Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1698146741304.pdf (Mauritius)
MAURITIUS QUALIFICATIONS AUTHORITY GUIDELINES FOR DEVELOPMENT AND VALIDATION OF NATIONAL QUALIFICATIONS October 2020 Contents Glossary of Terms 1 The National Qualifications Framework 2 National Qualifications Development Process 2.1 Methods for Qualification Development 2.2 Functions of the Qualification Validation Committee 2.3 Submission of a new Qualification 2.4 Evaluation by the Qualification Validation Committee 2.5 Revision and Review of Qualifications 3 5 6 8 8 9 16 18 3 Annexes Annex I : The National Qualifications Framework 20 Annex II : Level Descriptors of the National Qualifications Framework 21 Annex III : Application Form for Validation of Qualifications Annex IV : Instructions for drafting Unit Standards and Qualifications Annex V : Bloom's Taxonomy of Educational Objectives Annex VI : Qualifications Validation Criteria Annex VII: Qualifications Review Form 27 31 35 36 41 4 References 44 Glossary of Terms Term Definition Accreditation of a A process of quality assurance through which accredited training programme status is granted to a programme of education or training, showing it has been approved by the relevant legislative or professional authorities by having met predetermined standards (CEDEFOP, 2008).
Awarding Body Body issuing qualifications (certificates, diplomas or titles) that formally recognises the learning outcomes (knowledge, skills and/or competences) of an individual, following an assessment and validation procedure (CEDEFOP, 2011).

Credit Value A value assigned to a unit standard or a qualification that represents the notional learning time required to meet the performance requirements of the unit standard or qualification.
Learning Outcome Statement of what a learner knows, understands and is able to do on completion of a learning process.

Level descriptors Set of statements which describe each level of a qualification framework in terms of progressive stages of achievement and complexity.

Performance Statements against which the attainment of elements of Criteria competence/outcomes of learning is measured.
They describe the type and quality of evidence that must be considered by an assessor towards awarding credits for a module/unit standard.
Qualification The formal recognition of the achievement of the required number and range of credits and other requirements at specific levels as determined by the Awarding Body (MQA Act 2001) 3 Term Definition Qualifications A system for classification, publication and articulation of Framework quality assured qualifications according to a set of criteria (UNESCO, 2017).
Qualification The QVC evaluates qualifications developed and ensures Validation that the qualifications are fit for-purpose and meet the needs Committee (QVC) of learners or the labour market, before endorsement.

Quality Assurance Formal evaluation, monitoring and auditing processes to confirm that systems and processes are in place to ensure that educational/training provision meets the stated standards.
Recognition of Prior The acknowledgement through evaluation of a person’s Learning skills and knowledge acquired through previous training, work or life experience, which may be used to grant credit in one or more-unit standard/s of a qualification.

Unit Standard A registered statement of the learning outcomes, the type and quality of evidence that represents performance worthy of the award of credits, and the contexts in which that evidence should be demonstrated.
Validation Validation is the process of ensuring that the characteristics and requirements of the proposed qualification, including each unit standard, are correct and reasonable, and meet the needs of stakeholders.

4 1 The National Qualifications Framework 1.0 Introduction The Mauritius Qualifications Authority (MQA) has one of its objects to develop, implement and maintain a National Qualifications Framework (NQF).
In the furtherance of this object, the MQA needs to develop National Qualifications that are relevant to industry needs and the national economy.

National Qualifications must be developed in close consultation with practitioners in the relevant sector/industry, be internationally benchmarked and match the skills development needs of the sector/industry.
To maintain consistency in the development of National Qualifications, the MQA has developed these Guidelines for the Development of National Qualifications.

These guidelines will assist Awarding Bodies in the development of relevant and fit for purpose national qualifications.
1.1 The National Qualifications Framework The National Qualifications Framework (NQF) is an instrument for the development and classification of qualifications and comprises 10 levels, ranging from the Primary School Achievement Certificate (PSAC) at level 1 up to a Doctorate at level 10 (Annex I).

Each level is characterised by a set of level descriptors (Annex II) which indicate what a learner is expected to know and be able to do after receiving a qualification at that level.
The NQF is a tool for establishing national equivalence and comparability of qualifications and it provides clear and flexible learning pathways thereby promoting lifelong learning.

The NQF level assigned to a qualification spells out the learning demand of the said programme in terms of standards of knowledge, skills and competence irrespective of the title.

The NQF is also used as an instrument to develop outcome–based qualifications.

1.2 Who can develop qualifications and apply for validation?
National Qualifications, at NQF Levels 1 to 6, may be developed by: (i) (ii) (iii) any local Awarding Body (MITD, MIH and others) any local Awarding Body jointly with Employers/ Training Provider/ Professional Associations /NGO.
industry/organisation in collaboration with the MQA, where Awarding Bodies are unable to develop such qualification 5 2 National Qualifications Development Process This streamlined process caters for the development of qualifications based on request made by local Awarding Bodies autonomously, or jointly with training providers, employers, professional associations and NGOs that do not have awarding powers.
Furthermore, provision has also been made to consider request/s from Industry for any specific qualification need that arises from an industry /organisation or is of national interest and the Awarding Body is unable to develop such qualification.

In this particular context, such organisation/s may, in collaboration with the Authority, engage in the generation of the qualification/s and submit same for validation.
As illustrated in Figure 1, the process flow starts from the development of the qualifications and culminating to: (i) submission of the qualifications to the MQA for validation/accreditation (ii) evaluation of qualifications by the QVC, based on criteria and guidelines established by MQA, (iii) recommendations made by QVC for validation of qualifications (iv) validation of the qualifications by MQA Board (v) Validated National Qualifications will be used for Recognition of Prior Learning (RPL) purposes or for delivery of training programmes by registered training institutions.
(vi) For institutions wishing to offer the qualification, the training programme will be subject to Accreditation requirements as prescribed by the Quality Assurance Framework (QAF).
6 Stage 1: Development • • • Investigation and research (key features: requirements of industry or sector, Awarding Bodies, qualification development methods) Qualification developed or reviewed by a recognised Awarding Body or jointly with training institution or by industry/organisations in collaboration with the MQA (where Awarding Bodies are unable to develop such qualification).
Qualifications to be developed or reviewed as per guidelines established by MQA Stage 2: Submission Application for validation of qualification by a recognized Awarding Body or jointly with training institution or industry/organisations Qualifications guidelines requirements -Justification, target group, purpose, entry requirements, expected duration of programme, qualification pathway, proposed NQF Level and evidence of industry consultation Stage 3: Validation Evaluation of submissions by Qualification Validation Committee (QVC): Validates the submissions and ensures that they meet the requirements in terms of unit standards, range, performance criteria, credit value, level of qualification.
Qualification specifications endorsed and recommended for registration on the NQF by the QVC or make amendments thereto.

Qualifications endorsed by the QVC are submitted to the MQA Board for approval through its Technical Committee.

• • • • • • Qualifications are published on the MQA Website.

Qualifications having reached their review stage are considered through the same process, with amendment if any, by the QVC and recommendations are made to MQA for endorsement of National Qualifications.
• • Applicant requested to make amendments to qualifications Figure 1: Process for Development and Validation of National Qualifications 7 2.1 Methods for Qualification Development A number of methods, such as DACUM, job analysis, functional analysis can be applied for the development of unit standards and qualifications (as described in section 2.3).

However functional analysis is widely used in many countries and is the recommended approach.
Functional analysis enables the identification of key purposes of an occupation which are subdivided into functions and sub-functions until the outcomes of each function are identified.

The outcomes are further analysed to draft Unit Standards.

Any other approach may also be considered for the development of qualifications.

The Qualification should be drafted based on the Guidelines for Development and Validation of National Qualifications.
2.2 Functions of the Qualification Validation Committee (QVC) The Qualification Validation Committee (QVC) evaluates the qualifications submitted by Awarding Bodies and ensures that the qualifications satisfy the requirements in terms of unit standards, range, performance criteria, credit value, level of qualification, entry requirements and general objectives.
The QVC may also advise on qualification pathways proposed within the National Qualifications Framework and make suggestions for improvement to the qualification as and when required.

Subsequently, if the qualifications are fit for purpose and meet the prescribed requirements, the QVC would recommend admission of the qualifications on the NQF.
The Committee comprises representatives from: (i) Business Mauritius (ii) Higher Education Commission (iii) Human Resource Development Council (iv) Mauritius Examinations Syndicate (v) Ministry of Education, Tertiary Education, Science and Technology (vi) Ministry of Labour, Human Resource Development and Training Co-opted subject experts and/or industry representatives may also be convened in the Committee depending on the qualification/s under consideration.
8 2.3 Submission of a new Qualification The Application Form for Validation of Qualifications (Annex III), duly filled in, and the detailed qualification document should be submitted to the Authority as per the format, described hereunder, for evaluation by the Qualification Validation Committee (QVC).

2.3.1 Qualification Characteristics and Requirements 2.3.1.1 Title of qualification The title of the qualification includes the field/sector, the type of qualification, and level of qualification.
The developer should ensure that the qualification title aligns with the NQF qualification definitions.

The nomenclature of National Qualifications is as follows: • Qualification Type (e.g.

National Certificate, National Diploma) • NQF Level (e.g.

Level 3) • Qualification Designator ( e.g.

Computing) • Qualification Qualifier (e.g.
Software Applications) In this respect, an example of the title of a National Qualification should read as follows: National Certificate Level 3 in Computing (Software Applications) 2.3.1.2 Proposed NQF Level of the qualification In order to determine the appropriate level for the proposed National Qualification, the outcomes for each unit of competency should be compared to the level descriptors of the NQF to determine the best match and take into account credit values of each qualification component.
The credit values reflect the duration of the qualification components.

2.3.1.3 Credit Value of the qualification The credit value reflects the average learning hours expected for a learner to complete the learning leading to the achievement of the qualification.

For instance, one credit represents 10 notional hours of learning.
9 Notional learning hours include: • Contact hours (teaching sessions, laboratory practical classes and/or workshops); • Time spent on self-study (including online learning) and assignments; • Time spent on work placements; • Time spent on assessment The total credit value of the qualification should be cumulative of the credit values of the Unit Standards.

An estimate of the credit value of qualifications at different NQF Levels is as per table below.
NQF Level Credit Value assigned 1-2 3-4-5 6 60-100 100-200 200-240 One year of full-time learning is generally assigned a credit value of 120 (1,200 notional learning hours) and one semester of full time learning is generally assigned a credit value of 60; 2.3.1.4 Purpose of the qualification and target group A statement that summarises why the qualification was developed, who it is aiming at, and how it meets identified national needs and priorities.
2.3.1.5 Justification for development of such qualification This is a brief description of the industry or sector for which the National Qualification is developed.

Included in this section is a statement of the scope of the National Qualification - an indication of the occupations, jobs or activities for which the National Qualification is relevant.

This information lets employers, providers, assessors and learners know what career options are available to holders of the National Qualification.
2.3.1.6 Proposed Entry Requirements Any necessary entry requirements or pre-requisite qualifications should be specified.

Entry requirements should not exclude individuals on the basis of gender, special needs, or other discriminating factors.

Whenever possible, recognition of prior learning is encouraged in order to widen the access to learning opportunities for everyone.
10 2.3.1.7 Assessment Methods Different methods of assessments should be adopted to ensure that a variety of evidence is collected for the assessment of both knowledge and skills.

This will enable the assessor in making appropriate decision on whether the learner has achieved the competencies included in each unit standard.

The unit standards should be assessed as a whole rather than individual learning outcomes or individual performance criteria.
Assessments should be based on the following guiding principles to the learning outcomes: fairness, validity, consistency, sufficiency, authenticity and appropriateness.

Examples of assessment methods are: • Direct observation of activities (real or simulated); • Oral Questioning and/or Written tests; • Review of project/work samples; • Projects, presentations, role-plays and case studies; • Portfolio assessments; • Feedback from external stakeholders.
Furthermore, the components and percentage weighting of each assessment method must be provided, and the minimum percentage pass mark to be achieved in order to pass the course should be stated.

2.3.1.8 Integration within existing qualification pathways Developers of each national qualification must indicate the relationship of this qualification with other available qualifications for the sector (national and international).

This includes mapping the likely pathways to and from the qualification.
2.3.1.9 Rule of combination The Awarding Body or organisations must ensure that at least 70% of the unit standards in the qualification developed reflects national needs and the remaining unit standards purport to specific skill needs in the sector.

Mandatory and elective components are clearly indicated in the qualification structure.
11 2.3.1.10 Evidence of consultation with relevant industry stakeholders Awarding Bodies should consult with relevant stakeholders of the different fields such as: • Professional Associations/ Councils in the Sector • Regulatory Bodies in the Sector • Training Providers in the field • Employers/Industry Associations The Awarding Body with the assistance of the above stakeholders should work out the scope of the qualification in light of the requirements from the MQA.
The scope of the qualification will determine whether the qualification should pertain to the sector, a particular field or an occupation.

2.3.1.11 International Comparability The extent to which the national qualification, being reviewed or developed, and its associated unit standards compare with similar qualifications offered internationally should be indicated.

A clear description should be provided.


2.3.1.12 Collaborative Agreement for the proposed qualification Awarding Bodies may develop qualifications autonomously, or jointly with training providers, employers, professional associations and NGOs that do not have awarding powers.
With regard to qualifications development involving a collaborative agreement with external stakeholders, the list of relevant industry, professional organisation, educational body or other stakeholders collaborating for the qualification and relevant documents (e.g.

Memorandum of Understanding (MOU), Letter of endorsement, Agreement statement, etc) should be provided.

2.3.1.13 Generation of Unit Standards Unit Standards are registered components and building blocks of National Qualifications.
Each represents an outcome of learning and/or a work activity that is a significant part of what a qualification recognizes.
Unit standards state: • the outcome(s) of learning and/or work activity needing to be formally assessed; • the proof of performance a candidate must produce and/or demonstrate if they are to receive formal recognition of their knowledge and skills; 12 • the quality of this required evidence, representing what national stakeholders consider being acceptable performance; • the scope, context, parameters and limitations to and/or of any required performance; The instructions and template for drafting Unit Standards are provided at Annex IV.
Characteristics and components of Unit Standards are specified as follows.

(i) Title of Unit Standard The title provides an indication of the contents of the Unit Standard and states what the learner is able to do in a single sentence.

No two unit standards can have the same title.

(ii) NQF Level assigned The NQF level assigned to the Unit Standard should be based on the NQF level descriptors as well as the qualification specifications.
(iii).Credit Value The credit value assigned to the Unit Standard reflects the average learning hours expected for a learner to complete the learning leading to the achievement of the standard.

For instance, one credit represents 10 notional hours of learning.

The Credit Value is calculated as follows: • Contact hours (teaching, practical classes and/or workshops) = ?

hours • Time spent on self-study and assignments = ?

hours • Time spent on work placements = ?

hours • Time spent on assessment = ?


hours • Others = ?

hours Total hours ÷ 10 = Credit Value.

The Credit Value should be whole numbers.

(iv) Purpose This statement expresses the skills and knowledge that a learner should be able to demonstrate, upon achievement of this Unit Standard.

13 (v) Assessment Methods A range of methods should be used to assess both the knowledge and skills of learners.
This would ensure that relevant decisions are made on whether the learner has achieved competency in each unit.

Assessment should be based on learning outcomes and guided by the principles of fairness, validity, consistency and appropriateness.

Assessment methods include: • Direct observation of a real or simulated activity; • Oral and/or written questions; • Activities such as projects, presentations, role-play and case studies; • Portfolio development, etc.
(vi) Learning Outcomes The learning outcomes reflect the competencies identified during functional analysis that can be measured and verified.

Learning outcomes need to specify the complexity of learning in terms of the practical demand (action), the context in which learning is applied, and the degree of autonomy or independence, and responsibility of the learner.
As the learner progresses towards higher levels, the complexity, degree of autonomy, independence, and originality of the work becomes eminent.

Learning outcomes should be spelt out as actions which can be demonstrated and assessed.
Reflecting NQF levels in learning outcomes When writing learning outcomes, with a view to ensuring that learning outcomes are written at the required (or desired) level, it is important to: • become familiar with the NQF Level Descriptors at the level for which the unit is being written, in addition to those above and below, and to regularly revisit these during the writing process • identify the distinguishing features between NQF levels such as problem- solving skills, familiarity, supervised or independent working, and routine or non-routine actions • learning outcomes should be indicative of the NQF level • show what is expected to be achieved by learners in term of knowledge, skills and/or competence.
• ensure that the learning outcomes are measurable and achievable 14 • ensure that there is clear linkage between the learning outcomes and the assessment methods • ensure that there is clear linkage between the unit learning outcomes and the programme/qualification learning outcomes • use a manageable number of learning outcomes.

• make use of appropriate verbs, which are in line with the NQF level descriptors, in the qualification learning outcomes.
The levels recommended by Bloom (1964) to specify the nature of the understanding that is sought (knowledge, comprehension, application, analysis, evaluation, synthesis) can be consulted, at Annex V, when learning outcomes are being written down.

Where appropriate, use multiple verbs to represent increased of complexity of learning outcomes.

For example: • Learning outcomes for qualifications at level 2 and 3 would contain “basic verbs‟ and limited multiple verbs per learning outcome, e.g.
describe or list.

• Intermediate levels learning outcomes might include some basic verbs, some higher level ones, but predominantly contain intermediate level verbs, e.g.

compare and contrast…; critically analyse and make independent judgment.

Structure of Learning Outcomes A well-constructed learning outcome includes the following elements to reflect the complexity of learning: • demand/competence – what a learner is able to do, e.g.
plan and implement • standard or complexity/degree of sophistication of performance - how well, e.g.

can make decisions in complex and unpredictable situations • autonomy or degree of independence of the learner and amount of guidance required by the learner, e.g.

can autonomously plan and implement tasks Examples of Learning Outcomes At NQF Level 6: Demonstrate knowledge of the impact of market forces and performance management, responding to niche markets.
15 At NQF Level 5: Ensure corrective actions are taken for risk situations documented in the food safety programme.

At NQF Level 4: Explain roles and responsibilities for ensuring quality in an organisation.

At NQF Level 3: Use effective communication techniques when dealing with visitors and callers.

At NQF Level 2: Perform basic calculations for the workplace.

(vii) Performance Criteria These represent measurable and verifiable assessment criteria used to assess the learners’ knowledge and skills.
Demonstration of the performance criteria indicates that the learner is competent in the elements that make up each unit standard.

Each learning outcome is expected to have, as a guide, 4-8 performance criteria.

(viii) Range Statements (where applicable) The range statement specifies the context in which the learning outcome and performance criteria apply.

It limits the breadth of the competency that needs to be achieved.
(ix) Review date It specifies the date by which the Unit Standard is expected to be reviewed.
2.4 Evaluation by the Qualification Validation Committee (QVC) After submission of an application for validation of qualification to the MQA, the qualification is evaluated by the QVC and recommendations are made for its validation 2.4.1 Validation of Qualifications One of functions of QVC Members is to validate and/or recommend the NQF level of a Qualification and its Unit Standards by comparing learning outcomes and the associated assessment for each unit to the NQF Level Descriptors.
16 Step 1: Determination of the NQF Level for each unit standard The QVC considers the level of each of the unit standard that the qualification comprises, as these will determine the overall NQF level of the qualification.
The level is influenced mainly by the learning outcomes and assessment methods, and other factors such as: • complexity and depth of knowledge and understanding • degree of independence and creativity • • range of sophistication in application and practice role taken in relation to others in carrying out tasks.
Step 2: Determination of the qualification’s NQF Level Once the Members have agreed on the levels of all unit standards of the qualification, they would then come to a consensus regarding the overall NQF level of the qualification, for which a number of common models or approaches exist such as using: • equal components: a simple model that is used where all units of the qualification are at the same level.
• exit level: often adopted for larger qualifications lasting for one year or more, or where qualifications have been designed at a particular level (such qualifications are usually governed by a distinct specification, relevant to the type of qualification, in which the minimum number of credits is predefined for each level of the qualification).
In such qualifications, learners build up their knowledge as they progress through the qualification, with the exit level then determining the eventual NQF level.

• proportional design: a model which determines the level of the overall qualification based on the proportion of units at a particular level – for example a qualification comprising six units in total, two of which are at NQF Level 4 and four of which are at NQF Level 5, would opt for NQF Level 5, the majority of units being at that level.
Where none of the above models is applicable (e.g.

for a smaller qualification with an equal number of units at different levels), the QVC will need to decide on the eventual (proposed) level of the qualification taking into account: • the credit value of each unit 17 • • • • the target group the qualification is aimed at the level of any prerequisite requirements the importance (weighting) of individual units within the qualification the level(s) of entry or progression pathways.
In all cases, the Members would indicate the basis on which they make their final decision on the overall level of a qualification.

QVC would carry out the validation process based on the criteria listed in the Qualifications Validation Criteria sheet at Annex VI and makes recommendations for validation Step 3:Validation of qualification by MQA Board for admission on the NQF Once validated by the MQA Board a qualification code is assigned thereto.
The qualification code comprises three alpha characters, a numeric character identifying the NQF level, a two numeric character sequence identifier, and two numeric characters identifying the year the qualification was endorsed.

Upon MQA Board’s Approval, the qualification is admitted on the NQF and is subsequently published on the MQA Website.
2.5 Revision and Review of Qualifications 2.5.1 Revision to Qualifications A revision of a qualification is conducted if there are minor changes to the elements and /or performance criteria in Unit Standards.

Following receipt of comments and proposed changes by stakeholders, same are considered by the QVC.

The proposed changes are scrutinized by members of the QVC and if justified, the changes are recommended to the MQA for approval.
Following approval, an revised version of the qualification document is circulated.

2.5.2 Review of Qualifications A review of a qualification is conducted if there are significant changes to the qualification.

Qualifications are reviewed to ensure that they are still useful, relevant and fit for purpose.
Review aspects pertain to current and future skills needs of the sector, policy/regulations changes, technological and social changes affecting the sector and changes in workforce characteristics, which may require a change to the 18 qualification title, its purpose, its level on the NQF, the number of credits and its learning outcomes.
Awarding Bodies and Organisations would be notified about the review exercise at least 12 months prior to expiry date of qualifications and would be requested to fill in a Qualifications Review Form (Annex VII) for a qualification under review and submit it to the Authority.

All the sheets are compiled and considered in the QVC with a view to finalise all qualifications under review and provide recommendations to the MQA Management and subsequently to the MQA Board for approval.
The QVC would make recommendations for validation of the reviewed qualifications based on the criteria listed in the Qualifications Validation Criteria sheet at Annex VI.

The QVC may recommend the withdrawal of qualification(s) which do not cater for the needs of industry and are no longer fit for purpose.
19 Annex I 20 MAURITIUS QUALIFICATIONS AUTHORITY LEVEL DESCRIPTORS OF THE NATIONAL QUALIFICATIONS FRAMEWORK LEVEL LEARNING DEMAND PROCESSES Annex II 1 The level at which Demonstrate basic numeracy, literacy and Primary School basic IT skills Achievement Certificate (PSAC) is registered.

2 The level at which Demonstrate narrow range of knowledge and 1.

Are limited in range National cognitive skills 2.

Are repetitive and familiar Certificates at level 2 are registered 3.
Are applied within closely defined contexts 4.

Require close supervision 3 The level at which 1.

Demonstrate basic operational 1.

Are established and familiar National knowledge 2.

Are moderate in range Certificates at level 2.

Master readily available knowledge 3.

Are applied in a range of familiar 3 are registered 3.

Be able to use known solutions to contexts familiar problems 4.

Require supervision 4.

Display/generate some new ideas 4 The level at which 1.

Demonstrate a broad knowledge base 1.


Require a wide range of technical National incorporating some technical concepts skills Certificates at level 2.

Have command of analytical 2.

Are applied in a variety of familiar 4 are registered interpretation of information and non-familiar contexts with the 3.

Express informed judgement need for some or no supervision 4.

Be able to display a range of known 3.


Demand occupation competence responses to familiar problems over a range of routine and non- routine tasks 4.

Require the need for little or no supervision.

21 MAURITIUS QUALIFICATIONS AUTHORITY LEVEL DESCRIPTORS OF THE NATIONAL QUALIFICATIONS FRAMEWORK Annex II LEVEL LEARNING DEMAND PROCESSES 5 The level at which 1.

Demonstrate broad knowledge base with 1.


Require a wide-range of technical National substantial depth in area(s) of study and/or management skills Certificates at level 2.

Have command of analytical 2.

Involve a wide-choice of standard 5 are registered interpretation of a range of data and non standard procedures, often 3.

Be able to determine appropriate in non-standard combinations methods and procedures to respond to a 3.
Are employed in highly variable range of problems routine and non-routine contexts 4.

Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments 5.

Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility 6 The level at which 1.

Demonstrate specialised in-depth 1.

Require a command of a wide range National Diplomas knowledge in their area(s) of study.
of highly specialised technical at level 6 are 2.

Have command of analysis, diagnosis, and/or management, and/or registered planning and evaluation across a broad conceptual or creative skills.

range of technical and/or management 2.

Involve a wide choice of standard functions.

and non-standard procedures.

3.

Be able to formulate appropriate 3.

Are applied in highly variable and responses to resolve problems.

non-routine contexts.

4.


Communicate, in a variety of forms and with structured and coherent arguments, the results of their study/work accurately and reliably, and identify the broader principles, issues and impacts.

5.

Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility and in contexts where they are contributing to decision-making processes.
22 MAURITIUS QUALIFICATIONS AUTHORITY LEVEL DESCRIPTORS OF THE NATIONAL QUALIFICATIONS FRAMEWORK Annex II LEVEL LEARNING DEMAND PROCESSES 7 The level at which 1.

Knowledge and critical understanding of 1.


Use a range of established Bachelors Degree the well-established principles of their techniques to initiate and undertake (Ordinary Degree) area(s) of study, including an critical analysis of information, and is registered understanding of some advanced to propose solution to problems aspect(s) of their area(s) of study.

arising from that analysis.

2.

Ability to apply underlying concepts and 2.


Effectively communicate principles outside the context in which information, arguments, and they were first studied, including, where analysis, in a variety of forms, to appropriate, the application of those specialist and non-specialist principles in an employment context.

audiences; and deploy key 3.

Knowledge of the main methods of techniques of the discipline with enquiry in their subject(s), and ability to confidence.
evaluate critically the appropriateness of 3.

Undertake further training; develop different approaches to solving problems existing skills, and acquire new in the field of study.

competencies that enable them to 4.

An understanding of the limits of that assume significant responsibility knowledge and how this influences within organisations.

analysis and interpretation based on that knowledge.
And would have: Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making in complex contexts.

23 MAURITIUS QUALIFICATIONS AUTHORITY LEVEL DESCRIPTORS OF THE NATIONAL QUALIFICATIONS FRAMEWORK Annex II LEVEL LEARNING DEMAND PROCESSES 8 The level at which 1.

A systematic understanding of key 1.


Apply the methods, techniques and Bachelors degree aspects of their field of study, including (where applicable) modes of with honours, often acquisition of a coherent and detailed practice that they have learned & referred to as knowledge, at least some of which are at reviewed to consolidate, extend and ‘honours degrees’ or informed by, the forefront of defined apply their knowledge & are registered.

Also aspects of a discipline.


understanding so as to initiate and at this level are 2.

An ability to deploy accurately carry out projects.

“conversion” established analytical techniques and 2.

Consider abstract data, concepts programmes based enquire within their discipline.

and/or raw materials and frame largely on 3.

An ability to devise and sustain appropriate questions to achieve a undergraduate arguments and/or to solve problems using solution or identify a range of material.
ideas or techniques some of which will be solution to a problem.

at the forefront of a discipline and to 3.

Communicate information, ideas, describe; and comment upon particular problems, and solutions in a variety aspects of current research or equivalent of formats appropriate to both scholarship in the discipline.

specialists and non-specialist 4.

An appreciation of the uncertain, audiences.

ambiguity and limits of knowledge.

5.


The ability to manage their own learning and to make use of scholarly reviews and primary sources (e.g.

refereed research articles and/or original materials appropriate to the discipline).
And would have: Qualities and transferable skills necessary for employment in situations requiring the exercise of initiative and personal responsibility for decision making in complex and unpredictable contexts, and the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

24 MAURITIUS QUALIFICATIONS AUTHORITY LEVEL DESCRIPTORS OF THE NATIONAL QUALIFICATIONS FRAMEWORK Annex II LEVEL LEARNING DEMAND PROCESSES 9 The level at which 1.
A systematic understanding of knowledge 1.

Deal with complex issues, both Masters degrees, and a critical awareness of current systematically and creatively, make e.g.

MA, MSc, and problems and/or new insights at the sound judgement in the absence of M.Phil are registered.

forefront of their academic discipline, complex data, and communicate field of study, or area of professional these conclusions clearly to Also at this level practice.

specialist and non-specialist are advanced 2.


A comprehensive understanding of audiences.

programmes, such relevant techniques applicable to their 2.

Demonstrate self-direction and as Postgraduate research or advanced scholarship.

originality in tackling and solving Certificates 3.

Originality in the application of problems, and act autonomously in and Postgraduate knowledge, together with a practical planning and implementing tasks at Diplomas.
However, understanding of how established a professional or equivalent level.

techniques of research and enquiry are 3.

Continue to advance their differentiation used to create and interpret knowledge in knowledge and understanding, and between Masters the discipline.

to develop new skills to a high level.

Degrees and 4.

Conceptual understanding that enables 4.


The qualities and transferable skills Postgraduate the student to evaluate critically current necessary for employment requiring Certificates and research and advanced scholarship in the the exercise of initiative and Postgraduate discipline and to evaluate critically personal responsibility, decision Diplomas is made methodologies and where appropriate, to making in complex and on the basis of the propose new hypotheses.
unpredictable situations and the lesser number of credits obtained and no practical understanding of techniques of research for the latter qualifications.

independent learning ability required for continuing professional development.

25 MAURITIUS QUALIFICATIONS AUTHORITY LEVEL DESCRIPTORS OF THE NATIONAL QUALIFICATIONS FRAMEWORK Annex II LEVEL LEARNING DEMAND PROCESSES 10 The level at which 1.

The creation and interpretation of new 1.


Make informed judgement on Doctorates are knowledge, through original research or complex issues in specialist fields, registered other advanced scholarship, of a quality to often in the absence of complete satisfy peer review, extend the forefront data, and be able to communicate of the discipline, and merit publication.

their ideas and conclusions clearly 2.


A systematic acquisition and and effectively to specialist and non- understanding of a substantial body of specialist audiences.

knowledge which is at the forefront of an 2.

Continue to undertake pure and/or academic discipline or area of applied research and development at professional practice.

an advanced level, contributing 3.


The ability to conceptualise, design and substantially to the development of implement a project for the generation of new techniques, ideas, or new knowledge, applications or approaches.

understanding at the forefront of the discipline, and to adjust the project design And would have: The qualities and in the light of unforeseen problems.

transferable skills necessary for 4.


A detailed understanding of applicable employment requiring the exercise of techniques for research and advanced personal responsibility and largely academic enquiry.

autonomous initiative in complex and unpredictable situations, in professional or equivalent environment.

26 Annex III Application Form for Validation of Qualifications Please read the ‘Guidelines for Development and Validation of National Qualifications’ document prior to filling in this Form.

1.
1.

Name of Awarding Body/ Institution/Organisation 2.

Address of the Awarding Body/Institution/Organisation 3.

Name of contact person 4.

Designation 5.

Phone number 6.

Email 7.

Title of the qualification to be developed (including NQF Level) Example: National Certificate Level 3 in Computing (Software Applications) 8.

Total Credits proposed for the qualification (Note: 1 credit corresponds to 10 notional hours of training) Duration of qualification (where applicable) ....................
Hours .................... Years 9.

Purpose of the proposed qualification and target group 10.

Sector 27 MAURITIUS QUALIFICATIONS AUTHORITY (Established under the Mauritius Qualifications Authority Act 2001) 11.

Justification for the development of the qualification 12.

Entry Requirements and/or Pre-requisite 13.

Assessment Methods 14.

Qualification pathways 28 15.


Evidence from relevant industry stakeholders for the proposed qualification development (Note: Please attach all evidences) 16. International Comparability 17.

Collaborative Agreement for the proposed qualification (if any).

(Note: Please list relevant national industry, professional organisation, educational body or other stakeholders collaborating for the qualification and attach relevant documents (e.g.
Memorandum of Understanding (MOU), Letter of endorsement, Agreement statement, etc).

Submitted by: …………………………....…..................…... Signature: ……………………………………… Designation : …………………………....…..................…...

Date: ………/ ………/……… Note: The duly filled in Application Form for Validation of Qualifications should be submitted along with the detailed skill sets of the qualification.
29 CHECKLIST Remarks (for office use only) List of documents submitted (Please tick  as appropriate) Evidence of consultation with relevant stakeholders Collaborative Agreement (if any) Detailed Unit Standards of the Qualification (as per template at Annex IV) For office use only Remarks:………………………………………………………………...……….....………..………… ………………………………………………………………………………………………................... …………………………………………………………………………………………………................
Verified by: …………………………....…..................….... Signature: ……………………………………… Date: ………/ ………/……… 30 Annex IV Instructions for Drafting Unit Standards and Qualifications 1.

The Qualification purpose statement must be clear and related to identified individual, professional and industry needs.

2.

The Qualification title should be formulated as per the prescribed nomenclature for naming National Qualifications.

The title should be indicative of the purpose and outcomes of the qualification.

3.
3.

The Qualification level should be consistent with the purpose and outcomes of the qualification as well as the qualification type.

4.

The entry requirements should be clearly specified and is appropriate for the level and complexity of the qualification.

5.

The credit value of the qualification should be consistent with the qualification type and level assigned on the NQF.

6.
6.

The Unit Standards are drafted as per the prescribed template annexed and should reflect the purpose, title and level of the qualification.

7.

The Unit Standard title should be formulated by using appropriate verbs consistent with the level descriptors.

A list of verbs is provided in Annex V, as per Bloom’s Taxonomy of Educational Objectives.

8.

The learning outcomes should reflect the purpose statement of the qualification.
They should be clearly formulated and should be in line with the descriptors of the level at which the qualification is located on the NQF.

9.

Learning Outcomes should be assessable.

Use of appropriate verbs is very important in this respect.

31 Template of Unit Standards/Qualification Development Qualification Title: National Certificate Level … in … 1.

2.

3.

4.
2.

3.

4.

Level of qualification: ………………………………………………………… Total Credits: ………………………………………………………… Review date: ………………………………………………………… Access to qualification 4.1 Entry information ………………………………………………………………………………………… ………………………………………………………………………………………… 4.2 Award of unit standards Unit No.

Unit Standard Title Mandatory/ Elective/ Others Level Credit 01 02 03 04 05 Total Credits 5.
Purpose of Qualification: ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… 32 Unit Standard 01 Unit Standard Title Level: Credit: ………………………………………………………… ………………………………………………………… Review date: ………………………………………………………… Purpose: ………………………………………………………… Assessment Method: ………………………………………………………… Special Note: ………………………………………………………… Learning Outcomes and Performance Criteria Learning Outcome 1 Demonstrate knowledge of … Performance criteria 1.1 ………………………………………………………………………………………………… 1.2 ………………………………………………………………………………………………… 1.3 ………………………………………………………………………………………………… 1.4 ………………………………………………………………………………………………… Learning Outcome 2 Apply….
Performance criteria 2.1 …………………………………………………………………………………………… 2.2 …………………………………………………………………………………………… 2.3 …………………………………………………………………………………………… 2.4 …………………………………………………………………………………………… 2.5 …………………………………………………………………………………………… 2.6 …………………………………………………………………………………………… 33 Unit Standard 02 Unit Standard Title Level: Credit: ………………………………………………………… ………………………………………………………… Review date: ………………………………………………………… Purpose: ………………………………………………………… Assessment Method: ………………………………………………………… Learning Outcomes and Performance Criteria Learning Outcome 1 Demonstrate knowledge of … Performance criteria 1.1 …………………………………………………………………………………………… 1.2 …………………………………………………………………………………………… 1.3 …………………………………………………………………………………………… 1.4 …………………………………………………………………………………………… Learning Outcome 2 Apply….
Performance criteria 2.1 …………………………………………………………………………………………… 2.2 …………………………………………………………………………………………… 2.3 …………………………………………………………………………………………… 2.4 …………………………………………………………………………………………… Learning Outcome 3 Demonstrate knowledge of and apply….
Performance criteria 3.1 …………………………………………………………………………………………… 3.2 …………………………………………………………………………………………… 3.3 …………………………………………………………………………………………… 3.4 …………………………………………………………………………………………… 34 Bloom's Taxonomy of Educational Objectives Annex V Category Definition Action Verbs Knowledge Comprehension Recall terms, facts, or details in the approximate form in which they were presented • define • identify • label • list • name Translate, summarize, or interpret information based on prior learning • explain • interpret • paraphrase • summarize • classify Application Analysis Synthesis Evaluation Select, transfer, and use data or principles to complete a task with little direction Break materials into parts, classify and relate assumptions, and describe relationships among parts Integrate and combine ideas to form a unique solution to a problem illustrate • solve • apply • • modify • use • calculate • demonstrate compose create • design • • • plan • combine Assess, critique, and judge value based on specific standards and criteria • evaluate • appraise • judge • recommend • assess • state • locate • quote • • reproduce repeat • discuss • predict • associate • convert • estimate • complete • construct • report • operate • practice • compute • change • formulate • invent • integrate • organize • prepare • develop • grade • measure • • categorize rank • analyze • distinguish • infer • separate • categorize • prepare • differentiate • prioritize • produce • diagram • recite • record • outline • describe • duplicate • match • memorize • recognize • recall • enumerate translate recognize • • • extend • express • indicate • generalize • give examples • • • review rewrite relate schedule • employ • • write • examine • choose • discover • show • sketch • dramatize • manipulate • produce • relate • deduce • • • devise compare contrast • adapt • assemble • revise • choose • justify select construct test critique • • • • • generate 35 Awarding Body/ Institution/Organisation Qualifications Validation Criteria Qualification Title NQF Level
 Total credits Qualification Characteristics/ Requirements Criteria 1.1 The title is indicative of the purpose and outcomes of the qualification.
1.2 The title indicates the qualification type (e.g.

National Certificate, National Diploma, etc) and field or sub-field.

1.

Qualification Title 1.3 The title indicates the NQF Level (except for National Diploma) Remarks Criteria has been met?
Yes No       1.4 The title has the right designator, and/or the right qualifier   1.5 The title is appropriate and complies with qualification definitions   Annex VI 36 MAURITIUS QUALIFICATIONS AUTHORITY (Established under the Mauritius Qualifications Authority Act 2001) Qualification Characteristics/ Requirements Criteria 2.1 The level is consistent with qualification definitions (National Diploma/National Certificate).

Annex VI Remarks Criteria has been met?

Yes No   2.
Yes No   2.

Qualification NQF Level 2.2 The level is consistent with the outcome level descriptors.

  2.3 The level is consistent with the qualification outcome statement.

3.

Total Credit Value 3.1 The total credit value is shown.

    NQF Level 1-2 3-4-5 6 Credit Value Assigned 60-100 100-200 200-240 4.

Purpose of the qualification and Target group 3.2 The total credit value of the qualification represents the sum of the credits assigned to each unit standard.
  3.3 The credit total is appropriate and conforms to qualification type and level.

  4.1 The purpose of the qualification is clearly described.

  4.2 The purpose indicates the individuals, professionals, industries or community needs being targeted by the qualification.

  4.3 The scope indicates clearly the occupations, jobs or activities for which the qualification is relevant.

  4.4 The benefits of the qualification are stated.
  37 Qualification Characteristics/ Requirements Criteria 5.1 Entry requirements or pre-requisite qualifications or prior experience are clearly stated.

5.2 Entry requirements do not exclude individuals on the basis of gender, social origin, special needs or other discriminating factors.

5.3 Entry requirements are acceptable for the level of the qualification 6.1 The criteria for conducting RPL is clearly stated.

5.

Entry Requirements 6.


Recognition of Prior Learning (RPL) Annex VI Remarks Criteria has been met?

No Yes         6.2 The criteria is acceptable for the level of the qualification.

  7.

Qualification structure and Details 7.1 The qualification structure is stated together with details about the credit value of each unit standard.

  8.1 The types of assessments for the qualification are described.
  8.2 A range of formative and summative assessment methods such as role plays, simulations, assignments, work place assessments, written and oral presentations, and examinations, amongst others, are used.

8.

Assessment Methods 8.3 The components and percentage weighting of each assessment is provided.

8.4 The minimum percentage pass mark to be achieved by learners/candidates is clearly stated.
8.5 The criteria, that will be used by the assessor to determine whether the student has achieved the outcomes of the qualification, are provided.

        38 Qualification Characteristics/ Requirements Criteria 9.

Qualification Pathways 9.1 Appropriate learning pathways to and from the qualification are clearly indicated.

10.

Evidence from relevant industry stakeholders 11.

Subject Expert Views 12.


Unit Standards of the qualification 10.1 Evidence of consultation with relevant industry stakeholders are provided.

10.2 Evidence(s) states the relevance of the qualification in the sector/field or for the occupation for which it was developed.

the relevance and suitability of 11.1 Views of subject experts (Industry and Academia) have been obtained on the qualification.
12.1 The level, credit value, review date, purpose, special note(optional), learning outcomes(elements) and performance criteria are clearly stated, for each Unit Standard.

12.2 The assessment methods, and the requirements for successful completion of the qualification are reasonable for each Unit Standard.

12.3 The Mandatory and Elective components are clearly stated, where applicable.

12.4 Generic unit standards are up to date and relevant to the qualification.
12.5 The Unit Standards reflect the purpose and level of the qualification.

12.6 The overall qualification structure (contents and assessment methods) is acceptable.

Criteria has been met?

Yes No                     Annex VI Remarks 39 Criteria 13.1 The qualification has been compared with international qualifications having some similarities.
14.1 Evidence of collaboration with relevant national or international industry, professional organisation, educational body or other stakeholders, is provided.

Criteria has been met?

Yes No     Annex VI Remarks Qualification Characteristics/ Requirements 13. International Comparability 14.
Collaborative Agreement for the qualification (where applicable) Remarks: Qualification Code: ……………………………………… Submitted by: …………………………....…..................…........................ Signature: ……………………………………… Designation: …………………………....…..................…........................

Date: ………/ ………/……… 40 Qualifications Review Form 1.
Qualification Details Sector Qualification Code Qualification Title Name of Awarding Body/Institution Name of Contact Person Designation Phone Number Email Address 2. Review Comments Review Aspects Does the qualification require review?

If Yes, propose changes to Unit Standards.

Unit No.

Change/s To meet the current and future industry skills needs of the sector?
 Yes  No Annex VII Total credits 41 MAURITIUS QUALIFICATIONS AUTHORITY (Established under the Mauritius Qualifications Authority Act 2001) Review Aspects Does the qualification require review?

If Yes, propose changes to Unit Standards.

Unit No.

Change/s To be in line with current and new regulations prevailing in the sector?

 Yes  No To reflect any recent technological change affecting the sector?

 Yes  No To reflect any recent social change affecting the sector?
 Yes  No To reflect any recent change pertaining to the social/workforce characteristics of the sector?

 Yes  No Note: In case of other changes, you may use additional sheets 42 3.

Change to qualification title 4.

Any other significant change/s Comment: Submitted by: …………………………....
Date: ……/ ……/ …… Designation: ………………………….... Signature: ……………………… Complete this form and return it to: The Director Mauritius Qualifications Authority Pont Fer, Phoenix Tel: 6861400 Fax: 686 1441 E-mail: office@mqa.mu For office use only Remarks:………………………………………………………………...……….....……………………... ………………………………………………………………………………………………….................... …………………………………………………………………………………………………....................

Verified by: …………………………....…...….... Signature: ……………………………………… Date: ………/ ………/……… 43 4 References 1.
CEDEFOP, 2011.

Glossary.

Quality in education and training.

2.

Education & Training Quality Authority, 2017.

General Directorate of National Qualifications Framework, Handbook for Institutions.

Kingdom of Bahrain.

3.

National Skills Standards Council, 2016. Review of the alignment between the Standards for VET Accredited Courses 2012 and Standards for Training Packages.

Australia.

4.

Weber State University, 2013.

Bloom’s Taxonomy of Educational Objectives.

United States.

44