Extracts from the Qualifications Framework Emirates ... - CAA

Extracts from the Qualifications FrameworkEmirates Handbook and Implementationof QFEmirates in Higher EducationSeptember 2012Prepared By:Commission for Academic AccreditationMinistry of Higher Education and Scientific ResearchUAE

1 Emirates Handbook and Implementation of QFEmirates in Higher Education

FOREWORDThis brief document is based on selected extracts from the Qualifications FrameworkEmirates Handbook published by the National Qualifications Authority (Approved 20February 2012 -1b1). The selected content is particularly relevant to the specificneeds of the Higher Education sector. The document introduces the structure andfunction of the Framework, and issues for the community of Higher Educationproviders to address in relation to Institutional Licensure and Program Accreditation.Commentary from the Commission for Academic Accreditation is inserted within thetext to provide focus in relation to the needs and requirements of the HigherEducation sector.Emirates Handbook and Implementation of QFEmirates in Higher Education2

3 Emirates Handbook and Implementation of QFEmirates in Higher Education

Table of ContentsDevelopment Background ...................................................................................................... 1Scope and Purpose of the QFEmirates ................................................................................... 2Key Drivers of the QFEmirates and Related Systems ........................................................... 3Design of the QFEmirates ........................................................................................................ 4QFEmirates Levels and their alignment to other National Frameworks ............................ 5Key Definitions of Terminology in the QFEmirates .............................................................. 6Structure of the Framework for Qualifications ..................................................................... 6Generic and Specific Qualifications titles .............................................................................. 7Authority to determine and issue Qualifications ................................................................ 10Satisfying the Requirements for the Issuing of Qualifications .......................................... 12Responsibility for Assessment .............................................................................................. 13Entry Requirements …………………………………………………………………………………… 18Equivalence Recognition and Attestation including Foreign Qualificationsand Awards ............................................................................................................................. 16Recognition of Prior Learning (RPL) arrangements ........................................................... 18Coordination of Commissions’ Activities - Equivalences, Attestation and RPL ............... 19Implementation and Transition Arrangements .................................................................. 20Appendices.............................................................................................................................. 21Appendix A- Grid of Level Descriptors ...................................................................... 21Appendix B- Summary Level Descriptors .................................................................. 27Emirates Handbook and Implementation of QFEmirates in Higher Education4

DEVELOPMENT BACKGROUNDThe Qualifications Framework for the Emirates Handbook is the product of three years ofresearch and development work by the QF Project Team. The initial research anddevelopment work investigated the benefits of various international qualificationsframeworks in improving the skills levels, productivity and global competitiveness of nations.This work led to the issuing of a Federal Decree No. 1 ‘Establish and maintain the NationalQualifications Authority’ on the 23 August 2010.The vision for the UAE in decreeing that there will be a qualifications framework for the UAEis to develop and maintain a qualifications system that values every individual’s learning andoptimises access, transfer, progression and recognition of qualifications, leading to a skilledand knowledgeable workforce for a globally competitive environment.The Qualifications Framework for the Emirates Handbook provides detailed information aboutthe architecture of qualifications in the UAE and also defines the requirements that willenable UAE qualifications to be compared with and valued alongside foreign qualifications.The Handbook sets out the policies, structures, standards, systems and procedures for aQualifications Framework for the Emirates, known as the QFEmirates. It enables a coherent,consistent and robust approach to be taken to the design of qualifications for highereducation, general education and technical, vocational and professional education andtraining. It sets out criteria for both the accreditation of qualifications and for thoseorganisations in the public and private sectors which are to deliver them. It providesguidance and a reference tool for accreditation and awarding bodies and qualificationsdesigners and developers.The term ‘General Education’ as used in the context of the Qualifications Authority,refers to High School Education and not the concept of general courses in highereducation as referred to in the CAA Standards.Perhaps most importantly, the QFEmirates is a facilitative tool that aims to promote theconcept of lifelong learning as the means to enable individuals to plan and access learning inorder to fulfill their potential and to contribute to the future growth and prosperity of theUAE.The requirement for implementation and compliance with the QFEmirates will beacross the non-federal and federal sectors of higher education in the United ArabEmirates.1 Emirates Handbook and Implementation of QFEmirates in Higher Education

The National Qualifications Authority (NQA) Transition Steering Committee supervised thedevelopment of the Handbook, and the Qualifications Framework Technical CoordinationGroup (QFTC-Group) was responsible for its technical development. The process ofdevelopment involved many stakeholders, organisations and practitioners.The Commission for Academic Accreditation has delegated responsibility from theNQA for implementation and regulation of the QFEmirates in the context of highereducation. The CAA has been represented throughout the development process onthe NQA Steering Committee, the QFTC-Group and the NQA Board of TrusteesThe NQA Board of Trustees approved the Qualifications Framework for the EmiratesHandbook on the 20th February 2012. The NQA will implement the Framework incooperation with relevant entities and entrusted bodies, including the CAA.SCOPE AND PURPOSE OF THE QFEMIRATESThe QFEmirates with its ten levels has been designed to be the single structure throughwhich all qualifications in the UAE can be described and compared, enabling the relationshipbetween all qualifications to be defined.The Framework levels aim to accommodate qualifications awarded for learning achieved inschools; the workplace; the community; training centres; colleges; and universities, from themost basic to the most advanced levels of learning. Thus, the QFEmirates sets out torecognise all forms of learning, including that achieved through experiences in workplaces orother non-formal or informal settings.While the QFEmirates provides a frame of reference for existing qualifications, it alsoprovides the basis for the design of new types of qualifications, recognising 'learningoutcomes' defined in terms of knowledge, skills, and aspects of competence. In particular,the Framework paves the way for a new system of qualifications and awards for vocational,technical and professional education and training (known as vocational education andtraining, or VET) in the UAE.The vocational qualifications associated with programs of one year or longer arecurrently under the regulation of the CAA. Short training programs will ultimatelybe regulated by the newly constituted Vocational Education and Training AwardsCommission.The QFEmirates introduces a general understanding of the meaning of a qualification,defining it as: "a formally approved parcel of learning outcomes to standards set by theEmirates Handbook and Implementation of QFEmirates in Higher Education2

elevant accreditation/awarding body, which can be achieved by a learner." This understandingdiffers from the existing common approach that a qualification is based on participation andtime-spent on a course or programme.The Framework of ten (10) levels also provides the basis for comparisons of UAEqualifications with other national and international qualifications. It includes alignmentsbetween qualifications systems in the UAE and the qualifications and certification systems ofother countries as well as between the QFEmirates and meta-frameworks such as theEuropean Qualifications Framework (EQF), the emerging Arab Qualifications Framework andthe Framework of Qualifications of the European Higher Education Area (EHEA, or 'Bologna'Framework).The key drivers underpinning the introduction of a national qualifications framework andrelated systems are as follows:KEY DRIVERS OF THE QFEMIRATES AND RELATED SYSTEMSA single frameworkAll educational institutions in the UAE will benefit from the establishment of a unified andsingular system and reference point for all national qualifications. The establishment of asingle framework will facilitate the work of the country’s decision makers in developingrelevant strategic educational and training policies and directions.A common benchmarkFormulating a single set of outcomes-based criteria and adopting common nomenclaturewill add structure and order to the current system that is comprised of a wide variety ofvaried qualifications currently offered by educational institutions in the UAE. Developing acommon language to designate levels of learning enhances communication amongeducational institutions and the communities they serve.Qualifications flexibilityOne of the goals of the NQA in establishing the framework is to ensure that thequalifications have the flexibility to accommodate changing technologies and changingworkplace environments. (See “Common Benchmark” above.)Labour marketA focus on establishing commonly understood language to designate levels of learning canbetter enable representatives of industry, government, and educational institutions to planprograms that prepare individuals for employment in areas where there are shortages ofskilled employees.3 Emirates Handbook and Implementation of QFEmirates in Higher Education

Quality and consistencyA well-developed framework will address the need for improved and transparentmechanisms for assuring the quality, consistency and rigour in the delivery of educationalprograms.Mobility and portabilityThe qualifications are also designed to enhance learner mobility, not only in the UAE, butinternationally by ensuring that qualifications are portable.Lifelong learningWe live in a knowledge-based society that requires all people to engage in lifelong learning.A qualifications framework will enable the government, industry, and educational institutionsto develop more transparent mechanisms for recognizing and awarding credit for bothformal and non-formal learning.The CAA is currently collaborating with the NQA in the development of draft‘Recognition of Prior Learning’ (RPL) guidelines for institutions. CAA Standardsrequire institutions seeking to award credit for prior learning to have policies andprocedures approved by the Commission (See Standards, Sections 3.1.7 and 5.6.DESIGN OF THE QFEMIRATESDesign of the QFEmirates is based on three features:1. Number of levelsEach level represents a hierarchy of relative difficulty, complexity and depth. The higherthe qualifications framework level, the greater the challenge and the demand expectedof a learner in order to be awarded the relevant qualification.2. Range of learning outcomes at each level with learning outcomes beingdescribed in terms of knowledge, skill and competenceUsing learning outcomes as the common language in the design of qualificationsframeworks makes it easier for international alignments, and also enhances portabilityand mobility of individual qualification holders. Each of these unique learning outcometerms is defined in statements of knowledge, skill and competence. They are assembledin vertical strands for each framework level. The use of strands of learning outcomes andlevels in a qualifications framework helps improve the hierarchical and distinguishingcharacteristics applicable between levels as well as within a level. It provides thosedesigning qualifications with a finely drawn vertical and horizontal structure (grid) tofacilitate easy alignment.Emirates Handbook and Implementation of QFEmirates in Higher Education4

A set of learning outcome statements for each level is called ‘Level Descriptors’. Theydistinguish the levels within a qualifications framework.Level Descriptors form the foundation for specific qualifications design and development(i.e. qualifications are developed for specific needs and aligned to the appropriate level).The QFEmirates grid comprises six levels above the point of graduation from HighSchool at Level 4 i.e. levels 5 – 10. These are the levels and associated qualificationsthat are of principal interest to higher education providers.3. A qualifications structure - classification (type), titles and profilesThe types of qualifications that are to be used in the QFEmirates are defined, as is theconvention for titling qualifications at each level. More than one qualification may beestablished at the same level. Titles are assigned to each relevant qualification to beused.For each qualification an individual ‘profile’ (specification) is produced using the LevelDescriptors. Each qualification profile thus denotes the parcel of learning outcomes to beachieved for the given qualification outcome. They become the ready reference tool forqualifications development, assessment, alignment and comparability.QFEMIRATES LEVELS AND THEIR ALIGNMENT TO OTHER NATIONALFRAMEWORKSA further key design consideration was the desire to ensure that the QFEmirates could beclearly and easily aligned to international meta-frameworks, in particular the EuropeanQualifications Framework (EQF) and the Framework for Qualifications of the European HigherEducation Area (the Bologna Framework).The intended ten levels readily relate to the EQF and the Bologna Framework as well as othernational frameworks, such as the Australian Qualifications Framework or Ireland’s NationalFramework of Qualifications. The table below shows how the QFEmirates aligns to the EQFand Bologna Framework.5 Emirates Handbook and Implementation of QFEmirates in Higher Education

Alignment of QFEmirates with European Qualifications Framework and the BolognaFramework:QFEMIRATES LEVEL EQF LEVEL BOLOGNA FRAMEWORK10 8 Third cycle9, 8 7Second cycle7 6 First cycle6 5 Short cycle5 44 33 21,2 1KEY DEFINITIONS OF TERMINOLOGY IN THE QFEMIRATESIt is important to include key definitions of terminology to enhance consistency ofunderstanding and communication for developers, users and the community. Thesedefinitions have been included in Annexure B of the Handbook – Key definitions ofterminology in the QFEmirates.STRUCTURE OF THE QUALIFICATIONS FRAMEWORK FOR THEEMIRATESThe QFEmirates Level Descriptors are comprised of:1. Number of levelsTen [10] levels have been adopted for the QFEmirates.2. Learning Outcomes (5 strands)Learning outcomes expressed in terms of strands:KnowledgeSkillAspects of competence (comprising three strands).Emirates Handbook and Implementation of QFEmirates in Higher Education6

3. Definition of the five strandsThese five [5] strands of learning outcomes reflect what is expected to be achieved atthe respective level, for each qualification. A qualification is defined, benchmarked andaligned to the requisite level.The 10 levels encompass the widest possible spread of learning: Level 1 can recognizethe ability to perform practical and elementary tasks, while Level 10 qualificationsrecognise the ability to discover and develop new knowledge and skills required at thefrontiers of research and scholarship.The 10 levels and five ‘strands’ of learning outcome statements (defined for each level -totalling fifty [50] statements), form a grid of Level Descriptors. See Annexure C in theHandbook and Appendix A in this document– Grid of Level Descriptors.The five strands of learning outcomes comprise knowledge, skill, and aspects ofcompetence in terms of:autonomy and responsibilityrole in contextself-development.Strands of learning outcomesSTRAND 1 STRAND 2 STRAND 3 STRAND 4 STRAND 5LEVEL XKnowledgeSkillAutonomyandresponsibilityRole incontextSelf-developmentAspects of CompetenceGENERIC AND SPECIFIC QUALIFICATIONS TITLESWith the establishment of a qualifications structure, the ‘generic’ title of the qualificationsthat will be used at each level and the ‘specific’ titling (sector activities, discipline, field oflearning/work, or subject matter/topic area) beyond the generic can be determined. A7 Emirates Handbook and Implementation of QFEmirates in Higher Education

specific title is one that amplifies and gives content context to the generic title. It sets out therequired learning outcomes relevant to sector activities, discipline, field of learning/work, orsubject matter/topic area. For example, a Bachelor qualification is to be developed forbusiness administration: the Degree, ‘Bachelor’ is a ’generic’ title used for a Level 7qualification in the QFEmirates. The specific sector activities, field of learning/work ordiscipline relates to Business Administration. Thus, the qualification title comprised of thegeneric title is amplified by the specific title and represented in the following manner:Bachelor of Business Administration (showing both ‘generic’ title and ‘specific’ title).The qualifications structure of the QFEmirates is primarily concerned with control of the‘generic’ title. Consequently, the titles and respective profiles of ‘generic’ qualifications areused as the basic building block for developing the ‘specific’ qualifications. Genericqualifications cannot be developed for achievement by a learner seeking such.The ‘specific’ qualification titles relate to content and context and are, therefore, much moredetailed and focused than those defining ‘generic’ qualification titles and profiles. Moreover,‘specific’ qualifications when developed against the defined titles and profiles and approvedby the relevant accreditation/awarding body are considered to be directly aligned to theQFEmirates.It should be noted that while it is possible to design qualifications that fit exactly to thequalification profiles of a level, the reality in practice is that most qualifications are madefrom parcels of learning outcomes defined in the standards that may relate to more than onelevel. Nevertheless, it is possible to identify the dominant level in any bundle of outcomesand so ascribe a level designation to any qualification.Often these qualifications are managed, developed, approved and/or recognised by therelevant authorised bodies such as accreditation/awarding bodies (or commissions) includingfederal and other entities with the power to award qualifications, such as universities. Thesework in consultation with competent advisory arrangements/committees they haveestablished to provide advice on such.An initial generic set of qualification titles and profiles have been developed for use in theQFEmirates.The transition from existing to new titles, where necessary to align with theQFEmirates, will be accomplished over a reasonable time frame to bediscussed with CAA licensed institutions.Emirates Handbook and Implementation of QFEmirates in Higher Education8

Principal Qualifications ‘generic’ titlesThe adopted titles for all Principal Qualifications by education sector are detailed asfollows:Principal Qualifications TitlesLevel10GenericNomenclaturePrincipal Qualification titles used in the QFEmirates(each with its own profile)VocationalEducation andTraining (VET)Higher Education(HE)General Education(G12-GE)Doctoral Degree - Doctoral-9Master Degree Applied Master Master -8Graduate DiplomaApplied GraduateDiplomaPostgraduateDiploma-76Bachelor Degree Applied Bachelor Bachelor -Diploma Advanced Diploma Higher Diploma -5 Diploma / AssociateDegreeDiplomaAssociate Degree-4Certificate Certificate 4 -Secondary SchoolCertificate (G 12)321Certificate Certificate 3 - TBACertificate Certificate 2 - -Certificate Certificate 1 - -The ‘specific’ qualifications are supplemented by a common and unique coding system toimprove national education and training information management. The approved codingsystem is used for recording the outcomes on a formal national register, to be known as theQualifications Register and Information System (QRIS). This is discussed in more detail inSection 4.5. of the QFEmirates Handbook.9 Emirates Handbook and Implementation of QFEmirates in Higher Education

Accreditation/awarding bodies manage the ‘specific’ qualifications that are developedagainst the QFEmirates qualifications profiles which require recognition within their remit.Given they are directly developed against a government authorised, publicly declared andavailable benchmark in the QFEmirates, this enhances and builds widespread confidence andunderstanding in their usability, applicability and currency. This approach is explained inmore detail by way of examples of the titling conventions covering ‘generic’ and ‘specific’Principal Qualifications, Composite Awards and Component Awards 1 that could bedeveloped against the list of adopted qualification titles. Also included are respectivemanagement responsibilities that apply in terms of the QFEmirates ‘generic’ and ‘specific’qualifications and awards.AUTHORITY TO DETERMINE AND ISSUE QUALIFICATIONSThe National Qualifications Authority (NQA) has overall responsibility to set policy, manageand assure the quality and integrity of the qualifications system implemented under itsauspices. Three accreditation/awarding bodies have been recognised as operational bodiesor commissions. These bodies are responsible for the approval of qualifications, standards,accreditation of programs and courses, assessment and quality assurance within their remit.Additionally, they are responsible for managing and issuing (directly or indirectly bydelegation) qualifications against the QFEmirates specific to their area of operation. Theseare:Commission for Academic Accreditation (CAA)General Education Commission for Secondary Education (GEC)Vocational Education and Training Awards Commission (VETAC) (underdevelopment).Higher Education SectorWith respect to the Higher Education sector, responsibility rests with the Commission forAcademic Accreditation (CAA) of the Ministry of Higher Education and Scientific Research. Inthis sector, institutions such as universities and colleges set the objectives and academicrequirements of requisite programs together with entry requirements, often with respect tothe requirements of professional bodies. Having met such, a program must be submitted andmeet the Commission’s Licensure and Accreditation Standards.1 Composite Awards and Component Awards are the working titles of qualifications at a given level that have asmaller volume of learning than Principal qualifications. Normally, they form a constituent part of a Principalqualification, so are important in encouraging progression and lifelong learningEmirates Handbook and Implementation of QFEmirates in Higher Education10

The Commission for Academic Accreditation of the Ministry of Higher Education andScientific Research is responsible for the licensure of institutions and academicprograms, which are of one academic year or longer. Upon being licensed andaccredited for requisite programs, relevant universities and colleges have authority toissue relevant qualifications. The CAA has responsibility for such programs at levels 5-10 in the QFEmirates.Typically, institutions establish program advisory committees that capture the requirementsof relevant professional bodies and business groups. These comprise a range of interestedstakeholders including practitioners, employer representatives, community representativesand academic staff from other institutions to facilitate continuous improvement of contentand relevance.The CAA Standards (2011), Section 11.2 refers to the requirement thatinstitutions of higher education establish Advisory Groups and/or othermodes of engagement and ongoing dialogue with employers.Coordination of the respective CommissionsWhilst the NQA recognises the independence of each commission to undertake activitiesconsistent with their remit, there is an acknowledged underlying level of interdependence.This interdependence needs nurturing and coordination within the context of the integratedQFEmirates. Opportunities for access, transfer and progression can be significantly enhancedthrough joint efforts, commitment and cooperative actions between the Commissions.Moreover, greater clarity and information can be developed and presented to those seekingnew careers, new opportunities and/or pathways to lifelong learning.Under its remit for strategic coordination, the NQA is establishing a group charged with theresponsibility of:identifying, promoting, enhancing and facilitating opportunities and arrangementsfor cross-sector access, transfer and progression by undertaking joint exercises,projects and/or activities that explore and provide recommendationsassuring protection of the ‘generic’ qualification titles and qualifications profilescontained in the QFEmiratesundertaking joint exercises, projects and/or activities that explore and providerecommendations to enhance synergies in education and training informationsystems, data retrieval, access and reporting11 Emirates Handbook and Implementation of QFEmirates in Higher Education

developing first level responses to enquiries from respective commissions or relatedbodies affecting two or more sectorsdiscussing issues and identifying options for matters in common that would improvethe quality of outcomes of education and training and their relationship with thelabour market in respective sectors, including, but not limited to, performance andreview of quality assurance processes, career education and advice, assessment,CoreLife Skills, RPL, equivalence arrangements, and qualification outcomes toemployment relevance.sharing experiences, and identifying possible solutions to issues arising from theimplementation of the QFEmirates in respective sectorsmaking recommendations and/or suggestions in relation to improvements to, ordevelopment of new, policy formulation or supporting guidelines to the NQA Boardof Trusteesaddressing other such matters that can assist in the implementation, promotion,understanding and commitment to the QFEmirates.SATISFYING THE REQUIREMENTS FOR THE ISSUING OFQUALIFICATIONSThe three accreditation/awarding bodies (commissions) recognised by the NationalQualifications Authority customarily deploy or recognise differing assessment techniquesand methodologies to give effect to the process of issuing qualifications under their remit.Each supports a quality assurance process that ensures that the assessment processes meetthe principles of impartiality, validity, reliability and consistency.The National Qualifications Authority will recognise existing arrangements and willcoordinate and work with the commissions to ensure continuous improvement processes arein place and maintained such that the quality of outcomes of assessment are consistentlyenhanced and assured.“Typically, the decision to issue a qualification relies on a judgement(s) being madefrom evidence presented and/or produced from recognised quality assured assessmentprocesses. The purpose of assessment under the QFEmirates, for which a qualificationmay be issued as an affirmation of achievement, is to determine if learning to thestandard defined in respective learning outcomes has been achieved”.Emirates Handbook and Implementation of QFEmirates in Higher Education12

CAA licensed institutions are required under its 2011 Standards (Section 2.1.1)to ensure that it has “a well designed system of institutional research, whichprovides the institution with the capability to determine whether theobjectives of its academic, student, and administrative service units, and thelearning outcomes of its academic programs and courses, are being met”.To assure the overall quality of the system and in accordance with the Decree under which itwas established, the National Qualifications Authority will conduct periodic strategicevaluations of the quality of performance of those who authorise or endorse qualificationsand those responsible for the assessment and issuing of qualifications against respectivedefined and approved quality assurance measures. The outcomes of the evaluationprocesses are used to provide feedback and more importantly to assist in identifyingstrategic action agendas for system and sector improvements.RESPONSIBILITY FOR ASSESSMENTHigher Education sectorAn institution licensed by the Commission for Academic Accreditation (CAA) of the Ministryof Higher Education and Scientific Research, and approved to issue the requisitequalification(s), is fully responsible for the assessment process as well as the decision toaward. Additionally, where relevant, this institution is also responsible for the provision andmaintenance of records of achievement. In performing this activity., it is also responsible forensuring the quality of the assessment techniques, methodologies and processes deployedto meet the Commission’s requirements.The issuing of qualificationsWithin the QFEmirates, three qualification types are used: ‘Principal’ Qualification,‘Composite’ Award, and ‘Component’ Award. Respective accreditation/awarding bodies(commissions) may use the qualification types to meet the needs of their respectiveconstituencies and to ensure alignment and consistency with the QFEmirates.Each qualification will reflect the relevant learning outcomes for a given level of theQFEmirates and respective qualification profile that must be achieved to permit its issuance.For qualification purposes, accreditation/awarding bodies or their appointed qualificationsdevelopers assemble learning outcomes into coherent parcels (topics, subjects, skills,standards) representative of the sector and aligned to the relevant QFEmirates qualificationprofile.13 Emirates Handbook and Implementation of QFEmirates in Higher Education

The institution will issue the qualification according to its own processes andprocedures as approved by the CAA– since the CAA has accredited theprograms, based on the QFEmirates, it should automatically follow that it willmeet the requirements of the National Qualifications Authority.The qualification, including the transcript, is formally issued by the relevant awarding body orits delegated agent (e.g. licensed education and training provider) to an individual who hasachieved the specified learning outcomes and within the relevant commissions or thedelegated agency’s publicly declared validity period, as advised. An individual who has notachieved the full requirements of the relevant qualification is provided with a transcript ofthe achievements obtained at that point in time. This too, is formally issued within areasonable time period, specified by the awarding organization.A body that issues a qualification, inclusive of any partially completed relevant training andassessment, is responsible for providing and maintaining all records associated with it andthe respective individual. It is a requirement that administration and management of suchinformation, inclusive of any confidentially requirements, is in accord with that establishedand publicly advised in respective licensure and quality assurance systems by respectivecommissions or delegated bodies.Protecting qualification titlesThe NQA warrants the protection of the qualification nomenclature ‘generic’ titles andqualifications profiles contained and used in the QFEmirates to respectiveaccreditation/awarding bodies; in this instance the three commissions recognised by theNQA. The commissions and their respective delegated agencies (including licensededucation and training providers), where appropriate, are charged with the responsibility ofmonitoring and assuring the protection of all titles, and ‘specific’ qualifications developed,approved and/or issued under their authority. Policy coordination is led by the NQA.The NQA, in coordination with the commissions frequently appraise the market to ensurethere are no organisations, bodies or agencies replicating in anyway the development,approval or issuance of similar qualifications, or purporting to represent, pass-off or act onbehalf of a commission or the National Qualifications Authority without specific licensureapproval from them. Where breaches are detected, relevant commissions must addressthese in the first instance in accordance with their policies and procedures. Whereappropriate and where additional support is needed, they will be assisted by the NationalQualifications Authority. Action will be in accordance with the relevant and prevailing lawunder which the National Qualifications Authority operates, and any supplementaryarrangements including policies and procedures so enunciated by the NQA.Emirates Handbook and Implementation of QFEmirates in Higher Education14

The format of qualifications and transcriptsAs explained in the Handbook, three qualification types are issued in the QFEmirates:‘Principal’ Qualification, ‘Composite’ Award and ‘Component’ Award. The three commissionsuse these types of qualifications to meet their specific needs. Prospects and opportunitiesmay arise from time to time to improve sectoral synergies in terms of transfer of learningand of reporting. This may include enhancing the consistency of reporting formats across thesectors with respect to the appearance of qualifications and the inclusion of minimumrelevant information on the qualification record and transcript. In due course, the NQA andrespective commissions may proceed to work towards and apply a uniform qualificationrecord and transcript reporting arrangement across the sectors; however this is subject toongoing systems collaboration and transitions period.The CAA and NQA are currently working together to develop appropriateguidelines for records of student achievement and transcripts on VETprograms of less than one year in duration and for higher educationprograms.ENTRY REQUIREMENTSQualification entry requirements vary according to sector, qualification type and level.Higher Education sectorThe NQA recognises that the Commission for Academic Accreditation (CAA) manages theformal entry criteria requirements for the Higher Education sector, encompassed in theCAA’s Licensure and Accreditation Standards (2011), which are revised periodically inaccordance with its continuous improvement processes. Typically, entry to courses/programsin this sector requires students to have attained the General Education Secondary SchoolCertificate or approved equivalent level upon entry.The minimum admissions criteria required for entry into undergraduate andgraduate programs are detailed in Sections 5.2 and 5.3 of the 2011 Standards forLicensure and Accreditation. This includes the requirement for CAA approvedEnglish language test scores in relation to programs delivered in English.Bachelor Degree entryLearners on entry typically hold a General Education Secondary School Certificate (G 12) orits equivalent, including any approved special provisions for entry or bridging or foundationprograms. Learners may sometimes also enter from a recognised Higher Diploma or15 Emirates Handbook and Implementation of QFEmirates in Higher Education

Diploma/Associate Degree as transfer students. Other post-secondary qualifications may beconsidered appropriate to attain entry into Bachelor Degree programs.Postgraduate Diploma entryEntry to Postgraduate Diplomas is typically based on evidence of a capacity to undertakehigher studies in a proposed field. It requires an appropriate Bachelor Degree, with aspecified threshold for the GPA score, but other post Bachelor qualifications may also berecognised as appropriate entry requirements.Master Degree entryEntry to Master Degrees is typically based on evidence of a capacity to undertake higherdegree studies in a proposed field. There is a wide range of entry pathways which will varyaccording to the program methodology and the discipline involved. Predominantly researchbasedprograms normally have a research pre-requisite whereas predominantly course workbased programs may be accessed more broadly. The normal entry requirement is anappropriate Bachelor Degree, with a specified threshold for the GPA score, but other post-Bachelor qualifications may also be recognised as appropriate entry requirements.Doctoral Degree entryEntry to Doctoral Degrees is typically based on evidence of a capacity to undertake work thatcontributes to the creation and interpretation of new knowledge through original research tosatisfy peer review, and extend the forefront of knowledge in the discipline. Typically, entryto a Doctoral program requires a Master Degree that incorporates a period of research orother appropriate qualifications post Master Degree.EQUIVALENCE RECOGNITION AND ATTESTATION INCLUDINGFOREIGN QUALIFICATIONS AND AWARDSThe demand for declarations of equivalence of foreign qualifications and awards is a normwithin mature qualification based systems. The UAE is a major receiver of foreign issuedqualifications and awards. This applies to:nationals that may have successfully completed a qualification or award in anothercountry, or in-country (UAE), orexpatriates that are engaged in employment in the UAE.To this end, In particular, it applies to all higher education qualifications including AssociateDegree (formally Diploma) and Higher Diploma 2 . This is carried out by the Certificate2 all at levels 5-10 in the QFEmirates of one year or more in durationEmirates Handbook and Implementation of QFEmirates in Higher Education16

Equivalency Department (CED) of the Ministry of Higher Education and Scientific Research(MoHESR). It represents the ‘gate’ through which all academic qualifications enter the UAE.There is also a formal process in place for General (compulsory) Education, which is managedby the Ministry of Education (MoE). In terms of the VET sector, there was no formal structureor processes in place to confer equivalence, mutual recognition declarations and/or attestingof qualifications. This is being addressed with the establishment of the Vocational Educationand Training Awards Commission (VETAC).Higher Education Sector- the CEDThe CED assumes a significant role as it gives students/learners relevant information aboutinstitutes they plan to join in terms of recognition, the specialisations they offer and theacademic system applied for in achieving equivalence of the degree or certificate. All thisinformation is prepared by CED and is made available to students to approach the respectiveinstitutes. CED’s primary aims are to:verify the authenticity of qualifications issued by higher education institutions outsidethe UAE and brought into the UAEensure that these qualifications satisfy the academic criteria applicable in the UAEassess them against the UAE academic standards“The recognition of foreign qualifications is critical to the orderly function of thecommunity, employment and economy in the UAE. The UAE has a range of establishedformal declaration processes that cover equivalence and/or attesting qualifications”.assess qualifications issued by approved higher education private institutes inside theUAEupgrade the outputs of higher education within the UAE.The CED provides the following services:1. Equivalency:1.1 To ensure the equivalency of qualifications issued by approved institutions ofhigher education outside the UAE.1.2 To deal with enquiries about the approved institutions of higher education andother academic systems.2. Attestations:2.1 To attest qualifications and documents issued by approved private highereducation institutions inside the UAE.CED’s Equivalency Committee’s mandate does not cover:vocational certificates that do not include formal academic studytraining course certificates17 Emirates Handbook and Implementation of QFEmirates in Higher Education

high school certificates or lower level certificatesdocuments and certificates if they are an integral part of an academic or vocationaldegree.RECOGNITION OF PRIOR LEARNING (RPL) ARRANGEMENTSThe principle of lifelong learning is well recognised internationally. A major theme that hasemerged is the need to give greater attention to addressing recognition processes related toan individual’s prior learning, particularly informal and non-formal learning. For definition ofthese terms, see Annexure B - Key definitions of terminology in the Handbook.Recognition of Prior Learning (RPL) is typically defined as a systematic practical process thatassesses and recognises all learning; in other words, an individual’s knowledge, skills andcompetence, regardless of where or how the learning was acquired. Hence, RPL involves thecomparison of the previous learning and experience of an individual learner howsoeverobtained against the learning outcomes required for a specified qualification. This definitionmakes clear a number of principles in the development and execution of RPL:Learning occurs in all kinds of situations - formally, informally and non-formallyMeasurement of the learning takes place against specific learning outcomes (i.e.standards) required for a specific qualificationCredits may be awarded (subject to recognition and approval of respectivecommissions) for such learning if the learning meets the requirements of thequalification.The process of recognising prior learning is about:identifying what the candidate knows and can domatching the candidate’s skills, knowledge and experience to specific standards andthe associated performance criteria of a qualificationassessing the candidate against those standardscrediting (credentialing) the candidate for skills, knowledge and experience built upthrough formal, informal and non-formal learning that have occurred.The NQA recognises the importance of articulating and furthering the key objectives relevantto RPL. This includes facilitating access to programs, and mobility and progression withineducation, training and within and across career pathways.Furthermore, the NQA will pursue an approach to promote the explicit implementation ofpolicy and practices that address the possible barriers to learning and assessment amongstthe respective commissions covering the Higher Education, General Education andVocational Education and Training sectors. To this end, the commissions have eachEmirates Handbook and Implementation of QFEmirates in Higher Education18

ecognised the need to develop policies and procedures in relation to the implementationand use of RPL arrangements.Education and training providers in all sectors seeking to be licensed or renewing licensurewill be, in due course, required to develop and maintain explicit RPL policies anddemonstrate the application of related mechanisms as part of the licensure and qualityassurance systems applying to them. In strengthening their focus on monitoring theapplication of RPL arrangements as part of their quality assurance processes, thecommissions will actively contribute to enabling the removal of perceived or real barriersassociated with the implementation of RPL.Notwithstanding the above, the NQA has a keen interest in monitoring the effectiveness andcredibility of the RPL policies and quality assurance mechanisms implemented and managedby the commissions and those administered by licensed education and training providers.The NQA in this regard undertakes periodic evaluations of the effectiveness of such policiesby respective bodies. Its findings are shared with respective bodies, and recommendedactivities initiated and coordinated through a process of continuous improvement that leadsto improvements in the use, quality and integrity of RPL outcomes.“A national policy to advance the implementation of RPL is being developed across allsectors of education and training. This policy will meet the needs of all stakeholders,including employers, licensed education and training providers (LETPs), qualityassurance bodies and most importantly, the main beneficiaries of the process, theindividual learners”.COORDINATION OF COMMISSIONS’ ACTIVITIES - EQUIVALENCES,ATTESTATION AND RPLGiven the range of common and often overlapping issues that pervade the management andadministration of equivalences, attestation and RPL between higher education, generaleducation and vocational education and training, the NQA manages the coordination of therespective commissions to facilitate dialogue, consistency and to enhance pathways andopportunities between and across the sectors. It facilitates and promotes joint activities,monitors progress and reports to the NQA Board of trustees on the benefits, issues andoutcomes associated with equivalence, attestation and RPL.19 Emirates Handbook and Implementation of QFEmirates in Higher Education

IMPLEMENTATION AND TRANSITION ARRANGEMENTSThe NQA Board noted in its endorsement of the QFEmirates that full implementation of theQFEmirates would take some time. The Board recognises transition from existing educationand training arrangements would vary between respective sectors. In relation to the highereducation sector, the following would occur:Higher EducationThe Commission for Academic Accreditation (CAA) released new Standards for Licensure andAccreditation for higher education institutions in September 2011. These Standards includereference to MoHESR Licensed institutions being required to use, and refer to theQFEmirates in their courses/program development and promotional arrangements andactivities. Institutions would be required to increasingly implement the use of learningoutcomes consistent with those detailed in the QFEmirates for respective qualifications.Learners in existing CAA accredited programs/courses are expected to continue to completetheir studies without change. However, all new programs and courses submitted for CAAaccreditation will be required to reference the QFEmirates in the accreditation reviewprocess, ultimately leading to full implementation of the QFEmirates for all programs andcourses, within three to five years. In order for programs and their graduates to berecognized by the Federal authority in the UAE, i.e. the Ministry of Higher Education andScientific Research (MoHESR), each program that is offered by a MoHESR-licensedinstitution will have to demonstrate that its program outcomes are aligned to the relevantlevel descriptors in QFEmirates.Emirates Handbook and Implementation of QFEmirates in Higher Education20

APPENDICESAPPENDIX A- GRID OF LEVEL DESCRIPTORSLevel Descriptors are sets of learning outcomes statements that define levels in a frameworkof qualifications. This grid sets out descriptor statements for a framework of ten (10) levelsfor the UAE. The statements are set out in five ‘strands’, building to a grid of fifty [50]statements. The five strands comprise one each describing knowledge and skill and threedescribing aspects of competence (autonomy and responsibility, role in context, and selfdevelopment).These Level Descriptors form the foundation for the QFEmirates.Note on reading Level Descriptors:The descriptor statements defining any particular level should be read concurrentlyacross all five strands of learning outcomes to affirm a level.The Level Descriptors are cumulative e.g. the descriptor for Level 5 assumes theinclusion of all of the outcomes in the preceding levels.Level Knowledge Skill Aspects of CompetenceAutonomy andresponsibilityRole in contextSelf-development10comprehensive, deepand overarchingknowledge at thefrontier of aprofessional field ofwork or discipline andat the interfacebetween different fieldsor disciplinesnew knowledge, asjudged by independentexperts applyinginternational standards,created throughresearch or scholarship,that contributes to thedevelopment of a fieldof work or disciplinea range of mastered skillsand techniques, includingsynthesis, evaluation,planning and reflection,required to extend andredefine existingknowledge orprofessional practice orto produce originalknowledgeadvanced skills indevelopinginnovative solutions tocritical problems inresearch using highlydeveloped cognitive andcreative expert skills andintellectualindependencehighly developed expertcommunication andinformation technologyskills to present, explainand/or critique highlycomplex and diversematters to specialistacademic, peerspecialists/expertsand/or professionalaudiencescan act withsubstantial authority,creativity, autonomy,independence,scholarly andprofessional integrityin a sustainedcommitment to thedevelopment of newideas or processes orsystems inchallenging andnovel work orlearning contextscan account foroverall governance ofprocesses andsystems can leadaction to build andtransform socioculturalnorms andrelationshipscan originate andmanage complexprofessionalprocessescan lead and takefull responsibilityfor thedevelopment andstrategicdeployment ofprofessionalteams and selfcan initiate anddeploy qualitiesassociated withprofessionalleadership of peergroups and teamscan analyse andcritique the stateof learning in aspecialised field andcontribute to itsadvancementcan self-evaluate andlead contributions toprofessionalknowledge, ethicsand practiceincluding inunfamiliar andunpredictablelearning contextscan consistently andsensitivelymanage highlycomplex and diverseethical issues leadingto informed, fairand valid judgements21 Emirates Handbook and Implementation of QFEmirates in Higher Education

Level Knowledge Skill Aspects of CompetenceAutonomy andresponsibilityRole in contextSelf-development9comprehensive, highlyspecialized knowledgein a field of work,discipline and/orprofessional practice,and at the interfacebetween differentfields, includingfrontier concepts andrecent developmentsadvanced knowledgeof applicable researchprinciples andmethodscritical awareness ofknowledge issues, asthe basis for originalthinking;encompassingappropriate processesof enquiry and currentprocesses ofknowledge productiondetailed body ofknowledge of recentdevelopments in afield of work, and/ordisciplineadvanced skills requiredin research, analysis,evaluation and/orinnovation of complexideas, information,concepts and/oractivitiesskills to develop newknowledge andprocedures and tointegrate knowledgefrom different fieldsusing highly developedcognitive and creativeskills and intellectualindependence to thefield of work or disciplineadvanced problemsolvingskills to analysehighly complex issueswith incomplete data anddevelop innovativesolutions and proposalsrelevant to an academic/professional field, field ofwork or disciplineplanning skills to developand execute a majorproject or comparableactivities (that includes asignificant range ofvariables and complexity)with appropriatelyselected researchmethodologies producingsound conclusionscan functionautonomously and/or take responsibilityfor managingprofessionalpractices, work,processes orsystems, or learningcontexts that arehighly complex,unpredictable andunfamiliar, andrequire new strategicapproaches and/orintervention orconceptual abstractsolutionscan account for highlevel governance ofprocesses andsystemscan analyse andreflect on socioculturalnorms andrelationshipsand act to build andtransform themcan initiate andmanageprofessionalactivities thatmay include ahighly complexenvironmentcan takeresponsibility forleading thestrategicperformance anddevelopment ofprofessionalteams and selfcan self-evaluate andtake responsibilityfor contributing toprofessionalknowledge andpractice includingunfamiliar learningcontextscan develop andimplement furtherlearning consistentlyand sensitivelycan consistently andsensitively managehighly complexethical issuesleading to informed,fair and validdecisionshighly developedspecialist communicationand informationtechnology skills topresent, explain and/orcritique highly complexmattersEmirates Handbook and Implementation of QFEmirates in Higher Education22

Level Knowledge Skill Aspects of CompetenceAutonomy andresponsibilityRole in contextSelf-development8advanced specialisedknowledge and criticalunderstanding in aspecialised field ofwork or discipline andat the interfacebetween fieldscomprehensiveunderstanding ofcritical approaches tocreating a systematicand coherent body ofknowledge andconcepts gainedfrom a range ofsourcescomprehensiveknowledge ofcurrent research andinnovations in a fieldof work, discipline orprofessional practiceand impact of thesedevelopments onaccepted theory andpracticeproblem-solving skillsapplied to a specialistfield and the integrationof knowledge fromdifferent fields of work ordisciplines to solvecomplex unpredictableand/or abstract problemswith intellectualindependenceidentify appropriatesources of information oranalytical techniques ininvestigations that leadto conclusions andsolutions to problemscritical selection ofappropriate researchinstruments andstrategies associatedwith the field of work ordisciplinehighly developedadvancedcommunication andinformation technologyskills to present, explainand/or critiquesubstantively complexmatterscan takeresponsibility fordesigning anddeveloping creativeapproaches tomanaging andevaluating complexwork processes andorganisation,resources orlearning, includingleading andmanaging teamswithin a technical orprofessional activityor workingeffectively as anindividualcan express acomprehensive,internalised,personal world view,while acceptingresponsibilityto society at largeand to socioculturalnorms andrelationshipscan manageprofessionalactivity that maybe in a complexenvironmentcan takeresponsibility forleading thestrategicperformance ofprofessionalteams and selfcan coordinatepeer relationshipswith qualifiedpractitioners andlead multiple,complex groupscan initiate andsupport themanagement ofprofessionaldevelopmentmentoringactivitiescan self-evaluate andtake responsibilityfor contributing toprofessional practicein complex andsometimesunfamiliar learningcontextscan self-evaluate andtake responsibilityfor maintaining andenhancing currencyin the professionor disciplinecan lead, contributeand implementethical standards23 Emirates Handbook and Implementation of QFEmirates in Higher Education

Level Knowledge Skill Aspects of CompetenceAutonomy andresponsibilityRole in contextSelf-development7specialised factual andtheoretical knowledgeand an understandingof the boundaries in afield of work ordiscipline,encompassinga broad and coherentbody of knowledgeand concepts, withsubstantive depth inthe underlyingprinciples andtheoretical conceptsan understanding ofallied knowledge andtheories in relatedfields of work ordisciplines and in thecase of professionaldisciplines includingrelated regulations,standards, codes,conventionsunderstanding ofcritical approach tothe creation andcompilation of asystematic andcoherent body ofknowledge andconcepts gainedfrom a range ofsourcesa comprehensiveunderstanding ofcritical analysis,research systemsand methods andevaluative problemsolvingtechniquestechnical, creative andanalytical skillsappropriate to solvingspecialised problemsusing evidentiary andprocedural basedprocesses in predictableand new contexts thatinclude devising andsustaining argumentsassociated with a field ofwork or disciplineevaluating, selecting andapplying appropriatemethods, proceduresor techniques inprocesses ofinvestigation towardsidentified solutionsevaluating andimplementingappropriate researchtools and strategiesassociated with the fieldof work or disciplinehighly developedadvancedcommunication andinformation technologyskills to present, explainand/or critique complexand unpredictablematterscan takeresponsibility fordevelopinginnovative andadvancedapproaches toevaluating andmanaging complexand unpredictablework procedures andprocesses, resourcesor learningcan managetechnical,supervisory or designprocesses inunpredictable,unfamiliar andvarying contextscan work creativelyand/or effectively asan individual, in teamleadership, managingcontexts, acrosstechnical orprofessionalactivitiescan express aninternalised,personal view, andaccept responsibilityto society at largeand to socio-culturalnorms andrelationshipscan function withfull autonomy intechnical andsupervisorycontexts andadopt paraprofessionalroleswith littleguidancecan takeresponsibility forthe setting andachievement ofgroup or individualoutcomes and forthe managementand supervision ofthe work of othersor self in the caseof a specialisationin field of work ordisciplinecan participate inpeer relationshipswith qualifiedpractitioners andlead multiple,complex groupscan takeresponsibility formanaging theprofessionaldevelopment anddirect mentoringof individuals andgroupscan self-evaluate andtake responsibilityfor contributing toprofessional practice,and undertakeregular professionaldevelopment and/or further learningcan manage learningcan manage learningtasks independentlyand professionally, incomplex andsometimesunfamiliarlearning contextscan contribute to andobserve ethicalstandardfamiliarity withsources of currentand new research andknowledge withintegration ofconcepts from outsidefieldsEmirates Handbook and Implementation of QFEmirates in Higher Education24

Knowledge Skill Aspects of CompetenceLevelAutonomy andresponsibilityRole in contextSelf-development6specialised factualknowledge and anunderstanding of theboundaries in a field ofwork or discipline,encompassing a broadand coherent body ofknowledge and concepts,with depth in theunderlying understandingof the principles andconceptsan understanding of alliedknowledge and theories inrelated fields of work ordisciplines and in the caseof para-professionalrespective disciplineincluding relatedregulations, standards,codes, conventionsan understanding ofcritical approach andanalysis, researchapproaches and methodsand analytical problemsolvingtechniques from arange of sourcesfamiliarity with sources ofcurrent and existingknowledge and theintegration of conceptsfrom related fieldsliteracy to comprehendand/or produce coherenttexts, covering complexand/or diverse relationsfrom a wide-range ofinformationnumeracy covering awide-range ofmathematical proceduresand representations usedacross a broad-range ofcontextsspecialist technical,creative and conceptualskills appropriate tosolving complex problemsassociated with a field ofwork or disciplinea comprehensive range ofspecialist cognitive andpractical skills appropriateto planning andimplementing solutions tovaried, unpredictable andunfamiliar problemswithin a field of work ordisciplineselection and use ofappropriate research toolsand strategiesassociated with the fieldof work or disciplineadvanced communicationand informationtechnology skills topresent, explain and/orcritique interdependentcomplex mattersliteracy skills tocomprehend and/or produce, from a widerangeof information,coherent texts coveringcomplex and/or diverserelationsnumeracy skills to select,apply, assess andcommunicate a widerange of mathematicalprocedures andrepresentations in abroad-range of contextscan takeresponsibility fordevelopingappropriateapproaches tomanaging complexwork proceduresand processes,resources orlearning, includingleading teamswithin a technicalor professionalactivity with littlesupportcan supervisetechnical,supervisory ordesign processesin varied,unpredictable,unfamiliar and abroad-range ofcontextscan workeffectively as aspecialist or inteam leadershiprolescan express aninternalised,personal worldview, reflectingengagement insociety at largeand in socioculturalrelationshipscan function withfull autonomy intechnical andsupervisorycontexts andadopt paraprofessionalrolesunder guidancecan takeresponsibility forthe setting andachievement ofgroup outcomesand for thesupervision of thework of otherscan takeresponsibility forsupervising thedevelopment ofindividuals andgroupscan participate inpeer relationshipswith qualifiedpractitioners andlead multiplegroupscan evaluate ownlearning andidentifylearningweaknesses andneeds, in afamiliar andunfamiliarenvironmentcan take initiativeto addresslearningneeds andfunctionindependently andwithin learninggroupscan support andobserve ethicalstandards25 Emirates Handbook and Implementation of QFEmirates in Higher Education

Level Knowledge Skill Aspects of CompetenceAutonomy andresponsibilityRole in contextSelf-development5comprehensive,specialisedknowledge within abroad field of work ordiscipline, including anunderstanding of theunderlying theoreticaland abstract conceptswith significant depth insome areasa broad understandingof allied knowledge andtheories in related fieldsof work or disciplinesincluding relatedregulations, standards,codes, conventions andproceduresan understanding ofinformation assembly,retrieval methods andlogical problem-solvingtechniques from arange of sourcesrecognition of sourcesof current knowledgeand the integration ofconcepts from relatedfields literacy tocomprehend and/orproduce coherent textscovering complexrelations from an arrayof information andcontextsnumeracy covering anarray of mathematicalprocedures andrepresentations andcontextstechnical, creative andconceptual skillsappropriate to solvinga wide-range of problemsassociated with a field ofwork or discipline thatinclude a comprehensiverange of specialistcognitive and practicalskills appropriate todiagnosing andimplementing solutionsto abstract, familiar andnon-routine problemswithin a field of work ordisciplineuse of appropriateinformation retrievalmethods and tools andtechniques associatedwith the field of work ordisciplinecomprehensivecommunication andinformation technologyskills to present, explainand/or critique complexmatters literacy skills tocomprehend and/orproduce, from array ofinformation, coherenttexts covering complexrelationsnumeracy skills to select,apply, reflect andcommunicate an arrayof mathematicalprocedures andrepresentations andcontextscan takeresponsibility forcoordinating theimplementationof appropriateapproaches tocomplex workprocedures andprocesses,resources orlearning, includingleading teamswithin a technicalor para-professionalactivitycan exercisecoordination and/or supervision inroutine, familiarand some nonroutinework orlearning contextscan coordinatetechnical, designprocesses inroutine, familiar,nonroutine and anarray of contextswith supportavailable, ifrequiredcan express aninternalised,personal worldview, in the contextof an understandingof socio-culturalrelationshipscan function withautonomy intechnical andcoordinationcontexts andsupportparaprofessionalroles underguidancecan function bothindependentlyand in acoordination rolewith multiplegroupscan takeresponsibility forcoordinating thedevelopment ofindividuals andgroupscan review anddevelop theperformance ofself and otherscan evaluate ownlearning andidentify learningneeds in a familiarenvironmentcan takeresponsibility for andplan own learningwithin a managedand non-routineenvironmentcan comprehend andobserve ethicalstandardsEmirates Handbook and Implementation of QFEmirates in Higher Education26

APPENDIX B- SUMMARY LEVEL DESCRIPTORSThese brief Summary Level Descriptors (SLDs) are indicative and are provided as a support tothe interpretation of the overall meaning of the level.Note:They are not definitive of the levels and should not be used for referencing.LevelSummary Level DescriptorsLearning outcomes at Level 10 indicate a systematic mastery of a highly specialisedfield of knowledge that is comprehensive, deep and overarching and at the frontier ofa professional field of work or discipline, with the capacity for critical analysis,evaluation and synthesis ofnew and complex ideas. It also includes:10conceptualising, designing, implementing and adapting substantial researchprocesses using highly developed cognitive and creative expert skills andintellectual independenceleadership experience and expertise in the development of new and creativeapproaches that extend or redefine existing knowledge or professional practice,encompassing responding with substantial authority and autonomy to thedevelopment of new ideas or processes or systems in challenging and novel workor learning contextsaccounting for overall governance of processes and systemsanalysing and critiquing the state of learning in a specialised field and contributeto its advancementself-evaluating and leading contributions to professional knowledge, ethics andpractice including in unfamiliar and unpredictable learning contextsleading and managing complex professional processesconsistently and sensitively managing highly complex and diverse ethical issuesleading to informed, fair and valid judgements.27 Emirates Handbook and Implementation of QFEmirates in Higher Education

LevelSummary Level DescriptorsLearning outcomes at Level 9 indicate self-directed, comprehensive, highly specialisedknowledge and practical learning, some of which is at the forefront of knowledge in aspecialised field that provides a basis for originality and advanced knowledge andskills in research, analysis, evaluation and/or innovation encompassing complex ideas,information, concepts and/or activities and developing and/or applying ideas, oftenwithin a research context. It also includes:advanced problem-solving skillsthe integration of and formulation of judgements9taking account of social and ethical issues and responsibilities and reflectingexperience of managing change in a highly complex, unpredictable and unfamiliarcontext that requires new strategic approaches and/or intervention or conceptualabstract solutionsplanning skills to develop and execute a major project/activity outcome withappropriately selected research methodologies to produce sound conclusionspresenting, explaining and/or critiquing highly complex mattersmanaging professional activities in such contextself-evaluating and taking responsibility for contributing to professionalknowledge and practice including unfamiliar learning contextsdeveloping and implementing further learning consistently and sensitivelyconsistently and sensitively managing highly complex ethical issues leading toinformed, fair and valid decisions.Emirates Handbook and Implementation of QFEmirates in Higher Education28

LevelSummary Level DescriptorsLearning outcomes at Level 8 indicate advanced specialised knowledge and criticalunderstanding in a specialised field of work or discipline and at the interface betweenfields as well as a comprehensive understanding of critical approaches to creating asystematic and coherent body of knowledge and concepts gained from a range ofsources. It also covers:acquiring comprehensive knowledge of current research and innovations in a fieldof work, discipline or professional practicespecialist field and integration of knowledge from different fields of work ordisciplines8skills in solving complex unpredictable and/or abstract problems with intellectualindependence and making judgements that take into account social or ethicalissuesskills to adopt a professional approach to operating in a complex environmentincluding the design and development of creative approaches to themanagement of complex work processes and organisation, resources or learningleading and managing teams within a technical or professional activity or workingeffectively as an individualleading the strategic performance of professional teams and selfpresenting, explaining and/or critiquing substantively complex matterstaking responsibility for contributing to professional practice in complex andsometimes unfamiliar learning contextsleading, contributing and implementing ethical standards.29 Emirates Handbook and Implementation of QFEmirates in Higher Education

LevelSummary Level DescriptorsLearning outcomes at Level 7 indicate knowledge and critical understanding of thewell-established principles and practice in a field of work or discipline and isspecialised factual and theoretical. It includes an understanding of the boundaries in afield of work or discipline, encompassing a broad and coherent body of knowledgeand concepts, with substantive depth in the underlying principles and theoreticalconcepts. It also covers:allied knowledge and theories in related fields of work or disciplines and in thecase of professional respective disciplineusing methods of enquiry, critically analysis and selection of different approachesto solving problems7an understanding of the limits of the knowledge and skill acquiredtechnical, creative and analytical skills to solve specialised problems usingevidentiary and procedural based processes in predictable and new contexts thatinclude devising and sustaining arguments associated with a field of work ordisciplineevaluating and implementing appropriate research tools and strategiesevaluating and managing complex and unpredictable work procedures andprocesses, resources or learningmanaging technical, supervisory or design processes in unpredictable, unfamiliarand varying contextspresenting, explaining and/or critiquing complex and unpredictable mattersself-evaluating and responsibility for contributing to professional practiceundertaking regular professional developmentcontributing to and observing ethical standards.Emirates Handbook and Implementation of QFEmirates in Higher Education30

LevelSummary Level DescriptorsLearning outcomes at Level 6 indicate specialised factual knowledge and anunderstanding of the boundaries in a field of work or discipline and an understandingof allied knowledge and theories in related fields of work or disciplines. In the case ofthe para-professional respectivediscipline, it also covers:applying specialist technical, creative and conceptual skills in planning anddeveloping strategic solutions to varied, unpredictable and unfamiliar problems,be they abstract and/or concreteusing appropriate research tools and strategies6managing with autonomy complex work procedures and processes, resources orlearning, including leading or supervising teams within a technical or professionalactivity with little support and adopting, and where appropriate, para-professionalroles under guidancepresenting, explaining and/or critiquing interdependent complex mattersproducing from a wide-range of information, coherent texts covering complexand/or diverse relationsselecting, applying, assessing and communicating a wide-range mathematicalprocedures and representations in a broad-range of contextsdrawing on experience of operational interaction in work or learning includingsupervision of people and projectsaddressing own learning needs and function independently and within learninggroupssupporting and observing ethical standards.31 Emirates Handbook and Implementation of QFEmirates in Higher Education

LevelSummary Level DescriptorsLearning outcomes at Level 5 indicate knowledge is comprehensive and specialisedwithin a field of work or discipline and encompasses the underlying theoretical andabstract concepts with significant depth in some areas as well as a broadunderstanding of allied knowledge andtheories. It also covers:5technical, creative and conceptual skills appropriate to solving a wide-range ofproblems including diagnosing and implementing solutions to abstract, familiarand non-routine problems within a field of work or discipline and usingappropriate information retrieval methods, tools and techniques independentlywith autonomysupervising others or coordinating subordinates and peer groupssupporting para-professional roles under guidancepresenting, explaining and/or critiquing complex mattersproducing from information, coherent texts covering complex relationsapplying, reflecting and communicating an array of mathematical procedures andrepresentations and contextsself-direction in learning and have experience of practice in both common andexceptional situationscomprehending and observing ethical standards.Emirates Handbook and Implementation of QFEmirates in Higher Education32

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