ESQF

ESQF Background Purpose of the ESQF Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 9 Level 10

ESQF Background

Eswatini is cognisant of the importance of education and skills development in supporting national development aspirations and goals, which include accelerated growth and global competiveness. It accepts that education and skills development, as embraced in human capital development, is a critical pillar for growth, poverty eradication and social cohesion. The mission of the Education, Training and Skills Development Sector (ETSDS) therefore is:“To provide relevant, quality and affordable education and training opportunities for the entire populace of the Kingdom of Eswatini in order to develop all positive aspects of life for self-reliance, social and economic development and global competitiveness”.

The vision is: “Attainment of equality in educational opportunities for all pupils of school going age and adults irrespective of their socio economic background, with the ultimate goal of enhancing their productive capacity, thus improving the quality of their lives.”

Purpose of the ESQF

The purpose for the development of the Eswatini Qualifications Framework is twofold:

1. Promoting Lifelong Learning

Improving understanding of learning and qualifications, and how they relate to each other.
Improving access to education and training.
Making progression routes easier and clearer thus improving learner and career mobility.
Increasing scope for recognition of prior learning.

2.Quality Assurance and Recognition

Ensuring that qualifications are relevant to perceived industry and socio -economic needs.
Ensuring compatibility of the same qualification offered by different institutions.
Ensuring that education and training standards are defined by agreed learning outcomes and applied consistently.
Maintaining international comparability of standards, especially in the Southern African context, to ensure international competitiveness, and to facilitate student and graduate mobility.

The ESQF Level Descriptors

The level descriptors are statements describing the characteristics of the generic outcomes of each of the 10 levels in the ESQF. These characteristics consist of the knowledge, skills, competences and attributes that individuals at a given level should possess or be able to demonstrate on achieving the qualification. The level descriptors are as follows:

Level 1

Knowledge

To recall basic knowledge in well- defined and familiar contexts.

Skills

To apply numeracy and literacy skills to carry out tasks.

Personal Attributes

To demonstrate ability to understand, follow instructions and be able to function as a team member in learning and work environment.

Level 2

Knowledge

To recall and apply basic practical and educational knowledge of a defined area of learning / work.

Skills

To apply basic skills to execute tasks involving known routines and procedures under maximum supervision.

Personal Attributes

To perform tasks in a well-defined and supervised environment.
To demonstrate limited autonomy in execution of tasks.

Level 3

Knowledge

To demonstrate ability to understand and apply theoretical and technical knowledge of key concepts to perform tasks and solve problems within given parameters.
To have an understanding of solutions to a limited range of predictable problems
Eswatini General Certificate of Secondary Education (EGCSE)
International General Certificate of Secondary Education (IGCSE)

Skills

To apply a range of methods, tools and materials to complete routine activities.

Personal Attributes

To complete tasks under moderate supervision in stable contexts.
To demonstrate ability to perform tasks in a team.
To demonstrate ability to adhere to organisational values.

Level 4

Knowledge

To demonstrate advanced knowledge in specialised and emerging situations to make informed judgements.
To understand key concepts, terms, rules and established principles and theories in one or more fields or disciplines.

Skills

To apply strategic approaches to tasks that arise in work and using expert sources of information.
To use technology to solve existing and emerging situations.

Personal Attributes

To demonstrate accountability and responsibility in work/ learning situations.
To show proactivity and reliability in performance of tasks.

Level 5

Knowledge

To demonstrate an understanding of concepts, principles, fact and theories within a specified field, discipline and practise.
To apply broad theoretic and practical knowledge that is often specialised within a field.
To analyze, categorize, classify information to construct logical and coherent argument
To show awareness of the knowledge base.

Skills

To demonstrate the ability to identify, evaluate and solve undefined, routine, new problems within a known context
To apply solutions based on relevant evidence and procedures or other forms of explanations appropriate to the field, discipline or practice, demonstrating an understanding of consequences.

Personal Attributes

To manage projects with limited supervision that require problem solving where there are many factors some of which can lead to unforeseen changes.
To convey ideas in a reliable, accurate, and coherent manner to peers, supervisors and clients using appropriate conventions.
To express a comprehensive internalised personal world view reflecting engagement with others.
To formulate responses to abstract and concrete problems.
To demonstrate experience of operational interactions within a familiar field.
To make judgements based on knowledge of relevant social and ethical issues

Level 6

Knowledge

To demonstrate an understanding of concepts, principles, fact and theories within a specified field, discipline and practise.
To apply broad theoretic and practical knowledge that is often specialised within a field.
To analyze, categorize, classify information to construct logical and coherent argument
To show awareness of the knowledge base.

Skills

To demonstrate the ability to identify, evaluate and solve undefined, routine, new problems within a known context
To apply solutions based on relevant evidence and procedures or other forms of explanations appropriate to the field, discipline or practice, demonstrating an understanding of consequences.

Personal Attributes

To manage projects with limited supervision that require problem solving where there are many factors some of which can lead to unforeseen changes.
To convey ideas in a reliable, accurate, and coherent manner to peers, supervisors and clients using appropriate conventions.
To express a comprehensive internalised personal world view reflecting engagement with others.
To formulate responses to abstract and concrete problems.
To demonstrate experience of operational interactions within a familiar field.
To make judgements based on knowledge of relevant social and ethical issues

Level 7

Knowledge

To demonstrate understanding of the wider contexts in which the area of study or work is located and has knowledge of current developments in the area of study or work.
To demonstrates clear conceptualisation of different theoretical and methodological perspectives and how they affect the area of study or work.
To demonstrate critical awareness of knowledge issue in the field of study and between different fields.

Skills

To demonstrate ability to design and manage processes, can use specialised skills to conceptualise and address problematic situations that involve many interacting factors with a developed ability to undertake research, development of strategic activities to inform or produce change in the area of work or study

Personal Attributes

To develop and communicate ideas, opinions and informed arguments using appropriate academic, professional or occupational discourse;
accountable for own work, decision-making and use of resources
limited responsibility for decisions and actions of others in varied and/or unfamiliar contexts

Level 8

Knowledge

To demonstrate a critical understanding of the relevant theories, methodologies, and methods existing at the forefront of their discipline;
To critically and systematically analyse, evaluate, and engage with new and more complex concepts that will extend and replicate knowledge;
To possess a basic knowledge of innovation and entrepreneurship;

Skills

To generate hypothesis; analyse and evaluate problems; work in teams; present and communicate research findings through the interrogation of multiple sources of knowledge;
To apply knowledge and skills to solving abstract and complex problems, to acquire and apply intermediary entrepreneurial skills;

Personal Attributes

To be able to assume a leadership role;
to demonstrate a basic understanding of innovation and entrepreneurship;
To be autonomous learners;
To be reflective and self-critical;
To take responsibility for their own actions and work;
To undertake professional work within their given discipline.

Level 9

Knowledge

To defend a position based upon advanced knowledge and understanding of a particular discipline;
To apply appropriate methods and techniques to collect new evidence, analyse existing evidence, or critique other scholarly work in a systematic way;
To advance the boundaries of knowledge in a creative way, and pioneer entrepreneurship.

Skills

To communicate and present research findings to a wider and professional audience;
To develop and defend original coherent and compelling arguments;
To design and plan rigorous and systematic projects based upon ethical principles;

Personal Attributes

To make autonomous and ethical decisions; to effectively manage their time and other resources;
To demonstrate initiative and innovation in a wide range of contexts;
To demonstrate creativity and initiative in their area of expertise.

Level 10

Knowledge

To create a new, systematic and logical knowledge base through in-depth and original research and scholarship.

Skills

To apply innovative methods, technologies and interventions to solving real-world and theoretical problems;
To produce and defend independent, in depth and publishable work.

Personal Attributes

To demonstrate independence of thought and action;
To take full responsibility for their own work; to effectively manage, supervise or oversee the work of others;
To portray confidence in communicating and leading research in their area of expertise;
To act professional within their field of work; work in ways which are reflective, critical and based on evidence.