Parent term: Level
A statement describing learning achievement at a particular level of the National Qualifications Framework (NQF) that provides a broad indication of the types of learning outcomes and assessment criteria that are appropriate to a qualification at that level.
Source: SAQA 2013, South Africa
|Organisation: || South African Qualifications Authority (SAQA) , South Africa|
|Source: || TVET Standard Glossary of Terms (2013)|
|Description: ||This standard glossary of terms defines and clarifies the core terminology relating to the development and implementation of the South African National Qualifications Framework (NQF). |
As a direct result of the many changes in the education and training landscape between 1995 and 2013, a wide range of terminology and definitions have emerged, often causing confusion and leading to ambiguity in the system. This glossary has been developed to bring consistency to the use of terminology in the broader education and training context, including legislation, policy and everyday usage by the public. Website
Set of statements that describe the levels of a qualification framework in terms of progressive stages of achievement and complexity
Source: SADC 2011, Southern Africa
|Organisation: || Southern African Development Community (SADC) , Southern Africa|
|Source: || SADC Glossary (2011)|
|Description: ||Glossary starting at p26.|
Concept Paper and Implementation Plan for the SADC Regional Qualifications Framework (Original document developed by the SADC Technical Committee on Certification and Accreditation in Maseru in 2005. This is an updated and amended version of the original document). Front page
A definition of the characteristics of a qualification that would lead to it being assigned to a particular level.
Source: ILO (SED) 2007, Global
|Organisation: || International Labor Organization (Skills and Employability Department), UN|
|Source: || An Introductory Guide to National Qualifications Frameworks (2007)|
|Description: ||Glossary p63|
"There are surprisingly few documents which spell out, in a practical way, what an NQF can achieve realistically, what are the preconditions and potential pitfalls and how it can be developed. NQFs have been much discussed and with much enthusiasm, but it may be questioned whether their technical and institutional complexity are well understood.
This Guide attempts to respond to these concerns, and by doing so, to assist policy makers in making informed judgments as to whether and how they can pursue the development of an NQF in meeting the specific needs of their training systems."p. iii (Preface)