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VETAC Q+NOSS SYSTEM GUIDELINES 1 June 2014 NQA/VETAC 1

VETAC Q+NOSS SYSTEM GUIDELINES

VETAC’s Quality Assurance and Endorsement System to develop and deliver National

Qualifications based on National Occupational Skills Standards (Q+NOSS)

National Qualifications Authority

Vocational Education and Training Awards Council

United Arab Emirates

June 2014


VETAC Q+NOSS System Guidelines 1 June 2014 NQA/VETAC 2

About the National Qualifications Authority

On the 23rd

of August 2010, President His Highness Sheikh Khalifa Bin Zayed Al Nahyan issued Federal

Decree No. 1 ‘Establish and Maintain the National Qualifications Authority’. Key functions of the

National Qualifications Authority (NQA) are:

coordinating with related entities the establishment and implementation of an internationally-

recognised education and training system for the UAE

developing and implementing the Qualifications Framework for the Emirates, QFEmirates, which is a

singular integrated structure covering all qualifications in the UAE

facilitating the transfer, shift and continuity of learning of individuals between different education

and training pathways

contributing to the enhancement of vocational education and training quality in the country.

NQA aims to deliver outcomes that assist the UAE to keep pace with scientific and technological

progress and meet the country’s economic and social development needs.

In order to execute its mandate across the vocational education and training (VET) sector, the NQA

Board has established the Vocational Education and Training Awards Council (VETAC). This operating

body is responsible for managing, coordinating and quality assuring the outcomes of the VET sector.

VETAC’s primary focus is to develop the system of vocationally related and occupationally oriented

qualifications for UAE’s VET sector.

For more information about the VETAC Q+NOSS System Guidelines, contact:

General Manager

National Qualifications Authority

Address: P.O. Box 63003, Abu Dhabi, UAE

Phone: +9712 815 6666

Fax: +9712 815 6677

Web: www.nqa.gov.ae

This document is licensed under a Creative Commons Attribution-No Derivative Works 3.0 Unported

license. You are free to copy, distribute and transmit this work, so long as you attribute it to the

National Qualifications Authority and Vocational Education and Training Awards Council and not alter,

transform or build upon this work.

To view a copy of this license, visit http://creativecommons.org/licenses/by-nd/3.0/

http://www.nqa.gov.ae/

http://creativecommons.org/licenses/by-nd/3.0/



1. About these Guidelines 4

2. UAE’s Q+NOSS Model 5

3. Components of Q+NOSS 8

4. Applying to develop Q+NOSS 13

5. Quality Assurance and Endorsement Process 16

6. Developing an Occupational Profile (STEP 1) 23

7. Writing NOSS (Unit Standards) (STEP 2) 28

8. Writing National Qualifications (STEP 3) 42

9. Delivery of Q+NOSS 48

Appendix 1: Application Forms for Q+NOSS development by Recognised National Development

Committees (RNDCs) 49

Appendix 2: Q+NOSS Templates 70

Appendix 3: Examples - Occupational Profile, NOSS/Unit Standard and National Qualification 80

Appendix 4: International Standards Classification of Occupations (ISCO) System 96

Appendix 5: Discipline Codes Convention 97

Appendix 6: Sector Codes Convention 98

Appendix 7: Writing Elements for Unit Standards 100

Appendix 8: Writing Performance Criteria for NOSS (Unit Standards) 104

Appendix 9: Developing Evidence Requirements for NOSS (Unit Standards) 111

Appendix 10: Functional Hierarchy 119

Appendix 11: QFEmirates Summary Guide 123

Appendix 12: Credit Matrix 128

Appendix 13: Summary Grid of Level Descriptors 132

Appendix 14: QFEmirates Grid of Level Descriptors 136

Appendix 15: NQA Glossary of Terms 146



1.

The VETAC Quality Assurance and Endorsement System to develop National Qualifications based on

National Occupational Skills Standards (Q+NOSS) presented in the VETAC Q+NOSS System Guidelines

provides practical guidance and information for stakeholders who are involved in developing,

reviewing, validating, maintaining, and using UAE Occupational Profiles, National Occupational Skills

Standards (NOSS) and National Qualifications. These stakeholders include, but are not limited to:

industry/enterprises

industry sector councils and committees

Awarding Bodies

Recognised National Development Committees

Federal and local government agencies

professional associations

regulatory and licensing bodies

technical writers/NOSS developers

education and training providers

community groups

These guidelines cover:

national VET qualifications based on NOSS in the UAE (UAE’s Q+NOSS Model)

the components of Q+NOSS

developing Q+NOSS based on VETAC’s Quality Assurance and Endorsement Process for

developing occupational profiles, unit standards and national qualifications

applying to VETAC or the relevant awarding body to develop Q+NOSS

applying to VETAC or the relevant awarding body to deliver Q+NOSS.



2.

In the United Arab Emirates (UAE), industry representatives and experts develop national vocational

qualifications and awards based on a VETAC model that ensures these qualifications meet the needs of

the labour market. Given that national qualifications are based on National Occupational Skills

Standards (NOSS) that specify competent performance expected in employment, VETAC refers to them

as Q+NOSS.

The flowchart below illustrates the elements of VETAC’s Q+NOSS Model:



These elements are as follows:

There are three steps in developing Q+NOSS – developing an Occupational Profile (Step 1),

developing National Occupational Skills Standards (NOSS) (Step 2), and developing a National

Qualification (Step 3).

For each step, developers must follow VETAC’s Quality Assurance and Endorsement Process by

providing evidence of industry-led research, development, consultation and validation to ensure

Q+NOSS meet the needs of the industry.

Sector Advisory Committees (SACs) in 12 different industry sectors are responsible for developing

Q+NOSS. As SACs are not yet established, VETAC is constituting focused bodies known as

Recognised National Development Committees (RNDCs) as an interim measure to develop

Q+NOSS. RNDCs apply to register as well as to undertake each step of the Q+NOSS development

process.

Once VETAC endorses Q+NOSS, NQA places them on the Qualifications Register and Information

System (QRIS), enabling Registered Training Providers to apply to offer training and assessment

services for national qualifications and awards to learners.

The Q+NOSS model has a range of benefits, including those shown in the figure on the following

page:

NOSS are agreed statements specifying competent performance expected in employment, which

comprises the knowledge, skills and aspects of competence required of an individual performing

in the workplace, in a work-related function or occupational area.

NOSS encompass the ability to transfer and apply knowledge, skills and aspects of competence in

new situations and environments.

Q+NOSS are developed by involving industry, government and VET stakeholders.

Q+NOSS are quality assured to ensure they are consistent and meet the needs of the industry

and learners.

Q+NOSS are used for international benchmarking.

Q+NOSS are used by providers to design and provide vocational education and training, and

assessment.

Q+NOSS are a valuable tool for defining roles at work, staff recruitment, supervision and

appraisal.





3.

The first step in developing a national vocational qualification involves the design of an Occupational

Profile for a specific occupation in order to identify the knowledge, skills and attributes required to

perform in an occupation. The next step is to develop National Occupational Skills Standards (NOSS)

comprised of individual unit standards that are required for an occupation and are grouped by

industry sector. Once developed, NOSS are packaged together and aligned to the national

qualifications framework for the UAE, the QFEmirates, to form a national qualification.

Therefore, there are three components of Q+NOSS - Occupational Profiles, Unit Standards and

National Qualifications. The figure below illustrates the relationship between occupational profiles,

national occupational skills standards (i.e. individual ‘unit standards’ forming an occupation and

grouped by industry sector) and national qualifications, with the components of each.

3.1 Occupational Profiles

An Occupational Profile provides a summary overview of an occupation at a national level. It does not

represent a job, but represents the national combination of many jobs that align and relate to the

occupation. The occupational title is the national title to be used and adopted in the Occupational

Profile.



For the purposes of international data comparisons and statistical national reporting, the occupation

title must correspond with the same/similar title used in the International Standards Classification of

Occupations (ISCO), and managed by the International Labour Organisation (ILO) (see Appendix 4).

Confirming a national Occupational Profile and listing the various jobs correlated to it, provides the

most effective and efficient approach. Where it can be shown a job aligns to the same occupational

family it is possible to simply map these many titles to the recognised national occupational title and

then in turn to the ISCO title. The added value of corresponding with the ISCO title is that it:

facilitates easy referencing for those looking to recruit, or those looking for employment in

country or external to the country

can be used for assisting in national data collection exercises (such as Census 2011 in Abu Dhabi)

and reporting of information for the same job families

simplifies communication and occupational data comparisons between government, employers,

employees, the community and international bodies for respective occupations.

In addition to the important process of identifying the title of the occupation, the Occupational Profile

provides an abridged and ‘approved national description’ of an occupation. Included in the description

are the key features of an occupation. That is:

the mix of activities and tasks performed

knowledge, skills and attributes required

the likely work context/conditions

qualification/education requirements

required experience.

This information may be augmented with industry and career information related to:

occupational size (i.e. size of the organisation by number of employees)

indicative salaries

employment outlook/job prospects

related occupations/job titles/career progression

examples of mapped job titles to the occupation and relevant employers.

The development of an Occupational Profile provides the added value that they are a qualitative

precursor tool used to commence the process of developing National Occupational Skills Standards

and Qualifications (Q+NOSS).



The establishment of national Occupational Profiles provides a national resource by:

being a central reference document for building and contextualising relevant occupational

outcomes and requirements

being an essential building block to progress organisational and respective development activities

informing the development of NOSS and national qualifications

improving the prospects for enhanced synergies and consistency in the recognition of same

occupation across relevant stakeholders. For example:

employers seeking to develop job descriptions

undertaking workplace reform or managing and planning employee careers

institutions looking to identify future programs that align and link with growth in the labour

market

research activities or compliance regimes that seek to identify occupational linkages.

improving community understanding, recognition and acceptance

helping to build confidence in the labour market of the role and scope of occupations.

3.2 National Occupational Skill Standards (Unit Standards)

In the UAE, National Occupational Skills Standards (NOSS) are agreed statements that specify

competent performance expected in employment. They provide information on the performance, skills

and knowledge required by industry for specific jobs. They describe what a person needs to do, know

and understand to carry out their role in a consistent and competent way. They also enhance a

person’s ability to transfer and apply the knowledge, skills and aspects of competence in new

situations and environments.

NOSS are:

national because they can be used in every part of the UAE where the functions (jobs) are carried

out

occupational because they are about specific jobs in the workplace

skills because they describe the performance required of an individual when carrying out

functions in the workplace, i.e. in their job (as a plumber, police officer, engineer, etc.)

standards because they detail an agreement among relevant stakeholders regarding the level of

the knowledge, skills and competencies required in a particular job.



National Occupational Skills Standards (NOSS) comprise of individual unit standards that form an

occupation and are grouped by industry sector. A unit standard specifies the knowledge, skills and

performance, work outcomes, standard of performance to be demonstrated, conditions under which

work is performed (such as technologies and processes/procedures), and evidence required for the

assessment of competence.

A unit standard:

is the building block for all national qualifications and awards. It is the smallest package of

outcomes achievement that can be formally recognised and recorded for a relevant award

is developed by industry representatives and experts in the field to reflect industry needs and the

world of work i.e. they are expressed in performance-based terms to ensure outcomes are linked

to the labour market

is aligned to, and consistent with, the relevant level of the 10-level national qualifications

framework for the UAE, the QFEmirates, relative to its complexity and breadth.

is the national performance benchmark instrument against which all assessment is conducted in

order to deem an individual competent for the prescribed performance

may need to have regard for prospective funding models

should not be too small or too large.

3.3 National Qualifications

National qualifications are typically aligned to individual national qualifications frameworks established

in the respective country and approved exclusively for use in that country. Often they are the only

recognised qualifications that attract government funding and increase portability/recognition for

learners undertaking them. Increasingly therefore, there is a stronger correlation emerging between

the development of qualifications that use occupational skills standards within a qualifications

framework with a country’s occupational classification system.

The two figures on the next page are conceptual diagrams that illustrate the infrastructure at

international, UAE and local level, and tools and resources that are typically established in modern

competitive economies. This infrastructure underpins and improves consistency and recognition in the

use of approved qualifications and occupational data, terminologies and descriptions (core reference

platform).

Stakeholders tap into this infrastructure as a benchmark resource or reference tool to refer to, build,

contextualise, adapt, or modify as they see fit, to meet their needs. For example, employers may use

benchmarks as a starting reference point for recruitment, re-skilling and retention practices as a means

of communicating with the wider world for the same occupation or qualification requirements.

Institutions too, use the same to demonstrate to their prospective learners the occupations that lead

from the qualifications they achieve.



Infrastructure underpinning and improving consistency and

recognition in the use of approved qualifications

Operational – tools and resources



4.

The development of Q+NOSS is to be segregated across twelve (12) industry sectors and undertaken

by 12 exclusive industry Sector Advisory Committees (SACs). VETAC recognises SACs as an effective

and forward-looking mechanism to contribute to the improvement of workforce (labour market) skills,

performance and outcomes of vocational education and training.

The 12 industry sectors identified reflect key economic indicators, industry scope, social context,

employment and population size, vocational skills mix, and skills demands evident across the Emirates.

VETAC will establish a SACs body for each of these 12 sectors:

1 Government services and public administration

2 Community, health and social services

3 Business, administration and financial services

4 Tourism, hospitality, retail and leisure services including personal care services

5 Arts, culture and entertainment

6 Education, learning and social development

7 Building and construction, estates and assets development and management

8 Utilities and infrastructure

9 Energy resources – oil, natural gas, petrochemical, chemical and mining/quarrying

10 Manufacturing

11 Logistics and transport

12 Agriculture, livestock and fishery

SACs will develop, validate and submit to VETAC for endorsement, relevant Occupational Profiles,

National Occupational Skills Standards and National Qualifications (Q+NOSS). They are also

responsible for identifying and providing advice on skills issues, trends and requirements applicable to

their sector.

These bodies will comprise key business, government, community, industry leaders and associated

stakeholders such VET practitioners, with appropriate individual expertise and professional networks.

This arrangement ensures SACs are well placed to engage with enterprises of all sizes and enables the

identification of generic, specific and emerging skills needs that support current and future

employability of individuals in the economy and business, and underpin local community

development.



Recognising it will take some time for SACs to be established, VETAC has resolved to establish focused

bodies known as Recognised National Development Committees (RNDCs) as an interim measure

pending the full establishment of respective SACs. The RNDCs will be formally recognised to project

manage and undertake the process of development, validation and submission for endorsement of

national qualifications and National Occupational Skills Standards (Q+NOSS) for the prescribed

industry sector and covering a list of agreed occupations. Conditions, terms and processes approved

by VETAC for developing Q+NOSS to attain their endorsement remain the same. RNDCs will be

incorporated within respective industry SACs operations, as and when each SAC is established.

There are four parts to the application form related to RNDCs, which are included in these guidelines

(Appendix 1). These forms are as follows:

Part A: Application to be approved to become a Recognised National Development Committee

(RNDC)

Part B: Application for approval to develop an Occupational Profile (which includes undertaking a

functional analysis) for the industry sector skills and sub-sector skills areas

Part C: Application for approval to develop National Occupational Skills Standards (NOSS)

Part D: Application for approval to develop National Qualifications based on National

Occupational Skills Standards (Q+NOSS)

See the table on the following page for the stages and steps in RNDC applications for Q+NOSS

development.

15

Stages and Steps for RNDC Applications for Q+NOSS Development

Stage Step Objective Entity handling

the application Procedure Result of the procedure Outcome

Submitting

RNDC

Application A

Official RNDC

notification of intent to

develop Q+NOSS

NQA / VETAC

1. Reviewing the application

2. Producing a report and

submitting it to NQA GM

3. Notifying the RNDC

Notifying RNDC of approval and it

should move to the next step

Notifying RNDC of disapproval and

should reapply

NQA / VETAC registers

Q+NOSS to be

developed

Submitting

RNDC

Application B

Occupational Profile

development, including

undertaking a functional

analysis to identify the

key functions of the

occupation

Awarding body

+

RNDC

Involving industry and sub-

industry experts where this

occupation is found to

produce the functional map,

key functions and basic data

Notifying RNDC of approval of the

Occupational Profile, functional

map, key functions and basic data

and it should move to the next step


it should reapply

Placement of

Occupational Profile

on NQA database

Submitting

RNDC

Application C

NOSS development

Awarding body

+

RNDC

+

NQA / VETAC

1. Consultations with experts

2. Benchmarking

3. Workshops

4. NOSS writing

5. NOSS review

6. NOSS validation

7. Submission for endorsement

Notifying RNDC of approval of

NOSS to be submitted to VETAC for

endorsement


it should reapply

Placement of

endorsed NOSS on

NQA database

Submitting

RNDC

Application D

Qualifications

development

Awarding body

+

RNDC

+

NQA / VETAC

1. Consultations with experts

2. Benchmarking

3. Workshops

4. Qualification validation

5. Submission for endorsement

Notifying RNDC of approval of

qualifications to be submitted to

VETAC for endorsement


it should reapply

Placement of

endorsed

qualifications on QRIS

database



5.

Industry representatives and experts in the field develop occupational profiles, NOSS and national

qualifications following VETAC’s approved application, development, consultation and validation

processes. These requirements are part of VETAC’s Quality Assurance and Endorsement Process as set

out below. Although the process largely relates to the development of National Occupational Skills

Standards (NOSS), most of the process is relevant to the development of Occupational Profiles and

national qualifications based on NOSS.

VETAC’s Quality Assurance and Endorsement Process

5.1 Research (Step 1)

Each step of the Q+NOSS development process involves, to varying degrees, research in the form of

gathering labour market intelligence and consulting with industry and key stakeholders from across

the UAE in order to identify the need for and scope of Q+NOSS development.

The extent of the research will be guided by the intended scope of the Q+NOSS, its content and

complexity, and the number of industry groups and key stakeholders who may need to be involved in

its development and implementation. These stakeholders may include:

employee and community organisations

employer organisations

professional associations

government agencies/departments

regulatory and/or licensing bodies

education and training providers.

The process will identify and reach agreement on the competencies needed by the industry in broad

terms, including:

any statutory, licensing or regulatory requirements

the future requirements of industry i.e. anticipated future directions, including changes in

technology and skill requirements

scope and the development process for the NOSS.



5.2 Q+NOSS development (Step 2)

The aim of the development step is to develop Q+NOSS in line with research findings and to ensure it

is fit-for-purpose.

Developers must work with a group of industry experts and practitioners identified in the research and

consultation stage in order to identify:

the skills, knowledge and competencies required by the industry

any specific industry and workplace requirements/standards/regulatory requirements (e.g. legal,

OH&S, licensing)

current international standards for the occupation for benchmarking purposes.

The documentary evidence of the development process to be provided to VETAC is to include:

details of the industry representatives on the development team

details of each writer on the development team (name, position, organisation and qualifications)

details of the development process, in particular:

methodologies used which may include interviews/surveys/observations, review of technical

documents, discussions at working groups and workshops, and findings from a functional

analysis

time, date location of meetings, workshops, observations and details of each participant

(name, position and organisation).

evidence of benchmarking against international occupational standards (include copies of the

standards).

When designing occupational profiles, NOSS and national qualifications, developers must consider the

rules of design:

Occupational profiles (which includes a functional analysis) are to be referenced to the

International Standard Classification of Occupations (ISCO) – see Appendix 4

NOSS are to be developed from Occupational Profiles

NOSS (Unit Standards) are packaged and aligned to form national qualifications.

The Discipline Codes Convention (Appendix 5) and Sector Codes Convention (Appendix 6) from

the QFEmirates Handbook are followed.



5.3 Industry review (Step 3)

The aim of this stage is to seek industry experts’ and practitioners’ review of Q+NOSS details and

appropriateness.

This involves:

the developers from the Sector Advisory Committees or Recognised National Development

Committees arranging a review by industry/technical experts and practitioners from industries

across the UAE. The reviewers will be asked to verify that the skills, knowledge and competencies

and additional information in the Q+NOSS meet current and future industry requirements and

standards.

the developers amending the Q+NOSS as required based on feedback and resubmitting for

review (note: a number of reviews may be required to achieve an agreement on final version for

validation).

the final version of the Q+NOSS being developed and forwarded for validation by industry

experts.

Documentary evidence of the industry review process to be provided to VETAC is to include:

when, where and how the review sessions were conducted

details of those who participated in review sessions (name, position, organisation, qualifications,

experience and signatures)

copies of documents provided to reviewers

record of responses and comments

record of amendments resulting from feedback

final, industry approved version of the Q+NOSS to be forwarded for validation.

5.4 Industry validation (Step 4)

The aim of this stage is to obtain industry validation that a Q+NOSS is fit-for-purpose and meets the

present and near future needs of industry, society and the employee.

This will involve:

the developers arranging validation by industry/technical experts and practitioners from

industries across the UAE who will use the Q+NOSS. These experts are to validate that the

Q+NOSS:

is fit-for-purpose (that it is appropriate and of the standard required)

meets the present and future needs of industry and employees

is finally submitted to NQA for Endorsement and listing on the national database.



In the instance of the Q+NOSS not being validated, it should revert to the "development group" for

further consideration and amendment as required.

Documentary evidence of the industry validation process is to include:

when, where and how the validation was conducted

details of those who participated in the validation (name, organisation, brief description of

relevant qualifications/experience and signatures)

copies of documents provided to validators

record of responses

final, industry validated version of the Q+NOSS to be submitted to NQA for Endorsement.

5.5 VETAC Endorsement (Step 5)

The aim of this stage is to obtain official VETAC Endorsement.

This involves:

VETAC reviewing the QA process and evidence provided to ensure it is appropriate and has

involved adequate consultation with industry and other relevant stakeholders throughout the

research, development, review, and validation steps of the process.

Outcomes being advised to developers and stakeholders:

Approval and publishing of Endorsed Q+NOSS on NQA’s national database

Advice and detailed actions required where Endorsement is denied by VETAC.

The body that initiated and coordinated Q+NOSS development is to provide VETAC with a portfolio

of evidence for each step. This includes:

1. A covering letter

2. Executive Summary covering:

a brief background to the development of Q+NOSS, including the initiating body, key aspects

about the industry and why particular occupations/functions were selected for which Q+NOSS

were developed

the scope of endorsement sought (list of Q+NOSS being submitted for Endorsement)

key aspects and issues experienced during the development



acknowledgements related to IP/copyright and ownership of the products

name and contact details of the body and authorised person submitting the Q+NOSS for

Endorsement.

3. Documents prepared and gathered throughout the Q+NOSS development process as evidence

that each step was completed in line with VETAC quality assurance and endorsement requirements

4. Completed checklist of VETAC requirements for completion of the Q+NOSS template.

Checklist of VETAC Requirements for Q+NOSS Endorsement

Steps Evidence

1. Research Brief overview on need and scope of the Q+NOSS based on original market

intelligence/research.

Confirmation statement and attachment of the RNDC certificate from the NQA

confirming the organisation was a recognised body to develop Q+NOSS with

NQA/VETAC.

The Feasibility Statement produced during the research phase, updated with

details that include in particular, industry context, data and trends, as well as

functional analysis and resultant functional map for each occupation/function

that contribute to the development of an Occupational Profile. Also, the

Q+NOSS to be developed.

List of a representative sample of stakeholders across the UAE that are

expected to participate to Q+NOSS development, review and validation.

The proposed work plan.

List of technical writers/development team appointed at commencement and

progressively updated towards completion of the work.

2. Development Details of the nation-wide development process (methodologies used)

including SAC/RNDC members oversighting the development, number of

meetings held, members in attendance and minutes; as well as any working

committees/groups and/or subcommittees/groups established and convened

for particular purposes as well as their respective members, meeting dates,

attendances and minutes; and workshops/forums/meetings or the like with

the respective list of attendees, dates held, minutes/outcomes and comments

received.

This includes details of review sessions (dates, location, participants’ names,

organisations and positions), when, where and how they were conducted.



Steps Evidence

3. Review Copies of documents provided to reviewers.

Record of responses, comments and outcomes.

Actions undertaken in response to received recommendations and comments/

feedback to production of drafts ready for the validation step.

Details of imported and tailored/adapted Q+NOSS (if applicable).

Details of any IP/copyright issues in using, adopting or adapting Q+NOSS

from other national or proprietary sources, including where adopted clearance

from the source.

The Quality Assurance process adopted to ensure development of the NOSS

and qualifications were in accord with VETAC’s requirements (VETAC Q+NOSS

System Guidelines and entered into the VETAC template). It includes

confirming, with evidence, the alignment of each Q+NOSS and the outcomes

of the qualification against the QFEmirates (Grid and Matrix).

4. Validation Details of the nation-wide validation process (date, location, participants’

names, organisation and position).

Copies of documents provided to reviewers.

Records of signatures, responses, comments and outcomes.

Issues encountered and issues that remain outstanding and may need VETAC’s

assistance in resolving. For example, stakeholder differences in supporting

validation during consultation and discussion processes having been

vigorously pursed remain gridlocked, and in need of suggestions to resolve

the impasse.

An overview document encompassing a list of occupations/functions, an

Occupational Profile for each of the occupations, and a functional map for

each and matrix of qualifications and related NOSSs. This includes their

respective QFEmirates level and highlighting the NOSS that are in common

and used across more than one qualification.

The qualification structures for each qualification and respective NOSS.

1 x hard copy in a folder(s) with qualification structure with NOSS

appropriately arranged in order detailed in the qualification structure.

1 x soft copy of the same

A signed declarations statement (letter) from the SAC/RNDC that the final

products confirm to the VETAC Q+NOSS development requirements and are

submitted for Endorsement on behalf of the industry.



Steps Evidence

5. Endorsement Endorsement Submission Report received and processed by VETAC for

acceptance and presentation to VETAC for consideration and review, and if

accepted, Endorsement. Subsequently, if endorsed, placed on the

Qualifications Register and Information System (QRIS).

The report should be presented in a commentary style, providing a historical

story of the process of development and validation by industry of the

Q+NOSS being submitted to VETAC. Evidence documents such as reports,

minutes, Q+NOSS, and related support documents are to be placed as

tabulated attachments to the report and referenced in the commentary.

In developing this report, consideration should be given to confirming the

NOSS and the qualification(s) for Endorsement are unique to the UAE, and

specifically designed for UAE conditions (fit for purpose) even if they

encompass international standards

The submission process is as follow:

The Endorsement Submission Report including covering letter and Executive Summary are to be

forward to the General Manager, NQA.

An executive summary to be included outlining key points of evidence that confirms the

following:

1. The Q+NOSS was developed in accordance with VETAC Q+NOSS development requirements

2. Nationwide industry consultations and validation occurred throughout the development

3. The set (summary) of the national qualification(s) and NOSS(s) for which Endorsement is

sought

4. ‘Acceptance Statement’ acknowledging that once the Q+NOSS materials/products are

submitted to VETAC and endorsed, ownership transfers to the UAE Government and they

become the property of the UAE government held in trust by the NQA.

If the Q+NOSS has drawn on content from standards in other countries, an IP/copyright

statement confirming there are no copyright issues or formal release must be obtained by the

original owner and included in the submission.

The submission is to be marked as “Q+NOSS Endorsement Submission Report for VETAC”.

Three (3) hard paper-based copies and one electronic copy of the Endorsement Submission

Report and one (1) hard copy and one (1) electronic version of each Q+NOSS are to be provided.



6.

The first step in developing a national vocational qualification is

designing an Occupational Profile. Information about the

knowledge, skills and performance criteria required for an

occupation guides the development of NOSS (unit standards)

and qualifications/awards for this occupation.

To help with this activity, developers commence with a functional

analysis. They then use this information to help create an

Occupational Profile that they submit to VETAC for approval.

6.1 Functional Analysis

A paper produced by The World Bank Human Development Network, the European Union (EU)

European Training Foundation, and the Educational Resources Information Center Clearinghouse on

Adult, Career, and Vocational Education (ERIC/ACVE)* provides a useful definition of a functional

analysis.

Functional analysis (FA) starts with the identification of the key purpose of an occupation in the major

sectors where it is found and identification of the main functions, breaking down these in turn into

sub-functions until outcomes for each function are identified following a strictly logical sequence. The

technique can be applied to multiple sectors, to a single sector, or at an individual enterprise level

(where it would produce a job, as opposed to an occupational, analysis). By concentrating on the

functions or results/outcomes instead of the activities, the descriptions produced are independent of

the technology or methods used to achieve the function. In other words, instead of describing what

people are doing, FA describes what people have to achieve. The logic behind FA is that functions are

not independent, but are in strict relation to the working environment.

The methodology starts with functional mapping, which is an analysis of the sector starting with the

key purpose statement and subsequently analysing down to individual functions.

Each of these functions can be analysed again to form functions that represent the responsibilities and

duties of people in employment.

*Source: Fretwell, David H., Morgan V. Lewis, and Arjen Deij. "A Framework for Defining and Assessing Occupational and Training

Standards in Developing Countries." Information Series 386 (2001). <http://www.unevoc.unesco.org/e-

forum/A_Framework_for_Defining_Training_Standards.pdf>.



Functions identified and derived from a functional analysis are mapped out, typically in an illustrative

form, commencing with the key purposes statement of an occupational area or a sub-group of the

occupational area to the units standards to be developed.

Fetwell, Lewis and Deij (2001) referred to three related specifications of a functional analysis:

The employment specification – what the person must be able to do in employment

The learning specification – what a person needs to learn to be effective in employment

The assessment specification – how to document what the person has learned compared to the

employment specification.

Here is a simple example of functional analysis/map for an occupation in a restaurant.

Functional Map

Key purposes: Prepare the

restaurant, serve food and

drinks, and process accounts

Prepare a restaurant for food

service and special events

Prepare a restaurant for food service

Plan and prepare for special

events

Prepare and serve food and

drinks to customers

Serve food and drinks to customers

Prepare, cook, and serve food at the table

Mix and serve drinks and manage the bar service

Take payment for services and

accounts

Take payment for food and drinks

Reconcile and process amounts

Contribute to the organisation of work, effective

relationships, and social environmental

requirements

Employment and learning specifications for the task: Serve food and drinks to customers:

Employment Specification Learning Specification

Performance The Range The Skills Required The Knowledge

(a) Welcome customers

politely, take and store

coats and other

personal items

Customers: individuals,

groups, special needs (e.g.

disabilities)

Recognising and

responding to

customers' special

needs

Effective communication

with customers

The characteristics and

needs of different

customers

The principles of

effective communication

Storage of customer

property and legal

responsibilities

(b) Check reservations,

offer options where

tables are not

available, and show

customers to a table

Options: waiting for a

table to clear, making

later reservations,

suggesting an alternative

restaurant

Effective communication

with customers

Interpreting reservation

books

The principles of

effective communication

Reservation systems

Go to Appendix 10 for more information about functional analysis and mapping.



6.2 Occupational Profile Template

After gathering labour market intelligence, undertaking a functional analysis and producing a

functional map for this occupation, developers are in a good position to complete an Occupational

Profile using VETAC’s template (Appendix 2). Key fields are:

main activities/tasks

knowledge, skills and attributes required

likely work context/conditions

qualification/education requirements

required experience

occupational size (i.e. size of the organisation by number of employees)

indicative salaries

employment outlook/job prospects

related occupations/job titles/career progression.

Once validated by industry and endorsed by VETAC, the profile will become the ‘approved national

description’ of an occupation.

The following table explains the fields in the Occupational Profile template that is available in

Appendix 2. An example of a completed Occupational Profile for a photographer is available in

Appendix 3.

Explanation of the contents of an Occupational Profile

No. Field Details

1. ISCO-08 occupational

title/code

The International Labour Organisation’s International Standard

Classification of Occupations (ISCO) system is a tool for organising all

jobs in an establishment, an industry or country, into a clearly defined set

of groups according to the tasks and duties in the job.

Search ISCO’s 08 Manual to find the 4-digit code of the occupation:

http://www.cbs.nl/NR/rdonlyres/B30EE525-22DB-4C1B-B8D5-

6D12934AF00A/0/isco08.pdf

If a developer proposes a different and unique UAE title to the ISCO

occupational title, it must be a derivative of the ISCO title and augment

the ISCO title.

2. Brief occupational

descriptor

A brief description of the occupation consistent with and in line with

ISCO-08 code identified in feasibility study.

http://www.cbs.nl/NR/rdonlyres/B30EE525-22DB-4C1B-B8D5-6D12934AF00A/0/isco08.pdf




No. Field Details

3. Occupational

summary

A statement summarising what the occupation is consistent and in line

with ISCO-08 code identified in the feasibility study.

4. Activities/tasks Main (high level) activities and tasks performed in the occupation.

5. Knowledge, skills and

attributes

Knowledge, skills and attributes required for the occupation drawing on:

QFEmirates Handbook for qualifications and employment indicators

international sources

expertise of industry representatives and technical sub-committee

members experienced in qualifications and pathways, occupational

standards and education and training curriculum development.

6. Work context/

conditions A summary of the conditions or context in which the work is performed.

7.

Qualification/

education

requirements

The minimum qualification, award or education required for the

occupation.

8. Experience Outline the experience typically required for the occupation.

9. Example employers Typical UAE employers that have such occupations.

10. Occupational size Expected occupational size of an organisation requiring this occupation:

Less than 5,000 employees

5,000 to 30,000 employees

Over 30,000 employees

Predicting occupational size involves drawing on:

international sources

Ministry of Labour (MoL) Labour Market Information System (LMIS)

discussions with industry, government representatives and technical

sub-committee experienced in human resources, labour market and

workforce statistics, qualifications, pathways and occupational

standards

11. Indicative salary An indicative salary for this occupation is:

significantly higher than the industry average (over 30% higher)

higher than the industry average (5% to 30% higher)

the same as the industry average

below the industry average



No. Field Details

12. Employment outlook/

job prospects

Employment outlook/job prospects for this job are:

very good

good

average

below average

13. Related occupations/

job titles/career

progression

Related occupations/job titles/career progression that correspond with

this occupation.

14. Examples of allied

occupation/job titles

Examples of allied/related occupation/job titles.

15. Discipline A cross-sectorial code system for 26 discipline areas in the UAE has been

developed to provide information for future data analysis. Identify which

discipline applies to this occupation.

See Appendix 5: Discipline Codes Convention

16. Industry sector As part of the national coding system, 12 industry sectors have been

identified from a range of national activity indicators. The sectors were

derived from information related to such activities as economic, social

context, employment and population size as well as synergies in the mix

of occupational and vocational areas. Identify which industry sector and

industry sub-sector applies to this occupation.

See Appendix 6: Sector Codes Convention

17. Optional related

information

This field includes any additional information about this occupation,

which will inform users. It may include commentary related to the level of

supervision.

18. Developed by Title of the Sector Advisory Committee (SAC), the Recognised National

Development Committee (RNDC) initiating the development of the

Occupational Profile, or other bodies in special circumstances.

19. Validated by Names and qualifications/experience of representatives from the listed

organisations/stakeholder bodies involved in the approval process

20. Recommended review

date

Date the Occupational Profile should be reviewed and how often

reviewed (frequency) to ensure that it is current and still fit for purpose.

21. Endorsement date To be completed by VETAC.



7.

The second step in developing a national vocational qualification

is developing National Occupational Skills Standards (NOSS),

which comprise of individual unit standards that form an

occupation and are grouped by industry sector.

A unit standard is the specification of knowledge and skills

required for workplace performance and their application in the

workplace to the expected standards of performance. It also

explains the conditions under which work is performed (such as

technologies and processes/procedures), and evidence required

for the assessment of competence.

This section of the guidelines aims to provide the necessary information for developers to complete

the Unit Standards template in Appendix 2. Similar to the previous section, there is an explanation of

each of the fields in this template as well as an example of a completed unit standard in Appendix 3.

7.1 Components of a unit standard

As shown in the figure on the following page, the key components of a unit standard are elements,

performance criteria, and evidence to support a judgement as to whether a person has the

competence against the specifications of a unit standard.

Elements describe the more detailed outcomes that learners’ knowledge and skills are assessed

against. Collectively, these comprise the outcome expressed by the title. In order to be credited with

the unit standard, a candidate/learner must achieve all of the outcomes described in the elements.

Individual elements are important as they:

tell the learner what they are expected to do and achieve

form the basis for the definition of content, activities, assessment and outcomes for a given unit

guide the planning of activities for delivery and assessment of that unit

Developers also need to determine the number of performance criteria required to assess

performance against the element/learning outcome and later the evidence requirements for the

performance criteria. Every performance criteria has at least three (3) parts:

Behaviour

Conditions of the environment

The standard



Competency-based training provides learners with the knowledge, skills and understanding to

demonstrate competence against standards and performance criteria in an applied context. It is the

process of collecting evidence and making judgements about whether competency has been

achieved. Evidence requirements specify the critical evidence required to demonstrate achievement of

the element and performance criteria.

See Appendices 7, 8 and 9 for more information about elements, performance criteria and evidence.

Key components of a Unit Standard

Other components of a unit standard are:

Unit standard title

Unit type (Knowledge and Skills OR Application)

Unit descriptor

QFEmirates level

Credit value

Function

Grading

Title of the Skills Advisory Committee or

Recognised National Development Committee

Discipline

Industry sector

Industry sub-sector

Date of endorsement, review and version

number

Elements

Performance criteria

Evidence requirements

CoreLife Skills

Additional information specific to the unit

Key words and terms



The component of ‘Unit standard’ is packaged as Knowledge and Skills units or Application units:

Knowledge and Skill Units Application Units

Cover information on what candidates need to

know and skills they need for a particular work-

related function or occupational area

Content broken into elements (learning

outcomes) and subdivided into assessable

performance criteria

Are graded as either Pass or Fail where there is

a specific risk (e.g. health and safety, personal

care) or as a percentile (mark) out of 100%

Credit value is set at 1 Credit = 15 hours (11

hours knowledge and 4 for skill development)

Assess candidate’s competence in the

application of the knowledge and skills for a

particular work-related function or

occupational area

Content broken down into work process

outcomes such as ‘Plan’, ‘Do’ and ‘Complete’

and sub-divided into assessable performance

criteria as agreed by industry

Are graded either Competent or Not Yet

Competent

Credit value is set at 1 Credit = 15 learning

hours

7.2 Important notes to developers of unit standards

Each unit standard describes a key part of a specific job. The full range of knowledge, skills and

performance (competencies) required for a particular job can be specified by grouping together

units of occupational standards to form national vocational qualifications and awards.

The number and type of unit standards developed for each NOSS will be determined by the

development team in consultation with industry representatives and other experts.

The development of unit standards is led by SACs bodies or Recognised National Development

Committees and requires the involvement of all stakeholders.

Unit standards should reflect industry needs and the world of work, and be expressed in

performance-based terms i.e. outcomes linked to the labour market.

Unit standards should be aligned to a QFEmirates level relative to their complexity and breadth

and can be used for formal recognition purposes and to build qualifications.

Unit standards are not only applicable to learning and assessment activities; they can be used for

HR and industrial applications/purposes e.g. recruitment, retention, re-skilling and employee

performance management systems.

They must list, in manageable ‘performance-based’ terms and have:

assessable outcomes

the minimum acceptable evidence required to confirm an individual’s competence for a

specified job.



Unit standards should have sufficient ‘specificity’ to maximise consistency of interpretation and

minimise the potential for misinterpretation across users (e.g. workplace assessors, vocational

trainers, program designers, curriculum developers) with respect to acceptable evidence. This

should include specific requirements unique to the unit as well as acceptable simulation for

workplace assessments (high risk) or other significant requirements as agreed and approved by

industry.

Unit standards must be written using language that is clear, concise and understandable to users.

7.3 Unit Standards Template

The following table explains the fields in the Unit Standards template (see Appendix 2 for the template

and Appendix 3 for an example).

PART A: DETAILS OF A UNIT STANDARD

No. Field Details

1. Reference code VETAC assigned reference code

2. Unit standard title The title of a unit standard expresses the main outcome that a

candidate/learner will need to know and/or can do.

Each title begins with a verb and is linked to the taxonomy of functional

levels aligned to the UAE qualifications framework.

For example:

Conform to workplace health and safety requirements

Assess learner achievement in the workplace

Prepare surfaces for painting/decorating

Construct floral arrangements

Develop teams and individuals to enhance performance

See Appendix 7: Writing elements for unit standards

3. Unit type Units are to be classified as either:

Knowledge and Skills – information and expertise required to

enable the person to complete a task and/or job to a specified

standard.

Application – requiring practical demonstration in the workplace or

approved simulated environment of the application of knowledge

and skills in a workplace context.

4. Unit descriptor A unit descriptor is a summary of the elements (learning outcomes) of a

unit standard in terms of knowledge and skills and/or workplace tasks/

applications and may include behaviours, aptitude and values.



No. Field Details

A unit descriptor:

provides a brief description of the unit content

suggests for whom the unit is intended

provides an indicator about work conditions that apply.

5. Elements Elements (learning outcomes) in a unit standard describe the activities

that make up the broader function or job. They:

tell the candidate/learner what they are expected to know and do.

guide the planning of activities for the delivery and assessment of

that unit.

are expressed in a language that is clear to the candidate/learner

and to those advising the learner, whether they are presented in

English or Arabic.

start with a verb and use the taxonomy related to functional levels.

The number of elements in a unit standard will vary depending on

complexity, depth and type of unit:

Knowledge and

Skills units = minimum of 3 and maximum of 10

Application

units

= minimum of 3 (plan, conduct/do,

review/complete) and maximum of 4 unless

otherwise justified and approved by the

industry review panel.

See Appendix 7 - Writing elements for unit standards

6. QFEmirates Level The QFEmirates sets out Level Descriptor statements for the 10 levels of

the UAE national qualifications framework. These guide allocation of an

appropriate level for the unit being developed.

Level Descriptors define what is expected to be achieved at the

respective level in relation to knowledge, skills and aspect of

competence (autonomy and responsibility, role in context and self-

development) required. The level guides those using unit standards to

develop national qualifications.

See:

Appendix 11: QFEmirates Summary Guide

Appendix 14: QFEmirates Grid of Level Descriptors



No. Field Details

7. Credit value The credits allocated to unit standards reflect the notional (estimated)

learning time expected for learners to meet the outcomes in these unit

standards.

Notional learning time includes:

time spent in structured tuition and self-paced learning and practice

time taken to gather and provide evidence for assessment

time taken to be assessed in all the outcomes and contexts.

One credit represents 15 notional hours of learning, practice and

assessment for vocational qualifications in the QFEmirates.

Knowledge and Skills (K&S) units comprise 11 hours of formal

instruction and four (4) hours of formally structured skill development.

The credit value of K&S units depends on the notional learning time

specified for that unit based on the complexity and content in the unit.

For example, K&S units with notional learning time of 30 hours would

have a credit value of 2.

Application units have a maximum value of one credit (15 hours).

See Appendix 12: Credit Matrix

8. Function Function refers to a group of actions and decisions required to perform

the duties and responsibilities in specific jobs. They are organised into a

hierarchy of six (6) types of functions that indicate the types of actions

and/or decisions involved. The six types of functions that are aligned to

levels in the QFEmirates are:

Function QFEmirates level

Policy and strategy 9 - 10

Managing 7 - 8

Specifying 6 - 7

Controlling 6

Maintaining capability 4 - 6

Performing/carry out 1 - 4

Developers are required to select an appropriate function.

See Appendix 10: Functional hierarchy



No. Field Details

9. Entry information

and prerequisites

Addition of this information is not mandatory.

Entry information may state:

no entry requirements

critical prerequisites (health, safety or legislative requirements)

the recommended occupational competence and currency required

Knowledge and Skills units or Application units required (pre-

requisites)

the equivalences (as formally agreed by industry bodies such as

SACs).

Note: The Registered Training Provider (RTP) delivering this unit is

responsible for ensuring candidates/learners have met any entry

requirements specified in this section prior to entry and/or delivering

the unit.

10. Grading All units must specify how the unit is to be graded. There are two forms

of grading that apply:

Knowledge and Skills units may be either:

Pass/Fail for units where there is a specific risk (such as health

and safety, personal care)

graded out of a percentile of 100% for units covering general and

discipline knowledge

Application units are recorded as either Competent/Not Yet

Competent.

11. Links to other

units

List of units and/or occupations the unit standard relates to, including

interrelated/co-requisites units. Useful for Assessors in planning holistic

assessments across more than one unit standard.

12. Discipline A cross-sectorial code system for 26 discipline areas in the UAE has been

developed to provide information for future data analysis. Identify which

discipline applies to this unit standard.


13. Industry sector As part of the national coding system, 12 industry sectors have been

identified from a range of national activity indicators. The sectors were

derived from information related to such activities as economic, social

context, employment and population size as well as synergies in the mix

of occupational and vocational areas. Identify which industry sector and

industry sub-sector applies to this unit standard.




No. Field Details

14. Industry activity Indicate the key activity in the industry related to this unit.

For example: The unit, Follow basic agricultural pesticide safety

procedures, is, related to the industry activity of environmental

conservation in agriculture.

15. Photos Optional. Photos that are relevant to this unit standard.

16. Developed by Title of the Sector Advisory Committee (SAC) or Recognised National

Development Committee (RNDC) initiating the development of this unit

standard, or other body in special circumstances.

17. Developer’s

website Add website of the developer

18. Endorsement date To be completed by VETAC

19. Recommended

review date

Date the Unit Standard should be reviewed and how often reviewed

(frequency) to ensure that it is current and still fit for purpose.

20. Version No. To be completed by VETAC

PART B: PERFORMANCE CRITERIA, EVIDENCE AND CORELIFE SKILLS FOR ELEMENT

(Copy this template if you have more elements)

1. ELEMENT DETAILS (key activities/elements of the work covered by the unit):

Reference code VETAC assigned reference code Name of element See Field 5 in Part A

PERFORMANCE CRITERIA (how the candidate will demonstrate they have achieved the outcomes):

Performance criteria describe the activities, knowledge, skills and understanding required to demonstrate achievement of the elements. That is, the workflow sub-divided into

assessable performance (or assessment) criteria (commencing with a measurable verb), in a detailed and unambiguous statement of what an individual must demonstrate and

be able to do. They should be:

attainable

specific

observable

meaningful

measurable.

The number of performance criteria for an element will vary according to complexity and breadth of the element.

They should endeavour to cover:

task skills

task management skills

contingency management skills

job/role environment skills

See Appendix 8 - Writing performance criteria for unit standards

2. EVIDENCE REQUIREMENTS

Evidence requirements specify the critical evidence required to demonstrate achievement of the element and performance criteria. They describe what and how the

candidate/learner has to provide and/or demonstrate. Evidence requirements provide information on:

the appropriate assessment context (environment, setting)

the resources required for assessment

the conditions under which assessment is to take place

how evidence is to be provided and recorded

the evidence required for each performance criteria in an element

the evidence required covering two or more of the performance criteria in an element.

Developers may assess against each performance criteria or design holistic assessment covering two (2) or more performance criteria.

See: Appendix 9 - Developing evidence requirements for unit standards (includes collating, recording and storing evidence)

3. RELEVANT CORELIFE SKILLS ( you can tick more than one)

CoreLife Skills cover all essential skills that underpin and support performance and functionality in work learning for a particular job/work task. In unit standards, performance

criteria is to be mapped to one or more CoreLife Skills.

Collecting, analysing,

organising and

applying information in

a given context

Communicating in

formation, concepts

and ideas

Initiating and

organising self-

activities including

motivation, exploration

and creativity

Working with others in

teams including

leadership

Solving problems

including using

mathematical ideas and

techniques

Applying information

and communication

technology (ICT)

Participating in social

and civic life including

ethical practice



PART C: INFORMATION SPECIFIC TO A UNIT STANDARD

Information provided in this section includes details on the scope, the range of variables and other

details that have a critical impact on the quality of the performance required. Unit standard developers

will determine which fields to complete and the amount of information provided in each field

depending on the NOSS being developed and through consultation with stakeholders.

No. Field Details


2. Unit standard

title

Same title as Part A

3. Underpinning

knowledge and

skills required for

this unit

Underpinning knowledge represents the supporting and basic

information and knowledge required to perform competently in a

specified range of workplace contexts and conditions and be able to

transfer to new situations and environments (understanding of). Should

cover the ‘whats’, the why ‘whys’ and the ‘hows’ (facts,

principles/rationale and methods).

Knowledge and Skills units may include:

industry/sector specific requirements

context specific knowledge & understanding.

Application units may include:

workplace procedures

previous experience.

4. Standing

operating

procedures and

applicable

regulations

Standard operating procedures (internal) – encompass established

procedures and formal work instructions and/or arrangements of an

organisation, enterprise or statutory authority of how work is to be done

and by whom and including (e.g.): record keeping – electronic, written,

visual, oral or combination. Standing operating procedures and

applicable regulations may include:

occupational health and safety procedures

procedures for operating instruments, apparatus and other

equipment

quality assurance requirements and procedures

complaint and appeals procedures

prescribed processes and measures such as :

conformity notices

customer/client requirements and specifications



No. Field Details

design specifications

job plans

job safety analysis, risk assessment and hazard identification

documentation

permissions to work e.g. work permits

people, customers, stakeholders

documentation e.g. transport dispatches, site orders, instructions

schedules, programs, plans.

Requirements (external third party):

Relevant specifications and/or legal such as occupational health,

safety and security; occupational licensing, occupational

requirements to follow, where applicable:

legislation

regulations

standards

codes of practice

manufacturer’s specifications, schedules, manuals and catalogues

policy and/or guidelines – government and/or industry

Risk assessment policies, procedures and practices

5. General

resources, tools,

equipment and

supplies

This section may include information which will guide the delivery and/or

assessment such as:

tools, plant, equipment, technologies, resources, materials,

techniques, systems, work processes and/or supplies associated with

the unit and required for the assessment of the candidate

protective equipment and supplies required

6. Special

requirements

Special requirements may include information on:

specific simulation conditions applicable to the unit as approved by

VETAC

specific legislative/regulatory/standards and codes of practice

financial i.e. budget considerations/requirements, cost to the

organisation, cost to the candidate/learner

human resources i.e. people involved in the assessment processes,

authorisations/approvals required



No. Field Details

access and equity requirements of the candidates/learners.

7. Additional

information on

evidence

requirements and

the assessment

process

Additional information on evidence requirements and the assessment

process includes:

range statements that specify the range of contexts (settings,

environments), circumstances and conditions to which the assessment

arrangements may apply

required skills e.g. language, literacy, technical, mathematical, etc.

work issues e.g. dealing with unexpected contingencies, time pressure,

etc.

operational limitations e.g. level or responsibility, autonomy, cost, time,

classification level, physical/environmental limitations, etc.

Information/guidelines on allowable adjustments.

8. Delivery details

and pathways

This field specifies where delivery and assessment is to be conducted,

based on the unit type. For example:

Knowledge and Skills units - learning and assessment in

vocational/educational setting or an approved simulated environment.

Application units - primarily workplace delivery or it can be a

combination of vocational training and workplace delivery.

Education pathways identify other qualifications/awards that a

graduate can enrol in after completing the qualification/award. Where

the qualification/award is stand-alone and does not prepare

learners/candidates for further study, the outcome statement should

make this clear. Information on education pathways may also include

details of formal agreements aligning/incorporating the unit with other

qualifications/awards or units.

Employment/career pathways identify the career areas in which a

graduate may be qualified to work or the contribution they may make to

their community.

9. Reference

material

Reference material can be from the NQA, relevant government bodies

and the candidate’s/learner’s own organisation. This may include:

Federal and/or local legislation and regulations

international regulations and/or standards

organisational and/or industry codes of practice, guidelines

organisational/industry standards

organisation’s and/or manufacturer’s specifications, schedules and

manuals

glossary of terms



PART D: KEY TERMS

The purpose of this section is to list key words and terms related to the unit.

For example, some key words and terms for the unit, Help to prepare sites for construction work are:

No Key words/terms Definition

1. Equipment and material Tools, clothing, products or other items needed for a work

activity.

2. Hazards Any substance, physical effect, or condition with potential to

harm people, property or the environment.

3. Heights Where a worker may be required to carry out activities at

heights.



8.

Unit standards are packaged together and aligned to the national

qualifications framework for the UAE, the QFEmirates, to form a national

qualification for an industry sector. This is the third and final step in the

Q+NOSS development process.

8.1 National Qualifications Template

The following table explains the fields in the qualifications template.

No. Field Details

1. General Profile of Qualification/Award

1.1 QFEmirates level The QFEmirates sets out Level Descriptor statements for the 10 levels

of the UAE national qualifications framework. These guide allocation

of an appropriate level for the unit being developed. Level Descriptors

define what is expected to be achieved at the respective level in

relation to knowledge, skills and aspect of competence (autonomy

and responsibility, role in context and self-development) required. The

level guides those using unit standards to develop national

qualifications.

1.2 QFEmirates level and

full title of

qualification/award

For example, Level 1 Component Award in Construction Work

(General) and Level 5 Diploma in Business Administration.

See:

Appendix 13: QFEmirates Summary Grid of Descriptors


1.3 Type of qualification/

award

To ensure consistency across different users and between different

qualifications, a title convention is required for respective qualification

types and the array of agreed qualifications that will be used. This is as

well as titles that will be ascribed to each qualification, at each level of

the Framework. There are three qualifications types in the QFEmirates:

‘Principal’ Qualification - the major qualification type with formal

recognition at each level that captures a typical achievements for

the level including all five strands of learning outcomes.

‘Composite’ Award - provide formal recognition for learners who

achieve a set of cohesive learning outcomes including, in varying

combinations, all five strands of learning outcomes. This may

involve fewer learning outcomes and/or less complexity compared

to a Principal Qualification.



No. Field Details

‘Component’ Award - provide formal recognition of achievement of

a limited number of learning outcomes which may relate to all or

only some of the strands of learning outcomes.

1.4 Kind of qualification/

award

VETAC uses two (2) kinds of qualifications:

One kind is comprised solely of Knowledge and Skills (K&S) and is

used as a pathway for those preparing for work, those seeking

advance standing in higher education programs or seeking more

advanced knowledge and skills in preparation for career advances.

The other is comprised of a combination of Application unit

standards interrelated with the respective pre-requisite Knowledge

and Skills unit standards (KSA). The Application based qualification

thus, reflects that a learner has demonstrated the acquisition of

respective knowledge and skills and applied such to the standard

of performance required in the workplace.

1.5 Summary scope for

this qualification/

award

Broad learning outcomes envisaged (scope) for the qualification/

award at this level.

1.6 QFEmirates Summary

Level Descriptor for

this qualification/

award

A set of learning outcome statements for each level is called ‘Level

Descriptors’. They distinguish the levels within a qualifications

framework. Level Descriptors form the foundation for specific

qualifications design and development (i.e. qualifications are

developed for specific needs and aligned to the appropriate level). For

each qualification, an individual ‘profile’ (specification) is produced

using the Level Descriptors.

See:

Appendix 13: QFEmirates Summary Grid of Descriptors


2. Completion requirements

2.1 Code and title

(note: VETAC will

generate a code based

on its national coding

system described in the

QFEmirates Handbook)

The title should reflect the intended outcome of the qualification in

terms of:

sector activities

discipline

field of learning/work and/or

subject matter/topic area covered.

For example: Level 1 Component Award in Construction Work (General)



No. Field Details

2.2 ISCO code and title The International Labour Organisation’s International Standard

Classification of Occupations (ISCO) system is a tool for organising all

jobs in an establishment, an industry or country into a clearly defined

set of groups according to the tasks and duties in the job.

Search ISCO’s 08 Manual to find the 4-digit code of the occupation:

http://www.cbs.nl/NR/rdonlyres/B30EE525-22DB-4C1B-B8D5-

6D12934AF00A/0/isco08.pdf

If a developer proposes a different and unique UAE title to the ISCO

occupational title, it must be a derivative of the ISCO title and

augment the ISCO title.

2.3 License to Practice or

regulatory

requirements

Any statutory, licensing or regulatory requirements such as:

legislation

regulations

standards

codes of practice

government and industry policies/guidelines

manufacturer’s specifications/schedules/manuals/catalogues.

3. Specialisation/pathways

3.1 Qualification/award

pathways

Other qualifications/awards that a graduate can enrol in after

completing this qualification/award.

e.g. Advanced Diploma in Business Administration to Bachelor of

Business Administration

3.2 Industry sector and

industry sub-sector

As part of the national coding system, 12 industry sectors (with sub-

sectors) have been identified from a range of national activity

indicators. The sectors were derived from:

information related to such activities as economic, social context,

employment and population size

synergies in the mix of occupational and vocational areas.


3.3 Discipline A cross-sectorial code system for 26 discipline areas in the UAE has

been developed to provide information for future data analysis.

Identify which discipline applies to this unit standard.






No. Field Details

3.4 Functions

Function refers to a group of actions and decisions required to

perform the duties and responsibilities in specific jobs. They are

organised into a hierarchy of six (6) types of functions that indicate

the types of actions and/or decisions involved. The six types of

functions are aligned to levels in the QFEmirates:

Function QFEmirates level

Policy and strategy 9 - 10

Managing 7 - 8

Specifying 6 - 7

Controlling 6

Maintaining capability 4 - 6

Performing/carry out 1 - 4

Developers are required to select an appropriate function.

See Appendix 10: Functional hierarchy

3.5 Photos Optional. Photos relevant to the unit standard.

4. Entry requirements for this qualification/award

Addition of this information is not mandatory.

Entry information may state:

no entry requirements

critical prerequisites (health, safety or legislative requirements)

the recommended occupational competence

Knowledge and Skills units or Application units required (pre-requisites)

the equivalences (as formally agreed by industry bodies such as SACs).

Note: The Registered Training Provider (RTP) delivering this unit is responsible for ensuring

candidates/learners have met any entry requirements specified in this section prior to entry and/or

delivering of the unit.

4.1 Pre-requisites

1. Minimum requirements (qualification

or award required for entry)

e.g. Diploma in Aircraft

Maintenance

2. Other minimum mandatory

requirements such as competence

and experience



No. Field Details

4.2 Advisory entry

requirements (Non-mandatory but recommended)

4.3 Developed by Sector Advisory Committee (SAC), Recognised National Development

Committee (RNDC) or other body in special circumstances

4.4 Endorsement date To be added by VETAC

4.5 Review date Recommended review date

4.6 Version No. To be added by VETAC

5. Completion rules

5.1 Core unit standards Core unit standards are those which are mandated by industry to form

the core requirements of the qualification. All core unit standards

must be achieved.

5.2 Stream core unit

standards

A stream of study made up of related unit standards that learners

must undertake. For example, an Associate Degree of Business may

have four major streams of study - Accounting, Management, Human

Resources Management and Marketing.

Select Apply or Not Apply.

5.3 Unit standards -

options

Unit standards that relate to specific areas of work which are in

addition to the core units.

Select Apply or Not Apply.

6. Unit Standards

SNo. Title Unit Code Credit Value

Core unit standards

Add

no. Add title of unit standard Add code Add value

Stream core units

Add


Unit standards - options

Add




Total Credit Value of Unit Standards

For example:

the total Credit Value for a Certificate 2 (KSA) is 24.

the total Credit Value for an Advanced Diploma (KSA) is 132 compared to 120

Advanced Diploma (K&S).

See Appendix 12: Credit Matrix

XXX



9.

Delivery of NOSS-based qualifications and awards relates to:

institutions wishing to deliver NOSS-based qualifications that have been developed through

Sector Advisory Committees or Recognised National Development Centres and endorsed by

VETAC

transition arrangements during the establishment of the Vocational Education and Training

Awards Council (VETAC) and its processes and procedures to develop and endorse national

qualifications/awards based on NOSS.

These arrangements enable providers with the opportunity:

to trial ‘proof of concept pilots’ led by VETAC

to have time to transfer to new arrangements if they seek to operate within VETAC’s criteria

The Quality Assurance Standards for the Registration (QASR) of Training Providers ensure the baseline

quality and operation of and a process of continuous improvement.

9.1 Eligibility to deliver Q+NOSS

The NQA recognises only those vocational education and training qualifications delivered through

quality-assured Registered Training Providers (RTPs). A provider currently offering training

qualifications must:

hold or obtain a commercial license determined by the Department of Economic Development’s

categories for the provision of training as well as any applicable local regulatory or licensure

approvals prior to its submission for registration

apply to VETAC for initial registration in the NQA Directory of Education and Training Providers

that is accessible to the public

apply to VETAC for full registration as an Registered Training Provider to deliver national

vocational qualifications/awards

include the offering of Q+NOSS in the submitted Scope of Registration.

If approved, a Registered Training Provider agrees to abide by the conditions set out in the Quality

Assurance Standards for the Registration (QASR) of Training Providers. If an RTP intends to renew its

registration at the end of its registration period, it will need to participate in a quality audit. Details are

set out in the Standards for the Quality Audit of Training Providers.

For more information about delivering Q+NOSS, refer to the above QASR standards.





Part A: Application for approval as a

Recognised National Development Committee (RNDC)

The purpose of this application form (Part A) is for an organisation to apply to become a Recognised

National Development Committee (RNDC) for Q+NOSS (qualification development) purposes.

Organisations can collaborate to become an RNDC to develop an Occupational Profile(s), National

Occupational Skills Standards (NOSS) and/or National Qualification(s) for a specific occupation(s) in

the UAE. It must indicate the relevant 4-digit International Standards Classification of Occupations

(ISCO) code, industry sector and industry sub-sector for the occupation(s). The information in this

application will enable VETAC to ensure that an existing RNDC is not undertaking similar development.

Applicants are required to be familiar with the requirements set out in VETAC Q+NOSS System

Guidelines before completing this form.

If approved by VETAC (or the relevant SAC or awarding body if established), the organisation is able to

progress to the three remaining parts of Q+NOSS development:

Part B: Development of an Occupational Profile(s)

Part C: Development of National Occupational Skills Standards (NOSS)

Part D: Development of a National Qualification(s) based on NOSS

1. Organisational details

Name of lead organisation(s) seeking

to form an RNDC

Names of other organisations

participating in the application (if any)

Name of relevant awarding body (if

established)

2. Name and details of key contact person/s

Title and name

Position

Telephone contact

Email contact

Add more rows if required



3. Purpose for applying to become an RNDC

4. Resourcing and funding/sponsorship arrangements for the RNDC

5. Occupation(s) for which the Occupational Profile(s), NOSS and/or National Qualification(s) is to

be developed, including the relevant 4-digit ISCO-08 code

Occupation 1 4-digit ISCO code




Search ISCO’s 08 Manual to find the 4-digit code of the occupation(s):


6. Main industry sector and sub-sector most relevant to the occupation(s)

Industry-sector Industry sub-sector

Occupation 1

Occupation 2

Occupation 3


Go to Appendix 6: Sector Codes Convention in the VETAC Q+NOSS System Guidelines for codes.




7. Industry stakeholders supporting the development an Occupational Profile(s), NOSS and/or

National Qualification (Q+NOSS)

List the organisations consulted Location/Emirate


8. Findings from preliminary consultations

9. Submitting an application

VETAC will only accept applications and supporting documents in electronic form, and will only consider

complete applications. Providers are to email their completed application and supporting documents to

[email protected]. The submission is to be marked as “RNDC Part A: RNDC Application Form”. The

application will be processed by VETAC or the relevant SAC or awarding body if established.

10. Declaration to be completed by the Chief Executive or legal representative of the organisation(s)

applying to become a Recognised National Development Committee

I understand that the National Qualifications Authority (NQA) and the Vocational Education and Training

Awards Council (VETAC) may share information about this application and our organisation with other

relevant agencies in accordance with the provisions of the NQA Decree Federal Decree No. 1 ‘Establish and

Maintain the National Qualifications Authority’ (23 August 2010) and criteria set out in the VETAC Q+NOSS

System Guidelines.

I understand that should this application for Recognised National Development Committee (RNDC) status be

successful, our organisation must demonstrate compliance against the above criteria.



I understand that this application may be refused or cancelled if our organisation:

fails to provide true and correct information of a material nature in this application; or

fails to fulfil the undertakings made in this declaration.

Signature of CEO/Legal Representative signature:

Print Name:

Date:

Witness’s signature:

Print Name:

Date:

(If more than one organisation is participating in the RNDC application, add details and signatures of the

CEOs/legal representatives from these organisations).

For official use only:

Internal outcome of review of application to become an RNDC

Note: In the absence of a relevant SAC or awarding body, VETAC will undertake this review.

A. Criteria Checklist

Checklist Yes No

All sections completed

Clearly describes the purpose of the RNDC

Identifies the occupation(s) to be covered by the RNDC

An existing RNDC is not undertaking Q+NOSS development for the same

occupation(s)

Resourcing and funding arrangements are satisfactory

Stakeholders have been identified

Preliminary consultations justify the need for Q+NOSS

Declaration section completed and signed

Letter from organisation(s) on official letterhead requesting to apply for RNDC status



B. Review Committee Decision

Approved – Recommend organisation’s application to be an approved RNDC.

Not approved – Organisation’s application to be an RNDC is not approved. Advice and details of any

actions required are detailed below.

C. Comments/actions required

D. Official Approval Details

Approved by

Position

Signature

Date

E. Notification Details

The date the organisation was notified

of outcome

Name of contact person the notification

was sent to

Name of VETAC Approval Officer

Signature

Date



Part B: Application for approval to develop an Occupational Profile

The purpose of this application form (Part B) is for an organisation with Recognised National

Development Committee (RNDC) status to apply to develop an Occupational Profile (that includes a

functional analysis) for an occupation(s) for an industry sector/sub-sector in the UAE. An Occupational

Profile consists of information about the knowledge, skills and performance criteria for an occupation.

It guides the development of a National Qualification based on national occupational skills standards

(NOSS) for this occupation (Q+NOSS).

The information provided in this form will enable VETAC (or the relevant SAC or awarding body if

established) to determine that the development process is in line with the VETAC Q+NOSS System

Guidelines. Applicants are required to be familiar with these guidelines before completing this form.

If VETAC approves the Occupational Profile(s) developed by the RNDC, the organisation is able to

progress to the two remaining parts of Q+NOSS development:

Part C: Development of National Occupational Skills Standards (NOSS)

Part D: Development of a National Qualification(s) based on NOSS


Name of RNDC seeking to develop an

Occupational Profile(s)

Name of lead organisation(s)


participating in the application


established)


Title and name

Position

Telephone contact

Email contact




3. Details of Occupational Profile(s) to be developed, including the relevant 4-digit ISCO-08 code





Search ISCO’s 08 Manual to find the 4-digit code of the occupation(s):


4. Main industry sector and sub-sector most relevant to the occupation(s)


Occupation 1

Occupation 2

Occupation 3


See Appendix 6: Sector Codes Convention for codes.

5. Industry stakeholders supporting the development of the Occupational Profile(s)







7. Brief details of the scope and process for the development of the Occupational Profile(s)

8. Resourcing and funding/sponsorship arrangements for the Occupational Profile(s)




[email protected]. The submission is to be marked as “RNDC Part B: Occupational Profile Application

Form”. The application will be processed by VETAC or the relevant SAC or awarding body if

established.

10. Declaration to be completed by the Chief Executive or legal representative of the

organisation(s) applying to develop an Occupational Profile





System Guidelines.

I understand that should this application to develop an Occupational Profile be successful, our organisation

must demonstrate compliance against the above criteria.







Print Name:

Date:


Print Name:

Date:

(If more than one organisation is part of the RNDC applying to develop an Occupational Profile(s), add details

and signatures of the CEOs/legal representatives from these organisations).


Internal outcome of review of application to develop an Occupational Profile(s)



Checklist Yes No


Clearly describes the scope and development process of the Occupational Profile(s)

Identifies the occupation(s) to be covered by the RNDC

An existing RNDC is not undertaking development of the same Occupational Profile(s)




Letter from organisation(s) participating in the RNDC on official letterhead requesting

to apply to develop an Occupational Profile(s)




Approved – Recommend organisation’s application to develop an Occupational Profile be approved.

Not approved – Organisation’s application is not approved. Advice and details of any actions required are

detailed below.



Approved by

Position

Signature

Date



of outcome


was sent to


Signature

Date



Part C: Application for approval to develop

National Occupational Skills Standards (NOSS)

The purpose of this application form (Part C) is for an organisation with Recognised National

Development Committee (RNDC) status to apply to develop National Occupational Skills Standards

(NOSS) for an industry sector/sub-sector in the UAE. NOSS comprise unit standards that form an

occupation. A unit standard is the specification of knowledge and skills require for workplace

performance and their application in the workplace to the expected standards of performance.




If VETAC approves the NOSS developed by the RNDC, the organisation is able to progress to the last

part of the Q+NOSS process:

Part D: Development of a National Qualification(s) based on NOSS (Q+NOSS).


Name of RNDC seeking to develop

NOSS





established)


Title and name

Position

Telephone contact

Email contact




3. Title of NOSS (unit standards) to be developed

Unit standard 1

Unit standard 2

Unit standard 3


4. Main industry sector and sub-sector most relevant to the NOSS


Unit standard 1

Unit standard 2

Unit standard 3



5. Industry stakeholders supporting the development of the NOSS






7. Brief details of the scope and process for the development of NOSS

8. Resourcing and funding/sponsorship arrangements for NOSS




[email protected]. The submission is to be marked as “RNDC Part C: NOSS Application Form”. The

application will be processed by VETAC or the relevant SAC or awarding body if established.


applying to develop NOSS





System Guidelines.

I understand that should this application to develop NOSS be successful, our organisation must demonstrate

compliance against the above criteria.







Print Name:

Date:


Print Name:

Date:

(If more than one organisation is part of the RNDC applying to develop NOSS, add details and signatures of

the CEOs/legal representatives from these organisations).


Internal outcome of review of application to develop NOSS



Checklist Yes No


Clearly describes the scope and development process of NOSS

Identifies the NOSS to be covered by the RNDC

An existing RNDC is not undertaking development of the NOSS





to apply to develop NOSS




Approved – Recommend organisation’s application to develop NOSS be approved.


detailed below.



Approved by

Position

Signature

Date



of outcome


was sent to


Signature

Date



Part D: Application to be approved to develop a National Qualification/

Award based on National Occupational Skills Standards (Q+NOSS)

The purpose of this application form (Part D) is for an organisation with Recognised National

Development Committee (RNDC) status to apply to develop to a National Qualification(s)/Award(s)

based on National Occupational Skills Standards for an industry sector/sub-sector in the UAE

(Q+NOSS).





Name of RNDC seeking to develop a

National Qualification(s)





established)


Title and name

Position

Telephone contact

Email contact




3. National Qualification(s)/Award(s) to be developed

Qualification/award 1




4. Main industry sector and sub-sector most relevant to the National Qualification(s)







5. Industry stakeholders supporting the development of the National Qualification(s)






7. Brief details of the scope and process for the development of the National Qualification(s)

8. Resourcing and funding/sponsorship arrangements for the National Qualification(s)


VETAC will only accept applications and supporting documents in electronic form, and will only

consider complete applications. Providers are to email their completed application and supporting

documents to [email protected]. The submission is to be marked as “RNDC Part D: National

Qualification Application Form”. The application will be processed by VETAC or the relevant SAC or

awarding body if established.


applying to develop a National Qualification(s)

I understand that the National Qualifications Authority (NQA) and the Vocational Education and

Training Awards Council (VETAC) may share information about this application and our organisation

with other relevant agencies in accordance with the provisions of the NQA Decree Federal Decree No. 1

‘Establish and Maintain the National Qualifications Authority’ (23 August 2010) and criteria set out in

the VETAC Q+NOSS System Guidelines.

I understand that should this application to develop a National Qualification(s) be successful, our

organisation must demonstrate compliance against the above criteria.







Print Name:

Date:


Print Name:

Date:

(If more than one organisation is part of the RNDC applying to develop a National Qualification(s), add details

and signatures of the CEOs/legal representatives from these organisations).


Internal outcome of review of application to develop a National Qualification(s)



Checklist Yes No


Clearly describes the scope and development process of a National Qualification(s)

Identifies the National Qualification(s) to be covered by the RNDC

An existing RNDC is not undertaking development of the National Qualification(s)





to apply to develop a National Qualification(s)




Approved - Recommend organisation’s application to develop a National Qualification(s) be approved.


detailed below.



Approved by

Position

Signature

Date



of outcome


was sent to


Signature

Date





OCCUPATIONAL PROFILE TEMPLATE

No. Field Details

1

ISCO-08 occupational

title and code

See Appendix 4 for

these groups

Title

ISCO 4-digit code

Or unique code:


descriptor

3. Occupational summary

4. Activities/tasks


attributes

6. Work context/

conditions

7. Qualification/education

requirements

8. Experience

9. Example employers

10. Occupational size

Less than 5,000 employees

5,001 to 30,000 employees

Over 30,000 employees

11. Indicative salary

Significantly higher than the industry average (over 30% higher)

Higher than the industry average (5% to 30% higher)

The same as the industry average

Below the industry average

12. Employment outlook/

job prospects

Very good

Good

Average

Below average




No. Field Details

13.

Related occupations/

job titles/career

progression



15.

Discipline

See Appendix 5:

Discipline Codes

Convention

16.

Industry sector

See Appendix 6: Sector

Codes Convention

Sector

Sub-sector


information

18. Developed by

Name of Sector Advisory

Committee (SACs)

Name of Recognised

National Development

Committee (RNDC)

Name of other body

19. Validated by


date

Review date

Frequency of review

21. Endorsement date To be completed by VETAC



UNIT STANDARDS TEMPLATE

PART A: DETAILS OF A UNIT STANDARD

No. Field Details


2. Unit standard title

3. Unit type Knowledge and Skills OR Application

4. Unit descriptor

5. Elements

No. Element

E1

E2

E3

E4

E5


6. QFEmirates level 1 2 3 4 5

6 7 8 9 10

7. Credit value

8. Function

Policy and strategy QF 9-10

Managing QF 7-8

Specifying QF 6-7

Controlling QF 6

Maintaining capability QF 4-6

Performing/carry out QF 1-4


and prerequisites



No. Field Details

10. Grading

Knowledge and Skills unit:

Pass/Fail Percentile 100%: ______%

OR

Application unit:

Competent/Not Yet Competent

11. Links to other units

12.

Discipline

See Appendix 5:

Discipline Codes

Convention

13.

Industry sector

See Appendix 6:

Sector Codes

Convention

Sector

Sub-sector

14. Industry activity

15. Photos

16. Developed by


Committee (SACs)

Name of Recognised National

Development Committee (RNDC)

Name of other body

17. Developer’s

website

18. Endorsement date To be added by VETAC

19. Recommended

review date

Review date

Frequency of review

20. Version No. To be added by VETAC

75

PART B: PERFORMANCE CRITERIA, EVIDENCE AND CORELIFE SKILLS FOR ELEMENT (use/copy this part of the template for each Element)

1. ELEMENT DETAILS:

Reference code VETAC assigned reference code Name Same title as Part A

2. PERFORMANCE CRITERIA:

Performance Criteria 1 Specific evidence for PC1:





3. EVIDENCE REQUIREMENTS (Holistic)



organising and


a given context

Communicating

information, concepts

and ideas

Initiating and

organising self and



and creativity


teams including

leadership

Solving problems

including using


techniques


and communication

technology (ICT)



ethical practice








No. Field Details


2. Unit standard title Same title as Part A

3. Underpinning knowledge and

skills required for this unit

4. Standing operating

procedures and applicable

regulations

5. General resources, tools,

equipment and supplies

6. Special requirements

7. Additional information on

evidence requirements and

the assessment process

8. Delivery details and pathways

9. Reference material

PART D: KEY TERMS



1.

2,

3.

4.




NATIONAL QUALIFICATIONS/AWARDS TEMPLATE

No. Field Details


1.1 QFEmirates level 1 2 3 4 5

6 7 8 9 10

1.2

QFEmirates level and

full title of

qualification/award

1.3 Type of qualification Principal Composite Award Component Award


award

Knowledge and Skills (K&S)

Knowledge, Skills and Application (KSA)

1.5

Summary scope for

this qualification/

award

1.6

QFEmirates Summary

Level Descriptor for

this qualification/

award


2.1 Title

2.2 ISCO title and code

Title:

4-digit ISCO code:

2.3

License to Practice or

regulatory

requirements



pathways

3.2 Industry sector

Sector

Sub-sector




No. Field Details

3.3 Discipline

3.4 Functions


Managing QF 7-8

Specifying QF 6-7

Controlling QF 6



3.5 Photos


4.1 Pre-requisites

Minimum requirements

(qualification or award

required for entry), and

Other minimum

mandatory requirements

such as competence and

experience

4.2 Advisory entry


4.3 Developed by


Committee (SACs)

Name of Recognised

National Development

Committee (RNDC)

Name of other body

4.4 Date endorsed by

VETAC To be added by VETAC

4.5 Recommended

review date

Review date

Frequency of review

4.6 Version no. To be added by VETAC



5. Completion rule details

5.1 Core unit standards All core unit standards must be achieved

5.2 Stream core unit

standards Apply Not apply

5.3 Unit standards -

options Apply Not apply

6. Unit Standards


Core unit standards

1.

2.

3.


Stream core units

1.

2.

3.


Unit standards - options


Total Credit Value of Unit Standard





EXAMPLE OF AN OCCUPATIONAL PROFILE FOR A PHOTOGRAPHER

No. Field Details

1. ISCO-08 occupational

title/code 3431


descriptor

Photograph subjects or news worthy events, using still cameras, colour or

black-and-white film, and variety of photographic accessories.

3. Occupational

summary

Photographers operate still cameras to photograph people, events,

scenes, materials, products and other subjects. Photographers may be

self‐employed or employed by photographic companies, multimedia

houses or large organisations.

4. Activities/tasks

Taking photographs for advertising, or other commercial, industrial or

scientific purposes and to illustrate stories and articles in newspapers,

magazines and other publications

Taking portrait photographs of persons and groups of persons

Operating computers to manipulate photographic images

Determining picture composition, making technical adjustments to

equipment and photograph subject

Studying requirements of a particular assignment and decide on type

of camera, film, lighting and background accessories to be used

Operating scanners to transfer photographic images to computers

Adapting existing photographic images to create new digitized

images to be included in multimedia products

Using airbrush, computer or other techniques to create the desired

visual effect.


attributes

Knowledge of techniques, principles and equipment of modern

photography including still, motion, colour, and black and white

photography

Knowledge of film properties, film composition, adapting digitised

images and their suitability for generalized and specialized

photography

Knowledge of how to control light and achieve different photographic

effects

Knowledge of cameras, flashes, computers, lenses and films

Knowledge of chemical composition, structure, and properties of

substances and of the chemical processes and transformations that

they undergo



No. Field Details

Good problem-solving and time management skills

English (technical finance related) Language – Knowledge of the

structure and content of the photographic related technical English

terminologies

Information Communications Technology – knowledge and use of

relevant photographic and multimedia applications and programs

Team work or individual – job may require him/her to work alone or in

conjunction with accounting, administrative and financial

professionals.

6. Work context/

conditions

Photographers need to have a good sense of colour, and good hand-eye

co-ordination and reflexes. They also need to be reasonably fit as they

may have to carry heavy cases of equipment.

7.

Qualification/

education

requirements

Certificate in photography or related field of work, higher qualification or

equivalent.

8. Experience 2 - 3 years and above

9. Example employers

Emirates Palace Hotel, National Consultative Council, Abu Dhabi National

Exhibition Company, Abu Dhabi Tourism Authority (ADTC), national

newspapers and media companies

10. Occupational size Less than 5,000 employees

11. Indicative salary Above the industry average

12. Employment

outlook/job prospects Very good

13.

Related occupations/

job titles/career

progression

Aerial photographer

Commercial photographer

Industrial photographer

Photo-journalist

Photographer

Portrait photographer

Scientific photographer



No. Field Details



Film camera operator

Video camera operator

Electronics mechanic

Photographic equipment repairer

Photogravure photographer

Photolithographer

15. Discipline M – Arts and Culture including libraries

16. Industry sector Sector: E – Arts, Culture and Entertainment

Sub-sector: E00 Arts


information None

18. Developed by To be added - Relevant Sector Advisory Committee (SACs) or Recognised

National Development Committee (RNDC)

19. Validated by To be added – name and qualifications/experience of representatives


date

Review date To be added

Frequency of review To be added

21. Endorsement date To be added by VETAC



EXAMPLE OF A NOSS/UNIT STANDARD:

Help to prepare sites for construction work

Unit Standards Template

No. Field Details

1. Reference code G05Q01A004A

2. Unit standard title Help to prepare sites for construction work

3. Unit type Knowledge and Skills OR Application

4. Unit descriptor

This standard specifies the outcomes required to help prepare

construction work areas. It includes complying with regulations,

organisational and health and safety procedures when preparing work

areas. The worker is sometimes called assistant, helper, unskilled

worker or labourer.

5. Elements

No. Element

E1 Organise resources to prepare sites

E2 Prepare sites for construction work

E3 Comply with site safety requirements

6. QFEmirates Level 1 2 3 4 5

6 7 8 9 10

7. Credit value

8. Function


Managing QF 7-8

Specifying QF 6-7

Controlling QF 6




and prerequisites No entry requirements



No. Field Details

10.

Grading Knowledge and Skills:

Pass/Fail Percentile 100%: ______%

OR

Application units:

Competent/Not Yet Competent

11. Links to other units None

12.

Discipline

See Appendix 5:

Discipline Codes

Convention

Q – Construction, and building, maintenance, servicing and repair

13.

Industry sector

See Appendix 6:

Sector Codes

Convention

Sector G – Building and construction, estates and assets

development and management

Sub-sector G05 Building and construction

14. Industry activity Construction of large commercial and residential buildings

15. Photos

16. Developed by


Committee (SACs)

Name of Recognised National

Development Committee

(RNDC)

Organisation name not disclosed

Name of Other body

17. Developer’s website Organisation name not disclosed

18. Endorsement date 02/03/2014

19. Recommended

review date

Review date 02/03/2017

Frequency of review Every 3 years

20. Version No. 1

86

PART B: PERFORMANCE CRITERIA, EVIDENCE AND CORELIFE SKILLS FOR ELEMENT (note: there are three elements in this unit standard)

1. ELEMENT DETAILS:

Reference code L00Z01A003A Name 1. Organise resources to prepare sites

2. PERFORMANCE CRITERIA:

Performance Criteria 1.1 Obtain instructions for work from the supervisor before starting any work on site Specific evidence for PC1.1: None - Holistic (see below)

Performance Criteria 1.2 Check correct resources, equipment and materials are available to carry out work Specific evidence for PC1.1: None - Holistic (see below)

Performance Criteria 1.3 Complete visual safety checks on all tools before use and report any damage Specific evidence for PC1.1: None - Holistic (see below)

Performance Criteria 1.4 Arrange adequate and appropriate space in line with job requirements and the

supervisor’s instructions for materials storage Specific evidence for PC1.1: None - Holistic (see below)

3. EVIDENCE REQUIREMENTS (Holistic)

At least two records of the candidate in the workplace or simulated environment one at least two occasions, correctly:

Following work instructions

Checking availability of resources, equipment and materials

Completing visual safety checks on all tools

Arranging adequate and appropriate space

Note: this is holistic assessment that applies to all elements in this unit



organising and


a given context

Communicating in

formation, concepts

and ideas

Initiating and

organising self-



and creativity


teams including

leadership

Solving problems

including using


techniques


and communication

technology (ICT)



ethical practice








No. Field Details

1. Reference code G05Q01A004A

2. Unit standard title Help to prepare sites for construction work

3.

Underpinning knowledge

and skills required for this

unit

Skills required for helping to prepare sites for construction work:

1. Follow work instructions

2. Comply with regulatory, organisational, and health and

safety procedures

3. Learn on the job

4. Work effectively as part of a team

5. Follow site HSE plans

Understand how to help to prepare sites for construction work:

1. The importance of attending the induction program

2. Who to obtain work instructions from and the importance

of following them

3. The sequence of work to be undertaken to determine when

to start preparing sites

4. Where and how to obtain required resources

5. Basic regulatory, health and safety and organisational

requirements for working on construction sites

6. Different types of resources, equipment and materials

required and how to use them

7. Storage requirements for different types of equipment,

materials and resources

8. Types, uses, inspection, cleaning and fitting of PPE

9. The importance of completing work within allocated times

10. Types of hazards and risks that may occur and how to deal

with them

11. Organisational security procedures for equipment and

materials including access to work areas



No. Field Details

12. Procedures to follow:

12.1. in the event of accidents, incidents or ill health

12.2. when working at heights

12.3. for the safe use of equipment and materials

12.4. for safe manual handling

12.5. for safe waste disposal

12.6. during adverse weather conditions.

4.

Standing operating

procedures and applicable

regulations

Environmental, health, safety and welfare requirements must

include: Abu Dhabi Environment, Health and Safety

Management System Regulatory Framework, - Dubai

Construction code of practice, - Meeting the requirements of

relevant Emirate environment, health and safety management

regulations, - Regulations on disposal of waste materials

including hazardous materials, - Other statutory and/or

regulatory requirements that may be in force,

5. General resources, tools,

equipment and supplies

Equipment for site preparation work:

Equipment and materials will vary between roles so the worker

must therefore understand and demonstrate knowledge of all

types of equipment and materials which may be used in their

role.

6. Special requirements None

7.

Additional information on

evidence requirements and

the assessment process

Locations - indoors and outdoors

Instructions - face to face and at a distance

8. Delivery details and pathways

This standard may be included in entry-level work for skilled and

semi-skilled workers in the construction industry. Training

providers must contextualise this standard to meet the training

needs, learning preferences and workplace context of individuals

and groups of workers.

9. Reference material

Manuals and specifications for preparing work sites for

construction work:

Technical specifications for preparing work sites for

construction work

Technical manuals related to work site preparation

Manufacturer's guidance notes on work site preparation and

safety in the construction industry.



PART D: KEY TERMS



1. Equipment and material Tools, clothing, products or other items needed for a work

activity.

2. Hazards Any substance, physical effect, or condition with potential to

harm people, property or the environment.

3. Heights Where a worker may be required to carry out activities at

heights.

4. Method statement

How to carry out activities including what equipment

and materials to use.

Within the method statement there are also standard

criteria, health and safety, and environmental

identifications of hazard.

5. Personal Protective Equipment

(PPE)

Items that construction workers can use to protect

themselves against hazards.

PPE includes but not limited to gloves, safety helmet, eye

protection, face protection, foot protection and

appropriate clothing.

6. Risk

Risk is the product of the measure of the likelihood of

occurrence of an undesired event and the potential adverse

consequences which this event may have upon:

People – injury or harm to physical or psychological

health,

Environment – water, air, soil, animals, plants and social.

Risk – frequency x consequences

7. Supervisor The person who has the job to oversee and guide the work

or activities of a group of other people.



EXAMPLE OF A NATIONAL QUALIFICATION:

Advanced Diploma in Aircraft Maintenance/Aeronautical Technologies

No. Field Details


1.1 QFEmirates Level 1 2 3 4 5

6 7 8 9 10

1.2

QFEmirates level and

full title of

qualification/award

Level 6 Advanced Diploma in Aircraft Maintenance/Aeronautical

Technologies

1.3 Type of qualification Principal Composite Award Component Award


award

Knowledge and Skills (K&S)

Knowledge, Skills and Application (KSA)

1.5

Summary scope for

this qualification/

award

The holder of an Advanced Diploma qualification (Level 6) has

demonstrated competence in a specialist body of knowledge and

understanding of a field of work or discipline and related boundaries

and theorems; planning and implementation of solutions and

responses to complex problems and situations within given

parameters that may be varied, unpredictable and unfamiliar; and can

perform autonomously across a range of skills and functions without

guidance and limited supervision. It includes supervising technical,

supervisory or design processes with full autonomy in technical and

supervisory contexts; adopting para-professional roles under guidance

whilst supporting and observing ethical standards; setting

achievement of group outcomes; and supervising the work of others.

1.6

QFEmirates

Summary Level

Descriptor for this

qualification/award

Learning outcomes at Level 6 indicate specialised factual knowledge

and an understanding of the boundaries in a field of work or discipline

and an understanding of allied knowledge and theories in related

fields of work or disciplines. In the case of the para-professional

respective discipline, it also covers:

applying specialist technical, creative and conceptual skills in

planning and developing strategic solutions to varied,

unpredictable and unfamiliar problems, be they abstract and/or

concrete

managing with autonomy complex work procedures and

processes, resources or learning, including leading or supervising

teams within a technical or professional activity with little support

and adopting, and where appropriate, para-professional roles

under guidance



No. Field Details

using appropriate research tools and strategies

presenting, explaining and/or critiquing interdependent complex

matters

producing from a wide-range of information, coherent texts

covering complex and/or diverse relations

selecting, applying, assessing and communicating a wide-range

mathematical procedures and representations in a broad-range of

contexts

drawing on experience of operational interaction in work or

learning including supervision of people and projects

addressing own learning needs and function independently and

within learning groups

supporting and observing ethical standards.


2.1 Title Advanced Diploma in Aircraft Maintenance/Aeronautical Technologies

2.2 ISCO code and title ISCO: 7232 Title: Aircraft engine mechanics and repairs

2.3

License to Practice or

regulatory

requirements

EASA 147-Part 66 (CAT B)



pathways BSc in Aircraft Maintenance/Aeronautical Engineering

3.2 Industry sector

Sector H – Utilities and infrastructure

Sub-sector H20 Engineering Services

3.3 Discipline T – Engineering and technical services inc. installation, maintenance,

servicing and repair

3.4 Functions

Policy and Strategy QF 9-10

Managing QF 7-8

Specifying QF 6-7

Controlling QF 6

Maintaining Capability QF 4-6




No. Field Details

3.5 Photos


4.1 Pre-requisites

Minimum requirements

(qualification or award

required for entry), and

Diploma in Aircraft

Maintenance/Aeronautical

Technologies

Other minimum mandatory

requirements such as

competence and experience

4.2 Advisory entry


4.3 Developed by

Sector Advisory Committee

(SACs) Name:

Recognised National

Development Committee

(RNDC)

Organisation not disclosed

4.4 Date endorsed by

VETAC To be endorsed

4.5 Review date To be endorsed

4.6 Version No. 1.

5. Completion rule details

5.1 Core unit standards All core unit standards must be achieved

5.2 Stream core unit standards Apply Not apply

5.3 Unit standards - options Apply Not apply



No. Field Details

6. Unit Standards


Core Unit Standards

1. Apply analytical methods for aircraft engineers H20T06K001A 5

2. Demonstrate knowledge of engineering systems and circuit

theorems and their applications H20T06K004A 5

3. Conduct an engineering project and its related activities H20T06K008A 5

4. Demonstrate knowledge of fundamental principles of

business management for engineers H20T06K016A 5

5. Apply analytical methods to solve engineering problems H20T06K013A 5

Stream Core Unit Standards

1. Demonstrate knowledge of advanced principles and

application of mechanical science H20T06K014A 4

2. Understand and apply electrical and electronic circuit

theorems H20T06K015A 4

3. Understand and apply principles and application of aircraft

systems H20T06K017A 4

4. Understand principles of aircraft design H20T06K018A 4

5. Understand aerodynamic stability and control H20T06K002A 4

6 Understand automatic flight control systems maintenance H20T06K003A 4

7. Understand communication and navigation systems

maintenance H20T06K005A 4

8. Understand and use aircraft fluid systems H20T06K006A 4

9. Apply further principles of aircraft fluid systems

maintenance H20T06K007A 4

10. Explain and demonstrate aircraft structure integrity H20T06K009A 4

11. Understand and demonstrate advanced propulsion

technology H20T06K010A 4

12. Understand and apply principles of advanced flight

instrument systems H20T06K011A 4



No. Field Details

13. Understand and apply thermodynamic principles of gas

turbine systems H20T06K012A 4

Unit Standards - Options

None

Total Credit Value of Unit Standards 77



Other Appendices



The International Labour Organisation’s (ILO’s) International Standard Classification of Occupations

(ISCO) System is used for classifying occupations and for data gathering and reporting. It is an

international system that has an interrelationship between qualifications and occupations and used by

Ministry of Economy (MoE) in the UAE for its occupational data gathering and reporting tool system.

The internationally recognised ISCO unit groups provide a titling and code convention for each of the

437 listed occupations as well as a general description of the occupation. The UAE adopted directly the

ISCO titling and code convention. This convention sets the framework for recognising the myriad of

jobs in the labour market.

There are many different titles used in industry to represent the same job or occupation family.

Employers usually like to reflect their particular setting or context when looking to recruit or advertise

for prospective job applicants. It would be extremely difficult to list all these in a statistical system,

given the nature and life cycle of jobs in modern economies is dynamic and ever changing. However,

all jobs can be clustered together and included in one of the 437 ISCO listed occupations. They can be

shown to represent a respective job family. It is simply an exercise of mapping these many titles and

related descriptions to the recognised UAE adopted ISCO titles. More importantly, ISCO also provides

a ready-made reference source for linking to the QFEmirates.

Occupations in ISCO are divided into four (4) groups:

major groups – total of 10 with 1 digit code

sub-major groups – total of 43 with 2 digit code

minor groups – total of 130 with 3 digit code

unit groups – total of 436 with 4 digit code (used for Q+NOSS)

ISCO 10 Major Occupational Groups (1 digit code)

ISCO08_CD GRP_DESC

0 Armed forces occupations

1 Managers

2 Professionals

3 Technicians and associate professionals

4 Clerical support workers

5 Service and sales workers

6 Skilled agricultural, forestry and fishery workers

7 Craft and related trades workers

8 Plant and machine operators, and assemblers

9 Elementary occupations





To augment and provide greater specificity of outcomes for future data analysis, the following cross-

sectorial discipline code structure has been developed:

Code Discipline

A Security, protective and public safety services

B Governance, public administration and statutory services

C Community services

D Health services

E Social services

F Office and administration support - clerical services

G Management professionals

H Legal services

I Business and financial professional services

J Hospitality and tourism services

K Leisure and sports services

L Retail and personal care services

M Arts and culture including libraries

N Entertainment and media services

O Education services

P Vocational training and workforce development services

Q Construction, and building maintenance, servicing and repair

R Architecture and town planning services

S Property, real estate and facility management services

T Engineering and technical services - inc. installation, maintenance, servicing and repair

V Science and mathematics

U Mining and quarrying services

W Manufacturing, production, process, and assembly

X Logistics

Y Transport and warehousing

Z Farming, fishing and forestry services



The following sector coding convention includes codes for related industry sub-sectors:

No Code Sector classification Code Sub-sector category

1 A Government services and public

administration

A15 Defence forces

A30 Government services

A65 Public administration

2 B Community, health and social

services

B10 Community

B35 Health services

B75 Social services

3 C Business, administration and

financial services

C00 Administration

C05 Business services

C25 Financial services

4 D

Tourism, hospitality, retail and

leisure services including personal

care services

D35 Hospitality

D45 Leisure services

D65 Personal service

D70 Retail

D80 Tourism

5 E Arts, culture and entertainment

E00 Arts

E10 Culture

E20 Entertainment and media

6 F Education, learning and social

development

F20 Education

F22 Educational consultancy

F35 Higher education

F45 Learning and social development

F90 Vocational education and training

F95 Workplace learning

7 G

Building and construction, estates

and assets development and

management

G05 Building and construction

G40 Infrastructure development

G65 Property, real estate and facility management



No Code Sector classification Code Sub-sector category

8 H Utilities and infrastructure

H10 Communications

H15 Electricity

H20 Engineering services

H30 Gas

H75 Scientific and mathematics

H85 Utilities support

H95 Water

9 I

Energy resources - oil, natural gas,

petrochemical, chemical and

mining/quarrying

I25 Fertiliser

I50 Mining/quarrying

I55 Natural gas

I60 Oil

I64 Other

I65 Petrochemical and chemical

10 J Manufacturing

J16 Design and innovation - manufacturing

J65 Process and assembly manufacturing

11 K Logistics and transport

K45 Logistics

K80 Transport

K95 Warehousing

12 L Agriculture, livestock and fishery

L00 Agriculture

L25 Fishery

L45 Livestock



Elements describe the more detailed outcomes that learners’ knowledge and skills are assessed

against. Collectively, these comprise the outcome expressed by the title. In order to be credited with

the unit standard, a candidate/learner must achieve all of the outcomes described in the elements.

Individual elements are important as they:

tell the learner what they are expected to do and achieve

form the basis for the definition of content, activities and assessment for a given unit

guide the planning of activities for delivery and assessment of that unit

As a result, they need to be very clear, unambiguous and accessible to candidates/learners and

teachers/trainers/assessors.

Developers need to consider the following points in developing the elements for a unit:

Terminology and language

Use a single, clear action verb for each element statement; complex statements with several verbs

are hard to assess.

If acronyms or abbreviations are used the names should be in full the first time they are used, with

the acronym or abbreviation following in brackets. Thereafter, the acronym or abbreviation may

be used within that unit standard.

Use the level descriptors and summary level descriptors from the QFEmirates to support the

writing of elements and learning outcomes at a given level.

Write in short sentences to maintain clarity.

Avoid:

vague statements such as ‘be aware of’, ‘know about’, ‘ensure’ and ‘demonstrate’ as they can

mean different things to different people.

words such as ‘necessary’, ‘suitable’, ‘appropriate’, ‘clearly’, ‘accurately’ and ‘correctly’ as they will

be assumed

‘qualifiers’ such as ‘effective’ or ‘possible’ which can mean different things to different people

terminology such as ‘a range of’ or ‘typical’ which can mean different things to different people

quantifiers such as ‘two’ or ‘ten percent’



implied alternatives through, for example, use of the slash (/) sign unless it is used for and/or and

the meaning is explicit

gender, ethnic or other bias in the elements and learning outcomes and that the language is

inclusive and does not limit access.

Alignment of learning and assessment requirements

Check that the unit elements are aligned and relevant to the unit and qualification learning

outcomes.

Ensure that the elements are measurable through an appropriate form of assessment.

Ensure that the elements are unbiased and accessible to different groups of learners.

Make sure there is a clear link between elements and the assessment requirement.

Try to avoid writing elements as narrowly defined tasks – this can reduce the scope, constrain

learning activity and give limited flexibility in the assessment method for the teacher/

trainer/instructor/assessor.

Think about the assessment method – in very broad elements it can be difficult to assess

consistently if it is not clear what is being assessed.

Structural requirements

Ensure that the elements can be reasonably achieved in the timescale of the unit and the

resources are available.

Avoid the use of just one element within a given unit standard.

Elements which deal with knowledge and skills can be more difficult to write than those dealing

with application. If not careful, they can become a summary of a qualification rather than explicit

statements of the learning. It must be very clear whether the learning required involved

comprehension or analysis, application or evaluation. It is, therefore, important to keep looking at

the guidance on level descriptors, produced by VETAC.

It is also important that a unit does not have too many elements. There is no right number;

however, typically a unit will have between three (3) to ten (10) elements. Less than three (3)

elements can lead to atomisation; more than ten (10) elements could result in over-assessment.

Avoid long unit standard titles. The title will be included on the national database/register and

overly long titles may present problems on data length. As the title will also appear on the

candidate/learner’s transcript, a long title may affect the presentation on the document.



Typical ‘descriptors’ for elements by levels in the QFEmirates

There is no such thing as a ‘typical’ descriptor for a given level and it is not realistic to produce a list of

verbs aligned to the levels of the QFEmirates. The complexity of the unit standard and its elements

determines the level. For example, ‘Identify the difference between quantum mechanics and classical

mechanics’ is not a level 1 skill. Regardless of the verb used, it should include an action.

Most descriptors are aligned to Blooms Taxonomy that is a way to classify instructional activities or

questions as they progress in difficulty. Higher level activities require higher level thinking skills.

Descriptors are also based on three different forms of learning preference:

Cognitive - development of intellectual/mental skills i.e. knowledge

Effective - growth in feelings or emotions

Psychomotor - manual or physical skills

Blooms Taxonomy of verbs by learning preference

Learning

preference

Categories (building in difficulty for each

learning preference)

Examples of verbs that could be used

(depending on context)

Cognitive Knowledge

Recognition and recall of facts

define, describe, identify, distinguish,

list, name, recall, select, state

Comprehension

Interprets, translates, summarises

(requires knowledge)

classify, conclude, differentiate,

distinguish, estimate, explain, express,

formulate, illustrate, interpret,

summarise

Application

Uses information

(requires comprehension)

apply, calculate, complete, construct,

develop, employ, interpret, organise,

predict, prepare, produce, relate, solve,

use. design

Analysis

Separates whole into parts; distinguishes

between facts and inference

(requires application of information)

analyse, appraise, compare, conclude,

contrast, deduce, diagnose, differentiate,

distinguish, select, verify

Synthesis

Combines parts to from new entities

(requires analysis)

create, devise, design, discuss, explain,

modify, organise, plan, produce, revise,

summarise, examine

Evaluation

Involves decision-making, judgments,

selection based on rationale/criteria

(requires evaluation)

Appraise, assess, compare, conclude,

critique, evaluate, explain, examine,

interpret, judge, summarise, standardise



Learning

preference

Categories (building in difficulty for each

learning preference)

Examples of verbs that could be used

(depending on context)

Effective Receiving

Aware of; passively attending to stimuli;

listening

choose, describe, follow, give, name,

locate, select, use, erect

Responding

Complies to expectations by reacting to

stimuli

assist, aid, compile, discuss, greet,

perform, present, report, select

Valuing

Displays behaviour consistent with a single

belief or attitude in situations where not

required to obey

complete, differentiate, explain, justify,

propose, report, select,

Organising

Committed to a set of values as displayed by

behaviour

arrange, combine, compare, complete,

explain, formulate, identify, integrate,

modify, organise, prepare, relate

Characterising (internalising values)

Total behaviour is consistent with

internalised values

modify, perform, propose, qualify, revise,

solve, verify

Psychomotor Perception

The process of becoming aware by way of

senses

associate, choose, compare, describe,

differentiate, identify, select

Set

Readiness for a particular kind of action or

experience

arrange, adjust, explain, display, identify,

locate, organise, proceed, respond,

show, state,

Guided response

Overt act of an individual under the guidance

of an instructor

adapt, copy, correct, follow, practice,

react, reproduce, respond, repeat,

simulate

Mechanism

Occurs when a learned response has become

habitual

assemble, calibrate, calculate, construct,

display, fasten, fix, manipulate, measure,

organise, set-up

Complex overt response

Performance of a motor act that is complex

arising from the movement pattern required,

and may include the resolution of uncertainty

adjust, assemble, build, calibrate,

combine, display, fix, integrate,

manipulate, measure, organise, regulate

Adaption

Altering motor activities to meet problematic

situations

adapt, alter, change, convert, integrate,

order, rearrange, revise, standardise

Origination

Creating new acts or ways of manipulating

skills, abilities and understandings developed

in the psychomotor area

arrange, build, combine, compose,

construct, create, design, develop,

formulate, initiate, make, originate



Performance criteria are evaluative statements which specify what is to be assessed and the required

level of performance to demonstrate achievement of the elements - it is here that the activities, skills,

knowledge and understanding which provide the evidence of competent performance are specified.

Behaviour

The behaviour element describes what the candidate/learner is expected to do on completion of the

training. It consists of:

A subject - The candidate/learner is always the subject of the behaviour. If not directly stated, the

candidate/learner is understood to be the subject

A verb - An action verb states what the candidate/learner is expected to do. The action must be

observable and measurable.

An object - The object is what the action verb acts upon.

Example: COMPLY with organisational quality procedures and processes.

In this example, the unstated subject is the candidate/learner, the performance action verb is COMPLY,

and the object of the action verb is organisational quality procedures and processes.

Conditions or environment

Describes the actual conditions under which the task will occur or be observed such as:

any equipment or resources that will be available

any limits or restrictions that will exist when the candidate/learner performs the task.

Example: TRACE signal flow through the receiver, using the schematic diagram provided.

The standard

The standard element of a learning outcome indicates how well the candidate/learner is expected to

perform the behaviour. It specifies the quantity and/or quality of the performance. Usually, safety

objectives require a 100% correct response or performance. Processes need to be ‘in correct order’ and

products are +/- a tolerance.

Example: Using a calculator, multiply two three-digit numbers and write the answer to the nearest tenth.

In this example ‘nearest tenth’ clearly states the degree of accuracy required for satisfactory

achievement of the objective.



Steps in writing performance criteria

Step 1 – Write the behaviour

Step 2 – Write the condition

Step 3 – Write the standard

Step 1: Write the behaviour

Write a statement that describes an observable and measurable behaviour based on the requirements

related to the duty or task specified in the unit element/learning outcome. The candidate/learner is the

subject of the behaviour.

The action verb should state what the candidate/learner is expected to do. The action must be

observable and measurable. In other words, the action verb must be a performance-oriented verb.

Select a verb that is appropriate for the skill, knowledge or performance identified in the element/

learning outcome (see over for action verbs). Include an object that describes or identifies what the

action verb acts upon. See Appendix 7 for further information about verbs.

Performance-oriented action verbs like ‘describe’, ‘construct’, and ‘remove’ can be observed and

measured whereas verbs like ‘understand’ and ‘know’ are not performance-oriented and cannot be

observed.

Appropriate Action Verbs

Category Verb

Skill Adjust

Align

Calibrate

Change

Clean

Construct

Demonstrate

Enter

Exchange

Inspect

Install

Isolate

Locate

Load

Manipulate

Measure

Move

Operate

Perform

Plot

Position

Remove

Repair

Replace

Start

Test

Trace

Analyse Analyse

Categorise

Compare

Contrast

Diagram

Differentiate

Sequence

Simplify

Summarise

Synthesise Adapt

Compose

Create

Design

Develop

Elaborate

Formulate

Generalise

Invent

Originate

Plan

Propose

Re-arrange

Solve



Category Verb

Evaluate Conclude

Decide

Evaluate

Justify

Judge

Prioritise

Prove

Rank

Rate

Recommend

Support

Apply Apply

Calculate

Construct

Dramatise

Model

Restructure

Simulate

Translate

Use

Comprehend Classify

Describe

Discuss

Explain

Identify

Organise

Outline

Predict

Rephrase

Show

Summarise

Recall Define

Identify

Label

List

Name

State

Tell

Recognise Match Identify Sequence

Step 2: Write the condition

Determine the situation, circumstance and condition under which the behaviour will be performed in

the workplace. Begin by examining the source that has been identified in the element/learning

outcome. It may provide you with part of the performance criteria.

There are several types of conditions. Condition types and examples are provided in the following

table. Select a condition type that is appropriate for the element/learning outcome. In some instances,

an element/learning outcome may require more than one condition. Write a phrase that describes the

condition, which may include the words ‘given’ and ‘using’.

Condition types and examples

Condition Types Examples

Condition elements that list the equipment or

resources given the candidate/learner in performing

the behaviour

TRACE signal flow through the receiver, using the

schematic diagram provided.

ALIGN the IF strip of the radio receiver. Use of the

technical manual is permitted.

MULTIPLY two three-digit numbers, using a

calculator.

Condition elements that set limits or restrictions on the

candidate/learner in performing the behaviour

FIELDSTRIP the.45 calibre pistol while blindfolded.

COMPUTE the surface area of a sphere without the

aid of a calculator.

More than one condition may be required to describe

circumstances in which the candidate/learner will

perform the desired behaviour

Select tools to BUILD a frame house, given boards cut

to size.



Step 3: Write the standard

Describing the standard for correctly performing the behaviour is the final step. The standard indicates

how well the candidate/learner is expected to perform the behaviour. It can focus on the quantity

and/or quality of the performance of the candidate/learner.

Standard types and examples are provided in the following table to give you some ideas. Write a

standard that is appropriate for the element/learning outcome.

Standard type Example Explanation

Standard

operating

procedure

Perform the procedure the pilot follows to

complete an instrument landing, given the

situation requirements for an instrument

approach and the local airfield regulations. The

performed steps will be in correct order and will

comply with Navy instructions and local

regulations.

‘Navy instructions and local

regulations’ are the standard

operating procedure (SOP).

Frequently, this type of standard

specifies the actual publication

where the SOP can be found.

Standard that

implies NO

ERROR

Compute the surface area of the sphere to two

decimal points, given the diameter of a sphere

and a calculator.

Adding ‘without error’ would not

increase the requirements for

accuracy.

Minimum

acceptable level

of performance

Multiply two three-digit numbers, given a

calculator, and write the answer to the nearest

tenth.

‘Nearest tenth’ clearly states the

degree of accuracy required for

satisfactory achievement of the

objective.

Specific timing

requirements

Type a letter, from a 200-word draft, without

error at a minimum rate of 40 words per minute.

Time is an important factor, so it is

included in the standard.

Rate of

production

Type final report from a draft copy, without

error at a minimum of 20 pages per day.

The amount produced daily is an

important factor, so it is included in

the standard.

Qualitative

requirements

Adjust a misadjusted carburetor to idle

smoothly at 500 rpm, given the necessary tools.

Smoothness is a qualitative standard



Blooms Taxonomy of verbs by level of thinking skills

Level Type of Activity

or Question Verbs used for objectives

Lowest Level Knowledge define, memorise, repeat, record, list, recall, name, relate, collect,

label, specify, cite, enumerate, tell, recount

Comprehension restate, summarise, discuss, describe, recognise, explain, express,

identify, locate, report, retell, review, translate

Application exhibit, solve, interview, simulate, apply, employ, use,

demonstrate, dramatise, practice, illustrate, operate, calculate,

show, experiment

Higher Levels Analysis interpret, classify, analyse, arrange, differentiate, group, compare,

organise, contrast, examine, scrutinise, survey, categorise, dissect,

probe, inventory, investigate, question, discover, text, inquire,

distinguish, detect, diagram, inspect

Synthesis compose, setup, plan, prepare, propose, imagine, produce,

hypothesise, invent, incorporate, develop, generalise, design,

originate, formulate, predict, arrange, contrive, assemble, concoct,

construct, systematise, create

Evaluation judge, assess, decide, measure, appraise, estimate, evaluate, infer,

rate, deduce, compare, score, value, predict, revise, choose,

conclude, recommend, select, determine, criticise

Definitions of verbs

Verb Definition

Apply a rule

To state a rule as it applies to a situation, object, or event that is being analysed. The

statement must convey analysis of a problem situation and/or its solution, together with

the name or statement of the rule that was applied.

Assess

To stipulate the conditions by which the behaviour specified in an objective may be

ascertained. Such stipulations are usually in the form of written descriptions. For obvious

reasons, ‘assess’ is rarely used as a verb in learning outcomes at elementary school level.

Classify To place objects, words, or situations into categories according to defined criteria for

each category. The criteria must be made known to the candidate/learner.

Compose To formulate a composition in written, spoken, musical, or artistic form.

Construct To make a drawing, structure, or model that identifies a designated object or set of

conditions.



Verb Definition

Define

To stipulate the requirements for inclusion of an object, word or situation in a category

or class. Elements of one or both of the following must be included: (1) The

characteristics of the words, objects, or situations that are included in the class or

category. (2) The characteristics of the words, objects or situations that are excluded in

the class or category. To define is to set up criteria for classification.

Demonstrate

The candidate/learner performs the operations necessary for the application of an

instrument, model, device, or implement. Note: There is a temptation to use demonstrate

in objectives such as ‘the candidate/learner will demonstrate his/her knowledge of vowel

sounds.’ As the verb is defined, this is an improper use of it.

Describe

To name all of the necessary categories of objects, object properties, or event properties

that are relevant to the description of a designated situation. The objective is of the form,

‘The candidate/learner will describe this order, object, or event’ and does not limit the

categories that may be used in mentioning them. Specific or categorical limitations, if

any, are to be given in the performance standards of each objective. When using this

verb in an objective, it is helpful to include a statement to the effect of what the

description, as a minimum, must reference.

Diagram

To construct a drawing with labels and with a specified organisation or structure to

demonstrate knowledge of that organisation or structure. Graphic charting and mapping

are types of diagramming, and these terms may be used where more exact

communication of the structure of the situation and response is desired.

Distinguish To identify under conditions when only two contrasting identifications are involved for

each response.

Estimate

To assess the dimension of an object, series of objects, event or condition without

applying a standard scale or measuring device. Logical techniques of estimation, such as

are involved in mathematical interpolation, may be used. See MEASURE.

Evaluate

To classify objects, situations, people, conditions, etc. according to defined criteria of

quality. An indication of quality must be given in the defined criteria of each class

category. Evaluation differs from general classification only in this respect.

Identify To indicate the selection of an object of a class in response to its class name, by pointing,

picking up, underlining, marking or other responses.

Interpret

To translate information from observation, charts, tables, graphs and written material in a

verifiable manner.

Label

To stipulate a verbal (oral or written) response to a given object, drawing or composition

that contains information relative to the known, but unspecified structure of these

objects, drawings or compositions. Labelling is a complex behaviour that contains

elements of naming and identifying.



Verb Definition

Locate

To stipulate the position of an object, place or event in relation to other specified objects,

places or events. Ideational guides to location such as grids, order arrangements and

time may be used to describe location. Note: LOCATE is not to be confused with

IDENTIFY.

Measure

To apply a standard scale or measuring device to an object, series of objects, events, or

conditions, according to practices accepted by those who are skilled in the use of the

device or scale.

Name To supply the correct name, in oral or written form for an object, class of objects,

persons, places, conditions or events that are pointed out or described.

Predict To use a rule or principle to predict an outcome or to infer some consequence. It is not

necessary that the rule or principle be stated.

Reproduce To imitate or copy an action, construction or object that is presented.

Solve

To effect a solution to a given problem, in writing or orally. The problem solution must

contain all the elements required for the solution and may contain extraneous elements

that are not required for solution. The problem must be posed in such a way that the

candidate/learner is able to determine the type of response that is acceptable.

State a rule To make a statement that conveys the meaning of the rule, theory, or principle.

Translate To transcribe one symbolic form to another of the same or similar meaning.



Competency-based training

Competency-based training provides learners with the knowledge, skills and understanding to

demonstrate competence against standards and performance criteria in an applied context. The

national VET system is competency-based, built around nationally endorsed industry standards – in the

UAE, National Occupational Skills Standards (NOSS).

Competency-based assessment

Competency-based assessment is the process of collecting evidence and making judgements about

whether competency has been achieved. There is information in this section that will help those who

are designing, conducting and validating competency-based assessments.

Evidence Requirements

Evidence requirements specify the critical evidence required to demonstrate achievement of the

element and performance criteria. They describe what and how the candidate/learner has to provide

and/or demonstrate.

Evidence requirements provide information on:

the appropriate assessment context (environment, setting)

the resources required for assessment

the conditions under which assessment is to take place

how evidence is to be provided and recorded.

Unit standards may be designed with:

evidence required for each performance criteria in an element or

evidence required covering two or more of the performance criteria in an element.

Recognition of Prior Learning (RPL)

Recognition of prior learning includes learning that has occurred outside formal education and

training. Developers and assessors must ensure:

RPL is offered to candidates/learners on enrolment



that the RPL process is structured to minimise the time and cost to applicants

the education and training provider provides adequate information, support and opportunities for

participants to engage in the RPL process.

Rules of evidence

Assessment must be based on what is sometimes termed the 'rules of evidence' - validity, reliability,

fairness and flexibility. This is also good teaching and assessment practice and ensures the best

learning outcomes for candidate/learners. These rules are as follows:

Validity means that the evidence relates to the unit competency, addresses essential skills and

knowledge, dimensions of competency and employability skills.

Reliability means that the assessment tool and process will produce consistent outcomes when

applied by a range of assessors in a range of contexts.

Fairness means that the assessment will not disadvantage any person and will take into account

the characteristics of the person being assessed.

Flexibility means that the assessment tool and process allows for assessment in a range of

assessment contexts.

Sufficiency of evidence

One of the questions most frequently asked by assessors is – how much evidence is needed?

Some assessors are accused of collecting too little evidence while others collect too much. In fact, the

volume of evidence collected will vary according to the competency being assessed and the context of

assessment.

Although there are cases of specific units of competency where required evidence is prescribed,

generally there are no rules for quantity. Rather than focusing on the quantity of evidence, assessors

need to ensure that assessment decisions are based on quality evidence that demonstrates the

candidate/learner is competent against the criteria for the unit of competency.

(Adapted from Training Package Assessment Materials Kit, 2001 Department of Education, Training & Youth Affairs, Australia.)



Types of evidence

Evidence is information upon which an assessor makes a judgement of competency. Evidence may

include:

Types of evidence Examples

Direct demonstration/observation Performance of a task, or range of tasks, either in the workplace or in a

simulated work environment, witnessed directly by an assessor

Indirect demonstration Use of photographs, videos, etc. showing performance of a task when the

assessor cannot be present

Products Models, items and objects that have been made, fixed or repaired by the

candidate/learner

Workplace documents Rosters, budgets, reports, standard operating procedures etc. developed

by the candidate/learner

Questions - written and oral

Asking the candidate about real or hypothetical situations to check

understanding, task management and contingency management skills.

May be short answer, discussion, multiple choice, etc.

Assignments Projects, reports, essays, etc. relevant to the LLN requirements of the unit

of competency

Third party reports Documented and verified reports from supervisor, colleague, subject

expert, trainer and/or others

Self-assessment A candidate’s/learner’s personal statement on their performance (not

generally sufficient in isolation)

Simulation Simulated activity to accommodate difficult to demonstrate criteria e.g.

emergencies, contingencies, difficult behaviours etc.

Portfolios Collections of evidence compiled by the candidate

(Adapted from Training Package Assessment Materials Kit, 2001. Department of Education, Training & Youth Affairs)

Examples of appropriate types of evidence for Knowledge and Skills units and Application units

Knowledge and skill Units Application Units

Assessment of the candidate/learner in simulated

situations

Skills tests

Oral and written questions

Assignments

Projects

Case studies

Observation of performance in a work environment

Examining products of work

Questioning the learner

Witness testimony

Candidate’s/learner’s statements (reflective

accounts/narrative of activities undertaken)



How to determine and design appropriate assessment and evidence requirements

Developers can use the following steps to target appropriate evidence:

Read the elements/learning outcomes to develop a picture of competence

Check the additional information provided in the NOSS for recommendations and or

requirements

Identify where the evidence will come from (that is, the workplace or off-the-job)

Identify the evidence required to demonstrate competence

Map the proposed evidence against the performance criteria for the relevant unit or cluster of

units that make up the qualification/award

Check that the evidence complies with the rules of evidence

Validate assessment strategy (with stakeholders including assessors)

Validate assessment tools (with stakeholders including assessors)

It is good practice to adopt candidate/learner-centred and workplace-centred approaches to the

collection of evidence, rather than relying on a one-method-fits all approach. Negotiate with employers

and candidates/learners to determine what evidence is already available and/or to develop

appropriate assessment methods.

Assessment activities may be undertaken in work or project teams, and therefore may provide

evidence of competency for more than one candidate. In this situation a personal statement,

additional questioning or third-party report may be required to confirm an individual’s contribution

and performance.

Language, literacy and numeracy in assessment

In the process of working out what evidence is required or when developing assessment tools, the

developer and assessor should pay particular attention to the language, literacy and numeracy skill

level of the candidate and the requirements of the units of competency.

There is often a tendency to rely on written tests and essays, particularly in assessment of

underpinning knowledge. In many units of competency, however, writing is either not required or is a

minimal requirement to perform the described work task.

Evidence that requires skills beyond those specified in the unit of competency should be avoided.



Equity groups and reasonable adjustment

Reasonable adjustment, sometimes called reasonable accommodation or allowable adjustment is

designed to ensure that all people are treated equally in the assessment process – this means that,

wherever possible, ‘reasonable’, adjustments are made to the assessment process to meet the

individual needs of candidate/learner.

Equity groups may include, but are not limited to:

candidates/learners with English as a second language

candidates/learners with literacy or numeracy difficulties

candidates/learners in remote locations

women in non-traditional industries

candidates/learners with sensory impairment

candidates/learners with physical or intellectual disabilities.

Reasonable adjustment may mean:

making learning materials and methods accessible

adapting the physical environment and equipment

making adjustments to the procedures for conducting assessment

making adjustments to the evidence gathering techniques.

(Source: Training Package assessment materials: Kit to support assessor training, Commonwealth of Australia, 2001)

Evaluating and recording evidence

If the assessment process has been valid, reliable, fair, and flexible and the evidence is sufficient then

the professional decision on the competency of candidate/learner should be a straightforward

appraisal of the evidence.

If an assessor/trainer is uncomfortable with making a decision they should review:

the assessment process, or

the evidence provided.

An unsuccessful assessment outcome should not be viewed as a failure by either the assessor or the

candidate/learner, but rather as a means to identify additional learning needs. Candidates/learners

should be given the opportunity for reassessment and detailed explanation of where weaknesses exist

in performance.



Providing candidates/learners with pre-assessment information and feedback on

assessment outcomes

The following is the minimum assessment information that candidates/learners need:

Assessment must provide for the candidate/learner to be informed of the context and purpose of

the assessment and the assessment process

Assessment must provide for feedback to the candidate/learner about the outcomes of the

assessment process and guidance on future options in relation to those outcomes

Assessment must provide for reassessment on appeal

RPL must be offered to all candidates/learners on enrolment.

All pre-assessment information should be included in the unit Information document that is provided

to each at the beginning of the unit.

Feedback on assessment outcomes can be provided on written assessments or the assessment

feedback template can be used.

Validation and moderation

Validation means confirming that something is fit for a purpose, and in this context an education and

training provider should validate its assessment strategies by:

reviewing, comparing and evaluating the assessment processes, tools and evidence contributing

to judgements made by a range of assessors against the same competency standards, at least

annually

documenting any action taken to improve the quality and consistency of assessment.

Validation may occur:

pre-assessment to validate assessment strategies and tools

post-assessment to validate assessment outcomes, which is usually referred to assessment

moderation.

The term 'moderation' is used in this context to describe the process by which assessment tools,

processes and judgements are validated. If the moderation process does not validate the assessment

processes, tools and outcomes, then actions to be taken to improve the quality and consistency of

assessment need to be documented.

Validation requires assessors to meet – physically or virtually – at least once a year to discuss and

confirm that assessments (including RPL):

meet the requirements of the endorsed components of training packages and the outcomes

specified in the course/units of competency



comply with the assessment guidelines included in the applicable training packages or the

assessment requirements specified in accredited courses

are valid, reliable, fair and flexible

provide for applicants to be informed of the context and purpose of the assessment and the

assessment process

focus on the application of knowledge and skills to the standard of performance required in the

workplace and cover all aspects of workplace performance, including dimensions of competency

involve the evaluation of sufficient evidence to enable judgements to be made about whether

competency has been attained

provide for feedback to the applicant about the outcomes of the assessment process and

guidance on future options in relation to those outcomes

are equitable (link to equity groups and assessment) for all persons, taking account of individual

needs relevant to the assessment

provide for reassessment on appeal.

Collating, recording and storing assessment evidence

The candidate/learner is responsible for:

maintaining personal records of assessment event(s) and evidence gathered for a specified unit in

their professional portfolio.

The assessor is responsible for:

collating documents (signed by both the assessor and the candidate/learner) related to the

assessment process including:

pre-assessment evaluation form

assessment plans

feedback reports

action/review plans

collating evidence of assessment events which may be recorded in any the following formats:

written

visual

oral and/or



a combination of above

recording assessment outcomes (signed by both the assessor and the candidate/learner).

The internal quality assurer is responsible for:

reviewing documents and audio and visual records used to make assessment decisions and

internal quality assurance auditing processes including:

assessment plans, audit plans and action plans

outcomes of progress reviews

assessment forms and written outcomes of internal quality auditing and reviews

material from VETAC and relevant awarding body.

The training provider is responsible for:

overseeing the collation and verification of candidate details and entry requirements

submitting assessment results to VETAC in line with quality assurance requirement processes

the security and storage of evidence.



Occupational Functional Hierarchy

Occupational profiles/descriptions typically use functional verbs to specify what actions and/or

decisions are required to perform the respective duties and responsibilities. They are generally

structured in a functional hierarchy that closely reflect the verbs used in the employability indicators

descriptors and in turn align with the QFEmirates level descriptors. That is, a common but notional

thread can be identified at each level that links the QFEmirates, the employability indicators and the

functions performed in an occupation.

The following six types of functions are generally considered the key and most common functional

areas represented in a hierarchical form and across occupations and organisations. By establishing the

QFEmirates and the employability indicators as the benchmark reference tool or core language

reference platform, augmented by the common and key functional areas, the opportunity for

increasing consistency across occupational descriptions and their market recognition is enhanced. This

in turn leads to improved community and stakeholder awareness, understanding and confidence of

occupational nomenclatures (titles) and meanings ascribed to them in the market across all levels of

the QFEmirates.

Six key and hierarchical functional areas and definitions

Six Key and hierarchical

functional areas Types of actions and/or decisions (function definition)

A Policy and strategy A high level function for researching, establishing, managing and strategising

policies and philosophy

B Managing The function of managing personnel, systems, resources and processes

C Specifying The function of specifying, implementing and assessing personnel, systems,

resources and processes

D Controlling The function of controlling, regulating and monitoring activities related to

personnel, systems, resources and processes

E Maintaining

credibility

The function of maintaining the capability of employees/independents and a

healthy organisational culture and safe workplace

F Performing/

carrying out

The function of carrying out the work activities to produce and maintain goods

and services

The function of performing simple tasks in a controlled environment

Functions are generally organised into a hierarchy which denotes the types of actions and/or decisions

involved. Policy type functions refer to executive decisions where policy is made and objectives are

formulated. Control type functions relate to middle management actions and decisions to monitor

day-to-day affairs and assure that executive decisions are met. Operational type functions involve the

routine activities or work of the enterprise.



General Principle

Qualification titles Level Indicative

employability indicator Function Function description

VET HE

Doctoral

degree 10

Leading

specialist/expert Policy and Strategy

A high level function for establishing and

managing policies, philosophy and strategies Applied

Master

Master’s

degree 9 Higher professional

Applied

Graduate

Diploma

Post

Graduate

Diploma

8 Professional Managing The function of managing personnel, systems,

resources and processes

Applied

Bachelor

Bachelor

degree 7

Para-professional and

higher technical Specifying

The function of

specifying, implementing

and assessing systems

and processes

Controlling

The function of

controlling,

regulating and

monitoring

activities related to

personnel, systems,

resources and

processes

Advanced

Diploma

Higher

Diploma 6

Supervisory and

technical

Maintaining

capability

The function of

maintaining including

coordinating the

capability of employees

and healthy

organisational culture

and safe workplace

Diploma Associate

degree 5 Highly skilled

Certificate 4

4 Skilled

Certificate 3 3 Semi-skilled

Performing The function of carrying out the work activities to

produce and maintain goods and services Certificate 2 2 General

Certificate 1 1 Basic Entry level and functional

employment

The function of performing simple tasks in a

controlled environment

Three key benchmark reference tools that depict a common set of national terminologies and

definitions have now been identified for use by those formulating occupational descriptions and the

related duties and responsibilities. The use of the benchmark tools can assist in harmonising and

developing consistency. The three tools are:

1. The QFEmirates and its related level descriptors and qualification profiles(requirements) for a given

learning outcomes

2. Employability indicators of QFEmirates levels – range and descriptors

3. Key and hierarchical functional areas and definitions - actions and/or decisions

The three can be linked together in a matrix to provide formal information for demonstrating the

notional interrelationship between qualifications and functions performed in an occupation and vice

versa. The following illustration denotes the notional interrelationship that applies.

National functional framework model and indicative alignment to QFEmirates outcomes



Functional Taxonomy

The verb taxonomies are appended to each function, as per the table below – Notional Function and

Taxonomy Framework. This table provides an augmented base structure (core language reference

platform) for technical practitioners to support their activities, such as HR personnel, recruitment

specialists, organisational specialists and/ or job design specialists, as well as curriculum, qualification,

occupational stands or occupational profile writers or developers.

QF level Function Taxonomy

9-10 Policy Analyse, Develop, Forecast, Research

7-8 Managing Evaluate, Lead , Manage

6-7 Specifying Assess, Commission, Design, Develop, Direct, Estimate, Facilitate, Implement,

Investigate, Report, Specify

6 Controlling Audit, Control, Diagnose, Evaluate, Inspect, Institute, Mobilise, Monitor, Plan,

Procure, Regulate, Schedule, Supervise, Verify

4-6 Maintaining

capacity Administer, Comply, Coordinate, Develop, Maintain, Organise, Respond, Test, Utilise

1-4 Performing/

carry out

Align, Apply, Assemble, Attend, Build, Calibrate, Carry out, Check, Compile, Conduct,

Configure, Construct, Contribute, Control, Deliver, Document, Erect, Fabricate, Fault-

find, Identify, Install, Make, Modify, Monitor, Operate, Overhaul, Perform, Position,

Prepare, Produce, Provide, Rectify, Repair, Select, Sell, Service, Store, Troubleshoot,

Undertake, Use

Functional Analysis

Functional analysis is a process used to identify activities a person is expected to do as part of their

job. Functions are not random activities. Functions must have a clear purpose and outcome that are

valuable to an employer.

Having identified the three key benchmark reference tools and in particular, the functional key area, a

further level of disaggregation can be undertaken, as this level of aggregation is to high for identifying

duties and functions of an occupation. That is, unpacking the high level (key) functional areas in

smaller elements using aligned verb taxonomies to help provide more clarity as to the actions and/or

verbs decisions, and which typically reflect and are used in general workplace applications.

Functional Map

Once these functions people are expected to perform are identified, it becomes easier to produce a

functional map and identify the knowledge, skills and aspects of competence they need for a

particular occupation – in other words, the content of the national occupational skills standards.

Here is an example of a function map for “Assure safe installation and operation of electrical systems of

wiring, equipment and accessories” for the occupation of an Electrical Installations Technician.



Functional map

“Assure safe installation and operation of electrical systems of wiring, equipment and accessories”

(Electrical Installations Technician)



To remain internationally competitive, a country must prioritise the development of skills and

qualifications to keep up with emerging technologies, materials, systems and workplace environments,

including new jobs. This helps to develop a nation’s social capital and improves a country’s wellbeing.

There is an urgent and ongoing need for human (workforce) development of the UAE citizens (i.e.

Emiratisation) and non-UAE residents. The country must address emerging skills shortages and gaps;

increase labour market opportunities for individuals through education and training; and develop

policies that improve economic, social and personal competitiveness.

A National Qualifications Framework for the UAE

Many nations have recognised that a key step in realising a highly skilled and productive workforce is

through a ‘national qualifications framework’ that encompasses all forms of learning. A national

qualifications framework is simply a means of describing qualifications and the relationships between

them to enable individuals to develop their skills and progress.

In August 2010, President His Highness Sheikh Khalifa Bin Zayed Al Nahyan issued Federal Decree No.

1 Establish and maintain the National Qualifications Authority. The Decree sets out sixteen (16) aims

and objectives, which the Board of the National Qualifications Authority (NQA) is to pursue. It includes

the establishment of a United Arab Emirates Qualifications Framework (QFEmirates) that serves as the

national frame of reference for qualifications and is internationally recognised.

The vision of the UAE National Qualifications Authority is “to have distinct national qualifications that

enhance economic and social development’.

Benefits of the QFEmirates

The QFEmirates is a truly integrated system, enabling all qualifications to be described and compared,

recognising achievement in learning from the most elementary task to the most complex, using

recognised and agreed common titles. It includes formal structured learning, achieved typically in

schools, colleges, universities and training centres and informal and non-formal (both structured and

unstructured) learning achieved typically in the workplace or community. As a single, integrated

system, the QFEmirates can be used by the country’s decision-makers to develop strategic education

and training policies to improve the country’s economic, social and personal effectiveness and

standing in the world. The Framework also:

provides access to new learning opportunities for all citizens and residents

creates new learning pathways and progression routes

helps individuals to make decisions about what they want to do next and to continue learning while

working or in their community



improves opportunities for individuals to work abroad without having to repeat qualifications

enables people to be recognised for the work they do in the workplace and communities as part of

their skills development

enables qualifications achieved abroad to be recognised as equivalent to UAE qualifications,

encouraging international mobility

by using a common language to describe qualifications, describes a national and international

qualifications in way that employers and learners can understand. Employers will be able to state

clearly the level of education required when advertising jobs and candidates will be able to check

whether they have the skills required to apply.

Design of the QFEmirates

The design of the QFEmirates is based on three fundamental building blocks:

Levels

Each of the ten (10) levels represents a hierarchy of relative difficulty, complexity and depth. The higher

the qualifications framework level, the greater the challenge and the demand expected of a learner in

order to be awarded the relevant qualification.

Learning outcomes

Learning outcomes define what a learner has learned and not what they have been taught. They are

expressed in terms of:

knowledge - learned from practical or professional experience as well as from formal instruction or

study and can comprise description, memory, understanding, thinking, analysis, synthesis, debate

and research

skill - is the learned ability to perform a function that in some way responds to or manipulates the

physical, informational or social environment. Skills may be cognitive (such as use of logical,

intuitive, creative and conceptual thinking) and practical (such as manual dexterity and the use of

methods, techniques, processes, materials, tools and instruments)

aspects of competence, comprising three strands – autonomy and responsibility, role in context and

self-development – the effective use of knowledge and skill in occupations and in social and civic

life

The ten levels and the five ‘strands’ of learning outcome statements define the Level Descriptors,

indicating the complexity of learning for each level, the expected level of achievement for each level

and how each level relates to occupations in the world of work.



Strands of learning outcomes

Level X

Strand 1 Strand 2 Strand 3 Strand 4 Strand 5

Knowledge Skill Autonomy and

responsibility Role in context

Self-

development

There are three types of qualifications in the QFEmirates:

‘Principal’ Qualification - the major type of qualification with formal recognition at each level, and

capture a typical achievements for the level including all five strands of learning outcomes.

‘Composite’ Award - provide formal recognition for learners who achieve a set of cohesive learning

outcomes including, in varying combinations, all five strands of learning outcomes. This may

involve fewer learning outcomes and/or less complexity compared to a Principal Qualification.

‘Component’ Award - provide formal recognition of achievement of a limited number of learning

outcomes which may relate to all or only some of the strands of learning outcomes.

Principal Qualification titles used in the QFEmirates (each with its own profile)

Level Generic

Nomenclature

Vocational Education

and Training (VET) Higher Education (HE)

General Education

(G 12 – GE)

10 Doctoral Degree — Doctoral —

9 Master Degree Applied Master Master —

8 Graduate Diploma Applied Graduate

Diploma Postgraduate Diploma —

7 Bachelor Degree Applied Bachelor Bachelor —

6 Diploma* Advanced Diploma Higher Diploma —

5 Diploma*/

Associate Degree Diploma Associate Degree —

4 Certificate* Certificate 4 — Secondary School

Certificate (G 12)

3 Certificate* Certificate 3 — TBA

2 Certificate* Certificate 2 — —

1 Certificate* Certificate 1 — —

Aspects of competence



Making use of credits in the QFEmirates

Credit is the term used to internationally to identify the amount of learning that is required to

successfully complete a qualification. ‘Credit value’ is used to identify the notional number of hours of

learning required to achieve one credit. In the UAE a notional value of 15 hours (with additional study

hours) equates to one (1) credit. This means that for a qualification with a value of 3 credits, a typical

learner must successfully complete 45 hours of learning to achieve the required standard.

Credits can be also be ‘accumulated’ to enable transfer to other qualifications offered by recognised

education and training institutions within the UAE or abroad. This means, for example, that a learner

may not have to repeat all learning if they move from one education provider to complete a

qualification. Ultimately a system of ‘Credit Accumulation and Transfer’ will be developed in the UAE to

enable this to occur consistently by licenced education and training providers.

CoreLife Skills

Many countries have introduced ways to recognise or acknowledge the role particular generic skills

play in underpinning work, learning and life. The recognition of these skills is important because they

underpin the ability of learners to learn throughout their lives and so promote lifelong learning.

To ensure that UAE citizens have the best foundation for learning, work and life, literacy and numeracy

have been explicitly embedded within the learning outcome Level Descriptors for qualifications at

levels one (1) to six (6) within the QFEmirates. In addition, seven CoreLife Skills have been introduced,

which will be used across the general education, higher education and vocational education and

training sectors. They are:

Collecting, analysing, organising and applying information in a given context

Communicating information, concepts and ideas

Initiating and organising self and activities, including motivation, exploration and creativity

Working with others in teams including leadership

Solving problems including using mathematical ideas and techniques

Applying information and communication technology (ICT)

Participating in social and civic life including ethical practice



Recognition of Prior Learning (RPL)

As well as being able to transfer credit to other recognised education and training institutions at home

or abroad, QFEmirates enables the recognition of prior learning (RPL) to take place. This involves the

assessment of previously unrecognised skills and knowledge an individual has achieved outside the

formal education and training system. RPL assesses this unrecognised learning against the

requirements of a qualification in respect primarily of the outcomes to be achieved.

By removing the need for duplication of learning, RPL encourages an individual to continue upgrading

their skills and knowledge through structured education and training towards formal qualifications and

improved employment outcomes.

International qualifications within the QFEmirates

The UAE is a major receiver of foreign issued qualifications and awards. This applies to nationals that

may have successfully completed a foreign qualification or award in another country, or in-country

(UAE) and expatriates that are engaged in employment in the UAE.

An important benefit of the QFEmirates is that qualifications achieved in this way can be recognised as

equivalent to UAE qualifications by mapping learning outcomes. This encourages the international

mobility of learners, understanding of overseas qualifications through alignment with frameworks in

other countries and enables the UAE to ensure that it is benefitting from those with the very best

knowledge and skills to support its economic and social development.

The NQA is establishing processes in association with the Ministry of Education’s General Education

Commission, the Commission for Academic Accreditation, and Vocational Education and Training

Awards Council to identify equivalencies with and recognise international qualifications.

Implementation of the QFEmirates

The introduction of a new system of qualifications, such as the QFEmirates, can pose a challenge to

education and training administrators and providers. It can impact on employability and recognition

arrangements for qualifications issued prior to implementation. Issues and unintended consequences

may arise from time to time.

The NQA, and its Board, recognise that implementation of the QFEmirates will need to be led and

managed with the involvement of all stakeholders. The NQA will take every step to smooth the

implementation process and continuously review the impact of the QFEmirates, by working closely

with Federal government, the two Commissions, VETAC, recognised education and training providers,

employers, and. of course, learners.

128

Principal Qualifications Credit Matrix

QFEmirates

level

General Education

Commission (GEC)

General Education

(GE) sector

Commission for Academic Accreditation (CAA)

Higher Education (HE) sector

Vocational Education and Training Awards Council (VETAC)

Vocational Education and Training (VET) sector

Qualification title

- Academic/

Institutional1

HE

CAA Unique

Credit

value(s)

assigned to

each

QFEmirates

level***

Min

imu

m c

um

ula

tive

cre

dit

valu

e

Total nominal

cumulative

contact hours

Qualification title -

VET

Based on the use of two (2) kinds of interrelated

VET2 qualifications^^

Qualification title

- General

Education

^Minimum cumulative

VET credit value# for

Total notional

VET cumulative hours

K&S

Unique

credits/

level3 C

um

ula

tive

Ap

pli

cati

on

Total

credit

value of

KSA

Contact

Hours

K&S

Ap

pli

cati

on

ho

urs

Total

KSA

hours

Level 10

Doctorate 54 or more 204 3,060 No qualification available at this level

Level 9

Master 6 to 12 150 -

156 2,250 – 2,340 Applied Master 10 200 18 218 3,000 270 3,270

Level 8 Postgraduate

Diploma* 24 144 2,160

Applied Graduate

Diploma 30 190 16 206 2,850 240 3,090

Level 7

Bachelor 30 120** 1,800 Applied Bachelor 40 160 14 174 2,400 210 2,610

Level 6

Higher Diploma 30 90 1,350 Advanced Diploma 40 120 12 132 1,800 180 1,980

Level 5

Associate Degree 60 60 900 Diploma 20 80 10 90 1,200 150 1,350

Level 4 Secondary School

Certificate (G 12)^

Certificate 4 20 60 8 68 900 120 1,020

Level 3

TBA Certificate 3 20 40 6 46 600 90 690

Level 2

Certificate 2 10 20 4 24 300 60 360

Level 1

Certificate 1 10 10 3 13 150 45 195

129

VETAC uses two (2) kinds of qualifications. One kind is comprised solely of knowledge and skills and is used as a pathway for those preparing for work, those

seeking advance standing in higher education programs or those seeking more advanced knowledge and skills in preparation for career advances. The other kind

of qualification is comprised of a combination of application unit standards interrelated with the respective pre-requisite knowledge and skills unit standards.

The Application based qualification thus, reflects that a learner has demonstrated the acquisition of respective knowledge and skills and applied such to the

standard of performance required in the workplace. These two kinds of qualifications recognise the nature of the UAE VET market and historical learner and

cultural preferences. They are aimed at stimulating, opening up and promoting multiple pathways for learners seeking or undertaking VET qualifications.

# VETAC uses notional minimum quantum of 1 credit = 15 hours which is comprised of 11 hours formal instruction and 4 hours formally structured skills

development for knowledge and skills based unit standards with a minimum annual nominal delivery total of 600 hours or their equivalent, and with an additional

expected study/experiential-load of 22 hours i.e. tutorial, studies, skills practice, workplace exposure. The notional minimum annual total is based on a

program/course of 30 hours (attendance time) at 7.5 hours per day for 4 days or 6 hours per day for 5 days of which 8 hours covers the formally structured skills

development component.

In relation the credit value assigned to Application based unit standards, a value of one (1) credit or 15 hours is accorded to these in recognition of the learner

undertaking unstructured work performance and/or workplace development and in particular, covers the assessment arrangements and processes used over time

(formative and normative evidence) to gather, review, discuss and make judgements of the learner’s/candidate’s performance. No greater value can be assigned

to a unit.

The credit value for the two kinds of VET qualifications is as follows:

1. For qualifications comprised of only knowledge and skills based unit standards the relative credit value of each unit standard will vary and be dependent on

the breadth, complexity and relationship with the respective level of the QFEmirates. It also will correspond with the notional minimum quantum formulae

referred to above.

In terms of the total credit value for such a qualification at each level of the QFEmirates, a total has been assigned and is detailed in the table at column

labelled minimum cumulative credit value, for knowledge and skills.

^ For example, knowledge and skills unit standards based VET qualification of Certificate 4 requires 60 credits to complete or 900 hours. In this example, a

qualifications developer may develop a qualification comprised of Level 4 (horizontal) knowledge and skills unit standards having a combined value of no

less than (a minimum) 20 credits in the core of the qualification, AND should lower level unit standards be required to make up the qualification, no more

than (a maximum) the credit value specified as per the matrix is permissible, at each level (vertical); that is level 3 = 20, level 2 = 10, level 1 = 10. It is also

possible to develop a qualification with all unit standards coming from Level 4, as this is greater than the minimum permissible.

130

2. For Application based qualifications which are comprised of knowledge, skills and application, a credit value limit is assigned to each QFEmirates, recognising

that Application based unit standards have a maximum value of 1 credit. However, a qualification may have more Application unit standards than the

assigned total for the qualification at that level.

The additional credit value is not recognised for qualification credit value completion requirements. Notwithstanding, all unit standards required to complete

(completion rules) must be achieved. Qualifications are not endorsed with a lesser number than that assigned for the respective level.

For example, an Application based Diploma qualification and comprised of knowledge, skills and application units has been endorsed with fifteen (15)

application unit standards to be completed. Table E.1 Principal Qualifications Credit Matrix shows that a credit value of 80 credits (or 1,200 hours) for the

knowledge and skills based unit standards applies and Ten [10] credits or 150 hours for the application unit standards. In this instance, the learner would be

required to complete all 15 application units. The 15 credits are noted and reported on the transcript.

Source: QFEmirates Handbook, Annexure E – Indicative Qualifications and Awards Credit Matrix.

131

Composite Awards and Component Awards Credit Matrix - VET Qualifications

QFEmirates

Composite Awards Component Awards

C

K&S

C

A

Total

KSA

U

K&S

U

A

Total U

KSA

C

K&S

C

A

Total

KSA

U

K&S

U

A

Total U

KSA

Level 10

Level 9 100 9 109 14 1 15

Level 8 96 8 104 16 1 17 48 4 52 18 2 20

Level 7 80 7 87 20 1 21 40 3 43 10 2 12

Level 6 60 6 66 20 1 21 30 3 33 10 1 11

Level 5 40 5 45 10 1 11 20 2 22 4 1 5

Level 4 30 4 34 10 1 11 16 2 18 6 1 7

Level 3 20 3 23 10 1 11 10 1 11 5 1 6

Level 2 10 2 12 6 1 7 5 1 6 4 1 5

Level 1 4 1 5 4 1 5 1 1 2 1 1 2

Legend: to Composite and Component Awards Credit Matrix: 1. C = Cumulative and

U = Unique to the level and are comprised of a recognisable parcel of learning outcomes only at the level

3. Legend for predominately VET based Component and Composite Awards: K&S = Knowledge and skills A = Application

KSA = Knowledge, skills and application

2. The Notes on this page and the following pages form an integral part of this Composite and Component Awards Credit Matrix and are to be read in conjunction with it.



Level Summary Level Descriptor

10

Learning outcomes at Level 10 indicate a systematic mastery of a highly specialised field of

knowledge that is comprehensive, deep and overarching and at the frontier of a professional field

of work or discipline, with the capacity for critical analysis, evaluation and synthesis of new and

complex ideas. It also includes:

conceptualising, designing, implementing and adapting substantial research processes using

highly developed cognitive and creative expert skills and intellectual independence

leadership experience and expertise in the development of new and creative approaches that

extend or redefine existing knowledge or professional practice, encompassing responding with

substantial authority and autonomy to the development of new ideas or processes or systems

in challenging and novel work or learning contexts

accounting for overall governance of processes and systems

analysing and critiquing the state of learning in a specialised field and contribute to its

advancement

self-evaluating and leading contributions to professional knowledge, ethics and practice

including in unfamiliar and unpredictable learning contexts

leading and managing complex professional processes

consistently and sensitively managing highly complex and diverse ethical issues leading to

informed, fair and valid judgements.

9

Learning outcomes at Level 9 indicate self-directed, comprehensive, highly specialised knowledge

and practical learning, some of which is at the forefront of knowledge in a specialised field that

provides a basis for originality and advanced knowledge and skills in research, analysis, evaluation

and/or innovation encompassing complex ideas, information, concepts and/or activities and

developing and/or applying ideas, often within a research context. It also includes:

advanced problem-solving skills

the integration of and formulation of judgements

taking account of social and ethical issues and responsibilities and reflecting experience of

managing change in a highly complex, unpredictable and unfamiliar context that requires new

strategic approaches and/or intervention or conceptual abstract solutions

planning skills to develop and execute a major project/activity outcome with appropriately

selected research methodologies to produce sound conclusions

presenting, explaining and/or critiquing highly complex matters

managing professional activities in such context

self-evaluating and taking responsibility for contributing to professional knowledge and

practice including unfamiliar learning contexts

developing and implementing further learning consistently and sensitively

consistently and sensitively managing highly complex ethical issues leading to informed, fair

and valid decisions.




8

Learning outcomes at Level 8 indicate advanced specialised knowledge and critical understanding

in a specialised field of work or discipline and at the interface between fields as well as a

comprehensive understanding of critical approaches to creating a systematic and coherent body of

knowledge and concepts gained from a range of sources. It also covers:

acquiring comprehensive knowledge of current research and innovations in a field of work,

discipline or professional practice

specialist field and integration of knowledge from different fields of work or disciplines

skills in solving complex unpredictable and/or abstract problems with intellectual independence

and making judgements that take into account social or ethical issues

skills to adopt a professional approach to operating in a complex environment including the

design and development of creative approaches to the management of complex work

processes and organisation, resources or learning

leading and managing teams within a technical or professional activity or working effectively as

an individual

leading the strategic performance of professional teams and self

presenting, explaining and/or critiquing substantively complex matters

taking responsibility for contributing to professional practice in complex and sometimes

unfamiliar learning contexts

leading, contributing and implementing ethical standards.

7

Learning outcomes at Level 7 indicate knowledge and critical understanding of the well-established

principles and practice in a broad field of work or discipline and is specialised factual and

theoretical. It includes an understanding of the boundaries in a field of work or discipline,

encompassing a broad and coherent body of knowledge and concepts, with substantive depth in

the underlying principles and theoretical concepts. It also covers:

allied knowledge and theories in related fields of work or disciplines and in the case of

professional respective discipline

using methods of enquiry, critically analysis and selection of different approaches to solving

problems

an understanding of the limits of the knowledge and skill acquired

technical, creative and analytical skills to solve specialised problems using evidentiary and

procedural based processes in predictable and new contexts that include devising and

sustaining arguments associated with a field of work or discipline

evaluating and implementing appropriate research tools and strategies

evaluating and managing complex and unpredictable work procedures and processes,

resources or learning

managing technical, supervisory or design processes in unpredictable, unfamiliar and varying

contexts

presenting, explaining and/or critiquing complex and unpredictable matters

self-evaluating and responsibility for contributing to professional practice

undertaking regular professional development

contributing to and observing ethical standards.




6

Learning outcomes at Level 6 indicate specialised factual knowledge and an understanding of the

boundaries in a field of work or discipline and an understanding of allied knowledge and theories

in related fields of work or disciplines. In the case of the para-professional respective discipline, it

also covers:

applying specialist technical, creative and conceptual skills in planning and developing strategic

solutions to varied, unpredictable and unfamiliar problems, be they abstract and/or concrete

using appropriate research tools and strategies

managing with autonomy complex work procedures and processes, resources or learning,

including leading or supervising teams within a technical or professional activity with little

support and adopting, and where appropriate, para-professional roles under guidance

presenting, explaining and/or critiquing interdependent complex matters

producing from a wide-range of information, coherent texts covering complex and/or diverse

relations

selecting, applying, assessing and communicating a wide-range mathematical procedures and

representations in a broad-range of contexts

drawing on experience of operational interaction in work or learning including supervision of

people and projects

addressing own learning needs and function independently and within learning groups

supporting and observing ethical standards.

5

Learning outcomes at Level 5 indicate knowledge is comprehensive and specialised within a field of

work or discipline and encompasses the underlying theoretical and abstract concepts with

significant depth in some areas as well as a broad understanding of allied knowledge and theories.

It also covers:

technical, creative and conceptual skills appropriate to solving a wide-range of problems

including diagnosing and implementing solutions to abstract, familiar and non-routine

problems within a field of work or discipline and using appropriate information retrieval

methods, tools and techniques independently with autonomy

supervising others or coordinating subordinates and peer groups

supporting para-professional roles under guidance

presenting, explaining and/or critiquing complex matters

producing from information, coherent texts covering complex relations

applying, reflecting and communicating an array of mathematical procedures and

representations and contexts

self-direction in learning and have experience of practice in both common and exceptional

situations

comprehending and observing ethical standards.




4

Learning outcomes at Level 4 indicate a broad range of specialised and relevant associated

knowledge, including some theoretical and abstract concepts with limited depth. It also covers:

using specialist cognitive and practical skills to identify and deploy known solutions to defined

problems including deployment of appropriate retrieval tools and which may be subjected to

change in a number of contexts

implementing given approaches to complex procedures and processes, leading and being

accountable for small peer teams within a technical activity, and providing limited supervision

presenting and explaining information concepts and ideas

producing from pieces of information, cohesive texts that may be short and varied

applying, reflecting and communicating an assortment of mathematical procedures and

representations in a number of contexts, which may be interrelated

taking responsibility for own learning within a predictable environment

complying with ethical standards.

3

Learning outcomes at Level 3 indicate a range of knowledge that is broad, mainly factual and

procedural, and includes that which is similarly related, in a field of work or discipline. It also covers:

a limited range of cognitive and practical skills required to carry out tasks

applying routine solutions to predictable and occasional unpredictable problems and defined

retrieval information and data tools under indirect supervision, in a controlled environment

within procedural or predefined parameters, presenting and using information

generating from organised pieces of information, simple and cohesive texts that are typically

short and explicit

using, confirming and communicating straight forward mathematical procedures and

representations

taking limited responsibility for own learning.

2

Learning outcomes at Level 2 indicate general, factual knowledge, using routine skills and the

capacity to undertake relatively simple, repetitive tasks and solve specific problems under direct

supervision in a structured environment. It also covers:

participating in group activities

presenting and/or explaining information

generating from structured information simple and clear texts, which are typically short and

explicit

recognising, performing, confirming and communicating everyday straight forward

mathematical procedures and representations

using structured learning resources in a supervised environment.

1

Learning outcomes at Level 1 indicate elementary and foundation knowledge and skills for life,

work and/or learning, and the capacity to undertake simple, repetitive tasks with close supervisory

support. It also covers:

identifying and forming simple texts

using, checking and communicating everyday functional mathematical procedures and

representations

using well-supported learning resources under direct supervision.

136

Level Descriptors are sets of learning outcomes statements that define levels in a framework of qualifications. This grid sets out descriptor statements for a framework of

ten (10) levels for the UAE. The statements are set out in five ‘strands’, building to a grid of 50 statements. The five strands comprise one each describing knowledge and

skill and three describing aspects of competence (autonomy and responsibility, role in context, and self-development). These Level Descriptors form the foundation for the

QFEmirates. Note: The descriptor statements defining any particular level should be read concurrently across all five strands of learning outcomes to affirm a level. The

Level Descriptors are cumulative e.g. the descriptor for Level 5 assumes the inclusion of all of the outcomes in the preceding levels.

Source: Qualifications Framework Emirates Handbook, 2012, http://www.nqa.gov.ae/En/OpenData/Pages/default.aspx

Level Knowledge Skill Autonomy & responsibility Role in context Self-development

10

comprehensive, deep and

overarching knowledge at the

frontier of a professional field of

work or discipline and at the

interface between different fields or

disciplines

new knowledge, as judged by

independent experts applying

international standards, created

through research or scholarship, that

contributes to the development of a

field of work or discipline

a range of mastered skills and

techniques, including synthesis,

evaluation, planning and

reflection, required to extend and

redefine existing knowledge or

professional practice or to

produce original knowledge

advanced skills in developing

innovative solutions to critical

problems in research using highly

developed cognitive and creative

expert skills and intellectual

independence

highly developed expert

communication and information

technology skills to present,

explain and/or critique highly

complex and diverse matters to

specialist academic, peer

specialists/experts and/or

professional audiences

can act with substantial

authority, creativity,

autonomy, independence,

scholarly and professional

integrity in a sustained

commitment to the

development of new ideas or

processes or systems in

challenging and novel work

or learning contexts

can account for overall

governance of processes and

systems

can lead action to build and

transform socio-cultural

norms and relationships

can originate and manage

complex professional

processes

can lead and take full

responsibility for the

development and

strategic deployment of

professional teams and

self

can initiate and deploy

qualities associated with

professional leadership of

peer groups and teams

can analyse and

critique the state of

learning in a

specialised field and

contribute to its

advancement

can self-evaluate and

lead contributions to

professional

knowledge, ethics and

practice including in

unfamiliar and

unpredictable

learning contexts

can consistently and

sensitively manage

highly complex and

diverse ethical issues

leading to informed,

fair and valid

judgements

http://www.nqa.gov.ae/En/OpenData/Pages/default.aspx

137


9

comprehensive, highly specialised

knowledge in a field of work,

discipline and/or professional

practice, and at the interface

between different fields, including

frontier concepts and recent

developments

advanced knowledge of applicable

research principles and methods

critical awareness of knowledge

issues, as the basis for original

thinking; encompassing appropriate

processes of enquiry and current

processes of knowledge production

detailed body of knowledge of

recent developments in a field of

work, and/or discipline

advanced skills required in

research, analysis, evaluation

and/or innovation of complex

ideas, information, concepts

and/or activities

skills to develop new knowledge

and procedures and to integrate

knowledge from different fields

using highly developed cognitive

and creative skills and intellectual

independence to the field of work

or discipline

advanced problem-solving skills to

analyse highly complex issues with

incomplete data and develop

innovative solutions and proposals

relevant to an

academic/professional field, field

of work or discipline

planning skills to develop and

execute a major project or

comparable activities (that

includes a significant range of

variables and complexity) with

appropriately selected research

methodologies producing sound

conclusions

highly developed specialist



explain and/or critique highly

complex matters

can function autonomously

and/or take responsibility for

managing professional

practices, work, processes or

systems, or learning contexts

that are highly complex,

unpredictable and unfamiliar,

and require new strategic

approaches and/or

intervention or conceptual

abstract solutions

can account for high level

governance of processes and

systems

can analyse and reflect on

socio-cultural norms and

relationships and act to build

and transform them

can initiate and manage

professional activities that

may include a highly

complex environment

can take responsibility for

leading the strategic

performance and

development of

professional teams and

self


take responsibility for

contributing to

professional

knowledge and

practice including

unfamiliar learning

contexts

can develop and

implement further

learning consistently

and sensitively

can consistently and

sensitively manage

highly complex ethical

issues leading to

informed, fair and

valid decisions

138


8

advanced specialised knowledge and

critical understanding in a specialised

field of work or discipline and at the

interface between fields

comprehensive understanding of

critical approaches to creating a

systematic and coherent body of

knowledge and concepts gained

from a range of sources

comprehensive knowledge of current

research and innovations in a field of

work, discipline or professional

practice and impact of these

developments on accepted theory

and practice

problem-solving skills applied to a

specialist field and the integration

of knowledge from different fields

of work or disciplines to solve

complex unpredictable and/or

abstract problems with intellectual

independence

identify appropriate sources of

information or analytical

techniques in investigations that

lead to conclusions and solutions

to problems

critical selection of appropriate

research instruments and

strategies associated with the field


highly developed advanced



explain and/or critique

substantively complex matters


designing and developing

creative approaches to

managing and evaluating

complex work processes and

organisation, resources or

learning, including leading

and managing teams within a

technical or professional

activity or working effectively

as an individual

can express a comprehensive,

internalised, personal world

view, while accepting

responsibility to society at

large and to socio-cultural


can manage professional

activity that may be in a

complex environment


leading the strategic

performance of

professional teams and self

can coordinate peer

relationships with qualified

practitioners and lead

multiple, complex groups

can initiate and support the

management of

professional development

mentoring activities



contributing to

professional practice

in complex and

sometimes unfamiliar

learning contexts



maintaining and

enhancing currency in

the profession or

discipline

can lead, contribute

and implement ethical

standards

139


7

specialised factual and theoretical

knowledge and an understanding of

the boundaries in a field of work or

discipline, encompassing a broad

and coherent body of knowledge

and concepts, with substantive depth

in the underlying principles and

theoretical concepts

an understanding of allied

knowledge and theories in related

fields of work or disciplines and in

the case of professional disciplines

including related regulations,

standards, codes, conventions

understanding of critical approach to

the creation and compilation of a

systematic and coherent body of



a comprehensive understanding of

critical analysis, research systems and

methods and evaluative problem-

solving techniques

familiarity with sources of current

and new research and knowledge

with integration of concepts from

outside fields

technical, creative and analytical

skills appropriate to solving

specialised problems using

evidentiary and procedural based

processes in predictable and new

contexts that include devising and

sustaining arguments associated

with a field of work or discipline

evaluating, selecting and applying

appropriate methods, procedures

or techniques in processes of

investigation towards identified

solutions

evaluating and implementing

appropriate research tools and

strategies associated with the field


highly developed advanced



explain and/or critique complex

and unpredictable matters


developing innovative and

advanced approaches to

evaluating and managing

complex and unpredictable

work procedures and

processes, resources or

learning

can manage technical,

supervisory or design

processes in unpredictable,

unfamiliar and varying

contexts

can work creatively and/or

effectively as an individual, in

team leadership, managing

contexts, across technical or

professional activities

can express an internalised,

personal view, and accept

responsibility to society at

large and to socio-cultural


can function with full

autonomy in technical

and supervisory contexts

and adopt para-

professional roles with

little guidance


the setting and

achievement of group or

individual outcomes and

for the management and

supervision of the work of

others or self in the case

of a specialisation in field


can participate in peer

relationships with

qualified practitioners and

lead multiple, complex

groups


managing the

professional development

and direct mentoring of

individuals and groups



contributing to

professional practice,

and undertake regular

professional

development and/or

further learning

can manage learning

tasks independently

and professionally, in

complex and

sometimes unfamiliar

learning contexts

can contribute to and

observe ethical

standards

140


6

specialised factual knowledge and an

understanding of the boundaries in a

field of work or discipline,

encompassing a broad and coherent

body of knowledge and concepts,

with depth in the underlying

understanding of the principles and

concepts

an understanding of allied


fields of work or disciplines and in

the case of para-professional

respective discipline including

related regulations, standards, codes,

conventions

an understanding of critical

approach and analysis, research

approaches and methods and

analytical problem-solving

techniques from a range of sources

familiarity with sources of current

and existing knowledge and the

integration of concepts from related

fields

literacy to comprehend and/or

produce coherent texts, covering

complex and/or diverse relations

from a wide-range of information

numeracy covering a wide-range of

mathematical procedures and

representations used across a broad-

range of contexts

specialist technical, creative and

conceptual skills appropriate to

solving complex problems

associated with a field of work or

discipline

a comprehensive range of

specialist cognitive and practical

skills appropriate to planning and

implementing solutions to varied,

unpredictable and unfamiliar

problems within a field of work or

discipline

selection and use of appropriate

research tools and strategies

associated with the field of work

or discipline

advanced communication and

information technology skills to

present, explain and/or critique

interdependent complex matters

literacy skills to comprehend

and/or produce, from a wide-

range of information, coherent

texts covering complex and/or

diverse relations

numeracy skills to select, apply,

assess and communicate a wide-

range mathematical procedures

and representations in a broad-

range of contexts


developing appropriate

approaches to managing

complex work procedures

and processes, resources or


teams within a technical or

professional activity with little

support

can supervise technical,

supervisory or design

processes in varied,

unpredictable, unfamiliar and

a broad-range of contexts

can work effectively as a

specialist or in team

leadership roles


personal world view,

reflecting engagement in

society at large and in socio-

cultural relationships

can function with full


and supervisory contexts

and adopt para-

professional roles under

guidance


the setting and

achievement of group

outcomes and for the

supervision of the work of

others


supervising the

development of


can participate in peer

relationships with

qualified practitioners and

lead multiple groups

can evaluate own

learning and identify

learning weaknesses

and needs, in a

familiar and

unfamiliar

environment

can take initiative to

address learning

needs and function

independently and

within learning

groups

can support and

observe ethical

standards

141


5

comprehensive, specialised

knowledge within a broad field of

work or discipline, including an

understanding of the underlying

theoretical and abstract concepts

with significant depth in some areas

a broad understanding of allied


fields of work or disciplines including

related regulations, standards, codes,

conventions and procedures

an understanding of information

assembly, retrieval methods and

logical problem-solving techniques


recognition of sources of current

knowledge and the integration of

concepts from related fields


produce coherent texts covering

complex relations from an array of

information and contexts

numeracy covering an array of



technical, creative and conceptual

skills appropriate to solving a

wide-range of problems

associated with a field of work or

discipline that include a

comprehensive range of specialist

cognitive and practical skills

appropriate to diagnosing and

implementing solutions to

abstract, familiar and non-routine

problems within a field of work or

discipline

use of appropriate information

retrieval methods and tools and

techniques associated with the


comprehensive communication

and information technology skills

to present, explain and/or critique

complex matters


and/or produce, from array of

information, coherent texts

covering complex relations

numeracy skills to select, apply,

reflect and communicate an array

of mathematical procedures and



coordinating the

implementation of

appropriate approaches to

complex work procedures

and processes, resources or


teams within a technical or

para-professional activity

can exercise coordination

and/or supervision in routine,

familiar and some non-

routine work or learning

contexts

can coordinate technical,

design processes in routine,

familiar, non-routine and an

array of contexts with

support available, if required


personal world view, in the

context of an understanding

of socio-cultural relationships

can function with


and coordination contexts

and support para-

professional roles under

guidance

can function both

independently and in a

coordination role with

multiple groups


coordinating the

development of


can review and develop

the performance of self

and others

can evaluate own

learning and identify

learning needs in a

familiar environment

can take responsibility

for and plan own

learning within a

managed and non-

routine environment

can comprehend and

observe ethical

standards

142


4

a broad range of specialised

knowledge, including some

theoretical and abstract concepts

with limited depth in some areas in a

field of work or discipline, including

facts, principles, processes and

general concepts

an understanding of relevant

knowledge in associated fields of

work or disciplines including

regulations, standards, codes,


knowledge of approaches used in

categorising coherent bodies of



an understanding of retrieval tools

and problem solving techniques and

procedures

recognition of sources of current

knowledge and concepts from

related fields


produce cohesive texts covering

various pieces of information

numeracy covering an array of


representations in a number of

contexts

a range of specialist cognitive and

practical skills required to identify

and deploy known solutions to

defined problems, including

accomplishing functions and

solving problems by selecting and

applying relevant methods, tools,

equipment, materials and

information

deployment of appropriate

retrieval tools associated with the


effective communication and

information technology skills to

present, and explain information

concepts and ideas


and/or produce, from pieces of

information cohesive texts, which

may be short and varied

numeracy skills to identify, apply,

reflect and communicate an

assortment of mathematical

procedures and representations in

a number of contexts, which may

be interrelated


implementing appropriate

approaches to complex work

procedures and processes,

resources or learning,

including leading peer teams

within a technical activity

can exercise self-

management within activity

guidelines that are usually

predictable, but are subject

to change in a number of

contexts, and which may be

interrelated

can take responsibility with

readily available support and

under limited supervision for

completion of functions in

work or learning


consistency of self-

understanding and behaviour

in accordance with socio-

cultural norms

can function both

independently and in a

limited supervisory and/or

facilitative role with

multiple groups


the routine work of

others, and for the nature

and quality of some

outputs

can take responsibility

for own learning

within a predictable

environment with

limited supervision

can identify and

comply with advised

ethical standards

143


3

a broad range of mainly factual and

procedural knowledge of a field of

work or discipline, including some

theoretical knowledge of a specific

area, basic processes, materials and

terminology

knowledge of similar fields of work

or disciplines and related codes,


knowledge of information

classification, retrieval and data tools

and problem solving procedures


awareness of sources of current

knowledge from relevant fields


generate simple and cohesive short

and explicit texts from organised

information

numeracy covering the use of

straight forward mathematical

procedures and representations

a limited range of cognitive and

practical skills required to carry

out tasks and apply routine

solutions to predictable and

occasionally unpredictable

problems using simple rules,

techniques, instruments and tools

apply defined retrieval information

and data tools associated with the



technology skills to present and/or

explain within procedural or

predefined parameters


and/or generate from organised

pieces of information structurally

simple and cohesive texts, which

are typically short and explicit

numeracy skills to identify, use,

confirm and communicate straight

forward mathematical procedures

and representations


completion of tasks in work

or learning, including leading

small teams within a technical

or group activity in familiar

and predictable contexts

can work or learn under

indirect supervision with

some autonomy, with access

to structured support

required

can use self-understanding to


behaviour in accordance with

socio-cultural norms

can function both self-

sufficiently and in a

facilitative role within

small groups under

indirect supervision

can adapt own behaviour

to group norms and

contribute to group

activities

can demonstrate

awareness of the roles,

responsibilities and

requirements of others in

work or learning contexts

can learn within a

managed and indirect

supervised

environment

can comply with

advised ethical

standards

144


2

general, factual knowledge of a

defined field of work or discipline,

including knowledge of basic

processes, materials and terminology

information of related fields of work

or disciplines and relevant


awareness and uses of information

retrieval tools and procedures for

responding to defined problems


generate short and explicit simple

and clear texts from structured

information

numeracy covering straight forward

everyday mathematical procedures

and representations

general skills to carry out simple,

routine tasks and procedures

under guidance, within a defined

context to respond to or solve

specific problems

use of specific retrieval tools

associated with the field of work

or discipline


technology skills to present and/or

explain within routine or

predefined parameters


and/or generate from structured

information simple and clear texts,

which are typically short and

explicit

numeracy skills to recognise,

perform, confirm and

communicate everyday straight

forward mathematical procedures

and representations


completion of specifically

structured tasks in work or

learning, including

participating in small teams

within a technical or group

activity in relatively

predictable and immediate

contexts

can work or learn, with little

autonomy, under direct

supervision in a controlled

context including small

organised teams with

structured support required


behaviour in a managed

and/or routine environment

can function within

familiar and structured

groups under supervision

can adapt own behaviour

to group norms and

participate in group

activities

can recognise roles and

responsibilities of others

in a work or learning

context

can learn within a

structured and

supervised

environment

145


1

elementary and foundation

knowledge for life, work and/or

learning

recognition of functional enquiry

tools and procedures used for

responding to well-defined problems

literacy to identify and form simple

and clear texts from well-defined

and structured information

numeracy to generate straight

forward everyday mathematical

ideas, notations and techniques

practical skills required to carry

out directed activity involving

repetitive and foreseeable

processes to solve well-defined

problems within a familiar and

predictable context

use of functional enquiry tools

associated with life, work and/or

learning


technology skills to present within

routine and predefined

parameters

literacy skills to form simple texts

from highly-structured or pre-

defined information

numeracy skills to use, check and

communicate everyday functional


representations


completion of highly

structured tasks in work or

learning, including

participating in small teams

in predictable and self-

contained contexts

can work or learn in closely-

defined and highly-structured

directly supervised contexts

can function within

familiar and structured

groups under direct

supervision

can function in specific

roles under direct

supervision

can access and use a

range of well-

supported learning

resources under direct

supervision

146

Term Definition

Access and Equity

The policies and approaches to ensure education and training are responsive to the diverse needs of individual learners, including

individuals who face barriers due to age, gender, cultural difference, disability, language, literacy and numeracy, and any other

potential learners who are experiencing barriers in relation to access, participation and achievement of outcomes.

Accreditation of a

Qualification

The quality assured process through which the qualification regulator/awarding body confirms that a qualification/program conforms

to the standards of the NQA regulator.

Accreditation of an

Education and

Training Provider (ETP)

A formal, and transparent, quality assured process, based on internationally accepted standards, through which an organisation is

granted approval to deliver education and training qualifications.

Advanced Standing The granting of credits (of a program/course/semester) indicating that the learner is deemed to have satisfied the requirements for

which the credits have been awarded. It may include exemption where applicable.

Alignment The process whereby a qualification, usually developed or issued by a foreign entity, is mapped to a defined level of the NQF to

demonstrate that the learning outcomes of that qualification match the learning outcomes of the defined NQF level.

Appeal A formal process by which an individual learner or institution may 'challenge' a regulator or an awarding body on the outcome of a

decision affecting that individual learner or institution.

Applied Qualifications

and Programs

A qualification or program that prepares learners for technical, career-specific fields of employment, through emphasis on knowledge,

skills and competences relevant to the workplace. This emphasis is reflected in the teaching and learning strategies, time spent in the

workplace environment, assessment methods, industry engagement, and the relevant experience of instructors.

Articulation

The mechanism or process by which qualifications or programs are linked to provide learners with multiple entry and exit points,

vertically and horizontally, enabling them to progress through levels of qualifications offered within formal education and training

systems.

147

Term Definition

Aspects of

Competence

The effective and creative deployment of knowledge and skill, including general social and civic life, as well as specific occupational

contexts. Aspects of competence also encompass the learner’s ability to acknowledge the boundaries of their knowledge and ski ll and

plan to transcend these through further learning. Aspects of competence are typically acquired by practice and reflection. For the

description of aspects of competence, it is essential to make explicit the contexts in which the learners can apply their knowledge and

skill. The QFEmirates descriptors therefore, include explicit statements of context for aspects of competence, categorised in terms of

autonomy and responsibility, role in context and self-development.

Assessment The processes used to evaluate achievement of the expected learning outcomes (knowledge, skills and competences), leading to a

certification of a qualification or part of a qualification.

Assessment Criteria Description of the requirements a learner is expected to meet or demonstrate to determine that specified learning outcomes have

been achieved; these may also be referred to as ‘performance criteria’.

Assessor A qualified individual authorised and able to conduct internal/external assessments and make a judgement on a learner’s

competences.

Audit The process of reviewing practices against documented standards and procedures.

Authority The regulatory body responsible for setting policy, developing, maintaining, implementing and regulating the qualifications framework

for the UAE (known as the QFEmirates). Refer also to National Qualifications Authority.

Autonomy and

Responsibility

In the context of QFEmirates this is one of the three aspects of competence within the five strands of the Level Descriptors of the

framework. Autonomy refers to the ability of an individual to self-manage his/her own learning and development, and is the basis for

determining one's responsibility. Responsibility refers to the demonstration of commitment to completing set tasks as an individual or

in conjunction with others.

Award A certified qualification conferred or granted on successful completion of a qualification/program. The term may be applied to a full

(Principal) qualification or smaller cohesive volumes of learning outcomes i.e. Composite and Component Awards.

Awarding Body An entity, entitled through legislation or other formal mandate from a regulatory authority, to approve under its remit, the

development and issuing of qualifications formally recognising the achievements of a given parcel of endorsed learning outcomes.

148

Term Definition

Benchmarking

The continuous process of measuring and comparing products, services and practices with selected and comparable systems or

organisations considered to be examples of best practice, both inside and outside the UAE, for the purpose of continuous

improvement.

Career Guidance or

Advice

Services and activities intended to assist individuals of any age and at any point throughout their lives, to make educational, training

and occupational choices.

Certificate An official document issued by an awarding or regulatory body, which records the successful completion of an education/training

qualification, program or a course of studies.

Certification System A formal process of documentation, recognising successful completion of a qualification or part of qualification awarded to a learner,

or recording the achievement based on a standard assessment of knowledge, skills and aspects of competence.

Classification of

Qualification/Award

Types

Categories of qualifications, in relation to each other, based on achievement of different parcels of learning and associated outcomes.

Client Those constituencies that attend and/or purchase units of learning and/or assessment e.g. learners, governments, agencies, industries

and other enterprises.

Cognitive Skills A set of mental skills acquired in logical and creative thinking, and includes reasoning, perception and intuition.

Commission for

Academic

Accreditation (CAA)

The Federal Government’s Quality Assurance Agency charged with promoting educational excellence across diverse institutions of

higher learning in the UAE. Through licensure of post-secondary educational institutions, and accreditation of individual programs,

CAA strives to assure high quality education, consistent with international standards.

Comparability of

Qualifications

Extent to which it is possible to establish equivalence between the level and outcomes of qualifications at the national, international,

or even at the sectoral or regional levels.

149

Term Definition

Compendium of

National Occupational

Skills Standards and

Qualifications

An integrated set of relevant documents developed by competent industry advisory bodies recognised and endorsed by the

respective accreditation/awarding body as Skills Advisory Committees (SACS); and which contain national occupational skills standards

(NOSS) and qualifications, as well as assessment guidance relevant to the industry sector.

Competency

The proven ability to use knowledge, skills and other abilities, within a context of a system of values, to perform a function against a

given standard in work or study situations, and in professional and/or personal development. In the NQF, ‘competence’ is described in

terms of autonomy and responsibility, self-development, and role in context.

Compliance Indicates that requirements of the published quality standards have been met based on an evaluation/audit and evidence reviewed.

Complaints Process A process by which a client of, or other interested parties, may raise concerns about the a licensed education and training provider’s

policies, procedures, services or products with a view to having them addressed and/or improved.

Component Award The smallest parcel of cohesive learning outcomes that can be achieved for formal recognition within the NQF. It may encompass all

or only some of the five strands of learning outcomes defining the level.

Composite Award An award for formal recognition of learners who achieve a cohesive set of learning outcomes encompassing , in varying combinations,

all five strands of learning outcomes, but not the full combination of learning outcomes required for a Principal Qualification.

Continuous

Improvement

The planned and ongoing process that enables an organisation to systematically review and improve its policies, procedures, products

and services to generate better outcomes for clients and to meet changing needs. Continuous improvement involves collecting,

analysing and acting on relevant information from clients, staff and other interested parties.

150

Term Definition

CoreLife Skills

An NQA branded title for generic skills or key competencies required in the context of the UAE. They are considered core and essential

skills that underpin and support performance and functionality in work, and everyday life. The seven [7] CoreLife Skills are as follows:

1. Collecting, analysing, organising and applying information in a given context

2. Communicating information, concepts and ideas

3. Initiating and organising self and activities, including motivation, exploration and creativity

4. Working with others in teams including leadership

5. Solving problems including using mathematical ideas and techniques

6. Applying information and communication technology (ICT)

7. Participating in social and civic life including ethical practice

Credit A measure of the volume of learning required for a qualification or part qualification, quantified as the number of notional hours

required for achieving the specified learning outcomes. In the NQA VET system one credit is equated to 15 notional hours of learning.

Credit Accumulation The total number credits towards the completion of a qualification or a part qualification.

Credit Matrix A table indicating the total credit value assigned to a qualification at the prescribed level in QFEmirates.

Refer also to QF Handbook Annexure E – Indicative Qualifications and Awards Credit Matrix.

Credit Value

The numerical value relating to notional learning hours. The credit hours scheme as used in QFEmirates with a value of 15 hours of

learning equating to one [1] credit. Equivalent international schemes may be deployed by learning providers .

See also QF Handbook Annexure E – Indicative Qualifications and Awards Credit Matrix.

Curriculum

A systematic group of units/courses or sequences of subjects required for a graduation or certification in a major field of study. it

includes defining training goals, content, methods (including assessment) and material, as well as arrangements for training teachers

and trainers.

Descriptor Generic statements which specify the learning outcomes and the purpose of a qualification at a given level, defined in terms of

knowledge, skills and competence. The descriptor can be used for describing and comparing qualifications.

151

Term Definition

Distance Learning

A method of learning which may use print, radio, television, computer-based communications, satellite broadcasting, teleconferencing

or other educational technologies which allows learners to study on their own without having to regularly attend classes in

conventional classrooms.

E-Learning Computer-based instruction (courseware) on-line over the public internet, private distance learning networks, or in house via an

intranet.

Education and

Training Provider (ETP)

The entity responsible for delivering education and training qualifications/programs/courses, ensuring compliance with recognised

standards, and achievement of the specified learning outcomes.

Employability The combination of factors which enable individuals to progress towards or get into occupational roles, to stay in employment and/or

to progress in a career pathway.

Endorsement

The formal process of the recognition/accreditation of the UAE’s Q+NOSS (National Occupational Skills Standards)-based

qualifications and their components by the National Qualifications Authority (NQA). The requirements include evidence of nation-wide

stakeholder support, and that their content meets the awarding bodies technical and validation requirements.

Entry Level

Requirements

The minimum knowledge, skills, and/or competencies,and/or work experience that a learner must have completed in order to be

admitted for study towards a qualification or part qualification; this may include recognition of other forms of prior learning such as

non-formal and informal learning and work experience.

Equivalency

A formal process whereby an overseas qualification/award or unit is recognised as demonstrating achievement of learning outcomes

mapped to a specific level of QFEmirates. The term may be applied to direct comparison and alignment of qualifications obtained

overseas with those available in the UAE.

Equivalent Unit A unit from a qualification/award that is deemed to be of equivalent outcomes and level such that it can count towards a new

qualification/award in place of a designated mandatory or optional unit.

Exit Level The required knowledge, skills and aspects of competence that a learner should achieve, or be expected to achieve, on completion of

a qualification/program, and against which the learner is assessed.

152

Term Definition

External Assessment An assessment that is conducted by a qualified and licensed person or body not directly involved in the development and/or delivery

of the qualification/program.

Foreign (Overseas)

Qualification

A qualification accredited by an awarding body in the country of origin and normally delivered by a foreign institution that is

accredited/licensed in the national education and training system of the country of origin. The foreign qualification may be offered

inside the UAE by a Registered Training Provider following approval by the NQA.

Formal Learning Planned learning that derives from activities within a structured learning setting such as a school, college or training institution.

Framework or

Qualifications

Framework

The integrated and organised structure for qualifications in the UAE (QFEmirates).

General Education

(GE)

One of the three sectors of the UAE’s Education and Training System. It is a 12-year education system (Grades 1-12) whose exit point

is the Secondary School Certificate placed at Level 4 of QFEmirates.

General Education

Commission (GEC)

The organisational unit within the Ministry of Education (MoE), responsible for supervising the compulsory Grade 12 Secondary School

Certificate quality of outcomes and equivalences with QFEmirates.

Grid of Level

Descriptors

The structural representation of ten [10] levels and five [5] ‘strands’ of learning outcome statements that total fifty [50] outcome

statements within QFEmirates.

See also QF Handbook Annexure C – Grid of Level Descriptors.

Gulf Qualifications

Framework

A ten-level reference tool that can be used to link the national qualifications frameworks and systems of the GCC Member States to

each other. It acts as a translation instrument to compare qualifications and make their outcomes more readable for individuals,

employers, and education and training providers.

Higher Education (HE) One of the three sectors of the UAE’s education and training system. It covers all types of qualifications/programs/courses of study,

training or training for research, at the post-secondary level. HE covers levels 5-10 of QFEmirates.

153

Term Definition

Integrated

Qualifications

Framework

A comprehensive system for description, classification, registration, and articulation of quality-assured qualifications, and in which

relevant components of the education and training system (in the three sectors) relate to each other to enhance learner access to the

system, progression within the system, and lifelong learning.

Issuing body See definition for Awarding Body.

Industry

The representative bodies, entities or agencies that have a stake in the design of learning outcomes leading to a qualification or

award, such as businesses; employer and employee representatives; government agencies or bodies; regulatory and licensing bodies;

education, training and assessment practitioners; community; and professional bodies.

Informal Learning

The semi-structured or non-structured learning that occurs over time and in a variety of places through experiences, such as learning

at home, work, life, family, social, leisure activities, and through daily interactions and shared relationships among members of society.

Unlike formal or non-formal learning, informal learning is not organised or externally-structured in terms of standards, objectives, time

or learning support, but when appropriately documented may be recognised for credit.

Initial Accreditation The provisional approval procedure for a qualification and its associated programs to be delivered by a training provider. This term

applies to non-National Qualifications where the National Occupational Skills Standards are yet to be developed.

Initial Registration

The listing on the NQA website directory of a training provider prior to the NQA’s quality assurance procedure to become a fully

registered training provider (RTP). The information provided includes the legal status of the provider, training field/s and contact

details.

Internal Assessment Assessment conducted by the education and training provider against criteria provided by the awarding body and subsequently

subjected to external verification.

International Sectoral

Organisation

An association of national organisations concerned with (and sometimes representing) interests associated with a profession or an

area of economic activity. For example, the updated version of International Standard Classification of Occupations (ISCO). The

occupational classification system of major, sub-major, minor and unit groups are designated the International Standard Classification

of Occupations, 2008 (ISCO-08). ISCO classifies jobs and a job is defined for the purposes of ISCO-08 as a set of tasks and duties

performed or meant to be performed, by one person, including employers or in self-employment.

154

Term Definition

Learner A generic and inclusive term which refers to individuals in the process of learning, whether at school, colleges, universities, institutions,

apprenticeships, or undergoing training, including non-formal and informal learning.

Learning

The cumulative process whereby an individual assimilates increasingly complex and abstract knowledge, acquires skills and develops

competencies. The term is used generically to refer to all aspects of learning whether acquired through general, vocational,

professional or higher education and training, or though formal, non-formal or informal processes.

Learning from

Experience

Learning through experience, as opposed to participating in formal programs of education or training; much adult learning occurs in

this way, and the learner often needs help to recognise skills, knowledge, understanding and competence gained in non-formal or

informal ways. This expression is synonymous with ‘experiential learning.

Learning Outcomes Statements of what the learner is expected to know, understand and be able to do after completing the learning process. In

QFEmirates, learning outcomes are defined in terms of knowledge, skills and aspects of competence.

Learning Outcome

Descriptors (LODs)

Categorised statements made to define the learning outcomes for a specified framework level. In QFEmirates, the core factors of

knowledge, skills, and aspects of competence are elaborated in five learning outcome strands knowledge, skill, autonomy and

responsibility, role in context and self-development; and are used respectively by accreditation/awarding bodies for their activities and

defined as follows:

1. Knowledge

The cognitive representation of ideas, events or happenings. It can be learned from practical or professional experience as well as from

formal instruction or study and can comprise description, memory, understanding, thinking, analysis, synthesis, debate and research.

The QFEmirates descriptors refer to theoretical and/or factual aspects of knowledge.

2. Skill

The learned ability to perform a function that in some way responds to or manipulates the physical, informational or social

environment of the individual. This strand of learning outcome incorporates the concept of ‘know-how’, which is the procedural

knowledge required to carry out a task. Know-how may be assessed directly or implied from performance; otherwise skill can only be

measured by performance. The QFEmirates descriptors refer to skills as cognitive (use of logical, intuitive, creative and conceptual

thinking) and practical (involving manual dexterity and the use of methods, techniques, processes, materials, tools and instruments).

155

Term Definition

3. Aspects of Competence

The effective and creative deployment of knowledge and skill in human situations, including general social and civic life, as well as

specific occupational contexts. Aspects of competence also encompass the learner’s ability to acknowledge the boundaries of their

knowledge and skill and plan to transcend these through further learning. Aspects of competence are typically acquired by practice

and reflection. For the description of aspects of competence, it is essential to make explicit the contexts in which the learners can

apply their knowledge and skill. The QFEmirates descriptors therefore, include explicit statements of context for aspects of

competence, categorised in terms of autonomy and responsibility, role in context and self-development, defined as follows:

Learning Outcome

Descriptors (LODs)

continued

3.1 Autonomy and Responsibility

Autonomy and responsibility can be considered as opposite ends of a spectrum of learned abilities to apply knowledge and skill in

situations of varying challenge and complexity. It refers to the scope of authority to make decisions independently in given situations.

It includes the level of self-awareness and self-management.

Responsibility refers to the acquired ability to understand, appreciate and interact with the social and cultural structures of community,

society and/or work and execute decisions and actions relative to the level, and account for them. The QFEmirates descriptors contain

statements describing the outcomes that signify balanced achievement in both aspects of autonomy and responsibility appropriate to

each level.

3.2 Role in Context

For many purposes, being able to function in groups and contexts is a key aspect of how knowledge and skills are put to effective use.

This requires learning to adopt appropriate roles within the group and apply social skills and an understanding of the tasks of the

group within context. Higher levels of competence are associated with the ability to adopt multiple roles as well as with roles requiring

leadership, initiative, contextual awareness, autonomy and responsibility as well as participation in more complex groups.

3.3 Self-Development

This strand encompasses the learned ability of an individual to recognise, acknowledge and reflect on the boundaries of his/her

current knowledge, skill and competence, and engage to transcend these limitations through further learning. Self-development,

therefore, relates to how and to what extent the learner can manage his/her own learning.

Level An indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement by

the learner. There are ten [10] levels in the QFEmirates; they differ from one level to another with the greatest complexity at Level 10.

156

Term Definition

Level Descriptor A set of statements that facilitate the referencing of achievements at a particular level in the qualifications framework (QFEmirates).

Lifelong Learning Learning activities that are undertaken throughout life, formally, informally, and non-formally to acquire knowledge, skills and

competence within personal, social and/or employment-related contexts.

Meta-Framework

An organising system that enables users to understand how qualifications embedded in different national and sectoral systems relate to

one another. It does this through a structure of common reference levels of learning outcomes (e.g. the European Qualifications

Framework.) However, it does not provide detailed comparison of qualifications or any of the regulatory, legal, wage bargaining and

quality assurance functions that are often deemed necessary at national or sectoral level. This means that a meta-framework can look

quite different to national qualifications frameworks. (Source - Definitions, Recommendation of the European Parliament and of the

Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning).

Ministry of Education

(MoE) The UAE’s ministry responsible for compulsory general education to Grade 12.

Ministry of Higher

Education & Scientific

Research (MoHESR)

The UAE’s ministry responsible for higher education.

Moderation The process which confirms that assessment has been conducted based on the approved requirements and indicators and that it is

fair, reliable and valid . Synonymous with verification.

Mutual Recognition of

Qualifications

The reciprocal recognition by one or more countries or regulatory bodies of qualifications (e.g. certificates, diplomas or degrees)

awarded in (or by) one or more other countries or other regulatory bodies.

National Occupational

Skills Standards

An industry-determined and authority-endorsed specification of performance which sets out the skills, knowledge and aspects of

competencies required by individuals to perform effectively in employment in the UAE.

National Qualification A qualification developed to meet a specific national priority need or interest, and whose development has involved, for the purpose

of endorsement, the appropriate national industry or profession advisory body related to the qualification outcomes.

157

Term Definition

National Qualifications

Authority

The National Qualifications Authority (NQA), established by Decree No 1, issued by H.H. the President of the UAE on August 23, 2010,

to take the responsibility, in coordination with relevant entities, for developing and implementing the National Qualifications

Framework (NQF) and all the associated policies and procedures.

National Qualifications

Framework

A common reference point and an instrument for the description, development and classification of qualifications according to a set of

criteria for specified levels of learning achieved. The framework is aimed to integrate and coordinate national qualifications

subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labor market and the

society. Referred to as QFEmirates.

Nationally Recognised

Qualification (NRQ)

logo

The visual representation placed on the qualification/award testamur confirming its national identity and approval by the NQA.

Non-Formal Learning

Learning that takes place through a structured and/or unstructured process of learning but does not lead to a formally recognised

qualification. Typically, it may include workshops, community courses, e-learning programs, interest based courses, short courses, or

conference/forum style seminars.

Notional Learning

Hours

The learning time an average learner would take to achieve the defined learning outcomes. It includes contact time, research,

completion of assignments, assessment, and time spent in structured learning and in the workplace.

Fifteen [15] notional learning hours equate to one credit.

Occupation A set of jobs in which the main tasks and duties are characterised by a high degree of similarity and are grouped together as an

occupation to which the person may be associated through the main job currently held, a second job, or a job previously held.

Occupational

Qualification

A qualification associated with a trade or occupation which results from work-based learning. This covers knowledge unit(s) and

practical unit(s) as well as work experience.

Pathway Sequencing of qualifications that allows learners to move vertically, or horizontally, through NQF levels, and between academic,

vocational, or professional sectors.

Portability The transfer of learning and experience from one context to another, or the transfer of credits from one qualification to another.

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Term Definition

Professional

Qualification

Occupationally-directed qualification which includes all learning (knowledge and skills) and competency standards specified for a

particular profession. It usually develops specialist skills required for the profession, and may be linked to registration with a

professional body.

Program Inventory of activities, content and/or methods of education or training implemented to achieve education or training objectives

(acquiring knowledge, skills and/or competences), organised in a logical sequence over a specified period of time.

Progression The process by which learners can be allowed to move through NQF levels either horizontally at the same level or vertically to a higher

level when accumulating an appropriate combination of credits.

QASR The criteria developed by VETAC to quality assure and register Education and Training Providers (ETPs) as Registered Training

Providers (RTPs).

Q+NOSS Industry-determined and authority-endorsed and industry sector-based National Occupational Skills Standards (NOSS) with associated

qualifications comprised of unit standards.

Qualification

A coherent and cohesive set of learning outcomes obtained, in a form of a certificate, diploma or a degree, only when an awarding/

regulatory body determines, following established standards, that an individual has achieved such learning outcomes related to a

complete qualification.

Qualification Level An indication of the relative complexity and/or depth of expected knowledge, skills, and aspects of competence to be achieved by the

learner.

Qualifications

Authority Refers to National Qualifications Authority (NQA).

Qualifications

Framework for the

Emirates (QFEmirates)

The instrument for the classification of qualifications according to a set of criteria for specified levels of learning outcomes that need to

be achieved, enabling qualifications to be described and compared. A new framework of qualifications aims to integrate and

coordinate certification subsystems within the UAE and improve the transparency, access, progression, transferability and quality of

such qualifications in relation to the employment sectors and other structures in civil society. A framework of qualifications has

particular relevance as an aid in the recognition of foreign qualifications.

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Term Definition

Qualification

Recognition

The process whereby a qualification, such as a foreign award, is compared to a level in the National Qualifications Framework for the

purposes of employment and/or access to education and training in UAE.

The qualification may be:

Aligned: the process whereby a qualification of a professional/awarding body, usually based in another country, is recognised by the

NQF to a relevant level.

Included: the process whereby a qualification designed and issued by a UAE awarding body, and covers the learning outcomes

associated with the relevant level of the NQF, is recognised (included) within the NQF.

Placed: the process whereby a qualification developed by a recognised awarding body before the establishment of NQF, even if not

described in terms of learning outcomes or may not completely conform with the awards currently included in the NQF, is placed at

the relevant level of the NQF.

Qualifications Register

Information System

(QRIS)

The NQA’s electronic management information system, which contains records of qualifications, awarding bodies, regulatory bodies,

NOSS details, learner achievements, Sector Advisory Committees (SACs), and all related information such as registrations,

endorsements and accreditations.

Qualifications

Structure

The totality of qualifications (general education, vocational education and training, and higher education) aligned to the QFEmirates

and the way in which they relate to each other.

Qualifications System

All the policies, procedures, and processes relevant to developing and operationalising NQF, qualifications, quality assurance

processes, assessment, awarding processes, skills recognition and other mechanisms that link education and training to the labor

market and social and economic development.

Qualification Title A short description that indicates the level, size and content of the qualification.

Qualification Unit

Standard

A detailed description which defines the purpose, content, scope, target sector, structure and assessment arrangements for a

qualification. It also covers the type, level, core and elective units, and credit value.

Quality Assurance A transparent and continuous process aimed at evaluating the quality of education and training through assessment, monitoring,

review and changes as required to improve the provision.

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Term Definition

Quality Assurance

Processes (QAP)

The mechanisms or regimes that facilitate achievement and consistency of outcomes in the development, approval, quality of content,

assessment and delivery of learning against the QFEmirates. Mechanisms may include policies, conventions, processes, procedures,

rules, criteria, guidelines, tools and/or verification instruments, and whose purpose it is to ensure and enhance the quality of outcomes

provided by awarding bodies operating within the auspices of the NQA.

Recognition The process whereby qualifications are aligned to a level in QFEmirates and approved for the purposes of employment or access to

education and training in the UAE.

Recognition of Prior

Learning (RPL)

An assessment process that involves evaluating an individual’s unrecognised knowledge, skills, and competences obtained mainly

through informal and non-formal learning, regardless of how, when, and where that learning occurred, with the aim of determining

the level and credits to be recognised towards a qualification.

Record of

Achievement

A composite record of a learner’s varied achievements and learning experiences over a period of time. It typically contains records of

formal and informal learning experiences, credits gained, modules studied, units completed, reflections on achievements, agreed

learning plans, and evaluations of own learning.

Referencing The process whereby an alignment relationship is agreed between qualification frameworks. For example, between the Gulf

Qualifications Framework and National Qualification Frameworks of the GCC Countries.

Registration A quality assured process which formally acknowledges, by an awarding body and the regulatory authority, that a provider meets

relevant standards in order to deliver and assess (endorsed/accredited) qualifications.

Registered Training

Provider (RTP)

An organisation approved by the NQA and relevant awarding body, and in compliance with NQA standards, to deliver training

programs. An RTP can be private, semi-government, or a government education entity such as schools, colleges, institutes of

technology or universities, adult and community organisations, commercial and enterprise training providers and industry bodies

where training is not necessarily their core business.

Regulatory Body In the context of education and training, a regulatory body is an external public or government entity that has been empowered by

legislation to oversee and control the educational/training process, standards and outputs germane to it.

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Term Definition

Secondary School

Certificate (Grade 12)

The formal document issued by the Ministry of Education certifying the student has successfully achieved the accumulative learning

outcomes of Levels 1-4 of the NQF, following a public examination administered by the Ministry. The SSC (known as the Grade 12

Certificate) is placed at Level 4 of the NQF and considered by the Ministry of Higher Education and Scientific research as the entry pre-

requisite for post-secondary education and training admission.

Sector A grouping of educational, industry or professional organisations and/or activities on the basis of their main economic/social function,

product, service or technology.

Sector Advisory

Committees (SACS)

An exclusive industry body recognised by the relevant accreditation/awarding body to undertake research, development and

validation of respective sets of learning outcomes leading to a qualification or award as well as employment and skills development

activities.

Sectoral Qualification An award confined to a specified sector, which may exist at national and international levels.

Self-Assessment The process or methodology carried out by a provider, or learner, to analyse, judge, and evaluate its performance through predefined

criteria to determine the best way to improve it.

Short Course

A short duration education and training program which, should it be accredited, qualify a learner to get credit(s) towards a

qualification, in particular towards Composite and Component Awards. The short course may be for the purpose of professional

development and progression in a career.

Simulation

A realistic exercise set up specifically to assess all, or aspects of, knowledge, skills and/or aspects of competence that replicate real

work situations and is used in circumstances where it would be difficult, high risk, or costly to assess within the work context (e.g. fire-

fighting procedure, dealing with an emergency first-aid situation). Simulation, where approved, must reflect workplace conditions;

reflect the intent of the standards; involve realistic and authentic activities; and undergo quality assurance processes. Performance

against the standards may NOT be simulated in some instances, unless approved by the relevant accreditation/awarding body.

Skills The ability, cognitive or practical, to apply knowledge and use knowhow to complete tasks and solve problems. These include

technical, interpersonal, creative, and communication skills.

Skills Standards

The benchmark for competency required in a given occupation within an industry sector. They form the basis upon which specific

national vocational education and training qualifications are designed and developed and can also be used to help define job roles,

measure staff performance, and identify and develop routes for progression and professional development.

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Term Definition

Stakeholder

An organisation, establishment, body, agency or individuals with a recognised interest in the QFEmirates and/or is affected by the

QFEmirates, such as education and training providers, industry representatives and professional groups, Government, quasi-

Government, regulators, employers, employees/workers/volunteers, education and training practitioners and professionals, learners

and the community.

Standards

Criteria/specifications which detail prescribed outcomes established by the National Qualifications Authority or respective

accreditation/awarding bodies as well as detailed specifications that indicate the type and level of knowledge, skill, and aspects of

competence required for an individual to perform specific functions and activities, and/or fulfil linked professional requirements.

Strands See ‘Learning Outcome Descriptors (LODs).

Taxonomy A system of classifying learning outcomes in a qualifications framework.

Testamur A document (parchment/diploma/deed) issued by an authoritative body that testifies that the recipient has successfully met a

specified set of learning outcomes.

Transcript A record, normally printed, detailing for a given qualification/award, formally recognised parcels of learning outcomes achieved

against the standards/requirements set by the relevant accreditation/awarding body.

Transferability of

Learning Outcomes

The extent to which knowledge, skills and competences can be used, validated or certified in a new education and training or

occupational context.

Types of Qualifications Categories used in the QFEmirates to distinguish different parcels of learning outcomes relative to each other i.e. Principal

Qualification, Composite Award and Component Award.

Unit Standard

The smallest part of a qualification that can be assessed, validated and certified. It is a set of knowledge, skills and competences which

constitute a part of a qualification or even can stand alone. It can be specific to a single qualification or common to several

qualifications.

Upskilling Short-term targeted training typically provided following initial education or training, and aimed at supplementing, improving or

updating knowledge, skills and/or competences acquired during previous training.

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Term Definition

Validation The confirmation through the provision of objective evidence that an education and/or training course or program is appropriate for

the attainment of knowledge, skill and/or aspects of competence.

VETAC

Vocational Education and Training Awards Council: A federal regulatory and supervisory body which reports to the NQA and is

responsible for setting VET strategies, approving VET awarding bodies, managing and quality assuring the process of awarding VET

qualifications based on standards, criteria, procedures, and policies developed by the Council and approved by the NQA.


and Training (VET)

The continuum of technical knowledge, skills, and competencies required to effectively perform a particular occupation. It covers a

wide range of careers and industries such as technology, hospitality, office work, retail, marketing etc. VET qualifications are placed at

Levels 1-9 of the NQF.


and Training Awarding

Bodies

Entities approved by VETAC that are responsible for registering and assessing VET providers which come under their jurisdiction. They

manage, based on the standards, criteria, procedures, and policies developed by VETAC, the process of issuing NOSS-based

qualifications and the implementation of these the standards, criteria, procedures, and policies by the relevant VET providers.