SCQF Level Descriptors for Website - Feb 2010(2)

8/2/2019 SCQF Level Descriptors for Website - Feb 2010(2)

1/18

SCQF LEVEL

DESCRIPTORS


2/18

1

scqf | scotlandslifelonglearningframework

INTRODUCTION

The SCQF is Scotlnds Lielong Lerning Frmework. It ws developed

in 2001 to meet the needs o Scotlnds lerners nd provides shred

context or lerning in Scotlnd. It ws creted b bringing together ll

Scottish minstrem qulifctions into single unifed Frmework.

Within the overll context o lielong lerning, the ims o the SCQF re to:

help people o ll ges nd circumstnces to ccess pproprite eduction nd

trining over their lietime to ulfl their personl, socil nd economic potentil; nd

enble emploers, lerners nd the public in generl to understnd the ull rnge

o Scottish qulifctions, how the qulifctions relte to ech other, nd how

dierent tpes o qulifctions cn contribute to improving the skills o the

workorce.

THE SCOTTISH CREDIT AND

QUALIFICATIONS FRAMEWORK

scqf | SCOTLANDS LIFELONG LEARNING FRAMEWORK www.scqf.org.uk

SCQF

LevelsSQA Qualifications

Qualifications of Higher

Education Institutions

Scottish Vocational

Qualifications

12 DOCTORAL DEGREE

11INTEGRATED MASTERS DEGREE /MASTERS DEGREE

POST GRADUATE DIPLOMA

POST GRADUATE CERTIFICATE

SVQ5

10HONOURS DEGREE

GRADUATE DIPLOMA

GRADUATE CERTIFICATE

9PROFESSIONAL

DEVELOPMENT AWARD

BACHELORS /ORDINARY DEGREE

GRADUATE DIPLOMA

GRADUATE CERTIFICATESVQ4

8HIGHER NATIONAL

DIPLOMA

DIPLOMA OF HIGHER

EDUCATION

7ADVANCED HIGHER

SCOTTISH BACCALAUREATE

HIGHER NATIONAL

CERTIFICATE

CERTIFICATE OF

HIGHER EDUCATION

SVQ3

6 HIGHER

5INTERMEDIATE 2

CREDIT STANDARD GRADESVQ2

4INTERMEDIATE 1

GENERAL STANDARD GRADE

NATIONAL

CERTIFICATE

NATIONAL

PROGRESSION AWARDSVQ1

3ACCESS 3

FOUNDATION STANDARD GRADE

2 ACCESS 2

1 ACCESS 1


3/18

2

USING THE SCQF

The SCQF provides vocbulr or describing lerning nd helps to:

mke the reltionships between qulifctions nd lerning progrmmes cler;

clri entr nd exit points, nd routes or progression;

mximise the opportunities or credit trnser;

ssist lerners to pln their progress nd lerning; nd

minimise the dupliction o lerning.

The SCQF is used b lerning providers in number o ws:

to llocte level nd number o credits to lerning progrmmes nd qulifctions;

s guide or mpping progression routes within nd cross the eduction nd

trining sectors; nd

b progrmme designers when designing qulifctions nd lerning progrmmes

nd deciding on the entr requirements;

The SCQF cn be used b emploers in vriet o ws:

to develop cler nd concise job descriptions;

in recruitment dvertising;

to ensure eective skills cquisition, development nd utilistion;

to undertke skills udits nd or developing skills nd lerning strtegies; nd

or plnning personl nd st development.

The SCQF cn lso be used in other contexts, or exmple:

b st providing dvice nd guidnce, or exmple, in supporting the recognition oprior lerning; nd

or inormll benchmrking lerning progrmmes such s those delivered in the

workplce nd in the communit.

For guidnce nd urther inormtion on how to use the Frmework in dierent contexts,

including the Guide or Emploers, cll the SCQF Executive Tem on 0845 270 7371 or

go to www.scqf.org.uk/resources


4/18

3


KEy FEaTURES OF THE SCQF

The SCQF uses two mesures, SCQF Level nd Credit Points, to help in understnding

nd compring qulifctions nd lerning progrmmes.

SCQF Levels

There re 12 SCQF Levels which provide n indiction o the complexit o

qulifctions nd lerning progrmmes. SCQF Level 1 is the lest demnding nd

SCQF Level 12 is the most demnding. SCQF Levels re bsed on single set o Level

Descriptors tht re the common reerence points nd defnitions which provide w

o recognising lerning tht is outcome-bsed nd qulit-ssured.

SCQF Levels provide bsis or brod comprisons between lerning progrmmes

nd qulifctions chieved in dierent contexts, such s the workplce nd orml

clssroom stud, nd b vriet o modes.

Over lietime, individuls cn move between nd cross SCQF Levels s

the undertke new lerning nd cquire new skills or prticulr contexts nd

circumstnces. This might be rom higher to lower SCQF Levels, rom lower to higher

SCQF Levels or cross the sme SCQF Level. It should not be ssumed tht ll lerners

undertking new studies would strt t SCQF Level 1.

SCQF Level Descriptors

The SCQF Level Descriptors hve fve chrcteristics which provide reerence point

or determining the level o qulifction, lerning progrmme, module or unit o

lerning or or the recognition o prior lerning. The re not intended to give precise or

comprehensive sttements o required lerning or individul qulifctions.

Ech level is described in terms o its chrcteristic generl outcomes under fve brod

hedings. These re:

knowledge nd understnding minl subject-bsed;

prctice (pplied knowledge nd understnding);

generic cognitive skills - e.g. evlution, criticl nlsis;

communiction, numerc nd IT skills; nd

utonom, ccountbilit nd working with others.

anone interested in fnding out more bout the chrcteristics o the SCQF Level

Descriptors should reer to the SCQF Handbook: User Guide, Section 2.4.


5/18

4

SCQF Credit Points

SCQF Credit Points re wrded to lerners when the chieve the lerning outcomes

o the lerning progrmme or qulifction. The number o Credit Points is bsed on the

notionl lerning hours tht n verge lerner t specifc level would tke to chieve the

lerning outcomes. There is no limit to the number o Credit Points tht cn be chieved.

Credit Points provide w or lerners, emploers nd lerning providers to describe

nd compre the mount o lerning tht hs been chieved or is required to chieve

lerning progrmme or qulifction t given level o the SCQF. SCQF Credit Points

qunti lerning outcomes tht re subject to vlid, relible methods o ssessment.

SCQF Credit Rating

The SCQF Level Descriptors re used b SCQF Credit Rting Bodies to credit rte

lerning progrmmes nd qulifctions.

Credit Rting is the lloction o SCQF Level nd Credit Points on lerning progrmmes

nd qulifctions to include them on the Frmework provided tht the ollowing criteri

re met:

the lerning must be bsed on lerning outcomes;

the lerning outcomes must tke minimum o notionl 10 hours to chieve;

lerning outcomes must be subject to relible nd vlid methods o ssessment tht

re recorded; nd

the lerning is included within n pproprite qulit ssurnce sstem.

Further Information

More detiled inormtion on using the SCQF cn be ound in the SCQF Hndbook:User Guide vilble in hrd cop rom the SCQF Prtnership or downlodble rom

www.scqf.org.uk/resources

SCQF Credit Rting Bodies llocting SCQF Level nd Credit Points to Lerning

Progrmmes nd Qulifctions should reer to the SCQF Handbook: User Guide,

Section 4 Credit Rating.

Emploers should reer to the SCQF Guide or Emploers which provides

contextulised version o the Frmework vilble in hrd cop rom the SCQF

Prtnership or downlodble rom www.scqf.org.uk/resources


6/18

5


LEVEL DESCRIPTORS

SCQF Level 1

(access 1 is n exmple o qulifction t this level)

SCQF Level 2(access 2 is n exmple o qulifction t this level)

Level Descriptor for SCQF Level 1

SCQF Level 1 recognises lerning development nd chievement tht rnges rom prticiption

in experientil situtions to the chievement o bsic tsks, with vring degrees o support.

CharacteristicsThe following descriptions are for guidance only

it is not expected that every point will be covered

Knowledge and

understanding

Demonstrate and/or work with knowledge o simple acts and ideas in a

subject/discipline.

Practice: applied

knowledge and

understanding

Relate knowledge to a ew simple everyday contexts with prompting.

Use a ew very simple skills.

Carry out, with guidance, a ew amiliar tasks.

Use, under supervision, basic tools and materials.

Generic

cognitive skills

Use rehearsed stages or solving problems.

Operate in personal and/or everyday contexts.

Take some account, with prompting, o identifed consequences o action.

Communication,

ICT and

numeracy skills

Use very simple skills with assistance, or example:

Produce and respond to a limited range of very simple written and oral

communication in amiliar/routine contexts.

Carry out a limited range of very simple tasks to process data and

access inormation.

Use a limited range of very simple and familiar numerical and graphical

data in amiliar and everyday contexts.

Autonomy,

accountability

and working

with others

Work alone or with others on simple routine, amiliar tasks under requent and directive

supervision.

Identiy, given simple criteria, some successes and/or ailures o the work.


7/18

6

Characteristics

The following descriptions are for guidance only


Knowledge and

understanding

Demonstrate and/or work with:

Basic knowledge in a subject/discipline.

Simple facts and ideas associated with a subject/discipline.

Practice: applied

knowledge and

understanding

Relate knowledge with some prompting to personal and/or everyday contexts.

Use a ew basic, routine skills to undertake amiliar and routine tasks.

Complete pre-planned tasks.

Use, with guidance, basic tools and materials saely and eectively.

Generic

cognitive skills

Identiy with some prompting a process to deal with a situation or issue.

Operate in amiliar contexts using given criteria.

Take account o some identifed consequences o action.

Communication,

ICT and

numeracy skills

Use simple skills, or example:

Produce and respond to simple written and oral communication in

amiliar, routine contexts.

Carry out simple tasks to process data and access information.

Use simple numerical and graphical data in everyday contexts.

Autonomy,

accountability

and working

with others

Work alone or with others on simple tasks under requent supervision.

Participate in the setting of goals, timelines, etc.

Participate in the review of completed work and the identication of ways of improving

practices and processes.

Identiy, given simple criteria, own strengths and weaknesses relative to the work.

SCQF Level 3(access 3, Foundtion Stndrd Grde re exmples o qulifctions t this level)


8/18

7


Characteristics



Knowledge and

understanding


Basic knowledge in a subject/discipline which is mainly factual.

Some simple facts and ideas about and associated with a

subject/discipline.

Knowledge of basic processes, materials and terminology.

Practice: applied

knowledge and

understanding

Relate knowledge to personal and/or practical contexts.

Use a ew skills to complete straightorward tasks with some non-routine

elements.

Select and use, with guidance, appropriate tools and materials safely and

eectively.

Generic

cognitive skills

Use, with guidance, given stages o a problem-solving approach to deal with a situation

or issue.

Operate in straightorward contexts.

Identiy and/or take account o some o the consequences o action/inaction.

Communication,

ICT andnumeracy skills

Use straightorward skills, or example:

Produce and respond to simple but detailed written and oral

communication in amiliar contexts.

Use the most straightforward features of familiar applications to process

and obtain inormation.

Use straightforward numerical and graphical data in straightforward

and amiliar contexts.

Autonomy,

accountability

and working

with others

Work alone or with others on straightorward tasks.

Contribute to the setting o goals, timelines, etc.

Contribute to the review o completed work and oer suggestions or improving practicesand processes.

Identiy own strengths and weaknesses relative to the work.

SCQF Level 4(Intermedite 1, Generl Stndrd Grde, SVQ1 re exmples o qulifctions t this level)


9/18

8

SCQF Level 5(Intermedite 2, Credit Stndrd Grde, SVQ2 re exmples o qulifctions t this level)

Characteristics



Knowledge and

understanding


Basic knowledge in a subject/discipline which is mainly factual but has

some theoretical component.

A range of simple facts and ideas about and associated with a

subject/discipline.

Knowledge and understanding of basic processes, materials and

terminology.

Practice: appliedknowledge and

understanding

Relate ideas and knowledge to personal and/or practical contexts.Complete some routine and non-routine tasks using knowledge associated with a subject/

discipline.

Plan and organise both familiar and new tasks.

Select appropriate tools and materials and use safely and effectively (e.g.

without waste).

Adjust tools where necessary following safe practices.

Generic

cognitive skills

Use a problem-solving approach to deal with a situation or issue that is

straightorward in relation to a subject/discipline.

Operate in a amiliar context, but where there is a need to take account o or use

additional inormation o dierent kinds, some o which will be theoretical or hypothetical.

Use some abstract constructs - or example make generalisations and/or draw

conclusions.

Communication,

ICT and

numeracy skills

Use a range o routine skills, or example:

Produce and respond to detailed written and oral communication in

amiliar contexts.

Use standard applications to process, obtain and combine information.

Use a range of numerical and graphical data in straightforward contextsthat have some complex eatures.

Autonomy,

accountability

and working

with others

Work alone or with others on tasks with minimum supervision.

Agree goals and responsibilities for self and/or work team with manager/

supervisor.

Take leadership responsibility or some tasks.

Show an awareness of others roles, responsibilities and requirements in carrying out work

and make a contribution to the evaluation and improvement o practices and processes.


10/18

9


SCQF Level 6(Higher, SVQ31 re exmples o qulifctions t this level)

Characteristics



Knowledge and

understanding


Generalised knowledge of a subject/discipline;

Factual and theoretical knowledge.

A range of facts, ideas, properties, materials, terminology, practices,

techniques about/associated with a subject/discipline.

Relate the subject/discipline to a range of practical and/or everyday

applications.

Practice: appliedknowledge and

understanding

Apply knowledge and understanding in known, practical contexts.

Use some o the basic, routine practices, techniques and/or materials.

associated with a subject/discipline in routine contexts which may have non-routine

elements.

Plan how skills will be used to address set situations and/or problems and

adapt these as necessary.

Generic

cognitive skills

Obtain, organise and use actual and theoretical inormation in problem solving.

Make generalisations and predictions.

Draw conclusions and suggest solutions.

Communication,

ICT and

numeracy skills

Use a wide range o skills, or example:

Produce and respond to detailed and relatively complex written and oral

communication in both amiliar and unamiliar contexts.

Select and use standard applications to process, obtain and combine

inormation.

Use a wide range of numerical and graphical data in routine contexts

which may have non-routine elements.

Autonomy,

accountability

and working

with others

Take responsibility or carrying out o a range o activities where the overall goal is clear,

under non-directive supervision.

Take some supervisory responsibility or the work o others and lead

established teams in the implementation o routine work.

Manage limited resources within defned and supervised areas o work.

Take account o roles and responsibilities related to the tasks being carried out and take a

signifcant role in the evaluation o work and the improvement o practices and processes.

1SVQ3 spans SCQF Levels 6 and 7


11/18

10

SCQF Level 7(Cert HE, HNC, advnced Higher, SVQ32 re exmples o qulifctions t this level)

Characteristics



Knowledge and

understanding


A broad knowledge of the subject/discipline in general.

Knowledge that is embedded in the main theories, concepts and principles.

An awareness of the evolving/changing nature of knowledge and

understanding.

An understanding of the difference between explanations based on

evidence and/or research and other orms o explanation and o the

importance o this dierence.

Practice: applied

knowledge and

understanding

Use some o the basic and routine proessional skills, techniques, practices

and/or materials associated with a subject/discipline.

Practise these in both routine and non-routine contexts.

Generic

cognitive skills

Present and evaluate arguments, information and ideas which are routine to the subject/

discipline.

Use a range o approaches to address defned and/or routine problems and issues within

amiliar contexts.

Communication,

ICT andnumeracy skills

Use a wide range o routine skills and some advanced skills associated with the subject/

discipline, or example: Convey complex ideas in well-structured and coherent form.

Use a range of forms of communication effectively in both familiar and

new contexts.

Use standard applications to process and obtain a variety of information

and data.

Use a range of numerical and graphical skills in combination.

Use numerical and graphical data to measure progress and achieve

goals/targets.

Autonomy,accountability

and working

with others

Exercise some initiative and independence in carrying out defned activities at aproessional level.

Take supervision in less amiliar areas o work.

Take some managerial responsibility or the work o others within a defned and

supervised structure.

Manage limited resources within defned areas o work.

Take the lead in implementing agreed plans in amiliar or defned contexts.

Take account of own and others roles and responsibilities in carrying out and evaluating

tasks.

Work with others in support o current proessional practice under guidance.



12/18


13/18

12

SCQF Level 9(Bchelors Degree, SVQ44 re exmples o qulifctions t this level)

Characteristics



Knowledge and

understanding


A broad and integrated knowledge and understanding of the scope, main

areas and boundaries o a subject/ discipline.

A critical understanding of a selection of the principal theories, principles,

concepts and terminology.

Knowledge that is detailed in some areas and/or knowledge of one

or more specialisms that are inormed by oreront developments.

Practice: applied

knowledge and

understanding

Use a selection o the principal skills, techniques, practices and/or materials

associated with a subject/discipline.

Use a ew skills, techniques, practices and/or materials that are specialised or advanced.

Practise routine methods of enquiry and/or research.

Practise in a range of professional level contexts that include a degree of

unpredictability.

Generic

cognitive skills

Undertake critical analysis, evaluation and/or synthesis o ideas, concepts,

inormation and issues.

Identiy and analyse routine proessional problems and issues.

Draw on a range o sources in making judgements.

Communication,

ICT and

numeracy skills

Use a range o routine skills and some advanced and specialised skills in

support o established practices in a subject/discipline, or example:

Make formal and informal presentations on standard/mainstream topics

in the subject/discipline to a range o audiences.

Use a range of IT applications to support and enhance work.

Interpret, use and evaluate numerical and graphical data to achieve goals/targets.

Autonomy,

accountability

and working

with others

Exercise autonomy and initiative in some activities at a proessional level.

Take some responsibility or the work o others and or a range o resources.

Practise in ways that take account of own and others roles and responsibilities.Work, under guidance, with qualifed practitioners.

Deal with ethical and proessional issues in accordance with current proessional and/or

ethical codes or practices, seeking guidance where appropriate.



14/18

13


SCQF Level 10(Honours Degree is n exmple o qulifction t this level)

Characteristics



Knowledge and

understanding


Knowledge that covers and integrates most of the principal areas,

eatures, boundaries, terminology and conventions o a subject discipline.

A critical understanding of the principal theories, concepts and principles.

Detailed knowledge and understanding in one or more specialisms some of

which is inormed by or at the oreront o a subject/discipline.

Knowledge and understanding of the ways in which the subject/discipline is developed,

including a range o established techniques o enquiry or research methodologies.

Practice: applied

knowledge and

understanding

Use a range o the principal skills, practices and/or materials associated with a

subject/discipline.

Use a ew skills, practices and/or materials which are specialised, advanced, or

at the oreront o a subject/discipline.

Execute a defned project o research, development or investigation and

identiy and implement relevant outcomes.

Practise in a range of professional level contexts which include a degree of

unpredictability and/or specialism.

Generic

cognitive skills

Critically identiy, defne, conceptualise, and analyse complex/proessional level

problems and issues.Oer proessional level insights, interpretations and solutions to problems and issues.

Critically review and consolidate knowledge, skills, practices and thinking in a subject/discipline.

Demonstrate some originality and creativity in dealing with proessional level issues.

Make judgements where data/inormation is limited or comes rom a range o sources.

Communication,

ICT and

numeracy skills

Use a wide range o routine skills and some advanced and specialised skills in

support o established practices in a subject/discipline, or example:

Make formal presentations about specialised topics to informed audiences.

Communicate with professional level peers, senior colleagues and specialists.

Use a range of software to support and enhance work at this level andspeciy refnements/improvements to sotware to increase eectiveness.

Interpret, use and evaluate a wide range of numerical and graphical data to set

and achieve goals/targets.

Autonomy,

accountability

and working

with others

Exercise autonomy and initiative in proessional/equivalent activities.

Take signifcant responsibility or the work o others and or a range o resources.

Practise in ways which show a clear awareness of own and others roles and responsibilities.

Work eectively, under guidance, in a peer relationship with qualifed practitioners.

Work with others to bring about change, development and/or new thinking.

Deal with complex ethical and proessional issues in accordance with currentproessional and/or ethical codes or practices.

Recognise the limits o these codes and seek guidance where appropriate.


15/18

14

SCQF Level 11(PG Cert, PG Dip, Ma, MSc, SVQ5 re exmples o qulifctions t this level)

Characteristics



Knowledge and

understanding


Knowledge that covers and integrates most, if not all, of the main areas of a subject

discipline including their eatures, boundaries, terminology and conventions.

A critical understanding of the principal theories, principles and concepts.

A critical understanding of a range of specialised theories, principles and concepts.

Extensive, detailed and critical knowledge and understanding in one or more

specialisms, much o which is at, or inormed by, developments at the oreront.

A critical awareness of current issues in a subject/discipline and one or more specialisms.

Practice: applied

knowledge and

understanding

Use a signifcant range o the principal skills, techniques, practices and/or materials which

are associated with a subject/discipline.

Use a range o specialised skills, techniques, practices and/or materials which are at the

oreront o, or inormed by, oreront developments.

Apply a range of standard and specialised research or equivalent instruments and

techniques o enquiry.

Plan and execute a signicant project of research, investigation or development.

Demonstrate originality or creativity in the application o knowledge, understanding and/

or practices.

Practise in a wide and often unpredictable variety of professional level contexts.

Generic

cognitive skills

Apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or

inormed by, developments at the oreront o a subject/discipline.

Identiy, conceptualise and defne new and abstract problems and issues.

Develop original and creative responses to problems and issues.

Critically review, consolidate and extend knowledge, skills practices and thinking in a

subject/discipline.

Deal with complex issues and make inormed judgements in situations in the absence o

complete or consistent data/inormation.


16/18

15


SCQF Level 11continued

Characteristics



Communication,

ICT and

numeracy skills

Use a range o advanced and specialised skills as appropriate to a subject/discipline,

or example:

Communicate, using appropriate methods, to a range of audiences with

dierent levels o knowledge/expertise.

Communicate with peers, more senior colleagues and specialists.

Use a wide range of software to support and enhance work at this level and specify new

sotware or refnements/improvements to existing sotware to increase eectiveness.

Undertake critical evaluations of a wide range of numerical and graphical data.

Autonomy,

accountability

and working

with others

Exercise substantial autonomy and initiative in proessional and equivalent activities.

Take responsibility or own work and/or signifcant responsibility or the work o others.

Take responsibility or a signifcant range o resources.

Demonstrate leadership and/or initiative and make an identifable contribution to change

and development.

Practise in ways which draw on critical reection on own and others roles and responsibilities.

Deal with complex ethical and proessional issues and make inormed judgements on

issues not addressed by current proessional and/or ethical codes or practices.


17/18

16

SCQF Level 12(Doctorl Degree is n exmple o qulifction t this level)

Characteristics



Knowledge andunderstanding


A critical overview of a subject/discipline, including critical understanding of theprincipal theories, principles and concepts.

A critical, detailed and often leading knowledge and understanding at the forefront ofone or more specialisms.

Knowledge and understanding that is generated through personal research or equivalentwork that makes a signifcant contribution to the development o the subject/discipline.

Practice: applied

knowledge andunderstanding

Use a signifcant range o the principal skills, techniques, practices and materials

associated with a subject/discipline.Use and enhance a range o complex skills, techniques, practices and materials at theoreront o one or more specialisms.

Apply a range of standard and specialised research/equivalent instruments andtechniques o enquiry.

Design and execute research, investigative or development projects to deal with newproblems and issues.

Demonstrate originality and creativity in the development and application o newknowledge, understanding and practices.

Practise in the context of new problems and circumstances.

Genericcognitive skills Apply a constant and integrated approach to critical analysis, evaluation and synthesis ofnew and complex ideas, inormation and issues.

Identiy, conceptualise and oer original and creative insights into new, complex andabstract ideas, inormation and issues.

Develop creative and original responses to problems and issues.

Deal with very complex and/or new issues and make inormed judgements in the absenceo complete or consistent data/inormation.

Communication,ICT andnumeracy skills

Use a signifcant range o advanced and specialised skills as appropriate to a subject/discipline, or example:

Communicate at an appropriate level to a range of audiences and adapt communication

to the context and purpose. Communicate at the standard of published academic work and/or critical dialogue and

review with peers and experts in other specialisms.

Use a range of software to support and enhance work at this level and specify softwarerequirements to enhance work.

Critically evaluate numerical and graphical data.

Autonomy,accountabilityand workingwith others

Exercise a high level o autonomy and initiative in proessional and equivalent activities.

Take ull responsibility or own work and/or signifcant responsibility or the work o others.

Demonstrate leadership and/or originality in tackling and solving problems and issues.

Work in ways which are reective, self-critical and based on research/evidence.

Deal with complex ethical and proessional issues.Make inormed judgements on new and emerging issues not addressed by currentproessional and/or ethical codes or practices.


18/18

scqf | scotlands lifelong learning framework

39 St Vincent Plce Glsgow G1 2ER

T 0845 270 7371 F 0845 270 7372 E [email protected] www.scqf.org.uk

Date post:	05-Apr-2018
Category:	Documents
Upload:	simion-laurentiu
View:	227 times
Download:	0 times

SCQF Level Descriptors for Website - Feb 2010(2)

Documents