifications to be compared with and valued alongside world best practices. This qualifications system will value every individual’s learning outcomes and it optimizes access, transfer, progression and recognition of qualifications, leading to a skilled and knowledgeable workforce for a globally competitive environment.

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The framework also enables a coherent, consistent and robust approach to be taken to the design of qualifications for higher education, general education and technical, vocational and professional education and training. It sets out criteria for both the accreditation of qualifications and for those organisations in the public and private sectors which deliver the programmes in Brunei Darussalam. It also provides guidance and a reference tool for accreditation to the awarding bodies and qualifications designers as well as programmes developers. In addition, the BDQF acts as a facilitative tool that aims to promote the concept of lifelong learning as the means to enable individuals to plan and access learning in order to fulfill their potential and to contribute to the future growth and prosperity of the Negara Brunei Darussalam.

It is hoped that all relevant stakeholders would use this Handbook as a guideline and instruments for structuring the transformation of education at all levels that fits into SPN21 reform of education including training and qualifications systems in Brunei Darussalam in fulfillment of the requirements and challenges of socio-economic growth and development in the 21st century.

Lastly, I would like to express my special thanks to all stakeholders involved in the formation of this Handbook from the seed of a suggestion to its actual physical formation. Without their initiatives and collaborations, this Handbook would not have been possible.

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D E F I N I T I O N O F T E R M S

Accreditationprogramme has been judged to be fit for purpose and the school or institution has been judged capable of delivering that programme.

Articulation

Ensuring that there are links among qualifications so that students can progress easily to further or higher learning.

AuditSee Quality Audit

Competency StandardNationally endorsed standards that form the basis for recognising and assessing people’s skills. These are the benchmarks upon which all recognised training and assessment and all VET qualifications, are based.

Learning OutcomesStatements of what the students should know, understand and be able to do upon completion of a period of learning.

MonitoringThe regular checking that a school or tertiary institution is maintaining or enhancing the standards promised when it was registered and (for tertiary institutions) has had its programmes accredited.

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ProgrammeA coherent set of courses, units, modules or papers which are structured with a specific duration and learning volume to achieve the stated learning outcomes and leading to the award of a qualification.

Quality AssuranceA generic term for all activity which provides assurance that the educational services of an organisation are being delivered effectively and to the required standard, in line with published goals and objectives. Quality assurance can be conducted by an educational organisation which is ensuring it is delivering education services to a high standard, or by a national regulatory body, verifying that education services are meeting prescribed standards.

Quality Audit

A systematic and independent evaluation of an institution to determine whether it is achieving its mission and goals; to identify strengths and areas of concern; and to enhance quality for learners and stakeholders. An external quality audit will normally be preceded by an internal quality audit to generate a self-review portfolio to be used as the basis for the external audit.

Qualification

Formal certification, issued by a relevant approved body or institutions of higher learning, in recognition that a person has achieved learning outcomes or competencies relevant to identified individual, professional, industry and community needs.

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Quality Management

Coherent management activity within a school or institution that ensures quality policies and objectives are set, implemented and evaluated.

Quality Management System

An integrated set of clearly defined organisational structures, policies, procedures, responsibilities and resources, which are used to assure quality provision of education and training.

Recognition

The process through which the BDNAC determines the validity and status of a qualification in Brunei Darussalam.

Recognition of Prior Learning

The process of awarding credit for competencies achieved outside formally accredited education and training programmes, including structured training in the workplace.

Registration

Permission for a private school or tertiary educational institution to be established. For kindergartens, primary and secondary schools, the Ministry of Education includes in a single process of registration its approval of an international curriculum (if requested) and programmes delivering that curriculum; and the accreditation of private schools to offer that national or international curriculum.

viii

Renewal process (of registration)

The structured process through which the Ministry of Education agrees to the continuation of registration of a school or private tertiary educational institution.

Wawasan Brunei Darussalam 2035

The national vision for Brunei Darussalam as authorised by His Majesty Sultan Haji Hassanal Bolkiah, Sultan and Yang Di-Pertuan of Brunei Darussalam.

SPN 21SPN 21 stand for Sistem Pendidikan Negara Abad Ke-21 or The National Education System for the 21st Century which has been approved by the Ministry of Education. This system makes provision for several major educational changes.

Formal Learning

Learning typically provided by an education or training institution, structered (in terms of objectives, learning time or learning support) and leading to certification. Formal learning is intentional from the learners’ perspective.

Non-Formal Learning

Learning outside the formal school / vocational training / university system, taking place through planned activities (e.g. with goals and timelines) involving some form of learning support, for example:

ix

• programmes to impart work-skills, literacy and other basic skills for early school-leavers

• in-company training

• structured online learning

• courses organised by civil society organisations for their members, their target group of the general public.

Informal Learning

Learning that is not organised or structured in terms of goals, time or instruction. This covers skills acquired (sometimes unintentionally) through life and work experience, for example:

• project-management or IT skills acquired at work• langaugea and intercultural skills acquired during a stay abroad• IT skills acquired outside work• skills acquired through volunteering, cultural activities, sports, youth

work and through activities at home (e.g. taking care of a child).

x

L I S T O F A C R O N Y M S

BCGCE Brunei Cambridge General Certificate of Education

BCGCEA Level

Brunei Cambridge General Certificate of Education Advanced Level

BCGCEO Level

Brunei Cambridge General Certificate of EducationOrdinary Level

BDNAC Brunei Darussalam National Accreditation Council

BDQF Brunei Darussalam Qualifications Framework

BDTVEC Brunei Darussalam Technical dan Vocational Educational Council

COPIA Code of Practices of Institution Accreditation

COPPA Code of Practice of Programme Accreditation

IGCSE International General Certificate of Secondary Education

HNTec Higher National Technical Education Certificate

ISQ Industrial Skill Qualifications

NTec National Technical Education Certificate

PSC Public Service Commission

PSD Public Service Department

SPN21 National Education System for the 21st Century[Sistem Pendidikan Negara Abad ke-21]

SPU Brunei Religious Education Certificate[Sijil Pelajaran Ugama Brunei]

STPU Brunei Higher Religious Education Certificate[Sijil Tinggi Pelajaran Ugama Brunei]

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A . I N T R O D U C T I O N

1. His Majesty the sultan dan Yang Di-Pertuan of Negara Brunei Darussalam has consented to the establishment of the Brunei Darussalam Qualifications Framework (BDQF) by the Ministry of Education through the Brunei Darussalam National Accreditation Council (BDNAC).

2. The BDQF has been stipulated in the Brunei Darussalam National Accreditation Council Order 2011 (BDNAC Order 2011). With reference to the BDNAC Order 2011, the BDQF is used as a tool to develop guidelines that classify qualifications based on criteria agreed at the national level and benchmarked with international good practice.

3. The framework explains the level of learning, achieved learning outcomes of study areas, and a credit system based on student academic load. This criterion applies to all qualifications recognised in Brunei Darussalam, thereby integrating and linking all qualifications recognised within the country.

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B O B J E C T I V E S

4. The objectives of the framework include the following-

a. To secure standards of qualifications and reinforce policies on quality assurance;

b. To promote accuracy or consistency of nomenclature of qualifications;

c. To provide mechanisms for the progression or inter-relation between qualifications, including non-degree and degree qualifications;

d. To encourage collaboration between public and private sector higher education providers and skills training providers;

e. To encourage parity of esteem among academic, professional, technical, vocational and skills qualifications;

f. To establish a credit system to facilitate credit accumulation and transfer which is acceptable within and outside Brunei;

g. To provide a clear and accessible public information on programmes or qualifications in higher education;

h. To promote where applicable, the presentation of qualifications in forms that facilitate their evaluation by person, including agencies of the Government, higher education providers, student bodies academic staff, quality assurance and accreditation bodies, professional bodies, examination bodies and employers;

i. To articulate links with qualifications from outside Brunei; and

j. To generally provide basic criteria, criteria on qualification / awards, criteria on institutions and criteria on professional bodies.

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C V I S I O N

5. The BDQF acts as an internationally-referenced qualifications framework to provide a platform to facilitate articulation or comparability with qualifications from other countries.

6. All local and foreign qualifications delivered in Brunei Darussalam will be accommodated within the BDQF, and be assigned to an appropriate level in accordance with the level descriptors.

D T H E F O C U S O F B D Q F

7. The BDQF is focused to:-

• strengthen the existing education system by providing clear guidelines for programme design; systematic naming of qualifications, and elimination of any confusion on the meaning of each qualification.

• promote understanding and enhance public confidence including various parties such as students, parents, employers, government and non-government agencies and education providers in standards and systems of awarding qualifications in Brunei Darussalam.

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E F U N C T I O N S O F B D Q F

8. The BDQF has the following functions:

• Performing as an instrument to develop criteria and guidelines that categorize qualifications based on a set of criteria agreed nationally and benchmarked with international best practice.

• Explaining the levels of learning, achieved learning outcomes of study areas, and a credit system based on student academic load.

• Integrating and linking all qualifications offered and recognised within Brunei Darussalam.

• Providing educational pathways which enable individuals to progress to higher education through transfer of credits and recognition of prior learning, acquired from formal, non-formal and informal learning.

• Simplifying the process of international recognition and student mobility for employability and further education accessibility, based on international best practice.

• Supporting the existing system of education by proving clear guidelines for programme design, naming qualifications systematically and eliminating confusion as to the meaning of each qualification. Its strong relationship with the employment market promotes the development of relevant educational programmes.

• Supporting open access to education and provides opportunity for ‘second chance education’ and supports multiple pathways to education for individuals who have missed higher education opportunities to progress through the diverse fields of education and training for life, within and outside Brunei Darussalam.

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• Providing a foundation to realize lifelong learning policy, which is important in the development of a knowledge-based society and economy, to face competition and new technology as well as to enhance unity, justice and quality of life.

F B D Q F Q U A L I T Y A S S U R A N C E

9. Quality Assurance (QA) mechanism is fundamental to all aspects of the BDQF. In particular this applies to the determination of the technical and vocational competency standards and qualifications as required by related stakeholders, industry and professional bodies; the teaching mode and delivery on and off the job; student or worker assessment, and the awarding of certificates.

10. As such, quality assurance model has been adopted based on institutional self-assessment and continuous improvement. Thus, as a sole accrediting agency responsible for quality assurance in the country, the BDNAC has outlined three clusters of activities to support the new national qualifications arrangements, where qualifications are delivered through education and training institutions, that is,

a. Establishing a quality management system at the time of registration;

b. Institutional and programme accreditation, and

c. On-going monitoring and institutional quality audit.

11. The BDNAC requires all training providers and higher education institutions to take responsibility for their excellent performance. They need to demonstrate to stakeholders that their quality management systems are robust and meet, or exceed the quality assurance requirements that have been set forth by the BDNAC.

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12. All training providers or institutions of higher learning have to develop their own coherent internal quality assurance which include management system of organisational structure, its responsibilities, procedures and resources for setting and implementing quality policies.

13. The system will ensure that the training providers or institutions of higher learning have the capability and capacity resources to establish and maintain an environment fit for delivering quality education and training to meet or exceed the specified standards as stipulated in the Code of Practices of Programme Accreditation (COPPA) and the Code of Practices of Institution Accreditation (COPIA) that have been outlined by the BDNAC.

14. The BDQF thus helps to strengthen quality assurance in all institutions so as to promote continuous improvement based on the establishment of strong institutional quality management and external quality assurance including institutional registration, programme accreditation, and institutional quality audit.

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G G O V E R N A N C E

15. The Brunei Darussalam National Accreditation Council (BDNAC), as a sole accrediting agency in the country through its established ten (10) sub-committees and its Secretariat shall be responsible for the implementation, maintenance, monitor, use, evaluation, up-date and review of the BDQF.

16. The BDNAC was established in 1990 by decree of His Majesty The Sultan of Brunei Darussalam.

17. Functions of the BDNAC are:-

• to formulate plans and policies relating to the quality and standard of educational credentials to be complied with within Brunei Darussalam;

• to provide policies and guidelines for the purpose of assessment and accreditation of higher education qualifications and credentials from within or outside Brunei Darussalam;

• to act as an advisory body to all ministries or other interested parties in all matters related to assessment and accreditation of higher education qualifications and credentials;

• to approve policies and guidelines relating to accreditation of programmes, qualifications or higher education providers or institutional audit

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H I M P L E M E N T A T I O N O F B D Q F

18. The BDQF is considered as a “living document” that would be continuously reviewed and updated in accordance with the latest education developments and changes.

19. The Minister of Education as Chairman of the BDNAC may make directions for any part of the Framework to be amended, as and when necessary. Thus, the BDNAC can make any updates and amendments to the BDQF and may collaborate, cooperate and coordinate with any person, including other government agencies, higher education providers, students, academic staff, quality assurance and accreditation bodies, examination or certification bodies and employers in consideration of such amendments.

20. The parts of the Framework amended shall not be implemented without the approval of the BDNAC.

21. The BDNAC Secretariat will continuously take necessary initiatives and actions to socialize, maintain, monitor, review and update the BDQF.

I C O M P L I A N C E W I T H B D Q F

22. All higher education providers conducting an accredited programme or awarding an accredited qualification or providing consultancy services on education shall comply with the BDQF.

23. No programme or qualification provided by higher education institution shall be accredited unless it complies with the BDQF.

24. The BDNAC may give exemption for professional programme or professional qualification awarded by higher education provider to be assessed by the relevant professional body, subject to such conditions as it considers fit.

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J T H E F R A M E W O R K

THE BRUNEI DARUSSALAM QUALIFICATIONS FRAMEWORK (BDQF)

BDQFLevels

Schools Sector Qualifications

Technical and Vocational Education Sector

Qualifications

Higher Education Sector Qualifications

8 Doctoral Degree

7

• Master’s Degree• Post Graduate

Diploma• Post Graduate

Certificate6 Bachelor’s Degree

5• Advanced Diploma• Higher National

Diploma (HND)

• Foundation Degree• Advanced Diploma• Higher National

Diploma (HND)

4

• GCE “A” Level• IGCSE “A” Level• IB Diploma• STPU

• Diploma• Higher National

Technical Education Certificate (HNTec)

3

•GCE “O” Level (Grades A–C)

• IGCSE and GCSE “O” Level (Grade A* - C)

• SPU (Grades A-C)•BTEC level 2

Diploma

• Skills Certificate 3 (SC3)

•National Technical Education Certificate (NTec)

2

•GCE “O” Level (Grades D-E)

• IGCSE “O” Level (Grade D-E)

• SPU (grades D)•BTEC Level 2

Extended Certificate

• Skills Certificate 2 (SC2)

• Industrial Skills Qualifications (ISQ)

1 BTEC Level Introductory Certificate

Skills Certificate 1(SC1)

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K DESCRIPTIONS OF QUALIFICATIONS LEVEL

25. There are eight (8) levels of qualifications under the framework, which are divided into three education sectors - schools, technical and vocational, and higher education.

26. The titles and definitions for qualifications at each level in all the three education sectors are derived from international best practice.

27. The qualifications titles should be considered to be common examples only, to encourage flexibility and the accurate assigning of qualifications to a level. For example, the learning outcomes of a highly specialized qualification may meet the descriptor for level 6, but not credit volume requirements for a degree.

28. Certificates awarded at the schools sector are placed at Level 1 – 4, that is, BTEC Edexcel Level 1 & 2 Certificates and Diploma, BCGCE ‘O’ Level, BCGCE ‘A’ Level, IGCSE ‘O’ & ‘A’ Level, IB Diploma, SPU and STPU which certify the completion of secondary education.

29. The Skills Certificate (SC1, SC2 and SC3) awarded at Level 1 – 3 under the technical and vocational sector are used to prepare students for both employment and further education. The SC1 recognizes the acquisition of a core of entry-level skills for a new worker. SC2 and SC3, recognize increasing levels of capability and competence through to the fully qualified tradesperson.

30. A Diploma awarded at Level 4 is a qualification that commonly has a wider theoretical based than a certificate and more specialized, technical, professional or managerial competencies. Diploma recognizes technician, technologist and semi-professional level skills and knowledge.

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31. An Advanced Diploma and Foundation Degree awarded at Level 5 consist of programmes designed to facilitate student successful progression to the full degree or directly to employment. These degrees focus on learning within a work context, underpinned by both vocational and academic understanding, and enables learners to demonstrate learning outcomes that are explicitly relevant to employment and professional requirements. An Advanced Diploma or Foundation Degree recognizes technician, technologist, managerial and professional level skills and knowledge.

32. A Bachelor Degree awarded at Level 6 is a systematic, research-based, coherent, introduction to the knowledge, ideas, principles, concepts, basic research methods and to the analytical and problem-solving techniques of a recognized major subject or subjects. A programme leading to this qualification usually involves major studies in which significant knowledge is available. Programme content is taken to a significant depth and progressively developed to a high level, which can provide a basis for postgraduate study and professional careers.

33. A Master Degree, Postgraduate Diploma and Postgraduate Certificate awarded at Level 7 are normally designed to extend the principal subject or subjects of the qualifying degree or may build on relevant knowledge and skills derived from advanced occupational experience. A Master Degree contains a significant element of supervised research, normally embodied in a thesis, dissertation or substantial research paper.

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34. A Doctoral Degree awarded at Level 8 is a research qualification that is at a level significantly higher than the Master Degree, reflecting scholarly independence, and is awarded in recognition of research which has made a substantial and original contribution to knowledge.

L DESCRIPTIONS OF LEVEL DESCRIPTORS

35. Level descriptors have been developed for all the eight (8) levels, defined by the nature of the characteristics outcomes of learning at each level in terms of five (5) domains, that is, (i) Knowledge and skills (the types of knowledge and skills involved); (ii) Practice: Applied Knowledge and Understanding (the context in which the knowledge and skills are applied); (iii) Generic Cognitive Skills; (iv) Communications, ICT and Numeracy Skills, and (v) Autonomy, Accountability and Working with others (the level of independence).

36. The level descriptors set out the characteristic generic outcomes of every level. They are intended to provide a general, shared understanding of every level. They are not intended to be totally prescriptive or comprehensive statements, and there is no expectation that every unit and qualification should have all the characteristics. The level descriptors are in Appendix 1.

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M MINIMUM CREDIT POINTS AND ACADEMIC LOAD

37. Credit is the quantitative measure that represents the volume of learning or academic load to attain the set learning outcomes.

38. Academic load is a quantitative measure of all learning activities required to achieve a defined set of learning outcomes. These activities include lectures, tutorial, seminar, practical, self-study, retrieval of information, research, fieldwork, as well as preparing for and sitting of an examination.

39. In Brunei context, forty (40) hours of notional student learning time is valued as one credit for the Higher Education Sector qualification where as ten (10) hours of notional student learning of the Technical and Vocational Sector qualification is valued as one credit.

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40. This definition of credit and academic load is accepted and used internationally and the uniformity in meaning and understanding facilitates the comparability of international qualification frameworks, eases student mobility, supports curriculum development and simplifies recognition at the international level.

41. The benefit of the credit system is the enhancement of the higher education provider’s autonomy to design and plan the teaching and learning activities that are no longer bound to contact hours based on the total teaching weeks in a semester. Hence, this system supports the varieties in the national education system, which is characterized by different periods if semesters between universities, colleges, polytechnics and between public and private sectors.

42. The credit system also supports the varied mode of delivery, namely full-time, part-time weekend, distant learning, e-learning and also non-structure learning in the informal and non-formal sectors. This system also ensures that student academic load is distributed evenly in an academic calendar. The minimum credit points and academic load is presented in Appendix 2.

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16

APPENDICES

APPENDIX 1: DESCRIPTIONS OF LEVEL DESCRIPTORS

APPENDIX 2: MINIMUM CREDIT POINTS AND ACADEMIC LOAD

17

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aphi

cal d

ata

in

fam

iliar

con

text

s

Gen

eric

cog

nitiv

e sk

ills

U

se, w

ith

guid

ance

, giv

en

stag

es o

f a

prob

lem

solv

ing

appr

oach

to d

eal

with

a si

tuat

ion

or is

sue.

O

pera

te in

fir

st-h

and

info

rmat

ion

cont

exts

.Id

entif

y an

d/or

take

acc

ount

of

som

e of

the

cons

eque

nces

of

actio

n /in

actio

n

Prac

tice:

App

lied

know

ledg

e an

d un

ders

tand

ing

R

elat

e kn

owle

dge

to p

erso

nal a

nd /o

r pr

actic

al c

onte

xts.

U

se a

few

skill

s to

com

plet

e ta

sks w

ith

som

e no

n- ro

utin

e el

emen

ts.

S

elec

t and

use

, with

gu

idan

ce, a

ppro

pria

te

tool

s and

mat

eria

ls

safe

ly a

nd e

ffect

ivel

y.

Kno

wle

dge

and

unde

rsta

ndin

g

Dem

onst

rate

and

/or

wor

k w

ith:

B

asic

kno

wle

dge

in a

subj

ect/

disc

iplin

e w

hich

is

mai

nly

fact

ual.

S

ome

sim

ple

fact

s an

d id

eas a

bout

an

d as

soci

ated

w

ith a

subj

ect /

di

scip

line

K

now

ledg

e of

ba

sic

proc

esse

s, m

ater

ials

and

te

rmin

olog

y.

LEV

EL 2

(Ski

lls C

ertifi

cate

2 is a

n exa

mpl

e of a

quali

ficati

on at

this

level)

19

LEV

EL 3

(Ski

lls C

ertifi

cate

3 is a

n exa

mpl

e of a

quali

ficati

on at

this

level)

Aut

onom

y,

acco

unta

bilit

y an

d w

orki

ng w

ith o

ther

s

Cha

ract

eris

tic o

utco

mes

of l

earn

ing

at th

is le

vel i

nclu

de th

e ab

ility

to: W

ork

alon

e or

with

ot

hers

on

sim

ple

task

.

A

gree

goa

ls a

nd

resp

onsi

bilit

ies f

or

self

and

/or w

ork

team

with

man

gers

an

d su

perv

isor

s.

T

ake

lead

ersh

ip

resp

onsi

bilit

y fo

r so

me

task

s.S

how

aw

aren

ess

for o

ther

s’ ro

les,

resp

onsi

bilit

ies a

nd

requ

irem

ents

in

carr

ying

wor

k an

d m

ake

a co

ntrib

utio

n to

the

eval

uatio

n an

d im

prov

emen

t of

pra

ctic

es a

nd

proc

esse

s.

Com

mun

icat

ion,

ICT

and

num

erac

y sk

ills

Use

a ra

nge

of ro

utin

e sk

ills f

or e

xam

ple:

P

rodu

ce a

nd

resp

ond

to d

etai

led

writ

ten

and

oral

co

mm

unic

atio

n in

fa

mili

ar c

onte

xts.

u

se st

anda

rd

appl

icat

ions

to

proc

ess,

obta

in

and

com

bine

in

form

atio

nu

se a

rang

e of

nu

mer

ical

and

gr

aphi

cal d

ata

in

stra

ight

forw

ard

cont

ext w

hich

hav

e so

me

com

plex

fe

atur

es.

Gen

eric

cog

nitiv

e sk

ills

U

se a

pro

blem

so

lvin

g ap

proa

ch to

de

al w

ith a

situ

atio

n or

issu

e w

hich

is

stra

ight

forw

ard

in

rela

tion

to a

subj

ect/

disc

iplin

e.

O

pera

te in

fam

iliar

co

ntex

t, bu

t whe

re

ther

e is

a n

eed

to

take

acc

ount

of

or u

se a

dditi

onal

in

form

atio

n of

di

ffere

nt k

inds

, so

me

of w

hich

will

be

theo

retic

al o

r hy

poth

etic

alU

se so

me

abst

ract

co

nstru

cts e

g m

ake

gene

raliz

atio

ns a

nd /

or d

raw

con

clus

ions

.

Prac

tice:

App

lied

know

ledg

e an

d un

ders

tand

ing

R

elat

e id

eas a

nd

know

ledg

e to

pe

rson

al a

nd/o

r ev

eryd

ay c

onte

xts.

C

ompl

ete

som

e ro

utin

e an

d no

n-ro

utin

e ta

sks

usin

g kn

owle

dge

asso

ciat

ed w

ith a

su

bjec

t / d

isci

plin

e

P

lan

and

orga

nise

bo

th fa

mili

ar a

nd

new

task

s.

S

elec

t app

ropr

iate

to

ols a

nd m

ater

ials

an

d us

e sa

fely

and

ef

fect

ivel

y ( e

g w

ithou

t was

te)

A

djus

t too

ls

whe

re n

eces

sary

fo

llow

ing

safe

pr

actic

es.

Kno

wle

dge

and

unde

rsta

ndin

g

Dem

onst

rate

and

/or

wor

k w

ith:

B

asic

kno

wle

dge

in a

subj

ect/

disc

iplin

e w

hich

is

mai

nly

fact

ual

but h

as so

me

theo

retic

al

com

pone

nt.

A

rang

e si

mpl

e fa

cts a

nd id

eas

abou

t and

as

soci

ated

w

ith a

subj

ect /

di

scip

line.

K

now

ledg

e an

d un

ders

tand

ing

of

basi

c pr

oces

ses,

mat

eria

ls a

nd

term

inol

ogy.

20

Aut

onom

y,

acco

unta

bilit

y an

d w

orki

ng w

ith o

ther

s

Cha

ract

eris

tic o

utco

mes

of l

earn

ing

at th

is le

vel i

nclu

de th

e ab

ility

to: E

xerc

ise

som

e in

itiat

ive

and

inde

pend

ence

in

carr

ying

out

defi

ned

activ

ities

at a

pr

ofes

sion

al le

vel.

T

ake

supe

rvis

ion

in

less

fam

iliar

are

as o

f w

ork.

T

ake

som

e m

anag

eria

l re

spon

sibi

lity

for t

he

wor

k of

oth

ers w

ithin

a

defin

ed a

nd su

perv

ised

st

ruct

ure

M

anag

e lim

ited

reso

urce

s with

in

defin

ed a

reas

of w

ork.

T

ake

the

lead

in

impl

emen

ting

agre

ed

plan

s in

fam

iliar

or

defin

ed c

onte

xts.

T

ake

acco

unt o

f ow

n an

d ot

hers

’ rol

es

and

resp

onsi

bilit

ies

in c

arry

ing

out a

nd

eval

uatin

g ta

sks.

Com

mun

icat

ion,

ICT

and

num

erac

y sk

ills

U

se a

wid

e ra

nge

of r

outin

e sk

ills

and

som

e ad

vanc

ed

skill

s ass

ocia

ted

with

the

subj

ect/

disc

iplin

e fo

r ex

ampl

e:C

onve

y co

mpl

ex

idea

s in

wel

l-st

ruct

ured

and

co

here

nt fo

rm.

U

se a

rang

e of

form

s of

com

mun

icat

ion

effe

ctiv

ely

in b

oth

fam

iliar

and

new

co

ntex

ts.

U

se st

anda

rd

appl

icat

ions

to

pro

cess

and

ob

tain

a v

arie

ty o

f in

form

atio

n an

d da

ta.

U

se a

rang

e of

nu

mer

ical

and

gr

aphi

cal s

kills

in

com

bina

tion.

U

se n

umer

ical

and

gr

aphi

cal d

ata

to

mea

sure

pro

gres

s an

d ac

hiev

e go

als/

targ

ets.

Gen

eric

cog

nitiv

e sk

ills

P

rese

nt a

nd

eval

uate

ar

gum

ents

, in

form

atio

n an

d id

eas w

hich

are

ro

utin

e to

the

subj

ect /

disc

iplin

e.

U

se a

rang

e of

ap

proa

ches

to

addr

essi

ng d

efine

d an

d/or

rout

ine

prob

lem

s and

is

sues

with

in

fam

iliar

con

text

s.

Prac

tice:

App

lied

know

ledg

e an

d un

ders

tand

ing

U

se so

me

of th

e ba

sic,

rout

ine

prof

essi

onal

sk

ills,

tech

niqu

es,

prac

tices

and

/or

mat

eria

ls

asso

ciat

ed w

ith a

su

bjec

t / d

isci

plin

e.P

ract

ice

thes

e in

bot

h ro

utin

e an

d no

n-ro

utin

e co

ntex

ts.

A

ligne

d pr

oces

ses

and

task

with

ba

selin

e da

ta /

situ

atio

nal

elem

ents

/cur

rent

en

viro

nmen

ts.

Kno

wle

dge

and

unde

rsta

ndin

g

D

emon

stra

te a

nd/

or w

ork

with

:A

bro

ad

know

ledg

e of

the

subj

ect/d

isci

plin

e in

gen

eral

.K

now

ledg

e th

at

is e

mbe

dded

in

the

mai

n th

eorie

s, co

ncep

ts a

nd

prin

cipl

es.

A

n aw

aren

ess

of th

e ev

olvi

ng/

chan

ging

nat

ure

of k

now

ledg

e an

d un

ders

tand

ing.

A

n un

ders

tand

ing

of th

e di

ffere

nce

betw

een

expl

anat

ions

bas

ed

in e

vide

nce

and/

or re

sear

ch a

nd

othe

r for

ms o

f ex

plan

atio

ns, a

nd

of th

e im

porta

nce

of th

is d

iffer

ence

.

LEV

EL 4

(Dip

lom

a is a

n exa

mpl

e of a

quali

ficati

on at

this

level)

21

LEV

EL 5

(Adv

ance

Dip

lom

a and

Fou

ndati

on D

egre

e are

exam

ples

of a

quali

ficati

on at

this

level)

Aut

onom

y,

acco

unta

bilit

y an

d w

orki

ng w

ith o

ther

s

Cha

ract

eris

tic o

utco

mes

of l

earn

ing

at th

is le

vel i

nclu

de th

e ab

ility

to: E

xerc

ise

auto

nom

y an

d in

itiat

ive

in

som

e ac

tiviti

es a

t a

prof

essi

onal

leve

l. T

ake

sign

ifica

nt

man

ager

ial o

r su

perv

isor

y re

spon

sibi

lity

for

the

wor

k of

oth

ers i

n de

fined

are

as o

f wor

k.

M

anag

e re

sour

ces

with

in d

efine

d ar

eas o

f w

ork.

T

ake

the

lead

on

plan

ning

in fa

mili

ar o

r de

fined

con

text

s. T

ake

cont

inui

ng

acco

unt o

f ow

n an

d ot

hers

’ rol

es,

resp

onsi

bilit

ies

and

cont

ribut

ions

in

car

ryin

g ou

t and

ev

alua

ting

task

s.

Com

mun

icat

ion,

ICT

and

num

erac

y sk

ills

Use

a ra

nge

of

rout

ine

of sk

ills a

nd

som

e ad

vanc

ed a

nd

spec

ializ

ed sk

ills

asso

ciat

ed w

ith a

su

bjec

t/ di

scip

line-

fo

r exa

mpl

e:

C

onve

y co

mpl

ex

info

rmat

ion

to a

ra

nge

of a

udie

nces

an

d fo

r a ra

nge

of

purp

oses

. U

se a

rang

e of

stan

dard

ap

plic

atio

ns to

pr

oces

s and

obt

ain

data

. U

se a

nd e

valu

ate

num

eric

al a

nd

grap

hica

l dat

a to

m

easu

re p

rogr

ess

and

achi

eve

goal

s/ta

rget

s.

Gen

eric

cog

nitiv

e sk

ills

U

nder

take

cr

itica

l ana

lysi

s, ev

alua

tion

and/

or sy

nthe

sis o

f id

eas,

conc

epts

, in

form

atio

n an

d is

sues

whi

ch

are

with

in

the

com

mon

un

ders

tand

ing

of th

e su

bjec

t/ di

scip

line.

U

se a

rang

e of

app

roac

hes

to fo

rmul

ate

evid

ence

solu

tions

/ re

spon

ses t

o de

fined

and

/or

rout

ine

prob

lem

s an

d is

sues

. C

ritic

ally

eva

luat

e ev

iden

ce-b

ased

so

lutio

ns/

resp

onse

s to

defin

ed a

nd /o

r ro

utin

e pr

oble

ms/

issu

es.

Prac

tice:

App

lied

know

ledg

e an

d un

ders

tand

ing

U

se a

rang

e of

ro

utin

e sk

ills,

tech

niqu

es,

prac

tices

and

/or

mat

eria

ls

asso

ciat

ed w

ith a

su

bjec

t/ di

scip

line,

a

few

of w

hich

ar

e ad

vanc

ed o

r co

mpl

ex.

C

arry

out

rout

ine

lines

of e

nqui

ry

deve

lopm

ent o

r in

vest

igat

ion

into

pr

ofes

sion

al le

vel

prob

lem

s and

is

sues

. A

dapt

rout

ine

prac

tices

with

in

acce

pted

stan

dard

s.

Kno

wle

dge

and

unde

rsta

ndin

g

Dem

onst

rate

and

/or

wor

k w

ith:

A

bro

ad

know

ledg

e of

the

scop

e, d

efini

ng

feat

ures

, and

mai

n ar

eas o

f a su

bjec

t/di

scip

line.

D

etai

led

know

ledg

e in

so

me

area

s. U

nder

stan

ding

of

a lim

ited

rang

e of

cor

e th

eorie

s, pr

inci

ples

and

co

ncep

ts.

L

imite

d kn

owle

dge

and

unde

rsta

ndin

g of

som

e m

ajor

cu

rren

t iss

ues a

nd

spec

ialis

ms.

A

n ou

tline

kn

owle

dge

and

unde

rsta

ndin

g of

rese

arch

an

d eq

uiva

lent

sc

hola

rly/

acad

emic

pr

oces

ses.

22

Aut

onom

y,

acco

unta

bilit

y an

d w

orki

ng w

ith o

ther

s

Cha

ract

eris

tic o

utco

mes

of l

earn

ing

at th

is le

vel i

nclu

de th

e ab

ility

to:

Exer

cise

aut

onom

y an

d in

itiat

ive

in

som

e ac

tiviti

es a

t a

prof

essi

onal

leve

l.

Take

som

e re

spon

sibi

lity

for t

he

wor

k of

oth

ers a

nd fo

r a

rang

e of

reso

urce

s.

Prac

tice

in w

ays

whi

ch ta

ke a

ccou

nt o

f ow

n an

d ot

hers

’ rol

es

and

resp

onsi

bilit

ies.

Wor

k un

der g

uida

nce

with

qua

lified

pr

actit

ione

rs.

Dea

l with

eth

ical

and

pr

ofes

sion

al is

sues

in

acc

orda

nce

with

cu

rren

t pro

fess

iona

l an

d/or

eth

ical

cod

es

or p

ract

ices

seek

ing

guid

ance

whe

re

appr

opria

te.

Com

mun

icat

ion,

ICT

and

num

erac

y sk

ills

Use

a ra

nge

of

rout

ine

of sk

ills a

nd

som

e ad

vanc

ed a

nd

spec

ialis

ed sk

ills i

n su

ppor

t of e

stab

lishe

d pr

actic

es in

a su

bjec

t/ di

scip

line

- for

ex

ampl

e:

Mak

e fo

rmal

an

d in

form

al

pres

enta

tions

on

stan

dard

/ m

ains

tream

to

pics

in th

e su

bjec

t/dis

cipl

ine

to a

rang

e of

au

dien

ces.

Use

a ra

nge

of

IT a

pplic

atio

ns

to su

ppor

t and

en

hanc

e w

ork.

Inte

rpre

t, us

e an

d ev

alua

te n

umer

ical

an

d gr

aphi

cal d

ata

to a

chie

ve g

oals

/ta

rget

s.

Gen

eric

cog

nitiv

e sk

ills

Und

erta

ke

criti

cal a

naly

sis,

eval

uatio

n an

d/or

synt

hesi

s of

idea

s, co

ncep

ts,

info

rmat

ion

and

issu

es.

Iden

tify

and

anal

yse

rout

ine

prof

essi

onal

pr

oble

ms a

nd

issu

es.

Dra

w a

nd a

ra

nge

of so

urce

s in

mak

ing

judg

men

ts.

Prac

tice:

App

lied

know

ledg

e an

d un

ders

tand

ing

Use

a se

lect

ion

of p

rinci

pal

skill

s, te

chni

ques

, pr

actic

es a

nd/

or m

ater

ials

as

soci

ated

with

a

subj

ect/

disc

iplin

e.

Use

a fe

w sk

ills,

tech

niqu

es,

prac

tices

and

/or

mat

eria

ls th

at

are

spec

ialis

ed o

r ad

vanc

ed.

Prac

tice

rout

ine

met

hods

of

enqu

iry a

nd/o

r re

sear

ch

Prac

tice

in a

rang

e of

pro

fess

iona

l le

vel c

onte

xts

whi

ch in

clud

e a

degr

ee o

f un

pred

icta

bilit

y.

App

ly a

naly

tical

w

ith si

tuat

iona

l an

d en

viro

nmen

tal

alig

ning

with

ba

selin

e da

ta.

Kno

wle

dge

and

unde

rsta

ndin

g

Dem

onst

rate

and

/or

wor

k w

ith:

A b

road

and

in

tegr

ated

kn

owle

dge

and

unde

rsta

ndin

g of

the

scop

e,

mai

n ar

eas a

nd

boun

darie

s of

a su

bjec

t /di

scip

line.

A c

ritic

al

unde

rsta

ndin

g of

a se

lect

ion

of th

e pr

inci

pal

theo

ries,

prin

cipl

es,

conc

epts

and

te

rmin

olog

y.

Kno

wle

dge

that

is

det

aile

d in

so

me

area

s and

/o

r kno

wle

dge

of o

ne o

r mor

e sp

ecia

lism

s tha

t ar

e in

form

ed

by fo

refr

ont

deve

lopm

ents

.

LEV

EL 6

(Bac

helo

r’s D

egre

e ia a

n exa

mpl

e of a

quali

ficati

on at

this

level)

23

LEV

EL 7

(Mas

ter, P

ost-G

radu

ate C

ertifi

cate

and P

ost-G

radu

ate D

iplo

ma a

re ex

ampl

es of

a qu

alific

ation

at th

is lev

el)

Aut

onom

y,

acco

unta

bilit

y an

d w

orki

ng w

ith o

ther

sC

hara

cter

istic

out

com

es o

f lea

rnin

g at

this

leve

l inc

lude

the

abili

ty to

: E

xerc

ise

subs

tant

ial

auto

nom

y an

d in

itiat

ive

in p

rofe

ssio

nal a

nd

equi

vale

nt a

ctiv

ities

. T

ake

resp

onsi

bilit

y fo

r ow

n w

ork

and/

or

sign

ifica

nt re

spon

sibi

lity

for t

he w

ork

of o

ther

s. T

ake

resp

onsi

bilit

y fo

r a

sign

ifica

nt ra

nge

of

reso

urce

s. D

emon

stra

te le

ader

ship

an

d/ o

r ini

tiativ

e an

d m

ake

an id

entifi

able

co

ntrib

utio

n to

cha

nge

and

deve

lopm

ent.

P

ract

ice

in w

ays w

hich

dr

aw o

n cr

itica

l refl

ectio

n on

ow

n an

d ot

hers

’ rol

es

and

resp

onsi

bilit

ies.

D

eal w

ith c

ompl

ex e

thic

al

and

prof

essi

onal

issu

es

and

M

ake

info

rmed

judg

men

ts

on is

sues

not

add

ress

ed

by c

urre

nt p

rofe

ssio

nal

and/

or e

thic

al c

odes

or

prac

tices

.

Com

mun

icat

ion,

IC

T an

d nu

mer

acy

skill

s

U

se a

wid

e ra

nge

of

rout

ine

and

adva

nced

sp

ecia

lized

skill

s in

supp

ort o

f est

ablis

hed

prac

tices

in a

subj

ect/

disc

iplin

e - f

or

exam

ple:

C

omm

unic

ate

usin

g ap

prop

riate

m

etho

ds, t

o a

rang

e of

aud

ienc

es w

ith

diffe

rent

leve

l of

kno

wle

dge/

ex

perti

se.

C

omm

unic

ate

with

pro

fess

iona

l le

vel p

eers

, sen

ior

colle

ague

s and

sp

ecia

lists

. U

se a

rang

e of

so

ftwar

e to

supp

ort

and

enha

nce

wor

k at

this

leve

l and

sp

ecify

refin

emen

ts/

impr

ovem

ents

to

softw

are

to in

crea

se

effe

ctiv

enes

s. U

nder

take

crit

ical

ev

alua

tion

of a

wid

e ra

nge

of n

umer

ical

an

d gr

aphi

cal d

ata

to se

t and

ach

ieve

d go

als/

targ

et.

Gen

eric

cog

nitiv

e sk

ills

App

ly c

ritic

al

anal

ysis

, ev

alua

tion

and

synt

hesi

s to

issu

es w

hich

are

at

the

fore

fron

t or

info

rmed

de

velo

pmen

ts a

t th

e fo

refr

ont o

f a

subj

ect/

disc

iplin

e.

Iden

tify,

co

ncep

tual

ise

and

defin

e ne

w a

nd

abst

ract

pro

blem

s an

d is

sues

.

Dev

elop

orig

inal

an

d cr

eativ

e re

spon

ses t

o pr

oble

ms a

nd

issu

es.

Crit

ical

ly re

view

, co

nsol

idat

e an

d ex

tend

kno

wle

dge,

sk

ills p

ract

ices

an

d th

inki

ng in

a

subj

ect/

disc

iplin

e.

Dea

l with

com

plex

is

sues

and

m

ake

info

rmed

ju

dgm

ents

in

situ

atio

ns in

th

e ab

senc

e of

co

mpl

ete

or

cons

iste

nt d

ata/

in

form

atio

n.

Prac

tice:

App

lied

know

ledg

e an

d un

ders

tand

ing

Use

a ra

nge

of

prin

cipa

l ski

lls,

tech

niqu

es p

ract

ices

an

d/or

mat

eria

ls

asso

ciat

ed w

ith a

su

bjec

t/ di

scip

line.

Use

a ra

nge

of

spec

ializ

ed sk

ill,

tech

niqu

es, p

ract

ices

an

d/or

mat

eria

ls

that

are

spec

ializ

ed

or a

dvan

ced

or

at fo

refr

ont o

f a

subj

ect/

disc

iplin

e

Plan

and

exe

cute

a

sign

ifica

nt

proj

ect o

f res

earc

h,

deve

lopm

ent o

r in

vest

igat

ion

and

iden

tify

and

impl

emen

t re

leva

nt o

utco

mes

. D

emon

stra

te

orig

inal

ity o

r cr

eativ

ity in

th

e ap

plic

atio

n of

kno

wle

dge

unde

rsta

ndin

g an

d /

or p

ract

ices

.

Prac

tice

in a

w

ide

and

ofte

n un

pred

icta

ble

varie

ty

of p

rofe

ssio

nal l

evel

co

ntex

ts

App

ly a

naly

tical

with

si

tuat

iona

l ele

men

ts

/ env

ironm

enta

l al

igni

ng w

ith

base

line

data

.

Kno

wle

dge

and

unde

rsta

ndin

g

Dem

onst

rate

and

/or

wor

k w

ith:

Kno

wle

dge

that

cov

ers a

nd

inte

grat

es m

ost o

f th

e pr

inci

pal a

reas

, fe

atur

es, b

ound

arie

s, te

rmin

olog

y an

d co

nven

tions

of a

su

bjec

t/dis

cipl

ine

incl

udin

g th

eir

feat

ures

, bou

ndar

ies,

term

inol

ogy

and

conv

entio

ns

A c

ritic

al

unde

rsta

ndin

g of

the

prin

cipa

l the

orie

s, co

ncep

ts a

nd

prin

cipl

es,

A c

ritic

al

unde

rsta

ndin

g of

a

rang

e of

spec

ializ

ed

theo

ries,

prin

cipl

e an

d co

ncep

ts.

Exte

nsiv

e de

taile

d an

d cr

itica

l kno

wle

dge

and

unde

rsta

ndin

g in

one

or

mor

e sp

ecia

lism

s, m

uch

of w

hich

is

at o

r inf

orm

ed b

y de

velo

pmen

ts a

t the

fo

refr

ont.

Crit

ical

aw

aren

ess

of c

urre

nt is

sues

in

a su

bjec

t/ di

scip

line

and

one

or m

ore

spec

ialis

m.

24

Aut

onom

y,

acco

unta

bilit

y an

d w

orki

ng w

ith o

ther

sC

hara

cter

istic

out

com

es o

f lea

rnin

g at

this

leve

l inc

lude

the

abili

ty to

: E

xerc

ise

a hi

gh

leve

l of a

uton

omy

initi

ativ

e in

pr

ofes

sion

al a

nd

equi

vale

nt a

ctiv

ities

. T

ake

full

resp

onsi

bilit

y fo

r ow

n w

ork

and

sign

ifica

nt

resp

onsi

bilit

y fo

r the

w

ork

of o

ther

s. D

emon

stra

te

lead

ersh

ip a

nd/

or o

rigin

ality

in

tack

ling

and

solv

ing

prob

lem

s and

issu

es.

W

ork

in w

ays w

hich

ar

e re

flect

ive,

self-

criti

cal a

nd b

ased

on

rese

arch

/ evi

denc

e.

D

eal w

ith c

ompl

ex

ethi

cal a

nd

prof

essi

onal

issu

es.

M

ake

info

rmed

ju

dgm

ents

on

new

an

d em

ergi

ng is

sues

no

t add

ress

ed b

y cu

rren

t pro

fess

iona

l an

d/or

eth

ical

cod

es

or p

ract

ices

.

Com

mun

icat

ion,

ICT

and

num

erac

y sk

ills

U

se a

sign

ifica

nt

rang

e of

adv

ance

d an

d sp

ecia

lized

sk

ills a

s ap

prop

riate

to th

e su

bjec

t/ di

scip

line

- Fo

r exa

mpl

e:

C

omm

unic

ate

at

an a

ppro

pria

te

leve

l to

a ra

nge

of a

udie

nces

an

d ad

apt

com

mun

icat

ion

to th

e co

ntex

t and

pu

rpos

e.

C

omm

unic

ate

at

the

stan

dard

of

publ

ishe

d ac

adem

ic

wor

k an

d/or

crit

ical

di

alog

ue a

nd

revi

ew w

ith p

eers

an

d ex

perts

in o

ther

sp

ecia

lists

. U

se a

rang

e of

so

ftwar

e to

supp

ort

and

enha

nce

wor

k at

this

leve

l and

sp

ecify

softw

are

requ

irem

ents

to

enha

nce

wor

k.

C

ritic

ally

eva

luat

e nu

mer

ical

and

gr

aphi

cal d

ata.

Gen

eric

cog

nitiv

e sk

ills

A

pply

a c

onst

ant

and

inte

grat

ed

appr

oach

to c

ritic

al

anal

ysis

, eva

luat

ion

and

synt

hesi

s of

new

and

com

plex

id

eas,

info

rmat

ion

and

issu

es.

I

dent

ify,

conc

eptu

aliz

e an

d of

fer o

rigin

al a

nd

crea

tive

insi

ghts

into

ne

w a

nd c

ompl

ex

abst

ract

idea

s, in

form

atio

n an

d is

sues

. D

evel

op c

reat

ive

and

orig

inal

re

spon

ses t

o pr

oble

ms a

nd is

sues

. D

eal w

ith v

ery

com

plex

and

/ or

new

issu

es a

nd

mak

e in

form

ed

judg

men

ts in

si

tuat

ions

in th

e ab

senc

e of

com

plet

e or

con

sist

ent d

ata/

in

form

atio

n.

T

hink

and

pla

ns

“hol

istic

ally

” to

be

alig

ned

the

proc

esse

s w

ith si

tuat

iona

l ch

alle

nges

and

is

sues

.

Prac

tice:

App

lied

know

ledg

e an

d un

ders

tand

ing

U

se a

sign

ifica

nt ra

nge

of p

rinci

pal s

kills

, te

chni

ques

, pra

ctic

es

and/

or m

ater

ials

that

ar

e as

soci

ated

with

a

subj

ect/

disc

iplin

e.

U

se a

nd e

nhan

ce

rang

e of

com

plex

sk

ills,

tech

niqu

es,

prac

tices

and

mat

eria

ls

at fo

refr

ont o

f one

or

mor

e sp

ecia

lism

s. A

pply

a ra

nge

of st

anda

rd a

nd

spec

ializ

ed re

sear

ch o

r eq

uiva

lent

inst

rum

ents

an

d te

chni

ques

of

enqu

iry.

D

esig

n an

d ex

ecut

e re

sear

ch, i

nves

tigat

ive

or d

evel

opm

ent

proj

ects

to d

eal w

ith

new

pro

blem

s and

is

sues

. D

emon

stra

te

orig

inal

ity o

r cre

ativ

ity

in th

e de

velo

pmen

t an

d ap

plic

atio

n of

ne

w k

now

ledg

e un

ders

tand

ing

and

prac

tices

. P

ract

ice

in th

e co

ntex

ts

of n

ew p

robl

ems a

nd

circ

umst

ance

s.

Kno

wle

dge

and

unde

rsta

ndin

g

D

emon

stra

te a

nd/

or w

ork

with

: A

crit

ical

ov

ervi

ew o

f a

subj

ect/

disc

iplin

e in

clud

ing

criti

cal

unde

rsta

ndin

g of

the

prin

cipa

l th

eorie

s, pr

inci

ples

and

co

ncep

ts.

A

crit

ical

, de

taile

d an

d of

ten

lead

ing

know

ledg

e an

d un

ders

tand

ing

of fo

refr

ont o

f on

e or

mor

e sp

ecia

lism

s. K

now

ledg

e an

d un

ders

tand

ing

that

is g

ener

ated

th

roug

h pe

rson

al

rese

arch

or

equi

vale

nt w

ork

whi

ch m

akes

a

sign

ifica

nt

cont

ribut

ion

to

the

deve

lopm

ent

of th

e su

bjec

t/ di

scip

line.

LEV

EL 8

(Doc

tora

l Deg

ree a

re ex

ampl

es of

a qu

alific

ation

at th

is lev

el)

25

Appendix 2: Minimum Credit Points and Academic Load

Brunei Darussalam Qualification Framework - Minimum Credit Points and Academic Load

BDQFLevel

Qualifications Minimum Credit Points

8 Doctoral No given credit value

7

Master (Taught)

Postgraduate Diploma

Postgraduate Certificate

45

40

306 Bachelor 120

5Foundation Degree

Advance Diploma

60

4 Diploma 1603 Skill Certificate 3 (SC3) 702 Skill Certificate 2 (SC2) 701 Skill Certificate 1 (SC1) N/A

26

N O T E

Printed By:Government Printing DepartmentPrime Minister’s OfficeBrunei Darussalam