Similar statements will be produced for all levels, following the consultation. Describing learning The notion of 'level' of study or achievement is one that may be used to chart progression through a course of study, or to differentiate one qualification from another. Academic and intellectual progression is secured by imposing increasing demands on the learner, over time, in terms of the acquisition of knowledge and skills, the capacity for conceptualisation, and increasing autonomy in learning. Put simply, as students progress within a course, and as they move to courses at higher levels, they will tackle work of increasing difficulty, and will do so with greater reliance on their own learning abilities. The framework will help ensure that course design enables progression to occur.
Higher education is about the creation, application and transmission of knowledge.
Levels are thus measured against the forefront of current knowledge, as represented by current research or equivalent advanced scholarship. Descriptors of level refer to how closely study approaches the frontiers of knowledge in a discipline, and across what range of such knowledge. Assessing achievement Examinations, or other assessments, must be set so as to measure achievement at the level of the qualification. Students must demonstrate that they have achieved the outcomes that warrant the award of the qualification. The framework has six levels.