Extracts from the Qualifications Framework Emirates ... - CAA

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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
Page 1 and 2: Extracts from the Qualifications Fr
Page 3 and 4: FOREWORDThis brief document is base
Page 5 and 6: Table of ContentsDevelopment Backgr
Page 7 and 8: The National Qualifications Authori
Page 9 and 10: Quality and consistencyA well-devel
Page 11: Alignment of QFEmirates with Europe
Page 15 and 16: Accreditation/awarding bodies manag
Page 17 and 18: developing first level responses to
Page 19 and 20: The institution will issue the qual
Page 21 and 22: Diploma/Associate Degree as transfe
Page 23 and 24: high school certificates or lower l
Page 25 and 26: IMPLEMENTATION AND TRANSITION ARRAN
Page 27 and 28: Level Knowledge Skill Aspects of Co
Page 33 and 34: LevelSummary Level DescriptorsLearn

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