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The National Qualifications Framework (NQF)
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:
- promote access, motivation and achievement in education and training, strengthening international competitiveness
- promote lifelong learning by helping people to understand clear progression routes
- avoid duplication and overlap of qualifications while making sure all learning needs are covered
- promote public and professional confidence in the integrity and relevance of national awards.
Only qualifications that have been accredited by the regulatory authorities are included in the NQF.
Changes to the NQF
The three regulatory authorities (QCA, ACCAC and CCEA) have revised the NQF as part of a review of the regulatory arrangements. 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). 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. There is a transition period during which the revised levels are being introduced. Up-to-date information is available on openQUALS.
Structure of the NQF
The following table compares original and revised NQF levels with broad indications of FHEQ levels.
National Qualifications Framework |
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Framework for Higher Education Qualification levels (FHEQ) |
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Original levels |
Revised levels |
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5 Level 5 NVQ in Construction Project Management* Level 5 Diploma in Translation |
8 Specialist awards |
D (doctoral) Doctorates |
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7 Level 7 Diploma in Translation |
M (masters) Masters degrees, postgraduate certificates and diplomas |
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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 |
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5 Level 5 BTEC Higher National Diploma in 3D Design |
I (intermediate) Diplomas of higher education and further education, foundation degrees, higher national diplomas |
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4 Level 4 Certificate in Early Years Practice |
C (certificate) Certificates of higher education
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3 Level 3 NVQ in Aeronautical Engineering A levels |
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2 Level 2 NVQ in Agricultural Crop Production GCSEs Grades A*-C |
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1 Level 1 NVQ in Bakery GCSEs Grades D-G |
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Entry Entry Level Certificate in Adult Literacy |
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*Revised levels are not currently being implemented for NVQs at level 4 and level 5. For up-to-date information, visit openQUALS.
The significance of NQF levels
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.
Framework for Achievement
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.
Proposed level indicators in the NQF
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:
- individual learners
- parents
- teachers/tutors/trainers
- careers advisers
- employers.
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 |
Currently, qualification titles such as 'certificate' and 'diploma' are not indicators of the level of a qualification.
All approved qualifications
Qualifications are accredited to the National Qualifications Framework and subsequently approved by the Secretary of State.
The new scoring system
A new scoring system (developed by QCA) has been adopted to accommodate the wider range of qualifications.
The new scoring system uses a different scale, as the following table illustrates:
Figure 1 - Old and new points (GCSEs).
Grade |
Old Points |
New Points |
Level 3 (A-level) |
||
A |
120 |
270 |
B |
100 |
240 |
C |
80 |
210 |
D |
60 |
180 |
E |
40 |
150 |
Level 2 (GCSE) |
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A* |
8 |
58 |
A |
7 |
52 |
B |
6 |
46 |
C |
5 |
40 |
Level 1 (GCSE) |
||
D |
4 |
34 |
E |
3 |
28 |
F |
2 |
22 |
G |
1 |
16 |
The second component to the new scoring system is a qualification's contribution to threshold (expressed as a percentage).
Level 3 Threshold = 2 A levels at A-E (or equivalent) = 100%
Level 2 Threshold = 5 GCSE A*-C (or equivalent) = 100%
Level 1 Threshold = 5 GCSE A*-G (or equivalent) = 100%
Using this formula, an A level A-E is equal to half or 50% of the Level 3 threshold and a GCSE A*-C is equal to one fifth, or 20%, of the Level 2 threshold. In the same way, all qualifications to be included in achievement and attainment tables have been assigned a contribution to threshold percentage.
Level 2 qualifications contribute to both the Level 2 and Level 1 thresholds (whereas Level 1 qualifications only contribute to the Level 1 threshold).
Capping
Please note: From 2004, capping will be applied only to the average point score within value added calculations (KS2 – Age 15 and KS3 - Age 15 VA measures); the standalone total average point score will now be uncapped. Capping for value added will continue to be at the
Discounting
Please note: discounting procedures are followed by the Department to preclude the counting of 2 or more subjects with the same (or similar) content.
Only qualifications within the same family will discount one another, with the higher level qualification counting ahead of a lower level qualification in the same family. The following table sets out families of qualifications, by level.
Table 1 – qualification families
Qualification Families in the 2004 Achievement and Attainment Tables |
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General |
General |
Occupational |
Vocationally |
Key Skills |
Vocational |
GCE AS |
VCE AS |
NVQ Level 2 |
VRQ Level 2 |
Key Skills L2 |
Intermediate |
GCSE |
Full GNVQ, |
NVQ Level 1 |
VRQ Level 1 |
Key Skills L1 |
NVQ Language |
GCSE |
Vocational |
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Foundation GNVQ |
Entry Level 3 |
GNVQ Part 1, |
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NVQ Language |
Entry Level 2 |
Full GNVQ, |
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Entry Level 1 |
GNVQ Part 1, |
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