Level
3 child terms
 One of the series of levels of learning achievement arranged in ascending order from one to 10 according to which the National Qualifications Framework (NQF) is organised and to which qualification types are linked. 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 |
A stage in a hierarchical system used for grouping qualifications that are deemed to be broadly equivalent. Also sometimes called a ‘reference 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) |
Child terms
 Level descriptorA 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) |
Level of qualificationThe term covers two aspects:
level of attainment in formal education and training, recognised in a qualification system or in a qualification framework.
or
level of proficiency acquired through education and training, work experience or in non-formal/informal/ settings. Source: CEDEFOP 2014, Europe
| Organisation: | European Centre for the Development of Vocational Training (CEDEFOP), Europe |
| Source: | Terminology of European education and training policy (2014) |
| Description: | What is the difference between skill gap, skill needs or skill shortage? Is underqualification a synonym for undereducation or underskilling? What is the meaning of green skills?
This multilingual glossary defines 130 key terms used in European education and training policy. An extended and updated version of Terminology of European education and training policy (2008) and Terminology of vocational training policy (2004), it also takes into account new priorities of European Union policy, mainly in skills and competence needs analysis. New definitions have been developed with the cooperation of experts from Cedefop’s research and policy analysis team. Abstract (Website) |
Levels of educationAn ordered set of categories, intended to group educational programmes in relation to gradations of learning experiences and the knowledge, skills and competencies which each programme is designed to impart. The concept of the ISCED level reflects the degree of complexity and specialisation of the content of an educational programme, from foundational to complex. Source: UNESCO UIS 2011, Global
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