Extracts from the Qualifications Framework Emirates ... - CAA

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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
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 and 12: Alignment of QFEmirates with Europe
Page 13 and 14: specific title is one that amplifie
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: IMPLEMENTATION AND TRANSITION ARRAN
Page 29 and 30: Level Knowledge Skill Aspects of Co
Page 31 and 32: Level Knowledge Skill Aspects of Co
Page 33 and 34: LevelSummary Level DescriptorsLearn

Extracts from the Qualifications Framework Emirates ... - CAA

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