5.1 Introduction
The level descriptors proposed in this chapter are the product of the efforts of a joint working group convened by SAQA, and consisting of members from the following organisations: SAQA, CHE, SAUVCA and CTP. The level descriptors contained in this chapter are proposed simply as a working draft for use in higher education. SAQA is simultaneously working on a Level Descriptors Discussion Document for the whole of the NQF which is to be released for public comment shortly. After the comment period, SAQA will produce a final version for the South African NQF. The CHE and SAQA have agreed that this Chapter and the SAQA Level Descriptor Discussion Document should be compatible and should be based on the same levels and qualifications-pegging arrangements for higher education. Thus level descriptors for higher education have been written to accommodate the pegging of qualifications suggested in the previous chapter, where Levels 5 - 7 are used for undergraduate qualifications, and Level 8 is sub-divided into 4 postgraduate sub-levels. In this Chapter a composite level descriptor is provided for Level 8, as well as separate descriptors for each of the four postgraduate sub-levels.
A comprehensive definition of level descriptors is given in Chapter 4, 4.4.2. Following the ‘nested approach’ to standard-setting, level descriptors should be understood as guides, indicating a broadly acceptable level of learning, skills and learner autonomy for a particular level on the NQF. Generic level descriptors are not standards or qualifications and should not be used directly as learning outcomes or assessment criteria. They operate at a more abstract level, with an advisory rather than prescriptive status. They should therefore be used as a conceptualising and organising tool to frame the description and specification of qualification types and their variants and specialisations, and to guide the writing of specific learning outcomes and assessment criteria at the qualification, programme and modular level (where the teaching and learning takes place). But we should not expect a particular qualification (and certainly not a single unit standard) to deliver the precise capabilities described for the level at which it is registered in a manner that can be directly linked to its particular learning outcomes and assessment criteria. Instead the capabilities described for a level should be understood as an abstracted, broad threshold of learning which only applies in a re-contextualised form to the particular qualification specialisations registered at that level. It will always require professional and curriculum expertise to interpret and contextualise generic level descriptors in particular educational, training and/or disciplinary contexts.
5.2 Descriptor categories
In its attempt to integrate education and training, SAQA has developed the concept of ‘applied competence’ which has three separate components: foundational, practical and reflexive competence. The description of learning used in the level descriptors which follow retains the concept in its integrated form to avoid an over-complicated format. A further category has been added which does not seem to be catered for in the concept of ‘applied competence’, namely ‘autonomy of learning’. Both concepts are defined below:
Applied Competence: According to the ‘Norms and Standards for Educators’ (Government Gazette No.20844, Feb.2000: 10)
Applied competence is the overarching term for three interconnected kinds of competence. Practical competence is the demonstrated ability, in an authentic context, to consider a range of possibilities for action, make considered decisions about which possibility to follow, and to perform the chosen action. It is grounded in foundational competence where the learner demonstrates an understanding of the knowledge and thinking that underpins the action taken: and integrated through reflexive competence in which the learner demonstrates ability to integrate or connect performances and decision-making with understanding and with an ability to adapt to change and unforeseen circumstances and to explain the reasons behind these adaptations.
Autonomy of Learning is a learner’s capacity for lifelong learning, i.e. the extent to which a learner can undertake action for learning independently, the extent to which a learner takes responsibility for his/her own learning and the extent to which a learner is self-reflexive about, and can evaluate the quality of, his/her learning, and eventually that of others. Progression in this category of learning is from dependence on other-regulation to full self-regulation, and from close supervision to creative, self-directed learning and the ability to supervise the learning of others.
5.3 Draft Level Descriptors for Higher Education
NQF Level |
Applied Competence |
Autonomy of Learning |
| Typically, a programme leading to the award of a qualification or unit standard at this level aims to develop learners who demonstrate: | ||
| 4 |
a. a foundational knowledge of some areas in one or more subjects/disciplines; b. a basic understanding of some of a discipline/field's fundamental terms, rules, concepts and principles; c. an ability to interpret and apply some of a discipline/field’s essential operational symbols, procedures and techniques d. an ability to use a range of given procedures and techniques to solve routine formulaic problems; e. basic information-gathering, analysis and presentation skills; f. an ability to communicate and present information clearly and reliably following prescribed formats and conventions; |
g. a capacity to begin to take responsibility for their learning within a structured and managed environment;an ability to evaluate their performance against given criteria. |
| 5 |
a. a solid, outline knowledge of some main areas of one or more disciplines/fields; b. a sound understanding of a discipline’s/field's key terms, rules, concepts, established principles and theories; c. an ability to interpret and apply a discipline/ field’s operational
symbols, procedures, operations and techniques; d. an ability to select
and use a range of procedures and techniques to solve routine problems; e. effective information-gathering, analysing and presentation skills; f. an ability to present and communicate information coherently and reliably using the basic convention and formats of an academic/professional discourse; |
g. a capacity to take responsibility for their learning within a structured learning environment; an ability to evaluate their learning and to identify their strengths and weaknesses. |
NQF Level |
Applied Competence |
Autonomy of Learning |
| Typically, a programme leading to the award of a qualification or unit standard at this level aims to develop learners who demonstrate | ||
| 6 | a. a solid knowledge base in the main areas of at least one discipline/
field; b. an informed understanding of one or more discipline’s/ field’s key terms, rules, concepts, established principles and theories; some awareness of how the discipline/ field relates to cognate areas; c. selection and application of a discipline/ field’s central procedures, operations and techniques; d. an ability to solve well-defined but unfamiliar problems using correct procedures and appropriate evidence; e. a critical analysis and synthesis of information; presentation of information using information technology skills effectively; f. an ability to present and communicate information coherently and reliably, using academic/professional discourse conventions and formats appropriately; |
g. a capacity to evaluate their learning and identify their learning needs within a structured learning environment; a capacity to take the initiative to address these needs. |
| 7 | a. a well-rounded and systematic knowledge base in one or more disciplines/fields
and a detailed knowledge of some specialist areas; b. an informed understanding of one or more discipline’s/field’s terms, rules, concepts, principles and theories; an ability to map new knowledge onto a given body of theory; an acceptance of a multiplicity of ‘right’ answers; c. effective selection and application of a discipline/ field’s essential procedures, operations and techniques; an understanding of the central methods of enquiry in a discipline/field; a knowledge of at least one other discipline’s/field’s mode of enquiry; d. an ability to deal with unfamiliar concrete and abstract problems and issues using evidence-based solutions and theory-driven arguments; e. well-developed information retrieval skills; critical analysis and synthesis of quantitative and/or qualitative data; presentation skills following prescribed formats, using IT skills effectively; f. an ability to present and communicate information and opinions in well-structured arguments, showing an awareness of audience and using academic/professional discourse appropriately; |
g. a capacity to operate in variable and unfamiliar learning contexts,
requiring responsibility and initiative; a capacity to self-evaluate and identify and address own learning needs; an ability to interact effectively in a learning group. |
NQF Level |
Applied Competence |
Autonomy of Learning |
| Typically, a programme leading to the award of a qualification at this level aims to develop learners who demonstrate: | ||
| 8 | a. a comprehensive and systematic knowledge of one or more disciplines/fields
with depth, specialisation and up-to-date knowledge in some areas; b. an informed and critical understanding of the theory and research methodology of one or more disciplines/fields and an understanding of how these relate to research problems in the field; an ability to relate theory to practice and visa versa and an ability to think epistemologically; c. an ability to select and apply research methods effectively and to undertake a research project in an area of specialisation; d. an ability to deal with complex problems using the intellectual, research and technological resources and tools provided by a discipline/ profession; e. effective information retrieval and processing skills; an ability to engage critically with current research and scholarship in an area of specialisation; f. an ability to present and communicate academic/ professional work effectively, using the full resources of an academic/professional discourse appropriately; |
g. a capacity to operate in complex, unfamiliar contexts, requiring personal
responsibility and initiative; |
NQF Level & Sub-level |
Applied Competence |
Autonomy of Learning |
|
| Typically, a programme leading to the award of a qualification at this level aims to develop learners who demonstrate: | |||
| 8 | PG1 |
a. a comprehensive and systematic knowledge base in one or more disciplines/fields
and a depth of knowledge in some specialist areas, informed by current
developments in the field; b. an informed and critical understanding of the principles and theories
of one or more disciplines/fields and of emerging issues and debates in
an area of specialisation; acceptance of the provisional nature of knowledge
and of the boundaries and limitations of a discipline/field; c. effective application of a discipline/field’s basic methods of enquiry, research and technology; d. an ability to identify, analyse and deal with concrete and abstract
problems using evidence-based solutions and theory-driven arguments; e. an ability to identify information needs and retrieve information
accordingly; critical analysis, synthesis and evaluation of quantitative
and/or qualitative data; an ability to engage with journal articles, scholarly
reviews and primary sources; f. an ability to present and communicate academic/ professional work effectively, catering for a range of audiences and using academic/professional discourse appropriately; |
g. a capacity to operate in unfamiliar contexts, requiring
personal responsibility and initiative; a capacity to accurately self-evaluate and take responsibility for continuing professional/ academic development; a capacity to maintain professional working relationships; an awareness of the social and ethical implications of applying knowledge to particular contexts. |
NQF Level & Sub-level |
Applied Competence |
Autonomy of Learning |
|
| Typically, a programme leading to the award of a qualificationat this level aims to develop learners who demonstrate: | |||
| 8 | PG2 | a. a comprehensive and systematic knowledge base in a discipline / field
and a depth of knowledge in some areas of specialisation; b. a coherent and critical understanding of the principles and theories of a discipline/field; an ability to critique current research and advanced scholarship in an area of specialisation; an ability to make sound theoretical judgements based on evidence and an ability to think epistemologically; c. an understanding of a range of research methods, techniques and technologies and an ability to select these appropriately for a particular research problem in an area of specialisation; d. an ability to identify, analyse and deal with complex and/or real world problems and issues using evidence-based solutions and theory-driven arguments; e. efficient and effective information retrieval and processing skills; the identification, critical analysis, synthesis and independent evaluation of quantitative and/or qualitative data; an ability to engage with current research and scholarly or professional literature in a discipline/ field; f. an ability to present and communicate academic/ professional work effectively, catering for a range of audiences by using a range of different genres appropriate to the context; |
g. a capacity to operate effectively in complex, ill-defined contexts; a capacity to self-evaluate exercising personal responsibility and initiative; a capacity to manage learning tasks autonomously, professionally and ethically; a capacity to continue to learn independently for continuing academic/ professional development. |
| NQF Level & Sub-level | Applied Competence | Autonomy of Learning | |
| Typically, a programme leading to the award of a qualification at this level aims to develop learners who demonstrate: | |||
| 8 | PG3 | a. a comprehensive and systematic knowledge base in a discipline/ field
with specialist knowledge in an area at the forefront of the discipline/field
or area of professional practice; b. a coherent and critical understanding of the theory, research methodologies and techniques relevant to a discipline/field; an ability to rigorously critique and evaluate current research and participate in scholarly debates in an area of specialisation; an ability to relate theory to practice and visa versa and to think epistemologically; c. mastery of the application of research methods, techniques and technologies appropriate to an area of specialisation; an ability to undertake a research project and write up a research dissertation under supervision; d. an ability to identify, analyse and deal with complex and/or real world problems and issues, drawing systematically and creatively on the theory, research methods and literature of a discipline/field; e. advanced information retrieval and processing skills; identification, critical analysis, synthesis and independent evaluation of quantitative and/or qualitative data; an ability to undertake a study of the literature and current research in an area of specialisation under supervision; f. an ability to present effectively and communicate the results of research to specialist and non-specialist audiences using the resources of an academic/ professional discourse; the production of a dissertation or research report which meets the standards of scholarly/professional writing; |
g. a capacity to operate effectively in complex, ill defined contexts; a capacity to critically self-evaluate and continue to learn independently for continuing professional development; a capacity to manage learning tasks autonomously professionally and ethically; a capacity to critically evaluate own and others' work with justification. |
NQF Level & Sub-level |
Applied Competence |
Autonomy of Learning |
|
| Typically, a programme leading to the award of a qualification at this level aims to develop learners who demonstrate: | |||
| 8 | PG4 |
a. a comprehensive and systemic grasp of a discipline/field’s body of knowledge with expertise and specialist knowledge in an area at the forefront of the discipline, field or professional practice; b. a critical understanding of the most advanced research methodologies,
techniques and technologies in a discipline/field; an ability to participate
in scholarly debates at the cutting edge of an area of specialisation; c. substantial, independent research and advanced scholarship resulting in the (re) interpretation and expansion of knowledge which is judged publishable by peers; d. an ability to identify, conceptualise, design and implement research projects that address complex, ill-defined problems at the cutting edge of a discipline/ field; e. advanced information retrieval and processing skills; an ability to independently undertake a study and evaluation of the literature and current research in an area of specialisation; f. an ability to effectively present and communicate the results of research and opinion to specialist and non-specialist audiences using the full resources of an academic/professional discourse; the production of a thesis which meets international standards of scholarly/professional writing; |
g. a capacity to operate autonomously in specialised, complex, ill-defined and unpredictable contexts; intellectual independence and research leadership through managing advanced research and development in a field professionally and ethically; a capacity to critically evaluate own and others' work on the basis of independent criteria. |
(Adapted from ‘The Framework for Qualifications of Higher Education Institutions in Scotland’ Appendix 1, QAA for HE, November, 2000)
5.4 Notes for the Use of Level Descriptors
- The level descriptors should be understood as cumulative, i.e. each level subsumes the levels of learning achievement below it.
- The descriptions for Autonomy of Learning do not necessarily apply to adult learners who may require a separate Autonomy of Learning column, particularly at Levels 1 - 5.
- Although level descriptors represent the most outer and generic layer of qualification specification and standard setting, they do provide a crude, qualitative mechanism for facilitating the articulation of credit and qualifications on the NQF. In the higher education sector this function will be particularly important in the attempt to integrate the university, technikon and college sectors. Furthermore, higher education provision is increasingly being offered outside these institutions’ campuses. Generic level descriptors can act as a starting point for curriculum planning and quality assurance for providers within and without formal education e.g. for employers offering work-based modules/unit standards.
- Generic level descriptors need to be complemented by qualification descriptors which aim to describe in more detail the specific purposes and characteristics of the learning undertaken for different qualifications. Qualification descriptors assist particularly in distinguishing between the learning achieved for different qualifications pegged at the same level on the NQF. Reference to qualification descriptors is particularly important because qualifications with different purposes and credit values may be registered at the same NQF level. Generic level descriptors can be usefully integrated and re-described in the learning outcomes for different designated variants and specialisations of qualification types. It would also be helpful for practitioners if a taxonomy of learning outcomes, or assessment criteria bands, were to be developed for each area variant and specialisation, to describe different levels of achievement within an NQF Level - e.g. from excellent (1st class) to fully proficient (upper 2nd) to proficient (lower 2nd) to adequately competent (3rd class).
- By providing broad guidelines for learning achievement, level descriptors can be used as benchmarks, or minimum quality thresholds, against which specific qualifications can be quality assured.
- Governments and employers are calling on education providers to develop generic transferable skills in learners. The writing of generic level descriptors is one attempt to describe these and this may help facilitate the development and integration of generic skills into specific curricula (but see Chapter 7, 7.4 for further discussion).
- Any attempt at writing level descriptors should be understood as provisional and subject to application in practice. This should be understood as a dynamic, iterative process in which practitioners have the opportunity to feed back their experience of application into an on-going process of revision.