The national qualifications framework (NQF) for England, Wales and Northern Ireland sets out the levels at which qualifications can be recognised.
It helps learners make informed decisions on the qualifications they need, by comparing the levels of different qualifications and identifying clear progression routes to their chosen career.
It aims to:
Only qualifications that have been accredited by the regulatory authorities are included in the NQF. To search for an accredited qualification, go to QCA's National Database of Accredited Qualifications.
There are currently 15 'Skills Sectors' in the NQF, listed. The links will take you to QCA's National Database of Accredited Qualifications, where you can search for Qualifications in a specific sector, then sub-sector. Note, all these links open in a new window:
Links to QCA's National Database of Accredited Qualifications - Sector Skills Database Search
The three regulatory authorities (QCA, ACCAC and CCEA) have revised the NQF as part of a review of the regulatory arrangements. A joint statement from the three regulatory authorities can be downloaded from this page.
The revised criteria and NQF came into effect on 1 September 2004 and can be found in the Statutory regulation of external qualifications in England, Wales and Northern Ireland (2004), which can be downloaded from this page. This document replaces the Arrangements for the statutory regulation of external qualifications in England, Wales and Northern Ireland (2000).
The main change is that the number of levels in the NQF has increased to nine (entry level to level 8). This allows for clearer links with the framework for higher education qualifications (FHEQ). Entry level to level 3 stay the same. Further information is available in the factsheet Changes to the national qualifications framework (which can be downloaded from this page).
There is a transition period during which the revised levels are being introduced. Up-to-date information is available on QCA's National Database of Accredited Qualifications.
The following table compares original and revised NQF levels with broad indications of FHEQ levels.
| National Qualifications Framework | Framework for Higher Education Qualification levels (FHEQ) | |
| Original levels | Revised levels | |
5 Level 5 NVQ in Construction Project Management* Level 5 Diploma in Translation |
8 Specialist awards |
D (doctoral) Doctorates |
7 Level 7 Diploma in Translation |
M (masters) Masters degrees, postgraduate certificates and diplomas |
|
4 Level 4 NVQ in Advice and Guidance* Level 4 Diploma in Management Level 4 BTEC Higher National Diploma in 3D Design Level 4 Certificate in Early Years Practice |
6 Level 6 Diploma in Management |
H (honours) Bachelors degrees, graduate certificates and diplomas |
5 Level 5 BTEC Higher National Diploma in 3D Design |
I (intermediate) Diplomas of higher education and further education, foundation degrees, higher national diplomas |
|
4 Level 4 Certificate in Early Years Practice |
C (certificate) Certificates of higher education |
|
3 (There is no change to level 3 in the revised NQF) Level 3 Certificate in Small Animal Care Level 3 NVQ in Aeronautical Engineering A levels |
||
2 (There is no change to level 3 in the revised NQF) Level 2 Diploma for Beauty Specialists Level 2 NVQ in Agricultural Crop Production GCSEs Grades A*-C |
||
1 (There is no change to level 3 in the revised NQF) Level 1 Certificate in Motor Vehicle Studies Level 1 NVQ in Bakery GCSEs Grades D-G |
||
Entry (There is no change to level 3 in the revised NQF) Entry Level Certificate in Adult Literacy |
||
The positioning of qualifications at the same level only indicates that they are broadly comparable in terms of general level of outcome; it does not indicate that they have the same purpose, content or outcomes.
The NQF is supported by level descriptors, which have been produced as a working draft. These offer broad descriptions of learning outcomes at each level, which represents a common standard met by all qualifications.
The changes to the NQF support the new framework for achievement, the new and forward-looking Framework encompassing a much wider range of achievements and underpinned by a unit and credit-based system. Key stakeholders have been invited to provide their comments and raise questions through the recent consultations and ongoing discussions. More information on the Framework for Achievement, and a copy of the consultation outcomes, can be downloaded from this page.
The framework for higher education qualifications in England, Wales and Northern Ireland was published in January 2001 by the Quality Assurance Agency (QAA).
This framework applies to degrees, diplomas, certificates and other academic awards (other than honorary degrees and higher doctorates) granted by a university or college in the exercise of its degree awarding powers.
Broad comparisons with NQF levels can be seen in the table above. For further details please visit the QAA website.
In Wales, the minister has announced that a credit and qualifications framework will be phased in from April 2003. In Northern Ireland, there is the Credit Accumulation and Transfer Scheme (NICATS). The Scottish credit and qualifications framework is in place in Scotland.
QCA is working on a remit from the Department for Education and Skills (DfES) to take forward unitisation and to investigate the use of credit for adult learners.
This work will be informed by outcomes of work on credit in Wales, Northern Ireland and by the English regional consortia of further and higher education institutions.
The proposed level indicators in the NQF are a guide to the range of qualifications and levels.
They describe the learning and achievement that happens at each level and show how the skills and knowledge relate to job roles. The indicators are not intended to be precise or comprehensive - they are working guides. We will continue to review and consult on them.
The level indicators have been designed for:
| Framework level | Level indicators | Examples of qualifications |
| Entry | Entry level qualifications recognise basic knowledge and skills and the ability to apply learning in everyday situations under direct guidance or supervision. Learning at this level involves building basic knowledge and skills and is not geared towards specific occupations. |
Qualifications are offered at entry 1, entry 2 and entry 3, in a range of subjects |
| Level 1 | Level 1 qualifications recognise basic knowledge and skills and the ability to apply learning with guidance or supervision. Learning at this level is about activities which mostly relate to everyday situations and may be linked to job competence. |
NVQ 1; Certificate in Plastering; GCSEs Grades D – G; Certificate in Motor Vehicle Studies |
| Level 2 | Level 2 qualifications recognise the ability to gain a good knowledge and understanding of a subject area of work or study, and to perform varied tasks with some guidance or supervision. Learning at this level involves building knowledge and/or skills in relation to an area of work or a subject area and is appropriate for many job roles. |
NVQ 2; GCSEs Grades A* - C; Certificate in Coaching Football; Diploma for Beauty Specialists |
| Level 3 | Level 3 qualifications recognise the ability to gain, and where relevant apply a range of knowledge, skills and understanding. Learning at this level involves obtaining detailed knowledge and skills. It is appropriate for people wishing to go to university, people working independently, or in some areas supervising and training others in their field of work. |
Certificate for Teaching Assistants; NVQ 3; A levels; Advanced Extension Awards; Certificate in Small Animal Care |
| Level 4 | Level 4 qualifications recognise specialist learning and involve detailed analysis of a high level of information and knowledge in an area of work or study. Learning at this level is appropriate for people working in technical and professional jobs, and/or managing and developing others. Level 4 qualifications are at a level equivalent to Certificates of Higher Education. |
Diploma in Sport & Recreation; Certificate in Site Management; Certificate in Early Years Practice |
| Level 5 | Level 5 qualifications recognise the ability to increase the depth of knowledge and understanding of an area of work or study to enable the formulation of solutions and responses to complex problems and situations. Learning at this level involves the demonstration of high levels of knowledge, a high level of work expertise in job roles and competence in managing and training others. Qualifications at this level are appropriate for people working as higher grade technicians, professionals or managers. Level 5 qualifications are at a level equivalent to intermediate Higher Education qualifications such as Diplomas of Higher Education, Foundation and other degrees that do not typically provide access to postgraduate programmes. |
Diploma in Construction; Certificate in Performing Arts |
| Level 6 | Level 6 qualifications recognise a specialist high level knowledge of an area of work or study to enable the use of an individual’s own ideas and research in response to complex problems and situations. Learning at this level involves the achievement of a high level of professional knowledge and is appropriate for people working as knowledge-based professionals or in professional management positions. Level 6 qualifications are at a level equivalent to Bachelors degrees with honours, graduate certificates and graduate diplomas. |
Certificate or Diploma in Management |
| Level 7 | Level 7 qualifications recognise highly developed and complex levels of knowledge which enable the development of in-depth and original responses to complicated and unpredictable problems and situations. Learning at this level involves the demonstration of high level specialist professional knowledge and is appropriate for senior professionals and managers. Level 7 qualifications are at a level equivalent to Masters degrees, postgraduate certificates and postgraduate diplomas. |
Diploma in Translation; Fellowship in Music Literacy |
| Level 8 | Level 8 qualifications recognise leading experts or practitioners in a particular field. Learning at this level involves the development of new and creative approaches that extend or redefine existing knowledge or professional practice. |
Specialist awards |
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