SRI LANKAQUALIFICATIONS FRAMEWORK(SLQF)
Bachelors
Honours

Postgraduate
Certificate
Postgraduate
DiplomaBachelors

Masters bycourse work

Higher Diploma

Diploma43Advanced Certificate(GCE A/L or equivalent)Certificate(GCE O/L or equivalent)

5 6

7 8

9

2

10
11

1

12
Updated Version - September 2015

Master of Philosophy

© University Grants Commission (UGC) 2015
Approved by the UGC on 17 September 2015 at the 925th meeting.

First edition: December 2015

Published by:
The World Bank funded
Higher Education for Twenty First Century (HETC) Projectof the Ministry of Higher Education
Address: 23/135, Diyawanna Gardens,
Chandra Silva Mawatha,
Nugegoda

Email: ppdu@hetc.lk
Web: www.hetc.lk

Rights and Permission:
The material in this publication is copyrighted. Any part of this document may be
photocopied for academic purpose.
All queries should be addressed to:
University Grants Commission (UGC)

Cover designed by:
Ama H.Vanniarachchy, HETC ProjectISBN 978-955-4510-01-2

TABLE OF CONTENTSINTRODUCTION ………………………………….............................

Page 3

AIM AND OBJECTIVES OF SLQF ……………………………….....

Page 5KEY BENEFITS ………………………………………………………..

Page 6

GENERAL PRINCIPLES ……………………………………………..

Page 7

Levels of Qualifications ……………………………………....

Page 7

Naming of Qualifications ………………………………….....

Page 7

Volume of Learning …………………………………………...

Page 8SLQF Levels 7, 8 and 9 ………………………………………..

Page 9

Table 1: Minimum Volume of Learning required foreach level of SLQF ………………………………………………….

Page 10

Table 2: Different SLQF Levels with Higher Education
Qualification Types and Comparable Levels of NVQF ………..

Page 11

Learning Outcomes …………………………………………...

Page 12

Qualification Descriptors …………………………………….

Page 13

Level Descriptors ……………………………………………...

Page 14

Table 3:QUALIFICATION DESCRIPTORS for SLQ Levels 1 to 6 …..…
QUALIFICATION DESCRIPTORS for SLQ Levels 7 to 12 …....

Page 18
Page 22

Table 4:

Page 26
LEVEL DESCRIPTORS for SLQ Levels 7 to 12………………….. Page 28
LEVEL DESCRIPTORS for SLQ Levels 1 to 6……………………

PROGRESSION PATHWAYS ………………………………………..

Page 32

ABBREVIATIONS AND ACRONYMS ……………………………...

Page 361

2

INTRODUCTION
There has been a significant increase in the mobility of learners and academics in the
recent past across countries and regions of the world requiring national higher
education systems to support and accommodate such developments. In that light,
the Sri Lanka Qualifications Framework (SLQF) is an important element of systems
development in the higher education sector, which at the end offers a transparent
and coherent framework for the learner to optimize his/her objective of learning
throughout life, while at the same time improving many vital aspects of learning andassessing the learning process. The establishment of the SLQF will help improve
many aspects and processes in the learning and the methods of delivery. It will alsoenhance the quality of education at home while at the same time provide a clear
system to develop links with the higher education institutions abroad.
The SLQF is a nationally consistent framework for all higher education qualifications
offered in Sri Lanka. The SLQF applies to all higher education institutions (HEIs)
both public and private, which provide post-secondary education. It recognizes thevolume of learning of students and identifies the learning outcomes that are to beachieved by the qualification holders. The SLQF comprises twelve levels and thedescriptors of each of these levels are comprehensively defined. Since the volume oflearning is considered in the SLQF, the number of credits that should be earned by
students for each qualification is also given. With the objective of having a uniform
system in naming a qualification, the designators and qualifiers of each qualification
have been identified in the SLQF. The abbreviations for each qualification were also
identified to maintain uniformity. The purposes and scope, and attributes expected
for the award of each qualification, as well as the minimum admission requirements
along with possible progression opportunities are also stated in the SLQF.
The SLQF integrates the National Vocational Qualifications Framework (NVQF)
developed by the Tertiary and Vocational Education Commission and the pathwaysof lateral mobility between the vocational education sector and the higher education
sector have also been identified. The SLQF helps in the recognition of accreditedprior learning in order to facilitate the vertical mobility within the higher education
system.
With the globalization of higher education, national qualifications frameworks havebeen developed in many countries. These have not only helped to evaluate thehigher educational qualifications obtained from different countries but also havefacilitated the appropriate international interpretation of national qualificationlevels. The SLQF also contributes to the evaluation of qualifications obtained fromcross border HEIs as the levels identified in this framework are based on the learning
outcomes of the qualification holders. The SLQF will assist in the evaluation and3

recognition of qualifications offered by Sri Lankan HEIs and this will be useful to thequalification holders to identify the level of their qualifications. In addition, theSLQF will assist potential employers to know the level of learning and the attributesof a particular qualification holder.
The SLQF is useful to the HEIs, both in the state sector and non-state sector indesigning courses as the minimum level of learning outcomes required for eachqualification is indicated by the minimum number of credits that should be earned
by a qualification holder. Thus, the SLQF will contribute towards strengthening thequality of higher education qualifications offered by universities and other HEIs in
Sri Lanka.
The SLQF does not deal with the designing and offering of short term courses by any
HEI that will meet specific learning outcomes. These courses may be of a few months
duration and a certificate may be awarded on completion of such courses. Thosecertificates are not aligned with the qualifications identified in the SLQF. In addition,
honorary degrees and certificates of attendance are not included in the SLQF. The
honorary doctorate is differentiated from doctoral degrees in the SLQF.
This is an updated version of the SLQF published by the Ministry of Higher
Education (First Edition in June 2012, Second Edition in October 2012 and Third
Edition in January 2013) and this version supersedes all previous versions.

4AIM AND OBJECTIVES OF SLQF
The aim of the SLQF is to create an integral national framework for learningachievements by recognizing and accrediting qualifications offered by different
institutions engaged in higher education and vocational training in Sri Lanka.
The objectives of the SLQF are to;i) enhance the quality of higher education and training at all levels;ii) facilitate access to higher learning and thereby contribute to full
personal development of learners and to social and economic
development of the country;iii) enhance equity in higher education, training and employment
opportunities;iv) assist employers to identify the levels of knowledge, skills andcompetencies of qualification holders;v) develop positive attitudes in qualification holders;vi) facilitate lateral and vertical mobility, and progression within
higher education and career pathways;vii)provide guidance in comparing qualifications offered by different
institutions;viii) help in developing higher education and vocational training
programmes at appropriate levels;ix) recognize prior learning; andx) promote lifelong learning.

5KEY BENEFITSThe SLQF will be useful to all stakeholders of higher education including students,
parents, employers, as well as education and training providers.












6

For learners, the SLQF will be useful to recognize and evaluate priorlearning and identify the pathways of acquiring higher qualifications. This
will enable learners to develop their full potential and thereby contributeto the social and economic development of the country at large.
The level descriptors given in the SLQF will be useful for employers to
identify the levels of competencies of qualification holders. It will also help
in comparing the qualifications so that the supply and demand forknowledge, skills and competencies could be properly matched. Further,
the SLQF will be useful in comparing the qualifications offered bydifferent institutions. This will help the employers to find appropriatequalification holders for their business needs.
The SLQF describes the credit requirements for each qualification level aswell as intended learning outcomes. Therefore, for higher education
providers, both in the state and private sectors, the SLQF will be useful indesigning their academic programmes.
The SLQF enables all stakeholders of post-secondary education to identify
the full range of qualifications offered in the higher education system in
Sri Lanka and comparable levels of vocational education and training. This
helps to understand how qualifications are related to each other and how
they contribute to the enhancement of knowledge and understanding, andimprovement of intellectual abilities including analytical skills, evaluation
skills, problem solving skills and soft skills.
The SLQF will also be useful to the general public to have access toappropriate lifelong education and training, which helps them to fulfill
their personal as well as social and economic potential.
The SLQF will be useful to programme approving agencies to identify theappropriate levels of qualifications offered by different HEIs. Further, it
helps in evaluating different qualifications offered by HEIs, both local andforeign, which will be useful when taking decisions in recruitment andpromotion in the academic, technical and professional sectors.

GENERAL PRINCIPLES
Levels of Qualifications
The SLQF consists of twelve levels. The demand for learning outcomes
and complexity of learning increase with each level. The first two levels(levels 1-2) are senior secondary level education qualifications and the next
four levels (levels 3-6) are undergraduate qualifications. The other six
levels (levels 7-12) are postgraduate qualifications. The levels are notnecessarily directly related to the years of study.
The SLQF levels, the qualifications awarded at each level and theminimum credit requirement for each level are summarized in Table 1.
The comparable levels of NVQF are also identified in the SLQF. Different
levels of the SLQF with some examples and comparable NVQF levels are
given in Table 2.

Naming of Qualifications








Qualification type is the first name given to a qualification. The SLQF
comprises the following qualification types:
Senior Secondary Level: - Certificate, and Advanced Certificate
Undergraduate Level: - Diploma, Higher Diploma, Bachelors, andBachelors Honours
Postgraduate Level: -Postgraduate Certificate, Postgraduate diploma,
Masters, and Doctorate
In principle, irrespective of the length of the programme, all Bachelors
Degrees and Bachelors Honours Degrees are placed respectively at level 5
and level 6 in the SLQF.
The designator is the second name given to a qualification. This indicatesthe broad area of study or discipline. All degrees, i.e., Bachelors, Masters
and Doctoral degrees have designators. The examples are Bachelor of Arts,
Bachelor of Science, Master of Commerce, Doctor of Philosophy and
Doctor of Science. However, designators are not used for Diplomas andCertificates. The linking word between the qualification type anddesignator is ‘of’, which is omitted when abbreviating. E.g. BA, BSc,
MCom.
The qualifier is the third name given to a qualification. This is used toindicate the field of specialization of a qualification. The qualifier may be
used in most qualification types. The linking word between the qualifier
and the qualification type or its designator, as the case may be, is ‘in‘.
Some examples are Bachelor of Science Honours in Chemistry,
Postgraduate Certificate in Library Science, and Master of Philosophy in

7







Environmental Science. When abbreviating, the word ‘in’ is dropped andthe qualifier is placed within brackets. E.g. PGCert (Lib Sc), MPhil (Env
Sc), BScHons (Chemistry).
Some qualifications may include a second qualifier too. This second
qualifier qualifies the first qualifier. Examples are Bachelor of Science inEngineering in Mechanical Engineering. When abbreviating both
qualifiers are placed within brackets and the words ‘in’ are dropped. E.g.
BSc (Eng) (Mech Eng).
When there is no designator, the qualifier may follow the qualification
type. E.g. Postgraduate Diploma in Environmental Management. Whenabbreviating, the word ‘in’ is dropped and the qualifier is placed withinbrackets. E.g. PGDip (Env Mgmt). The qualification types that do not havea designator may include a second qualifier too; E.g. Postgraduate
Certificate in Fine Arts in Drama. Such a qualification is abbreviated as
PGCert (Fine Arts) (Drama).
In order to use a qualifier, at least 50% of the minimum total credits for thequalification and at least 50% of the minimum number of credits at the exit
level of the qualification must be in the field of specialization denoted by
the qualifier. The same applies to the second qualifier as well.

Volume of Learning The volume of learning at each level is described in terms of credits.
 In the SLQF credit system, the student workload of a study programme isdefined as 1500 notional learning hours per academic year.
 The notional learning hours include direct contact hours with teachers andtrainers, time spent in self-learning, preparation for assignments, carryingout assignments and assessments. The need to undertake any or all ofthese will be considered when a credit is being allocated to a course unit ora module, when the syllabus is designed. It is understood that the
combination of learning activities may vary from one course unit ormodule to another.
 In designing a particular course unit or a module, its workload should becomputed based on the total amount of learning activities a student is
expected to complete in order to achieve the foreseen learning outcomes
and the workload expressed in time should match the number of credits
available for the course unit or module.
 The minimum number of credits per course unit or module is 1. The
number of credits per course unit or module should be indicated by whole
numbers.
 One credit is considered equivalent to 50 notional learning hours for ataught course, laboratory studies course or field studies/clinical work. In
case of industrial training, including time allocated for assessments and in

8





case of research, including time allocated for literature survey, one credit
is considered equivalent to a minimum of 100 notional hours.
Learning outcomes must be assessed by valid and reliable methods ofassessment. Credits have to be earned by students after successful
completion of the work required and appropriate assessment of learning
outcomes.
Every qualification type of Levels 1 - 12 on the SLQF has a credit value
allocated to each of its component parts and to the whole qualification.

SLQF Levels 7, 8 and 9Under the qualification types Postgraduate Certificate, Postgraduate
Diploma and Masters by course work, there are two broadly varied
categories of study programmes practiced in the country.



Postgraduate Certificate, Postgraduate Diploma and Masters by course
work that are designed to extend students’ depth of knowledge in aparticular field, building on an area in which they already have expertise,
gained at undergraduate level are defined as extension programmes.

Postgraduate Certificate, Postgraduate Diploma and Masters by course
work that are intended to those with little or no prior knowledge of thesubject, offering an education similar in knowledge to that of anundergraduate study programme but broadening students’ academic
abilities and bringing graduates of other subjects to graduate competencein the named subject are defined as conversion programmes.

For example, if the Postgraduate Diploma in Sociology is a study
programme that is designed to admit candidates having a Bachelor of
Science Honours degree in Chemistry, then such a Postgraduate Diploma
is of conversion category. On the other hand, if the Postgraduate Diploma
in Sociology is a study programme that is designed to admit only thecandidates who have studied Sociology in a Bachelor or Bachelor Honours
degree, then that Postgraduate Diploma is of extension category.



SLQF Levels 7, 8 and 9 are kept only for the respective Postgraduate
Certificate, Postgraduate Diploma and Masters by course work ofextension category. Postgraduate Certificate, Postgraduate Diploma andMasters by course work of conversion category are placed in the SLQF at
Level 6.

9

Minimum volume of learning required for each Level of SLQF
SLQF
Level

Qualification Awarded

Minimum Volume of Learning
for the Award

9

Doctor of Philosophy / MD
Minimum 3 years of fulltime orwith Board Certification/Doctor equivalent time of originalof Letters/Doctor of Science
research after SLQL 6 or above
Minimum 2 years of fulltime or
Master of Philosophy
equivalent time of original
research after SLQL 6 or above
60 credits after SLQL 5 or SLQL 6
Masters with course work andincluding a research component
a research componentof minimum 15 credits
30 credits after SLQL 5 or SLQL 6
Masters by course work*

8

Postgraduate Diploma*

25 credits after SLQL 5 or SLQL 6

7

Postgraduate Certificate*

20 credits after SLQL 5 or SLQL 6

12

11

10

6

Bachelors Honours

5

Bachelors

4

Higher Diploma

3

DiplomaAdvanced Certificate (GCE A/L
or equivalent)Certificate (GCE O/L orequivalent)
Table 12
1

120 credits after SLQL 2
of which 90 credits after SLQL 3,
of which60 credits after SLQL 4,
of which 30 credits after SLQL 5
90 credits after SLQL 2
of which 60 credits after SLQL 3,
of which 30 credits after SLQL 4
60 credits after SLQL 2
of which 30 credits after SLQL 3
30 credits after SLQL 2*Only the extension category study programmes that lead to Postgraduate
Certificate, Postgraduate Diploma and Masters by course work are placed at SLQF
Levels 7, 8 and 9 respectively. Conversion category study programmes that award
Postgraduate Certificate, Postgraduate Diploma or Masters by course work areplaced at SLQF Level 6.

10

Different SLQF Levels with Higher Education Qualification Typesand Comparable Levels of NVQF
The comparable NVQ and SLQF levels have been recognised on the basis ofsignificant similarities in the learning outcomes stated under respective leveldescriptors in the two frameworks by a panel of experts. Degree level qualification(NVQ 7) is benchmarked to internationally accepted standard for a Bachelor degree(SLQF Level 5). Nonetheless, the proportion of cognitive outcomes and psychomotor
outcomes may differ in the two qualifications, especially in qualifications below
SLQF 2 (NVQ 4). Further, the attributes of two qualification holders, below thedegree level, at comparable SLQF and NVQ levels may differ.
SLQF
Level

Qualification awarded

Comparable NVQ
Levels12Doctor of Philosophy / MDwith Board
Certification/Doctor of
Letters/Doctor of Science11

Master of Philosophy

10

Masters with course workand a research component

9

Masters by course work

8

Postgraduate Diploma

7

Postgraduate Certificate

6

Bachelors Honours

5

Bachelors7

4
3

Higher Diploma
Diploma652Advanced Certificate (GCEA/L or equivalent)

4

1

Certificate (GCE O/L orequivalent)

3
2

Table 211

Learning Outcomes











12

Learning outcomes are statements that describe what learners should
know, understand and can demonstrate upon the completion of a course
or study programme.
In SLQF, the learning outcomes are stated in two parts.
The first part, called the attributes of the qualification holders, is a set ofgeneral statements of the wider abilities that the typical student is expected
to have developed by the end of the course or study programme. It will be
useful for HEIs to share with stakeholders the general capabilities of theholders of the qualification. It is by first considering these attributes thatthe learning outcomes in the level descriptors are defined. Hence, in thissense, these attributes could be termed as precursors to the study
programme learning outcomes, rather than the actual learning outcomes.
The second part, called the level descriptor, is a set of specific outcome
statements, achievement of which is assessed and which a student shouldbe able to demonstrate for the fulfilment of requirements of thequalification i.e. the specific broad abilities that the graduate should becapable of, for award of the qualification. This part will be of significanceto the HEIs to systematically design and review courses or study
programmes. It is essential that the curriculum and assessments to provide
all students with the opportunity to achieve, and to demonstrate theachievement of the intended outcomes stated under respective leveldescriptors.
Comprehensive statements on the expected specific learning outcomes inparticular subject areas are not addressed in the SLQF. They are available
in the respective subject benchmark statements for the Bachelors andBachelor Honours qualifications.
Some qualification types may consist of one or more levels of partqualifications. For example, the SLQ levels 3, 4 and 5are normallycorresponding sequentially to the first, second and third years of anundergraduate study programme leading to Bachelors qualification type.
However, there is no expectation that, for example, the learners shouldnecessarily follow all Level 3 course units or modules only during the firstyear of undergraduate study. The HEI has the freedom to determine themost appropriate structure and progression towards achieving theintended attributes for the award of the qualification.

Qualification descriptors


The qualification descriptors stated in the SLQF for each level provide thespecifications such aso the SLQF exit level,o the qualification type with designators and the qualifiers,
o the number of credits required at each level,o the purpose and scope, and the generic outcomes and attributes
expected for the award of each qualification,o the minimum admission requirements ando the possible progression opportunities (Table 3).
For each qualification, the generic outcomes and attributes signify the
expected capabilities from qualification holders defined in terms of thefour main domains of learning: knowledge; skills; attitudes; and mind-set
and paradigm, characterised as the K-SAM model.
Knowledge: what the qualification holders know
Skills: what the qualification holders can do
Attitudes, Values, Professionalism and Vision for life: how thequalification holders think and behave
Mind-set and Paradigm: how the qualification holders perceive the worldThe K-SAM model is considered an integrated model. Thus, each learning
outcome identified under the attributes of a particular level may not be
confined to a single domain within the K-SAM model. For example,
communication skills (i.e. a learning outcome) is not considered only as askill (i.e. a single domain of the K-SAM model). The SLQF recognizes agiven learning outcome as a blend of more than one domain (in most cases
all the domains) in the K-SAM model.

13

Level DescriptorsThe level descriptors identify the learning outcomes at each level. In
describing each level, the degree of intellectual abilities, cognitive skills
and soft skills are considered.
The purpose of the level descriptors for the SLQF levels 1 to 12 is toguarantee consistency across learning in achieving the expected attributesof qualifications through part-qualification levels, and to help a HEI toevaluate the comparability of qualifications and part-qualifications issued
by another HEI (Table 4). The level descriptors may also be used as a
guideline to develop course materials of a particular study programme
having several course units or modules in order to make sure that thelearners’ could progressively meet the expected attributes of the relevant
qualification type at the end of the course.
The following twelve learning outcomes identified by the Ministry ofHigher Education in Sri Lanka as of national importance have beencustomized as level descriptors to suit each level of qualification. The
categorization of the learning outcomes according to the principal K-SAM
components is as follows:

Categories of Learning Outcomes
1. Subject / Theoretical Knowledge
2. Practical Knowledge and Application

Core Area
Knowledge

3. Communication
4. Teamwork and Leadership
5. Creativity and Problem Solving
6. Managerial and Entrepreneurship

Skills

7. Information Usage and Management
8. Networking and Social Skills
9. Adaptability and Flexibility
10. Attitudes, Values and Professionalism

Attitudes, Values, Professionalism andVision for life

11. Vision for Life
12. Updating Self / Lifelong Learning

14

Mind-set and Paradigm

Some of the commonly used student-centred teaching and learning methods
recommended for the respective learning outcomes are given below:

Categories of Learning outcomes

1. Subject / Theoretical Knowledge

Student-centred teaching and learning
methods
Independent learning activities, interactive
lectures, team-based learning, and othersmall group activities

Problem-based learning, team-based
2. Practical Knowledge and Application learning, inquiry-based learning, practicalclasses, laboratory sessions, role play
3. Communication

Student presentations, role play, debates,
dramas

4. Teamwork and LeadershipGroup projects, industrial training, small
group learning; e.g. problem-based learning,games

5. Creativity and Problem Solving

Assignments, projects, small group learning
activities; e.g. problem-based learning

6. Managerial and EntrepreneurshipGroup projects, industrial training, small
group learning; e.g. problem-based learning,games, simulated training, industrial(workplace-based) training

7. Information Usage and Management

Assignments, presentations, projects, casestudies

8. Networking and Social Skills

Student presentations, role-play, debates,
dramas

9. Adaptability and FlexibilityGroup projects, industrial training, small
group learning; e.g. problem-based learning,role plays, portfolios

10. Attitudes, Values andProfessionalism

Group projects, industrial training, small
group learning; e.g. problem-based learning,role play, portfolios

11. Vision for Life

Portfolios, reflective practice

12. Updating Self / Lifelong Learning

Portfolios, reflective practiceThe learner is expected to meet or demonstrate that certain learning outcomes
have been achieved. Therefore, the assessment of the outcomes of learning byeffective and appropriate assessment methods is essential in the process of thequalification framework.

15

16

Sri Lanka Qualifications Framework
Qualification Descriptors andLevel Descriptors

17

Table 3

QUALIFICATION DESCRIPTORS – SLQF Levels 1 to 6
SLQF Exit level
Qualification Type

Purpose and Scopeof
Qualification

SLQF
Level 1
CERTIFICATE

SLQF
Level 2ADVANCED
CERTIFICATE

SLQF
Level 3
DIPLOMA

SLQF
Level 4HIGHER DIPLOMA

SLQF
Level 5BACHELORS
DEGREE

SLQF
Level 6BACHELORS HONOURS
DEGREE

Comparable to GCE(Ordinary Level)
qualification

Comparable to GCE(Advanced Level)
qualification

The purpose of thisqualification is to produce
a person with focusedknowledge and skills in aparticular field for therequirement of the labour
market.

The purpose of thisqualification is to offer an
intensive, focused
education in a particulararea of specialization tomeet the requirements of
the labour market.

The purpose of thisqualification is to prepare a
graduate with a broad
knowledge on theory,
practice and methodology
of disciplines that enable
them to bear responsibility
in an academic or
professional environment.

Purpose of this qualification is toprovide a broad education in aparticular discipline in order to equip
graduates with knowledge, practiceand methodology that enable them toobtain appropriate professional
status/qualification or prepare them forresearch/practice based postgraduate
studies.

This qualification isbasically occupational or
vocational specific. It
combines in-depth
knowledge in a particularfield with practicalexperience aimed atacquiring required skills ina work place. These
programmes usually
include simulated work
experience or work
integrated learning.

This qualification helps to consolidate
and strengthen the student’s
knowledge in a particular discipline
and to develop research capacity andskills in that discipline. Thisqualification demands a high level oftheoretical engagement and intellectual
independence. Further, these
programmes must include a researchcomponent in the field of specialization
carried out under the guidance andsupervision of a qualification holder oflevel 10, 11 or 12 and reporting in amanner of a report/dissertation, which
will be assessed. The researchcomponent should not be less than atotal of at least 6 credits of SLQ level 6.
In some areas, Bachelors Honours
degrees are recognized by anappropriate professional body.

18Comparable to theholders of GCE(Ordinary Level)
qualification

K

S
Attributes of
Qualification
HoldersA

Comparable to theholders of GCE(Advanced Level)
qualification

The qualification holders:-Should have an
understanding of theory,
practice, relevant
methodology and recent
developments in a particulararea of study.

The qualification holders:-Should have a deep
understanding of theory,
practice, relevant
methodology and recent
developments in a particulararea of study.

-Should be able to apply theconcepts and principles in
the area of study and suggest
solutions to problems in an
employment context.

-Should be able to apply theconcepts and principles in
the area of study, analyze
information and suggest
solutions to problems in an
employment context.

-Should be able tocommunicate successfully,
the results to specialist andnon-specialist audiences andexercise personal
responsibilities andleadership in some tasks inthe workplace.
-Should be capable ofcarrying out further training
and acquire newcompetencies which will
help to enhance theircapacity to bear
responsibilities.
-Should display qualities andtransferable skills as well as
subject specific skills
necessary for employment,
carry out further training andmanage their own learning.

M-Should be able tocommunicate successfully,
the results of analysis andarguments to specialist andnon-specialist audiences andexercise personal
responsibilities andleadership in some tasks inthe workplace.
-Should be capable ofcarrying out further training
and acquire newcompetencies which will
help to enhance theircapacity to bear
responsibilities.

The qualifications holders:-Should know about the wellestablished principles andcontent in their fields ofstudy.
- Should be information
literate; what they can dowith what they haveacquired from wide
learning, use appropriatetechniques to initiate andundertake analysis of
information, to identify
problems and find solutions
to them.
-Should display qualities andskills necessary for
employment or further
learning.
-Should be able tocommunicate information
effectively to specialist andwider society.

The qualifications holders:- Should be able to construct and sustain
arguments- Should be able to solve problems using
appropriate ideas and techniques in a
professional context- Should be able to demonstrate thoroughand systematic understanding of core
aspects of the subject of study.
- Should be able to accurately use theestablished techniques of analysis withinthat discipline- Should be able to clearly communicate
information, ideas, issues, problems andsolutions to specialist as well as nonspecialist audiences- Should be able to ready to exercise
initiative, identify situations they needsupport from others- Should be able to prepared to carry out
further training and manage own learning-Should be able to acquire
additional competencies;
pursue further learning; be achange agent; assume
responsibility for decision
making.

-Should display qualities
and transferable skills aswell as subject specific skills
necessary for employment,
carry out further training
and manage their own
learning.

19

SLQF Exitlevel
Qualification
Type

Minimum
Admission
Requirement

SLQF
Level 1
CERTIFICATE

SLQF
Level 2ADVANCED
CERTIFICATE

SLQF
Level 3
DIPLOMA

SLQF
Level 4HIGHERDIPLOMA

SLQF
Level 5BACHELORS DEGREE

SLQF
Level 6BACHELORS HONOURS
DEGREE

1. Completion of juniorsecondary level, which is Grade
9 or an equivalent, or
2. Completion of primaryeducation and certified work
experience equivalent to aminimum period of two years ina particular field may also be
considered as an equivalentqualification for admission to
SLQF level 1 provided that theapplicant is at least 16 years ofage.

1. General Certificate of
Education (Ordinary Level)or an equivalentqualification, or
2. Completion of NVQF
level 3.

1. General Certificate of
Education (Advanced level)or an equivalentqualification, or
2. A foundation course
equivalent to SLQF level 2
after a minimum of 12 yearsof schooling followed bypassing an aptitude test, or
3. Completion of NVQF
level 4 or accredited work
experience or accreditedprior learning followed by acorresponding cognitive
bridging programme ofminimum 30 credits asdetermined by the academic
authority of the HEI
concerned may also be
considered as equivalentqualification for admission
to SLQF level 3 in aparticular field ofspecialization.
30 credits after SLQL 2.

1. General Certificate of
Education (Advanced
level) or an equivalentqualification andcompletion of a minimumof 30 credits at SLQF
Level3,or
2. Completion of NVQF
level 5 followed by acorresponding cognitive
bridging programme ofminimum 30 credits asdetermined by theacademic authority of the
HEI concerned may also
be considered as anequivalent qualification inthat field of specialization.

1. General Certificate of
Education (Advanced level) oran equivalent qualification andcompletion of at least 60 credits
of SLQF levels 3 and 4 with aminimum of 30 credits at SLQF
Level 4 or equivalent, or
2. Completion of NVQF level 6
followed by a corresponding
cognitive bridging programme ofminimum 30 credits asdetermined by the academic
authority of the HEI concerned
may also be considered as anequivalent qualification foradmission in that field ofspecialization.

1. General Certificate of Education(Advanced level) or an equivalentqualification,or
2. Completion of at least one academic
year of study in a Bachelors degree
programme and being selected for
Bachelors Honours programme.
or3. Completion of NVQF level 7 asdetermined by the academic authorityof the HEI concerned may also be
considered as an equivalentqualification for admission in thatfield of specialization.

60 credits after SLQL 2 ofwhich 30 credits after
SLQL 3.

90 credits after SLQL 2 of which
60 credits after SLQL 3,
of which 30 credits after SLQL 4

Not applicable.

Not applicable.

Bachelor’s degree designators
are limited to broad areas ofstudy and disciplines. Some
examples are Bachelor of Arts
and Bachelor of Science.

120 credits after SLQL 2
of which 90 credits after SLQL 3,
of which 60 credits after SLQL 4,
of which 30 credits after SLQL 5
Bachelor’s Honours Degree
designators are specific and arelimited to broad generic areas of
discipline or study. Some examples
are Bachelor of Arts Honours,
Bachelor of Commerce Honours,
Bachelor of Business Administration
Honours and Bachelor of Science
Honours.

Volume ofLearning
Not applicable.

Designators

Not applicable.

20Qualifiers

Maximum one
Example: Certificate in catering

Cert
Example: Cert (Catering)Abbreviation

Completion of SLQF Level 1
meets the minimum entry
requirement for a qualificationin SLQF level 2, in a particulararea of specialization.

Progression

Maximum two
Examples: Advanced
Certificate in Hospitality
Management,
Advanced Certificate in
Hospitality Management inProfessional Cookery
AdvCertExamples: AdvCert(Hospitality Management),
AdvCert (Hospitality
Management-Professional
Cookery)

Maximum two
Examples: Diploma in
Hospitality Management,
Diploma in Hospitality
Management in Professional
Cookery

Specific, maximum one
Example: Higher Diplomain Accountancy,
Higher Diploma in
Information Technology

Maximum two
Examples: Bachelor of Arts in
Peace and Conflict Resolution,
Bachelor of Science inEnvironmental Management

Dip
Example: Dip (Hospitality
Management), Dip(Hospitality ManagementProfessional
Cookery)

HDip
Example: HDip (A), HDip
(IT).

Examples: BA, BSc, BA (Peace
and Conflict Resolution), BSc(Env Mgmt).

Completion of SLQF level 2
meets the minimum entry
requirement for aqualification in SLQF level 3
in that particular area ofspecialization.

Completion of SLQF level 3
meets the minimum entry
requirement for aqualification in SLQF level 4
in that particular field ofspecialization.

Completion of Higher
Diploma meets theminimum requirement foradmission to SLQF level 5in the same or a related
subject.

Completion of Bachelor’s Degree
meets the minimum entry
requirement for admission to
any SLQF level from 7 to10in thesame or a related subject. If thequalification holder obtains aminimum GPA of 3.0 in the scaleof 0-4, he/she may be considered
for admission to SLQF level 11
on successful completion of an
MPhil Qualifying examination
which will be conducted after
completion of 30 credits
equivalent to those of SLQF level
6 in the same or a related subject.
A qualification shall not beawarded for early exit fromSLQF level 5. However, a
Diploma or a Higher Diploma
may be awarded for thosecompleting the requirements
equivalent to SLQF Levels 4 or 3
respectively.

Maximum two
Examples: Bachelor of Science
Honours in Engineering in MechanicalEngineering,
Bachelor of Arts Honours in
Sociology, Bachelor of Science
Honours in Chemistry.
Examples: BScHons (Eng) (Mech Eng),
BScHons (Chemistry), BAHons(Archaeology), BAHons, BScHons,
BComHons, BBAHons.

Completion of Bachelor’s HonoursDegree meets the minimum entry
requirement for admission to any
SLQF level from 7 to 10, or to SLQF
level 11 or 12 after successful
completion of a qualifying
examination in the same or a related
subject. If the qualification holder
possesses a minimum GPA of 3.0 in ascale of 0-4, even without a qualifying
examination he/she may be admitted
to SLQF level 11 or 12.
Bachelor’s degree of level 5 may beawarded for early exit from Bachelors
Honours Degree programme provided
that the candidate has completed
minimum of 30 credits in levels 5
and/or 6. A Diploma or a Higher
Diploma may be awarded for thosecompleting the requirements
equivalent to SLQF Levels 3 or 4
respectively. However, a professional
qualification may not be awarded forearly exit.

21

QUALIFICATION DESCRIPTORS – SLQF Levels 7 to 12
SLQF Exitlevel
Qualification
Type

SLQF
Level 7
POSTGRADUATE
CERTIFICATE

SLQF
Level 8POSTGRADUATEDIPLOMA

SLQF
Level 9MASTERS
DEGREE BY
COURSE WORKSLQF
Level 10MASTERS DEGREE

SLQF
Level 11
MASTER OF
PHILOSOPHY
DEGREE

SLQF
Level 12
DOCTORAL DEGREE

The purpose of thisqualification is to enhance
the capacity of graduates /holders of professional
qualifications to advance theirknowledge in a particularfield of study.

The purpose of thisqualification is to enhance thecapacity of graduates/holders
of professional qualifications
to advance their knowledge,
and other abilities relevant toareas within a specific field ofstudy or discipline enabling
professional advancement.

The purpose of thisqualification is to enhance
the capacity ofgraduates/holders ofprofessional qualifications
to advance their knowledge
and investigative skills, andother abilities relevant toareas within a specific fieldof study or discipline
enabling conversion into a
different
discipline/profession,
forming the basis foracademic advancement orenhancing the managerial,administrative andtechnological capacity.

The purpose of thisqualification is to enhance thecapacity of graduates/holders
of professional qualifications toadvance their knowledge andresearch skills, and otherabilities relevant to areas withina specific field of study or
discipline preparing graduatesfor higher degrees andspecialized professional
employment or enhancing themanagerial, administrative andtechnological capacity.

The purpose of this qualification isto develop the capacity of a
graduate with an advanced
knowledge in a specific field ofstudy or discipline, to conduct advanced research.
 to further embark on higher
degrees and specialized
professional employment.
 to enhance professional,
managerial, administrative andtechnological capacities.

The purpose of this qualification is todevelop the capacity of a graduate to
generate substantive insights in aparticular area of study through high quality, original and independent
research, and contribute to scholarship,or enhancing professional, managerial,administrative, research andtechnological capacities to enablespecialized professional employment at
the highest level.

For an MPhil degree, a candidate isrequired to carry out high levelresearch under guidance of aperson holding equal or higher
qualifications and make asignificant contribution to aparticular discipline or field. The
research may be pure disciplinebased or multidisciplinary.
The candidate should submit athesis incorporating researchfindings, which is assessed andaccepted. The research must satisfy
peer review and should merit
publication. The candidate may also
be required to follow some course
work as preparatory work or forvalue addition to research.
However, this course work shall not
contribute to the credit accumulated
towards the qualification.

For a doctoral degree, a candidate isrequired to carry out high level researchunder the guidance of a supervisor
holding a qualification of this SLQF Levelor equivalent (unless in exceptional
circumstances that will have to be justified
in writing before being appointed as asupervisor) and make a significant andoriginal academic contribution creating
new knowledge. The candidate should
submit a thesis incorporating researchfindings which are assessed and accepted.
The candidate may also be required tofollow some course work as preparatory
work or for value addition to research.
However, this course work shall not
contribute to the credits accumulated
towards the qualifications. The researchmust satisfy peer review and should merit
publication. The research may be purely
discipline-based or multidisciplinary.

This qualification demands ahigh level of theoreticalengagement and does not
involve conducting a research
project or an independent
study.

Purpose andScope of
Qualification

Any Bachelor’s degree with aminimum of 150 credits and aminimum student workloadof 7500 notional learning
hours, encompassing
professional practicespanning over several levels
starting from SLQF level 3,
and accredited by arecognized Accreditation
Agency may be included in
SLQF level 7, provided thatthe final outcome of thequalification meets thedescriptors of SLQF level 7.

This qualification demands ahigh level of theoreticalengagement. It may not
require conducting a research
project but require conductingsome independent studies

This qualification demands
a high level of theoreticalengagement and guided
independent study
equivalent to a minimum of
5 credits.

This qualification should be
earned by completing course
work aggregating to aminimum of
30 credits at SLQF levels 7 to 10
and a research project with
notional learning hours totaling
to a minimum of 15 credits. The
research should be carried out
under the guidance of asupervisor holding anequivalent or a higher
qualification and should makean original academic
contribution to a particulardiscipline. The candidate
should submit a dissertation
which is evaluated andaccepted.

22

K

The qualification
holders:- should be able todemonstrate clear
understanding oftheoreticalknowledge-should display
critical awareness ofcurrent issues in thesubject area.

S
Attributes of
Qualification
HoldersAM- should also be able
to deal withcomplex issues
systematically andmake soundjudgments andcommunicate
decisions clearly toothers.
- shoulddemonstrate selfdirection in tacklingand solving
problems and beable to plan andimplement tasks ina professionalmanner.

The qualification holders:- should be able todemonstrate clear
understanding of theoreticalknowledge-should display criticalawareness of current issues
in the subject area
-should apply techniques
relevant to their professional
practice/ chosen field ofstudy.
-should also be able to deal
with complex issues
systematically andcreatively, and make soundjudgments andcommunicate decisions
clearly to others.
-should demonstrate selfdirection and originality intackling and solving
problems and be able toplan and implement tasks
independently in a
professional manner.

The qualification
holders:- should be able todemonstrate thoroughunderstanding oftheoretical knowledge.
-should display criticalawareness of current
issues in their subject
area.
-should apply techniques
relevant to theirprofessional practice.
-should also be able todeal with complex issues
systematically andcreatively and makesound judgments andcommunicate decisions
clearly to others.
-should demonstrate selfdirection and originality
in tackling and solving
problems and be able toplan and implement tasks
at professional levels.

The qualification holders:- should be able todemonstrate criticalawareness of current issues
in the subject area and beable to apply techniques
relevant to profession/ area ofspecialization.
-should be able to deal withcomplex issues systematicallyand creatively and makesound judgments andcommunicate decisions
clearly to specialist and nonspecialist groups.
- should demonstrate selfdirection and originality intackling and solving
problems and be able to planand implement tasks at
professional manner.

The qualification holders:- should also be able todemonstrate critical awareness ofcurrent issues in the subject areaand be able to apply techniques
relevant to professional practice.
- should be able to carry out
independent pure and/or appliedresearch contributing
significantly towards thedevelopment of knowledge andsupervise and evaluate original
research carried out by others in
the field of specialization leading
to qualifications of SLQF levels
up to 9.
-should be able to makejudgment on complex andcontroversial issues in the area ofexpertise and communicate
his/her ideas and conclusions
clearly to specialist and nonspecialist audiences.
-should demonstrate selfdirection and originality intackling and solving problems
and be able to plan andimplement tasks at professional
levels.

The qualification holders:- should be able to provide evidence forgenerating new knowledge by
publications in peer reviewed indexed
journals.
-should be able to design and carry out
independent pure and/or appliedresearch contributing significantly
towards the development of new
knowledge.
-should be able to train graduate
students in research methodology, andto supervise and evaluate original
research carried out by others in thefield of specialization.
- should be able to demonstrate criticalawareness of and analyse current,
complex and controversial issues in thesubject area and apply techniques
relevant to professional practice- should be able to make judgments oncomplex issues in specific fields (K) andcommunicate his/her ideas, views andconclusions clearly and effectively to
specialist and non-specialist groups.
- should also be able to exercise
personal judgment and responsibility
even in unpredictable situations in theprofessional environment.

23

SLQF Exitlevel
Qualification
Type

Minimum
Admission
Requirement

SLQF
Level 7
POSTGRADUATE
CERTIFICATE

SLQF
Level 8POSTGRADUATEDIPLOMA

SLQF
Level 9MASTERS DEGREE
BY COURSE WORKSLQF
Level 10MASTERS DEGREE

SLQF
Level 11
MASTER OF
PHILOSOPHY DEGREE

SLQF
Level 12
DOCTORAL DEGREE

1. A Bachelor’s degree,(a) including 30 credits in
the relevant subject area*or(b) with priorlearning/work experienceequivalent to 30 credits in
the relevant subject area,or
2. A qualification in therelevant subject area
equivalent to 1(a) or 1(b),or
3. Completion of NVQ
level 7, as determined by
the academic authority of
HEI, may be considered.

1. A Bachelor’s degree,(a) including 30 credits in
the relevant subject area*or(b) with priorlearning/work experienceequivalent to 30 credits in
the relevant subject area or
2. A qualification in therelevant subject area
equivalent to 1(a) or 1(b),or
3. Completion of NVQ
level 7, as determined by
the academic authority of
HEI, may be considered.

1. A Bachelor’s degree,(a) including 30 credits in therelevant subject area*or(b) with prior learning/work
experience equivalent to 30
credits in the relevant subject
area
or
2. A qualification in therelevant subject area
equivalent to 1(a) or 1(b),or
3. Completion of NVQ level7, as determined by theacademic authority of HEI,
may be considered.

1. A Bachelor’s degree
including 30 credits in therelevant subject area*,or
2. A qualification of SLQF
level 6 or above in therelevant area* of study,or
3. A professional
qualification equivalent to
SLQF level 6 or above,or
4. Completion of NVQ level
7 with a minimum GPA of
3.0 on a scale of 0-4, as
determined by the academic
authority of HEI, may beconsidered for admission inthat field of specialization.

1. A Bachelor’s Honours degreeof Level 6 with a minimum of
30 credits in the relevant field,or
2. A Bachelor’s Honours degreeof Level 6 with a minimum of 30
credits in a related field andsuccessful completion of aqualifying examination,or
3. A Bachelor’s degree of level 5
with a minimum GPA of 3 inthe scale of 0-4 and successful
completion of a qualifying
examination which will be
conducted after completion of
30 credits equivalent to SLQF 6
in the same or related field,or
4. A qualification of SLQF levels
7 or above in the relevant field,or
5. Completion of NVQ Level 7
with a minimum GPA of 3.0 in ascale of 0-4 and successful
completion of a qualifying
examination which will be
conducted after completion of
30 credits equivalent to SLQF
level 6 or 7, as determined by
the academic authority of HEI,
may also be considered foradmission to SLQF level 11 inthat field of specialization.

1. A Master of Philosophy
Degree, or
2. A Master’s Degree, or
3A Bachelor’s Honours Degreeof Level 6 with a minimum GPAof 3.0 at a scale of 0-4, with orwithout a qualifying
examination as determined by
the academic authority of HEI.,or
4.A holder of Bachelor’s Degree
Honours of Level 6 who hasregistered to follow a MPhil
degree may be upgraded to
PhD level after a minimum
period of one year provided
that his/her researchcompetencies are of exceptional
merit, or
5. A Bachelor’s Degree of level 5
with a minimum GPA of 3 inthe scale of 0-4 and successful
completion of a qualifying
examination which will be
conducted after completion of
30 credits equivalent to SLQF 6
in the same or related field andregister to follow an MPhil
degree may be upgraded to
PhD level after a minimum
period of one year provided
that his/her researchcompetencies are of exceptional
merit.

24

Volume of
Learning

20 credits after SLQL 5 or
SLQL 625 credits after SLQL 5 or
SLQL 630 credits after SLQL 5 or SLQL
6.

60 credits after SLQL 5 or
SLQL 6 including a researchcomponent of minimum 15
credits

Minimum 2 years of fulltime orequivalent time of original
research after SLQL 6 or above.

Minimum 3 years of fulltime orequivalent time of original
research after SLQL 6 or above.

Not applicable.

Not applicable.

Master’s degree designators arelimited to specific areas ofstudy. Examples include
Master of Information
Technology, Master ofLinguistics, Master of Library
Science etc.

The designator is Philosophy.

The typically used designator for
doctoral degrees is Philosophy.
Nevertheless, other designators
may be used to denote the areas ofstudy or the discipline. E.g. Doctorof Education.

Maximum two
Examples: Postgraduate
Certificate in Natural
Resources Management,
Postgraduate Certificate inFine Arts in Drama

Maximum two.
Examples: Postgraduate
Diploma in Education,
Postgraduate Diploma in
Environmental
Science, Postgraduate
Diploma in Crop Science,
Postgraduate Diploma in
Fine Arts in Drama
PGDip (Education), PGDip(Env Sc), PGDip (Crop Sc)
PGDip (Fine Arts)(Drama)
Completion of Postgraduate
Diploma meets the entry
requirements to SLQF level 9
to 11 in the same field ofspecialization. A
qualification shall not beawarded for early exit fromthis level. However, apostgraduate certificate may
be awarded for those whoare completing 20 credits oftheoretical engagement at
SLQF Levels 7-9.

Not applicable.

Master’s degree designators
are specific and limited tobroad generic areas of
discipline or profession. The
examples include Master of
Science, Master of Arts,
Master of Commerce, Masterof Education, Master ofBusiness Administration, etc.
Maximum one
Examples: Master of Arts in
Sinhala. Master of Science inEnvironmental Science.

Maximum one, if required.
E.g.: Master of Philosophy inEnvironmental Science.

Maximum one
E.g.: Doctor of Philosophy in
Education.

Exemples: MA, MCom, MEd,
MA (Sinhala), MSc, MSc(Environmental Science).
Completion of SLQF level 10
meets the entry requirement
to an MPhil degree in thesame field of specialization.
Early exit from this level ispossible provided that thecandidate has completed 25
credits in course work. In sucha situation, the qualification
awarded shall be
Postgraduate Diploma in therelevant field, which is at
SLQF level 8.

MPhil, MPhil (Env Sc).

PhD, DPhil, DEd, DLitt, DSc, PhD(Education).

Completion of an MPhil degree
meets the entry requirement to a
Doctoral degree in the same fieldof specialization. A qualification
shall not be awarded for early exitfrom an MPhil degree.

Doctoral degree is the highest
qualification awarded within the
SLQF. Early exit from a doctoral
degree with research not reaching
the standards required for adoctoral degree may beconsidered for the award of MPhil
degree.

Designators

Qualifiers

Abbreviation

Progression

PGCert (Natural Resources
Management), PGCert (FineArts) (Drama)
Completion of Postgraduate
Certificate meets the entry
requirements to
Postgraduate Diploma
and/or Master’s degree of
SLQF levels 8 to 11 in thesame field of specialization.

MIT, MLinguistics, MAgri,
MLibScCompletion of Master’s Degree
meets the entry requirement to
SLQF level 10 or 11 in the same
field of specialization.
A Postgraduate Diploma or a
Postgraduate Certificate may
be awarded to those who exit
early completing 25 credits or
20 credits respectively.

*The subject area to be determined by the relevant academic authority of HEI.

25

Table 4

LEVEL DESCRIPTORS for SLQF Levels 1 - 6
Categories ofLearning
Outcomes

1. Subject /Theoretical
Knowledge

2. Practical
Knowledge andApplication

3. Communication

Senior Secondary
Education
SLQF
Level 1

SLQF
Level 2

Undergraduate Education

SLQF Level 3

SLQF Level 4

SLQF Level 5

SLQF Level 6

Demonstrate knowledge andunderstanding of concepts andprinciples of the areas of study.

Demonstrate knowledge andunderstanding of concepts andprinciples of the areas of study.

Demonstrate knowledge andunderstanding of concepts andprinciples of the areas of study.

Demonstrate an advanced knowledge
and understanding of the core aspectsof the area of study.

Present and interpret qualitativeand quantitative data.

Analyse and interpret
qualitative and quantitative
information.
Develop appropriate arguments
and make judgments inaccordance with basic theories
and concepts of the areas ofstudy.

Collect, Analyse and interpretquantitative and qualitative
data.
Develop arguments and makesound judgments inaccordance with basic theories
and concepts of the areas ofstudy.

Critically Analyse data, makejudgments and propose solutions toproblems.
Construct and sustain arguments anduse these arguments, ideas andtechniques in problem solving.

Apply knowledge andunderstanding of concepts andprinciples of the areas of study.

Apply knowledge andunderstanding of concepts andprinciples of the areas of study.

Develop initial arguments andmake some judgments inaccordance with basic theories
and concepts of the areas ofstudy.

Communicate results of studies
reliably.

Present information and ideas
efficiently and effectively.

Present information, ideas, andconcepts efficiently andeffectively.

Use practical skills and enquiry
efficiently and effectively within thearea of study.

Communicate/present information,ideas, issues and solutions efficiently
and effectively.
Demonstrate awareness of the current
developments in the area of study.

4. Teamwork andLeadership

Exercise personal responsibility
and leadership in some tasks inthe workplace.

Exercise personal responsibility
and leadership in some tasks inthe workplace.

Exercise personal/teamresponsibility, and leadershipin the professional
environment/work place.

Exercise personal/team responsibility,
and leadership in the professional
environment/work place.

5. Creativity andProblem Solving

Develop initial arguments andmake judgments in accordancewith basic theories and conceptsof the areas of study.

Develop appropriate arguments
and make relevant judgments inaccordance with basic theories
and concepts of the areas ofstudy.

Develop arguments and makeappropriate judgments inaccordance with theories andconcepts of the areas of study.

Construct and sustain arguments anduse these arguments, ideas andtechniques in problem solving for agiven situation.

26

Exercise responsibility in theimplementation of routine workand manage limited resources
within the work place.

Exercise personal andmanagerial responsibilities insome tasks in the workplace.

Take initiative, assume
personal responsibility anddemonstrate accountability.

Take initiative, assume personal
responsibility and demonstrateaccountability and ability to instill
entrepreneurship.

7. Information
Usage andManagement

Demonstrate transferable skills
related to ICT.

Demonstrate application oftransferable skills related to ICT.

Demonstrate specialized
transferable skills related to
ICT skills.

Thorough in transferable skills related
to ICT and information literacy.

8. Networking andSocial Skills

Develop awareness of positive
attitudes and social
responsibility.

Demonstrate positive attitudes
and social responsibility.

Ability to work in teams andprovide leadership.

Ability to work in teams, giveleadership and promote social
engagement.

9. Adaptability
and Flexibility

Recognise the need for adapting
to changing environments.

Identify the strategies foradapting to changing
environments.

Develop appropriate strategies
for adapting to changing
environments.

Analyse and devise appropriate
strategies for adapting to changing
environments.

Exercise personal responsibility
in tasks performed.
Develop positive attitudes.

Exercise personal responsibility
in tasks performed.
Demonstrate positive attitudes
and recognize the need for social
responsibility.

Exercise initiative, personal
responsibility and accountability intasks performed.
Demonstrate positive attitudes andsocial responsibility.

Clearly identify where one
wants to be and develop longterm goals accordingly.
Recognise competencies that
help to assume predetermined
responsibilities.

Clearly identify where one
wants to be and develop longterm goals accordingly.
Acquire competencies that help
to assume predetermined
responsibilities.

Exercise initiative, personal
responsibility andaccountability in tasks
performed.
Demonstrate positive attitudes
and social responsibility.
Clearly identify where one
wants to be and develop longterm goals accordingly.
Acquire new competencies
that will enable them toassume major responsibilities.

Undertake further training anddevelop new skills within amanaged environment.
Identify the need to be aware of
new developments in the area ofstudy.

Undertake further training anddevelop new skills within acontrolled environment.
Identify the new developmentsin the area of study.
Identify the need forindependent learning andlifelong learning.

Undertake further training anddevelop additional skills thatwill enable them to makesound decisions.
Identify ways of independent
learning and lifelong learning.

Undertake further training anddevelop additional skills that will
enable them to make sound decisions.
Engage in independent learning using
scholarly reviews and secondary
sources of information.

6. Managerial and
Entrepreneurship

10. Attitudes,
Values andProfessionalism

11. Vision for Life

12. Updating Self /Lifelong Learning

Clearly identify where one wants to be
and develop long term goals
accordingly
Exercise and further develop the newcompetencies and assume major
responsibilities with confidence.

27

LEVEL DESCRIPTORS for SLQF Levels 7-12
Categories ofLearning
Outcomes

1. Subject /Theoretical
Knowledge

2. Practical
Knowledge andApplication

Postgraduate Education
SLQF Level 7

SLQF Level 8

SLQF Level 9

SLQF Level 10

Demonstrate
appropriate knowledge
and understanding inthe specified area ofstudy.

Demonstrate anadvanced level ofknowledge andunderstanding in thearea of study.

Demonstrate acomprehensive &substantive level ofknowledge andunderstanding in thearea of study.

Analyse and evaluate
current research in thearea of specialization.

Critically Analyse data,
make judgments andpropose solutions toproblems.

Critically Analyse data,
make judgments andpropose solutions toproblems.

Use efficiently andeffectively, practicalskills and enquiry
within the specified areaof study.

Use efficiently andeffectively, practicalskills and enquiry
within the area of study.
Construct and sustain
arguments and use
these arguments, ideas
and techniques inproblem solving.

Critically Analyse data,
make judgments andpropose solutions toproblems.

Use efficiently andeffectively, practicalskills and enquiry
within the area ofstudy.
Construct and sustain
arguments and use
appropriately thesearguments, ideas andtechniques in problem
solving.

Demonstrate a criticalawareness of current
issues and recent
developments in the areaof specialization and/or
area of professional
practice.

Use efficiently andeffectively, practical skills
and enquiry within thearea of study.
Construct and sustain
arguments and use
appropriately thesearguments, ideas andtechniques in problem
solving.

SLQF Level 11

SLQF Level 12

Enhance knowledge throughresearch of a quality that will
satisfy peer review and merit
publication.

Create new knowledge through original
research of a quality that makes asignificant contribution to developmentof the discipline and satisfy peer review
and merit publication.

Evaluate and constructively
criticize and improvemethodologies in the area ofspecialization.
Analyse and critically evaluate
past and current research in thearea of specialization.

Use practical skills and enquiry
efficiently and effectively
within the area of study.

Demonstrate critical reading andanalytical skills by critically analyzing
synthesizing and evaluating data,
making judgments and identifying
solutions to problems.
Demonstrate a systematic acquisition
and understanding of substantial
amount of knowledge in the area ofspecialization and/or professional
practice.
Respond efficiently and effectively tothe changing developmental needs ofthe discipline.
Demonstrate an in-depth knowledge
and understanding of applicabletechniques for research and advanced
academic enquiry/professional practice.

Construct and sustain
arguments and use thesearguments, ideas andtechniques comprehensively inproblem solving.

28

Demonstrate awarenessof the current
developments in thespecified area of study
through written and oral
communication.

Demonstrate awarenessof the current
developments in thearea of study throughwritten and oral
communication.

Demonstrate awarenessof the current
developments in thearea of study throughwritten and oral
communication.

Demonstrate awarenessof the current
developments in thearea of study throughwritten and oral
communication.

Demonstrate awarenessof the current
developments in thearea of study throughwritten and oral
communication.

Demonstrate leadershipin the professional
environment/work place

Exercise leadership in
the professional
environment/work place

Exercise leadership in
the professional
environment/work
place.

Deal with complex
issues in a systematicmannerDeal with complex
issues in a systematicmanner and makesound judgments

Deal with complex
issues in a systematicmanner and makesound judgments.

3.
Communication

4. Teamwork
and Leadership

Demonstrate selfdirection and confidence
in solving problems

5. Creativity andProblem Solving

Construct new
hypotheses in the areaof specialization and test
them in a scientificmanner.

Construct new
hypotheses in the areaof specialization andtest them in a scientificmanner.

Demonstrate selfdirection and confidence
in solving problems.

Demonstrate selfdirection andconfidence in solving
problems.

Communicate in oral andwritten format thefindings/conclusions
clearly to specialist as
well as non-specialist
groups.

Disseminate findings ofscientific/intellectual enquiry
through publication and/or
presentation

Disseminate findings ofscientific/intellectual enquiry throughpublications and/or presentation at aninternationally accepted level.

Communicate in oral andwritten format the findings,
ideas and conclusions
effectively to specialist andnon-specialist audiences.

Communicate in oral and written
format the findings, ideas andconclusions effectively to specialist andnon-specialist audiences.
Communicate in oral and written
format the findings/conclusions clearlyto specialist as well as non-specialist
groups.

Exercise leadership inplanning andimplementing tasks
efficiently and effectively
in professional, technicaland academic settings.
Deal with complex issues
systematically and makesound judgments even
without complete data.
Construct new
hypotheses in the area ofspecializations and test
them in a scientificmanner.
Demonstrate selfdirection and originality
in solving problems
Make decisions incomplex and
unpredictable contexts.

Exercise leadership andoriginality in tackling andsolving problems inprofessional, technical andacademic settings.
Construct new hypotheses andtest them in a scientific manner.
Demonstrate self-direction andoriginality in solving problems
in the professional
environment.

Exercise leadership and originality intackling and solving problems inprofessional, technical and academic
settings.
Conceptualize, design and implement
new projects to generate newknowledge and applications.
Make judgments on complex issues in
the field of specialization even in theabsence of complete data.
Identify, conceptualize and provide
creative insights into complex issues
and problems, and demonstrate selfdirection and confidence in solving
problems.

29

Categories ofLearning
Outcomes

Postgraduate Education
SLQF Level 7

SLQF Level 8

SLQF Level 9

SLQF Level 10

SLQF Level 11

SLQF Level 12

Plan and implementtasks at professional andmanagerial levels.

Plan and implementtasks at professional andmanagerial levels.

Plan and implementtasks at professionaland managerial levels.

Plan and implement tasks
efficiently and effectively
in professional, technicalor academic settings.

Supervise and guide research togenerate new knowledge in thediscipline.

Supervise and guide original researchto generate substantial insight in thediscipline.

Take initiative, assume
personal responsibility
and demonstrateaccountability andability to instill
entrepreneurship.

Take initiative, assume
personal responsibility
and demonstrateaccountability andability to instill
entrepreneurship.

Plan and implement tasks
efficiently and effectively in
professional, technical or
academic settings.

Exercise high level of autonomy andinitiative in professional, administrativeand managerial activities.

Thorough intransferable skills
including ICT skills andinformation literacy.

Thorough intransferable skills
including ICT skills andinformation literacy.

Ability to work in teams,
give leadership andpromote social
engagement.

Ability to work inteams, give leadershipand promote social
engagement.

Analyse and devise
appropriate strategies
for adapting to changing
environments.

Analyse and devise
appropriate strategies
for adapting to changing
environments.

Thorough intransferable skills
including ICT skills andinformation literacy
with the capability oforganizing data.
Ability to work inteams, give leadership,
and promote social andprofessional
engagement.
Plan and execute
appropriate strategies
for adapting tochanging environments.

6. Managerial and
Entrepreneurship

7. Information
Usage andManagement
8. Networking
and Social Skills

9. Adaptability
and Flexibility

10. Attitudes,
Values andProfessionalism

Take initiative, assume
personal responsibility
and demonstrateaccountability and ability
to instill
entrepreneurship.

Thorough in transferable
skills including ICT skills
and information literacy
with the capability oforganizing andprocessing data.
Ability to work in teams,
give leadership, andpromote social andprofessional engagement.
Plan and execute
appropriate strategies foradapting to changing
environments.
Make decisions incomplex and
unpredictable contexts.

Exercise initiative,
personal responsibility
and accountability intasks performed.
Demonstrate positive

Exercise initiative,
personal responsibility
and accountability intasks performed.
Demonstrate positive

Exercise initiative,
personal responsibility
and accountability intasks performed.
Demonstrate positive

Exercise initiative, personal
responsibility andaccountability in tasks
performed.
Demonstrate positive

Exercise initiative and personal
responsibility and makedecisions in complex and
unpredictable contexts.
Thorough in transferable skills
including ICT skills andinformation literacy with ahigher capability for organizing
and processing data.
Ability to work in teams, giveleadership, promote social andprofessional engagement, andencourage collaborative
research
Plan and execute appropriate
strategies for adapting tochanging environments.

Exercise personal judgment andresponsibility in complex and
unpredictable situations in professional
and/or managerial environments.
Thorough in transferable skills
including ICT skills and information
literacy with a higher capability fororganizing and processing data.

Ability to work in teams, giveleadership, promote social andprofessional engagement and establish
collaborative researchPlan, execute and forecast appropriate
strategies for adapting to changing
environments.

Exercise initiative and personal
responsibility and makedecisions in complex and
unpredictable contexts.

Exercise personal judgment andresponsibility in complex and
unpredictable situations in professional
and/or managerial environments.

Exercise initiative, personal
responsibility and accountability
in tasks performed.

Exercise initiative, personal responsibility
and accountability in tasks performed.

Demonstrate positive attitudes
and social responsibility.

Demonstrate positive attitudes and social
responsibility.

30

11. Vision forLife

12. Updating
Self / Lifelong
Learning

attitudes and social
responsibility.

attitudes and social
responsibility.

attitudes and social
responsibility

attitudes and social
responsibility.

Clearly identify where
one wants to be anddevelop long term goals
accordingly.

Clearly identify where
one wants to be anddevelop long term goals
accordingly.

Clearly identify where one wants to be,where the society should be anddevelop long term goals accordingly.

Undertake further
training and develop
additional skills thatwill enable them tomake sound decisions.

Clearly identify where
one wants to be, where
the society should be anddevelop long term goals
accordingly.
Undertake further
training and develop
additional skills that will
enable them to makesound decisions.

Clearly identify where one
wants to be, where the society
should be and develop longterm goals accordingly.

Undertake further
training and develop
additional skills that will
enable them to makesound decisions.

Clearly identify where
one wants to be, where
the society should be
and develop long term
goals accordingly.
Undertake further
training and develop
additional skills thatwill enable them tomake sound decisions.

Undertake further training anddevelop additional skills usingreflective practice that will
enable them to make sounddecisions.

Undertake further training and develop
additional skills using reflective
practice that will enable them to makesound decisions.

Advance knowledge
and develop additional
skills.

Advance knowledge
and develop additional
skills.

Advance knowledge
and develop additional
skills.

Advance knowledge andunderstanding, anddevelop additional skills.

Advance knowledge andunderstanding, and develop
additional skills.

Engage in independent
learning using scholarly
reviews and secondary
sources of information.

Engage in independent
learning using scholarly
reviews and secondary
sources of information.

Engage in independent
learning using scholarly
reviews and secondary
sources of information.

Engage in independent
learning using scholarly
reviews and secondary
sources of information.

Engage in independent learning
using scholarly reviews andsecondary sources of
information.

Carry out independentstudies for professional
development.

Carry out independentstudies for professional
development.

Demonstrate skills in
independent learningfor continuous
professional
development.

Demonstrate skills in
independent learning forcontinuous professional
development.

Demonstrate skills in
independent learning forcontinuous professional
development.

Exercise autonomy and initiativein professional, administrativeand managerial activities.

Exercise high level of autonomy andinitiative in professional, administrativeand managerial activities.

Engage in independent learning using
scholarly reviews and secondary
sources of information.
Continuously demonstrate skills incollective learning with originality forsolving problems.

31

PROGRESSION PATHWAYS
One of the objectives of the SLQF is to show the pathways of obtaining different
qualifications. The qualifications at different levels are identified considering thelearning outcomes required to obtain that qualification and expected learning
outcomes of the qualification holders. The vertical progression between qualifications
is straight forward provided that the minimum stipulated requirements are met.
Lateral progression is also possible at certain levels if the candidate meets theminimum requirements for admission to the target qualification. The possible routes
of getting target qualifications that are stated under different qualification descriptors
in Table 4 graphically shown in Figures 1, 2 & 3.

32

SLFQL

SRI LANKA QUALIFICATION FRAMEWORK (SLQF)
POSSIBLE PROGRESSION PATHWAYS WITHIN SLQF
SLQF L 12
Ph.D./MD/D.Sc.

SLQF L 11
M.PhilSLQF L 10
M.Sc.with Course
work + ResearchHigh GPASLQF L 9
M.Sc. By Course
work
Qualifying
examination

SLQF L 8
PG Diploma

SLQF L 7
PG Certificate

SLQF L 6
B.Sc. Honours

SLQF L 5
B.Sc.

Qualifying
examinationequivalent to SLQF L6
or 7High GPASLQF L 4
Higher Diploma

SLQF Q L 3
Diploma

SLQF L 2
GCE ALWith accredited priorlearning equivalent to
SLQF L4 and qualifying
examination

With accredited priorlearning equivalent to SLQF
L3 & 4 and qualifying
examination

SLQF L 1
GCE OL

Figure 1
33

SRI LANKA QUALIFICATION FRAMEWORK (SLQF) &NATIONAL VOCATIONAL QUALIFICATION (NVQ)COMPARABLE LEVELS

SLFQL
./

SLQF has more cognitive component

SLQF L 11
M.Phil

NVQ has more practical component

SLFQ L 10
M.Sc.with Course
work + ResearchWith a corresponding cognitive or practical bridging programme aparticular NVQ level or SLQF level could reach an equivalent SLQF
level or NVQ level as indicated by the arrows.
Bridging
Bridging

SLQF L 12
Ph.D./MD/D.Sc.

SLQF L 9
M.Sc. By Course
work
SLQF L 8
PG Diploma

Bridging will be for a period of 1 yearwith a minimum volume of 30 credits

SLFQ L 7
PG Certificate

SLQF L 6
B.Sc. Honours

NVQ L7
B.Tech.

NVQ L 6
Advanced Diploma

NVQ L 5
Diploma

NVQ L4
Certificate

Bridging
Bridging
Bridging
Bridging

Bridging

NVQ L3
Certificate

SLFQL

SLQF L 4
Higher Diploma

SLQF L 3
Diploma

SLQF Q L 2
GCE ALSLQF L 1
GCE OLNVQ L2
Certificate
NVQ L1
Certificate

Figure 2

34

SLQF L 5
B.Sc.

Bridging

SRI LANKA QUALIFICATION FRAMEWORK (SLQF)
POSSIBLE PROGRESSION PATHWAYS NVQ L7 TO SLQF

SLQF L 12
Ph.D./MD/D.Sc.

SLQF L 11
M.PhilSLQF L 10
M.Sc.with Course
work + Research

Qualifying
examinationequivalent to SLQF
L6 or L7

SLQF L 9
M.Sc. By Course
work

SLQF L 8
PG Diploma

High GPASLQF L 7
PG Certificate

SLQF L 6
B.Sc. /Honours

NVQ L7
B.Tech.

SLQF L 5
B.Sc.

Figure 335

ABBREVIATIONS AND ACRONYMS
A
Agri
AdvCertBA
BAHonsBBAHons
BComHons
BFA
BPA
BSc
BScHons
BVA
Cert
DEd
Dip
DLitt
DPhil
DSc
Env Mgmt
Eng
Env Sc
GPA
HDip
HETC
HND
ICT
IRQUE
IT
MA
MAgri
MBBS
MCom
Mech Eng
Med
MFA
MIT
MLibSc
MPhil
MPA
MSc
36

Accountancy
Agriculture
Advanced Certificate
Bachelor of Arts
Bachelor of Arts Honours
Bachelor of Business Administration Honours
Bachelor of Commerce Honours
Bachelor of Fine Arts
Bachelor of Performing Arts
Bachelor of Science
Bachelor of Science Honours
Bachelor of Visual Arts
Certificate
Doctor of Education
Diploma
Doctor of Letters
Doctor of Philosophy
Doctor of Science
Environmental Management
Engineering
Environmental Science
Grade Point Average
Higher Diploma
Higher Education for Twenty First Century
Higher National Diploma
Information and Communication Technology
Improving Relevance and Quality ofUndergraduate Education
Information Technology
Master of Arts
Master of Agriculture
Bachelor of Medicine/ Bachelor of Surgery
Master of Commerce
Mechanical Engineering
Master of Education
Master of Fine Arts
Master of Information Technology
Master of Library Science
Master of Philosophy
Master of Performing Arts
Master of Science

MVA
NQF
NVQF
NVQL
PGCert
PGDip
PhD
QA
QAA
QAAC
Sc
SLIATE
SLQF
SLQL
SWOC
TVEC
UGC

Master of Visual Arts
National Qualifications Framework
National Vocational Qualifications Framework
National Vocational Qualifications Framework
Level
Postgraduate Certificate
Postgraduate Diploma
Doctor of Philosophy
Quality Assurance
Quality Assurance and Accreditation
Quality Assurance and Accreditation Council
Science
Sri Lanka Institute of Advanced Technological
Education
Sri Lanka Qualifications Framework
Sri Lanka Qualifications Framework Level
Strengths, Weaknesses, Opportunities andChallenges
Tertiary and Vocational Education Commission of
Sri Lanka
University Grants Commission

37

SLQF National Committee (2009-2012)
Mr. P. Ranepura

Additional Secretary, Ministry of Higher
Education(Chairman of the SLQF National Committee)

Prof. S. B. S. Abayakoon

Vice-Chancellor, University of Peradeniya(Member representing the CVCD)

Mr. K. Padmasiri

Director General, SLIATE (Member representing SLIATE
until 31-01-2011)

Prof. K. K. C. K. Perera

Director General SLIATE (Member representing
SLIATE from 01-02-2011)

Prof. B. C. N. Peiris

Acting Director, QAAC Division of the UGC (Member
representing QAAC Division of the UGC)

Dr. T. A. Piyasiri

Director General, TVEC (Member representing TVEC)

Prof. S. V. D. G. Samaranayake

Chairman UGC (Member representing UGC)

Prof. M. J. S. Wijeyaratne

Deputy Project Director/SLQF, HETC Project(Coordinator of the SLQF National Committee)

Contributors to the Updated Version of SLQF (February 2015)
Dr. Upali Mampitiya
Dr. Gominda Ponnamperuma
Prof. Kapila Goonasekere

38

Editor

THE WORLD BANKHETC PROJECTISBN 978-955-4510-01-2