NFQ grid of level indicators

The grid of level indicators describes what a learner needs to know, understand and be able to do to achieve a qualification at a particular level on the National Framework of Qualifications.

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NFQ grid of level indicators

NFQ Grid Level Indicators.pdf (2 MB)

KNOWLEDGE BREADTH	Elementary knowledge
KNOWLEDGE KIND	Demonstrable by recognition or recall
KNOW-HOW & SKILL RANGE	Demonstrate basic practical skills and carry out directed activity using basic tools
KNOW-HOW & SKILL SELECTIVITY	Perform processes that are repetitive and predictable
COMPETENCE CONTEXT	Act in closely defined and highly structured contexts
COMPETENCE ROLE	Act in a limited range of roles
COMPETENCE LEARNING TO LEARN	Learn to sequence learning tasks; learn to access and use a range of learning resources
COMPETENCE INSIGHT	Begin to demonstrate awareness of independent role for self

KNOWLEDGE BREADTH	Knowledge that is narrow in range
KNOWLEDGE KIND	Concrete in reference and basic in comprehension
KNOW-HOW & SKILL RANGE	Demonstrate limited range of basic practical skills, including the use of relevant tools
KNOW-HOW & SKILL SELECTIVITY	Perform a sequence of routine tasks given clear direction
COMPETENCE CONTEXT	Act in a limited range of predictable and structured contexts
COMPETENCE ROLE	Act in a range of roles under direction
COMPETENCE LEARNING TO LEARN	Learn to learn in a disciplined manner in a well-structured and supervised environment
COMPETENCE INSIGHT	Demonstrate awareness of independent role for self

KNOWLEDGE BREADTH	Knowledge moderately broad in range
KNOWLEDGE KIND	Mainly concrete in reference and with some comprehension of relationship between knowledge elements.
KNOW-HOW & SKILL RANGE	Demonstrate a limited range or practical and cognitive
KNOW-HOW & SKILL SELECTIVITY	Select from a limited range of varied procedures and apply known solutions to a limited range of predictable problems.
COMPETENCE CONTEXT	Act within a limited range of contexts.
COMPETENCE ROLE	Act under direction with limited autonomy; function within familiar, homogeneous groups
COMPETENCE LEARNING TO LEARN	Learn to learn within a managed environment
COMPETENCE INSIGHT	Assume limited responsibility for consistency of self-understanding and behaviour

KNOWLEDGE BREADTH	Broad range of knowledge
KNOWLEDGE KIND	Mainly concrete in reference and with some elements of abstraction or theory
KNOW-HOW & SKILL RANGE	Demonstrate a moderate range of practical and cognitive skills and tools
KNOW-HOW & SKILL SELECTIVITY	Select from a range of procedures and apply known solutions to a variety of predictable problems
COMPETENCE CONTEXT	Act in familiar and unfamiliar contexts
COMPETENCE ROLE	Act with considerable amount of responsibility and autonomy
COMPETENCE LEARNING TO LEARN	Learn to take responsibility for own learning within a supervised environment
COMPETENCE INSIGHT	Assume partial responsibility for consistency of self-understanding and behaviour

KNOWLEDGE BREADTH	Broad range of knowledge
KNOWLEDGE KIND	Some theoretical concepts and abstract thinking, with significant depth in some areas
KNOW-HOW & SKILL RANGE	Demonstrate a broad range of specialised skills and tools
KNOW-HOW & SKILL SELECTIVITY	Evaluate and use information to plan and develop investigative strategies and to determine solutions to varied unfamiliar problems
COMPETENCE CONTEXT	Act in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs; identify and apply skill and knowledge to a wide variety of contexts
COMPETENCE ROLE	Exercise some initiative and independent in carrying out defined activities; join and function with multiple, complex and heterogeneous groups
COMPETENCE LEARNING TO LEARN	Learn to take responsibility for own learning within a managed environment
COMPETENCE INSIGHT	Assume full responsibility for consistency of self-understanding and behaviour

KNOWLEDGE BREADTH	Specialised knowledge of a broad area
KNOWLEDGE KIND	Some theoretical concepts and abstract thinking, with significant underpinning theory
KNOW-HOW & SKILL RANGE	Demonstrate comprehensive range of specialised skills and tools
KNOW-HOW & SKILL SELECTIVITY	Formulate responses to well-defined abstract problems
COMPETENCE CONTEXT	Act in a range of varied and specific contexts involving creative and non-routine activities; transfer and apply theoretical concepts and/or technical or creative skills to a range of contexts
COMPETENCE ROLE	Exercise substantial personal autonomy and often take responsibility for the work of others and/or for the allocation of resources; form, and function within, multiple, complex and heterogeneous groups
COMPETENCE LEARNING TO LEARN	Learn to evaluate own learning and identify needs within a structured learning environment; assist others in identifying learning needs
COMPETENCE INSIGHT	Express an internalised, personal world view, reflecting engagement with others

KNOWLEDGE BREADTH	Specialised knowledge across a variety of areas
KNOWLEDGE KIND	Recognition of limitations of current knowledge and familiarity with sources of new knowledge; integration of concepts across a variety of areas
KNOW-HOW & SKILL RANGE	Demonstrate specialised technical, creative or conceptual skills and tools across an area of study
KNOW-HOW & SKILL SELECTIVITY	Exercise appropriate judgement in planning, design, technical and/or supervisory functions related to products, services, operations or processes
COMPETENCE CONTEXT	Utilise diagnostic and creative skills in a range of functions in a wide variety of contexts
COMPETENCE ROLE	Accept accountability for determining and achieving personal and/or group outcomes;take significant or supervisory responsibility for the work of others in defined areas of work
COMPETENCE LEARNING TO LEARN	Take initiative to identify and address learning needs and interact effectively in a learning group
COMPETENCE INSIGHT	Express an internalised, personal world view, manifesting solidarity with others

KNOWLEDGE BREADTH	An understanding of the theory, concepts and methods pertaining to a field (of fields) of learning
KNOWLEDGE KIND	Detailed knowledge and understanding in one or more specialised areas, some of it at the current boundaries of the field(s)
KNOW-HOW & SKILL RANGE	Demonstrate mastery of a complex and specialised area of skills and tools; use and modify advanced skills and tools to conduct closely guided research, professional or advanced technical activity.
KNOW-HOW & SKILL SELECTIVITY	Exercise appropriate judgement in a number of complex planning, design, technical and/or management functions related to products, services, operations or processes, including resourcing
COMPETENCE CONTEXT	Use advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for all related decision-making; transfer and apply diagnostic and creative skills in a range of contexts
COMPETENCE ROLE	Act effectively under guidance in a peer relationship with qualified practitioners; lead multiple, complex and heterogeneous groups
COMPETENCE LEARNING TO LEARN	Learn to act in variable and unfamiliar learning contexts; learn to manage learning tasks independent, professionally and ethically
COMPETENCE INSIGHT	Express a comprehensive, internalised, personal world view manifesting solidarity with others

KNOWLEDGE BREADTH	A systematic understanding of knowledge, at, or informed by, the forefront of a field of learning
KNOWLEDGE KIND	A critical awareness of current problems and/or new insights, generally informed by the forefront of a field of learning
KNOW-HOW & SKILL RANGE	Demonstrate a range of standard and specialised research or equivalent tools and techniques of enquiry
KNOW-HOW & SKILL SELECTIVITY	Select from complex and advanced skills across a filed of learning; develop new skills to a high level, including novel and emerging techniques
COMPETENCE CONTEXT	Act in a wide and often unpredictable variety of professional levels and ill defined contexts
COMPETENCE ROLE	Take significant responsiblity for the work of individuals and groups; lead and initiate activity
COMPETENCE LEARNING TO LEARN	Learn to self-evaluate and take responsibility for continuing academic/professional development
COMPETENCE INSIGHT	Scrutinise and reflect on social norms and relationships and act to change them

KNOWLEDGE BREADTH	A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of a field of learning
KNOWLEDGE KIND	The creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy review by peers
KNOW-HOW & SKILL RANGE	Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with a field of learning; develop new skills, techniques, tools, practices and/or materials
KNOW-HOW & SKILL SELECTIVITY	Respond to abstract problems that expand and redefine existing procedural knowledge
COMPETENCE CONTEXT	Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts
COMPETENCE ROLE	Communicate results of research and innovation to peers; engage in critical dialogue; lead and originate complex social processes
COMPETENCE LEARNING TO LEARN	Learn to critique the broader implications of applying knowledge to particular contexts
COMPETENCE INSIGHT	Scrutinise and reflect on social norms and relationships and lead action to change them

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