NEP Saarthi Exam Syllabus 1 PDF

Government of India University Grants Commission Ministry of Education Ministry of Education Department of Higher Education New Delhi National Higher Education Qualiﬁcations Framework (NHEQF) © University Grants Commission May, 2023 Printed and Published by : Secretary University Grants Commission Bahadur Shah Zafar Marg New Delhi – 110002 Design and Layout by : e-Governance Cell University Grants Commission Bahadur Shah Zafar Marg New Delhi – 110002 National Higher Education Qualifications Framework (NHEQF) University Grants Commission Bahadur Shah Zafar Marg New Delhi – 110002 Table of Contents FOREWORD 01 1.1. Introduction 02 1.2. Policy directions that have implications for the structure of higher education institutions 03 1.3. Policy directions pertaining to the thrust of education and curricular structures 04 1.4. Policy directions guiding the structure and duration of degree programmes 06 2.1. National Qualifications Frameworks: Global Initiatives 08 3.1. National Qualifications Framework in India 12 3.1.1. National Vocational Education Qualifications Framework (NVEQF) 12 3.1.2. National Skills Qualifications Framework (NSQF) 12 4.1. National Higher Education Qualifications Framework (NHEQF) 15 4.1.1. The characteristics and purposes of the NHEQF 15 4.1.2. Scope and coverage of the NHEQF 17 4.2. Types and title/nomenclature of qualifications 18 4.2.1. NHEQF levels 19 4.2.2. Expected graduate attributes at different levels on NHEQF 20 4.2.3. NHEQF level descriptors 24 4.2.3.1. Learning outcomes descriptors for qualification at level 4.5 on the NHEQF 24 4.2.3.2. Learning outcomes descriptors for qualifications at level 5 on the NHEQF 26 4.2.3.3. Learning outcomes descriptors for a higher education qualification at level 5.5 on the NHEQF 28 4.2.3.4. Learning outcomes descriptors for a higher education qualification at level 6 on the NHEQF 30 4.2.3.5. Learning outcomes descriptors for a higher education qualification at level 6.5 on the NHEQF 34 4.2.3.6. Learning outcomes descriptors for a higher education qualification at level 7 on the NHEQF 37 4.2.3.6. Learning outcomes descriptors for a higher education qualification at level 8 on the NHEQF 40 4.2.4. NHEQF level descriptors as a learning continuum 42 4.2.5. The NHEQF qualification specifications 42 4.2.6. Linkage between NHEQF Level Descriptors and Programme Learning Outcomes 44 4.2.7. Course Learning Outcomes (CLOs) 44 4.3. Academic credit framework for different types of qualifications within the NHEQF 45 4.4. Components of programmes of study 45 4.5. Credit accumulation and redemption 47 4.6. Quality assurance mechanism 48 Definitions of terminologies/terms that are applicable to the NHEQF 50 Annexure I 55 Learning Outcomes Descriptors for higher education qualificationat levels 4.5-8 on the NHEQF Annexure II Exemplar Programme Learning Outcomes (PLOs) 65 ACKNOWLEDGEMENT 67 National Higher Education Qualifications Framework (NHEQF) | 1 Section 1 1.1. Introduction The National Education Policy (NEP) 2020 (hereafter referred to as NEP or the policy) envisages a new and forward-looking vision for India’s higher education system. It recognizes that higher education plays an extremely important role in promoting human as well as societal well-being and in developing India as envisioned in its Constitution - a democratic, just, socially conscious, cultured, and humane nation upholding liberty, equality, fraternity, and justice for all. The NEP 2020 notes that “higher education significantly contributes towards sustainable livelihoods and economic development of the nation” and “as India moves towards becoming a knowledge economy and society, more and more young Indians are likely to aspire for higher education.” The NEP 2020 also states that “given the 21st century requirements, quality higher education must aim to develop good, thoughtful, well-rounded, and creative individuals” and... “must enable an individual to study one or more specialized areas of interest at a deep level, and also develop character, ethical and Constitutional values, intellectual curiosity, scientific temper, creativity, spirit of service, andtwenty-first-century capabilities across a range of disciplines including sciences, social sciences, arts, humanities, languages, as well as professional, technical, and vocational subjects.” It also states that “a quality higher education must enable personal accomplishment and enlightenment, constructive public engagement, and productive contribution to the society” and must “prepare students for more meaningful and satisfying lives and work roles and enable economic independence.” The NEP 2020 also points out that at the societal level, higher education must enable the development of an enlightened, socially conscious, knowledgeable, and skilled nation that can find and implement robust solutions to its own problems. Higher education is expected to form the basis for knowledge creation and innovation thereby contributing to a growing national economy. It highlights that, “the purpose of quality higher education is more than the creation of greater opportunities for individual employment,” and that higher education, “represents the key to more vibrant, socially engaged, cooperative communities and a happier, cohesive, cultured, productive, innovative, progressive, and prosperous nation.” The NEP 2020 envisages the formulation of expected learning outcomes for all higher education programmes. It states that “A National Higher Education Qualifications Framework (NHEQF) will 2 | University Grants Commission be formulated” and “it shall be in sync with the National Skills Qualifications Framework (NSQF) to ease the integration of vocational education into higher education.” Additionally, it points out that “higher education qualifications leading to a degree/diploma/certificate shall be described by the NHEQF in terms of such learning outcomes.” The Policy also envisages the setting up of facilitative norms for issues, such as credit transfer, and equivalence, through the NHEQF. The NEP 2020 also mandates relevant agencies, “to identify specific skills that students must acquire during their academic programmes, with the aim of preparing well-rounded learners with 21st century skills.” 1.2. Policy directions that have implications for the structure of higher education institutions The NEP 2020 calls for a complete overhaul and re-energizing of the higher education system to deliver high-quality higher education with equity and inclusion. The policy’s vision includes several key changes to the current system such as: moving towards a higher educational system consisting of large, multidisciplinary universities and colleges, with at least one in or near every district, and with more higher education institutions (HEIs) across India that offer the medium of instruction or programmes in local/Indian languages; moving towards a more multidisciplinary undergraduate education; and revamping curriculum, pedagogy, assessment, and student support for enhanced student experiences. The main thrust of the policy regarding higher education is to transform HEIs into large multidisciplinary universities, colleges, and HEI clusters/Knowledge Hubs. This is expected to help build vibrant communities of scholars and peers, enable students to become well-rounded across disciplines including artistic, creative, and analytic subjects as well as sports, develop active research communities across disciplines including cross-disciplinary research, and increase resource efficiency, both material and human, across higher education. Moving towards a large multidisciplinary university and HEI clusters with a more multidisciplinary undergraduate and graduate education is thus the major recommendation of the policy regarding the structure of higher education. The proposed vision of higher education envisages a new conceptual perception/understanding for what constitutes a higher education institution (HEI), i.e., a university or a college. The term university is used to refer to a multidisciplinary institution of higher learning that offers undergraduate and graduate programmes, with high-quality teaching, research, and community engagement. This definition of ‘university’ thus allows a spectrum of institutions that range from: National Higher Education Qualifications Framework (NHEQF) | 3 those that place equal emphasis on teaching and research referred to as research-intensive universities: those that place greater emphasis on teaching but still conduct significant research, referred to as teaching-intensive universities; and autonomous degree-granting colleges, which are large multidisciplinary institutions of higher learning that could award undergraduate degrees and are primarily focused on undergraduate teaching though it would not be restricted to teaching alone. Over a period, it is envisaged that every college would develop into either an Autonomous degree- granting College or a constituent college of a university. With appropriate accreditations, autonomous degree-granting Colleges could evolve into Research-intensive or Teaching-intensive Universities, if they so aspire. Thus, the three broad types of institutions are not in any natural way a rigid, exclusionary categorization, but are along a continuum. HEIs will have the autonomy and freedom to move gradually from one category to another, based on their plans, actions, and effectiveness, and the focus of their goals and work. The accreditation system will develop and use appropriately different and relevant norms across this range of HEIs. The NHEQF envisages increased flexibility and choice of courses of study by students, particularly at the undergraduate level. A wide choice of subjects and courses, from year to year, will be the new distinguishing feature of undergraduate education. Students who wish to change one or more of the opted courses within the programme (s) of study that they are pursuing may do so at the beginning of each year, as long as they are able to demonstrate the required prerequisites and the capability to attain the defined learning outcomes after going through the chosen programme and course (s) of study. 1.3. Policy directions pertaining to the thrust of education and curricularstructures The NEP 2020 envisages a holistic and multidisciplinary education system that would aim to develop all capacities of human beings - intellectual, aesthetic, social, physical, emotional, ethical, and moral - in an integrated manner. Such education is expected to help develop well-rounded individuals that possess critical 21st century capacities in fields across the arts, humanities, languages, sciences, social sciences, and professional, technical, and vocational fields; an ethic of social engagement; soft skills, such as communication, discussion, and debate; and rigorous specialization in a chosen field or fields. Even engineering institutions are expected to move towards more holistic and multidisciplinary education with more arts, humanities, and social sciences. Students of arts and humanities are expected to learn more science, and all will try to incorporate more vocational subjects and soft skills. Such a holistic education shall be, in the long term, the 4 | University Grants Commission approach of all undergraduate programmes, including those in professional, technical, and vocational disciplines. This implies developing an enhanced higher education system consisting of large, multidisciplinary universities and colleges, and moving towards holistic and multidisciplinary education characterized by flexibility in curriculum and course options that would be on offer to students, in addition to rigorous specialization in the chosen disciplinary areas of study and work/vocation or professional practice. A holistic and multidisciplinary education is considered essential to lead the country into the 21st century and to prepare the students to respond to the requirements of the fourth industrial revolution. The NEP 2020 envisages flexible curricular structures to enable creative combinations of disciplinary areas for study in multidisciplinary contexts, including vocational courses. It also envisages multiple entry and exit points and re-entry options, thus, creating new possibilities for life- long learning. Graduate-level, master’s, and doctoral programmes of study in multidisciplinary universities, while providing rigorous research-based specialization, would also provide opportunities for multidisciplinary work, including in academia, government, and industry. Flexibility in curriculum and novel and engaging course options will be on offer to students, in addition to rigorous specialization in a chosen disciplinary area or areas of study, work/vocation, or professional practice. This will be encouraged by increased faculty and institutional autonomy in setting curricula. The pedagogy will have an increased emphasis on communication, discussion, debate, research, and opportunities for cross-disciplinary and interdisciplinary thinking. Towards the attainment of such a holistic and multidisciplinary education, the flexible and innovative curricula of all HEIs shall include credit-based courses and projects in the areas of community engagement and service, environmental education, and value-based education. Environment education will include areas such as climate change, pollution, waste management, sanitation, conservation of biological diversity, management of biological resources and biodiversity, forest and wildlife conservation, and sustainable development and living. Value-based education will include the development of humanistic, ethical, constitutional, and universal human values of truth, righteous conduct, peace, love, nonviolence, scientific temper, citizenship values, and life- skills; lessons in service and participation in community service programmes will be considered an integral part of the holistic education. Global Citizenship Education and education for sustainable development will form an integral part of the curriculum to empower learners to become aware of and understand global and sustainable development issues and to become active promoters of more peaceful, tolerant, inclusive, secure, and sustainable societies. As part of holistic education, students at all HEIs will also be provided with opportunities for internships with local industries, businesses, artists, crafts persons, and so on, as well as research internships with faculty and National Higher Education Qualifications Framework (NHEQF) | 5 researchers at their own or other HEIs/research institutions, so that students may actively engage with the practical side of their learning and, as a by-product, further improve their employability. 1.4. Policy directions guiding the structure and duration of degree programmes India has entered a stage of massification of higher education. In 2019-2020 the country had 1,043 universities and 42,343 colleges. In addition, there were 11,779 stand-alone institutions. HEIs in India vary in terms of the content and level at which courses are offered. Of the universities, 307 were affiliating universities having colleges affiliated with them. The total number of universities included 396 universities that were privately managed, 420 universities located in rural areas, and 17 universities exclusively for women. There existed one Central Open University, 14 State Open Universities, and one State Private Open University. There are 522 general, 177 technical, 63 agriculture and allied institutions, 66 medical, 23 law, 12 Sanskrit, 11 language universities ,and 145 universities in other categories. The total enrolment in higher education was around 38.5 million in 2019-2020, the Gross Enrolment Ratio (GER) for the population in the age group 18-23 years being 27.1 (male: 26.9; female: 27.3). Enrolment in distance education programmes constituted about 11.1% of the total enrolment in higher education. About 79.5% of the students were enrolled in undergraduate-level programmes. The structure and duration of undergraduate programmes of study proposed by the NEP 2020 include: Undergraduate programmes of either 3 or 4-year duration, with multiple entry and exit options, with appropriate certifications: a certificate after completing 1 year (2 semesters) of study in the chosen discipline or field, including vocational and professional areas; a diploma after 2 years (4 semesters) of study; a Bachelor’s degree after a 3-year (6 semesters) programme of study; a Bachelor’s degree with honours after a 4-year (eight semesters) programme of study; a Bachelor’s degree ‘Honours with research’ after a 4-year (eight semesters) programme of study if the student completes a rigorous research project in her/his major area(s) of study as specified by the HEI. The 4-year multidisciplinary Bachelor’s degree programme is considered as the preferred option since it would allow the opportunity to experience the full range of holistic and multidisciplinary education in addition to a focus on the chosen major and minors as per the choices of the student. An Academic Bank of Credit (ABC) has been established which would digitally store the academic credits earned from various recognized HEIs so that the degrees from an HEI can be awarded taking into account the credits earned. 6 | University Grants Commission The NEP 2020 envisages flexibility in the designs and duration of Master’s degree programmes: The structure and duration of master’s programmes of study proposed by the NEP 2020 include: a 2-year Master’s programme (with the option of having the second year devoted entirely to research) for those who have completed a 3-year Bachelor’s programme; a 1-year Master’s programme for students who have completed a 4-year Bachelor’s degree; and an integrated 5-year Bachelor’s/Master’s programme. A Ph.D. programme shall require a Master’s degree or a 4-year Bachelor’s degree. National Higher Education Qualifications Framework (NHEQF) | 7 Section 2 2.1. National Qualifications Frameworks: Global Initiatives Qualifications are formal ‘awards’ such as a certificate, diploma, or a degree. Qualifications are awarded by a competent authority such as a college or university in recognition of the attainment by students of the expected learning outcomes on the successful completion of a particular programme of study. They are awarded after an assessment and evaluation of learning levels conducted by a competent body that determines the achievement by students of the expected learning outcomes to given standards. Qualifications in the traditional sense imply that someone has successfully completed a prescribed programme of study or training programme offered by an educational institution. Qualifications can also signify the competence to follow an occupational practice. The university form was first conceived and perfected in ancient India, during this period, eighteen major institutional innovations were introduced at various points. These included the teaching of all subjects, creation of residential facilities, global interaction, secular education, peer review, case based reasoning, financial assistance, degrees, the introduction of libraries, codification of academic freedom, strict admission standards, public funding, endowments, competition amongst centres, autonomy, centralized academic administration, and women's education. Despite all the turbulence that India experienced during this time the system of universities nonetheless lasted over 1800 years. A National Qualifications Framework (NQF) is an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which would integrate and coordinate the qualifications from each education and training sector into a single comprehensive qualification framework. It is a way of structuring existing and new qualifications, which are defined by learning outcomes reflecting the graduate profile/attributes, programme learning outcomes, and course learning outcomes: i.e., statements of what the learner is expected to know, understand and/or be able to do and demonstrate on the successful completion of an approved programme of study/learning. The NQF helps: (a) improve the transparency of individual qualifications through the defined learning outcomes; (b) enhance the understanding of the education and training systems; (c) promote credit accumulation and transfer within and between programmes of study; (d) provide an instrument of accountability of the education and training systems; (e) make education and training systems more demand-focused and user friendly; (f) reduce the ‘mismatch’ between education and the labour market; and (g) facilitate the recognition of prior learning. Qualification specifications are general statements of the typical achievement of learners who have been 8 | University Grants Commission awarded a qualification on successful completion of a programme of study leading to the award of qualifications such as a Certificate, Diploma, Bachelor’s degree, Master’s degree, and Doctoral degree. Competency-based education and training, and outcome-based learning constitute important aspects of a Qualifications Framework (QF). In the context of the Qualifications Framework, the knowledge, skills, values, and attitudes acquired/possessed by the individual student are more important than the mode(s) of acquiring them. It helps employers compare the diverse nature of qualifications through certain performance criteria that are to be considered while deciding on the learning outcomes for competency- based education and training. This principle was accepted by many countries and consequently many of them have been engaged in ways and means to improve the quality and relevance of education and training programmes to reflect competencies possessed by the graduates of different programmes of study. A qualifications framework provides a systematic description of the full range of qualifications in an education and training system. Qualifications need to be described in such a way as to help stakeholders understand the relationship between qualifications and the knowledge, skills, values, and attitudes that are expected to be acquired and demonstrated by an individual. QF is also intended to explain how different qualifications relate to each other and identify pathways within and across education and training sectors for vertical and horizontal mobility. One of the factors that contributed to the initiatives for the development of the NQF was the evolution of the outcome-based approach to education and training introduced in the 1980s and early 1990s in some countries. The NQFs in these countries were in response to the demand by employers for greater participation in skill formation and to shape the content of education and training programmes. This resulted in a shift from the provider-defined curricula and qualifications to user-defined qualifications and curricula for education and training programmes. The movement to develop NQFs gained momentum in the late 1990s with the initiatives in several countries. The NQFs differ from country to country with minor modifications that directly affect programmes of study but maintain the broad structure of the overarching framework. Among the international efforts, the Bologna Process, perhaps, is the most elaborate involving more countries than anywhere else. The Bologna process is an overarching framework under the European Higher Education Area (EHEA) for developing NQFs in European Union countries. A parallel development relating to the NQFs has been the efforts aimed at formulating the Regional Qualifications Frameworks (RQFs) in many regions of the world. The European Qualifications Framework (EQF) was developed to compare and correlate and establish the diverse qualification systems of the European countries. The EQF also facilitates the translation or comparison of qualification levels, so that there is no difficulty in the identification of skills, inter-country comparisons and mobility of learners and workers between countries. One of the important elements of National Higher Education Qualifications Framework (NHEQF) | 9 the Bologna framework is the Qualification descriptors called the Dublin descriptors. The Dublin descriptors are general statements about the learning outcomes that are achieved by students after completing a curriculum of studies and obtaining a qualification. They are neither meant to be prescriptive rules, nor represent benchmarks or minimal requirements, since they are not comprehensive. The descriptors are conceived to describe the overall nature of the qualification. Furthermore, they are not limited to specific academic or professional areas. The Dublin Descriptors consists of five elements: i) Knowledge and understanding; ii) Applying knowledge and understanding; iii) Making judgments; iv) Communication skills; and v) Learning skills. Qualifications that signify completion of the Bachelor’s degree, as per the learning outcomes that are aligned to the Dublin descriptors, are awarded to students who: i) have demonstrated knowledge and understanding in a field of study that builds upon their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study; ii) can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences typically demonstrated through devising and sustaining arguments and solving problems within their field of study; iii) have the ability to gather and interpret relevant data (usually within their field of study) to inform judgments that include reflection on relevant social, scientific or ethical issues; iv) can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; v) have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy. Qualifications that signify completion of the Master’s degree, as per the learning outcomes that are aligned to the Dublin descriptors, are awarded to students who: i) have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context; ii) can apply their knowledge and understanding, and problem solving abilities in new or unfamiliar environments within broader (or multidisciplinary) contexts related to their field of study; iii) have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments; iv) can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously; v) have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous. Qualifications that signify completion of the doctoral degree, as per the learning outcomes that are aligned to the Dublin descriptors, are awarded to students who: i) have demonstrated a systematic understanding 10 | University Grants Commission of a field of study and mastery of the skills and methods of research associated with that field; ii) have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity; iii) have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication; iv) are capable of critical analysis, evaluation and synthesis of new and complex ideas; v) can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise; vi) can be expected to be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society. The Washington Accord originally signed among six countries in 1989, represents an International Agreement among bodies responsible for accrediting undergraduate engineering degree programme. It recognizes the substantial equivalency of programmes accredited by those bodies and recommends that graduates of programmes accredited by any of the signatory bodies be recognized by the other bodies as having met the academic requirements for entry to the practice of engineering in the area of their jurisdiction. The Washington Accord facilitates the mobility of engineering graduates and professionals at the international level. As of now, there are 21 nations that are members of the Washington Accord. India became a permanent member on 13th June 2014. On completion of six years, the status of the National Board of Accreditation (NBA) as a permanent signatory to the Washington Accord was extended for the next six years in June 2020 after a detailed review by an International Review Team appointed by the International Engineering Alliance, the Secretariat of Washington Accord. The membership of the Washington Accord is an international recognition of the quality of undergraduate engineering education offered by the member country and is an avenue to bring it into the world-class category. It encourages and facilitates the mobility of engineering graduates and professionals at the international Level. The NBA-accredited programmes offered by the Tier-I Institutions are eligible for recognition of the programmes by other signatories of the Washington Accord. National Higher Education Qualifications Framework (NHEQF) | 11 Section 3 3.1. National Qualifications Framework in India India recognized the need for NQF both for general education and for vocational education and training (VET). The Ministry of Labour and Employment developed the National Vocational Qualifications Framework (NVQF) and the Ministry of Human Resource Development (renamed as Ministry of Education, after NEP 2020 recommendations) developed the National Vocational Education Qualifications Framework (NVEQF). These two frameworks were considered and used while developing the National Skills Qualifications Framework (NSQF) notified in 2013. 3.1.1. National Vocational Education Qualifications Framework (NVEQF) The NVEQF provided a descriptive framework that organized qualifications according to a series of levels of knowledge along with skills. These levels were defined in terms of learning outcomes i.e., the competencies that the learners must possess through the qualification system. The NVEQF attempted to provide a nationally integrated education and competency-based skills framework that provided for multiple pathways both within vocational education and between general and vocational education to link one level of learning to another higher level and enable learners to progress to higher levels from any starting point in the education and/or skill system. It was organized as a series of levels of competency/skills arranged in ascending order of complexity from levels 1 to 10. Each level on NVEQF was described by statements of learning called level descriptors. Qualifications were made up of occupation standards for specific areas of learning units for the job roles or occupations in the various sectors. This provides an opportunity to the stakeholders, such as the learners, education and skill training providers and employers to gain information about the broad equivalence of qualifications across specific skill sectors. 3.1.2. National Skills Qualifications Framework (NSQF) The NSQF organizes qualifications according to a series of levels of knowledge, skills,and aptitude. This framework represents increasing levels of complexity in terms of the knowledge, competence, and autonomy that must be demonstrated by the learner. The levels are defined by descriptors in the form of learning outcomes. Each level is defined by five parameters: i) Process, comprising a general summary of the other four domains corresponding to the level. ii) Professional knowledge that the learner needs to have at that level of the field of study/learning or work. Professional knowledge is what a learner should know and 12 | University Grants Commission understand with reference to the subject and/or field of knowledge. It is described in terms of depth, breadth, kinds of knowledge, and complexity. Depth of knowledge can be general or specialized; breadth of knowledge can range from a single topic to a multidisciplinary area of knowledge; kinds of knowledge range from concrete to abstract, from segmented to cumulative; and complexity of knowledge refers to the combination of kinds, depth, and breadth of knowledge. iii) Professional skills which include what a learner should be able to do. These are described in terms of the kinds and complexity of skills and include (a) Cognitive and creative skills involving the use of intuitive, logical, and critical thinking; (b) Communication skills involving written, oral, literacy, and numeracy skills; (c)Interpersonal skills and generic skills that a learner should possess to perform a task or a job competently, productively, and independently and also as part of a team. iv) Core skills which include basic skills involving dexterity and the use of methods, materials, tools, and instruments used for performing the job, including information technology (IT) skills, needed for a given level of study and work. v) Responsibility that the learner can be entrusted with, on their own, the degree of supervision that a person needs when doing a job or the degree of supervision a person is capable of exercising over others, that is the level at which the learner can supervise others. The responsibility aspect of the NSQF determines a) the nature of working relationships, b) the level of responsibility for self and others, c) managing change, and d) accountability for actions. The NSQF represents a nationally recognized competency-based framework that provides for multiple pathways of learning, horizontal as well as vertical, including vocational education, vocational training, general education, and technical education, thus linking one level of learning to another. This enables a person to acquire the desired competency levels, transit to the job/employment market, and acquire additional skills required to further upgrade his/her competencies later. It facilitates the awarding of credit and supports credit transfer and progression routes within the Indian education and training system. The NSQF links the various elements of vocational education and training with those of skills required by businesses and industry so that the vocational pass-outs can exit with employment- related skills. It envisages close partnership with the industry in the design, development, delivery, assessment, and certification of skills content. More specifically, the objectives of the NSQF are to provide a framework that: (i) accommodates the diversity of the Indian education and training systems; (ii) allows the development National Higher Education Qualifications Framework (NHEQF) | 13 of a set of qualifications for each level, based on outcomes that are accepted across the nation; (iii) provides a structure for the development and maintenance of progression pathways which provide access to qualifications and assist people to move easily and readily between different education and training sectors and between those sectors and the labour market; (iv) gives individuals an option to progress through education and training and gain recognition for their prior learning and experiences; v) underpins national regulatory and quality assurance arrangements for education and training; and vi) supports and enhances the national and international mobility of persons with NSQF-compliant qualifications through increased recognition of the value and comparability of Indian qualifications. 14 | University Grants Commission Section 4 4.1. National Higher Education Qualifications Framework (NHEQF) The variation in types of HEIs in India results in a lack of comparability of outcomes associated with different qualifications across institutions. It constrains the mobility of students and their employability. Further, some of the Indian qualifications are not recognized abroad. Similarly, some of the qualifications from abroad are not recognized in India. It has been felt that given the size of the higher education system and the diversity of institutions and programmes of study in India, the country needs to move towards developing a nationally accepted and internationally comparable and acceptable qualifications framework to facilitate transparency and comparability of higher education qualifications at all levels. The NHEQF is an attempt in this direction. The NHEQF is an instrument for the development, classification, and recognition of qualifications along a continuum of levels from 4.5 to 8, with levels 1 to 4 in school education. Each level is structured based on the defined learning outcomes, i.e., statements of what the learner is expected to know, understand, and/or be able to do on the successful completion of an approved programme of study/learning at a specified level. Students on completion of the chosen programme(s) of study under the NHEQF must possess and demonstrate the graduate attributes defined in terms of the expected learning outcomes, whether they were acquired through one mode of learning or the other, or through a combination of different modes of learning such as direct in-person/face- to-face instruction, open and distance learning, online education, and hybrid/blended modes. 4.1.1. The characteristics and purposes of the NHEQF The fundamental premise underlying the NHEQF is that higher education qualifications such as a certificate, diploma, and degree are awarded based on the demonstrated achievement of learning outcomes and academic standards expected of graduates of a programme of study. As in the case of all Qualifications Frameworks, the NHEQF is also an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved along a continuum of agreed levels. It is a way of structuring existing and new qualifications, defined by expected learning outcomes which are used as reference points for formulating qualification specifications/descriptors. They provide general guidance for articulating the essential learnings associated with a programme of study and courses within that programme of study. The NHEQF represents a comprehensive framework that classifies qualifications based on a set of performance criteria, approved nationally and comparable with international quality standards. It specifies qualification types and framework levels and the expected learning outcomes corresponding to these National Higher Education Qualifications Framework (NHEQF) | 15 qualification types. Qualification type refers to the broad discipline-free nomenclature such as a Certificate, Diploma, Bachelor’s degree, Master’s Degree, and Doctoral Degree used in the NHEQF to describe each category of NHEQF qualification. Each qualification is aligned to an academic credit system based on the attainment of defined learning outcomes and the academic workload of students who complete the chosen programme(s) of study. The main purposes of the NHEQF are to: Provide an integrated national framework for recognizing and accrediting qualifications offered by different types of institutions engaged in higher education, including vocational education and training, and technical/professional education in India. Furnish higher education providers with points of reference when setting and assessing academic standards, designing curricula, teaching-learning-assessment strategies, and periodic review of programmes. Enable prospective students, parents, higher education providers, employers, and other stakeholders to understand the nature and level of the expected learning outcomes (knowledge, skills, attitudes, values, and competencies) and defined graduate attributes/profiles associated with the qualifications concerning higher education. Assist in the identification of potential progression pathways from one level of education to the higher level of education, including through multiple entry, exit, and re-entry points/ options, particularly in the context of lifelong learning. Help ensure the confidence of the public in higher education qualifications and academic standards by facilitating public understanding of the defined learning outcomes, graduate attributes/profile, and academic achievements expected of students completing specific programmes of study. Maintain national standards and international comparability of learning outcomes and academic standards to ensure global competitiveness, and to facilitate student mobility. Support the development and maintenance of pathways that provide access to qualifications and assist people to move between different education and training sectors and between those sectors and the labour market. Support individuals’ lifelong learning goals and processes by providing the basis for their progression in education and training and gaining recognition for their prior learning and experiences. Guide quality assurance arrangements for education and training offered by higher education institutions. Support and enhance the national and international mobility of graduates and workers through increased recognition of the value and comparability of the qualifications 16 | University Grants Commission concerning higher education in India. 4.1.2. Scope and coverage of the NHEQF The NHEQF envisages the award of qualifications based on the demonstrated achievement of the expected learning outcomes that specify what students completing a particular programme of study associated with the chosen fields of learning, work/vocation, or professional practice are expected to know, understand and be able to do at the end of their programme of study. In the context of the NHEQF, a ‘field of learning’ refers to the chosen disciplinary/interdisciplinary areas of learning in a broad multi-/ inter-/transdisciplinary context, work or technical and vocational education and training, or an area of professional practice. NHEQF incorporates the qualifications from each education and training sector, including Technical and Vocational Education and Training (TVET) and professional and technical education programmes (except those relating to medical education and legal education), into a single comprehensive qualifications framework. The NHEQF reflects the learning outcomes and academic standards that the holders of the relevant qualification are expected to demonstrate. It may be noted that the NHEQF is not intended to promote a uniform curriculum or national common syllabus for a programme of study or to prescribe a set of approaches to the teaching-learning process and assessment of student learning levels. The purpose is to bring up/elevate all HEIs to a common level of benchmarking to ensure that all institutions are providing quality education. The framework is intended to allow for flexibility and innovation in (i) the design of the programme of study and syllabi development, (ii) the teaching-learning process, (iii) assessment of students’ learning levels, and (iv) periodic review of the programme(s)/courses of study within a broad framework of agreed expected programme/course learning outcomes and academic standard. The NHEQF recognizes that each student has his/her own characteristics in terms of previous learning levels and experiences, life experiences, learning styles, and approaches to future career-related actions. The quality, depth, and breadth of the learning experiences made available to the students help develop their characteristic attributes. The graduate attributes reflect disciplinary knowledge, understanding, and skills related to the chosen field(s) of learning, generic learning outcomes that all students enrolled in different programmes of study should acquire/achieve and demonstrate. The institutions of higher education will have the autonomy to frame their own curriculum, including the syllabi, pedagogical approaches, and learning assessment procedures/ practices based on the NHEQF. The NHEQF will be applicable to all the modes of learning along with regular face-to-face modes and would ensure both comparability and transferability not only between institutions but also across different delivery modes. National Higher Education Qualifications Framework (NHEQF) | 17 4.2. Types and title/nomenclature of qualifications The NHEQF is an outcome-based framework for qualifications of different types. The qualification types and examples of title/nomenclature for qualifications within each type are indicated in Table 1. Table 1: Types of qualifications and qualification title/nomenclature Type of Qualification title/nomenclature and programme duration qualification Undergraduate Undergraduate Certificate (Field of study/discipline). (Programme Certificate duration: First year (first two semesters) of the undergraduate programme, followed by an exit 4-credit skills-enhancement course(s). Undergraduate Undergraduate Diploma (Field of study/discipline). (Programme duration: First Diploma two years (first four semesters) of the undergraduate programme, followed by an exit 4-credit skills-enhancement course(s). Bachelor’s degree Bachelor of (Field of study/discipline) the undergraduate programme Examples: Bachelor of Arts (B.A.), Bachelor of Science (B.Sc.), Bachelor of Commerce (B.Com.), Bachelor of Vocation (B. Voc.), Bachelor ofBusiness Administration (BBA), Bachelor of Physical Education Programme duration: Three years (six semesters). Bachelor of Education (B.Ed): Programme duration: Two years (four semesters) after completing a Bachelor’s degree programme Bachelor of Education (B.Ed.). Programme duration: One year (two semesters) after completing a Bachelor’s degree (Honours/ Honours with Research) programme or Master’s degree. Bachelor’s degree Bachelor of (Field of study/discipline) (Honours/ Honours with Research). (Honours/ Honours with 4-year dual-major Integrated Teacher Education Programme (ITEP): Research) Programme duration: Four years (eight semesters). Bachelor of Engineering (B.E), Bachelor of Technology (B.Tech.). Programme duration: Four years (eight semesters). Bachelor of Architecture (B.Arch.): Five years (ten semesters). Bachelor of Pharmacy (B.Pharm): Four years (eight semesters). Post-Graduate Post-Graduate Diploma in (Field of study/discipline). Programme duration: Diploma One year (two semesters) in the case of those who exit after successful completion of the first year (two semesters) of the 2-year master’s degree programme 18 | University Grants Commission Type of Qualification title/nomenclature and programme duration qualification Master’s degree Master of (Field of study/discipline). Programme duration: Two years (four semesters) for those who have obtained a 3-year/6-semester bachelor’s degree, or successfully completed a 4-year bachelor’s degree (e.g. B.E., B. Tech., etc.) or a 4-year dual-major integrated teacher education programme with a B.A. B.Ed degree or B.Sc. B.Ed degree, or B.Com. B.Ed. degree. Master of (Field of study/discipline): Programme duration: One year (two semesters) in the case of those who have obtained a 4-year/8-semester Bachelor’s (Honours/ Honours with Research) degree Examples Master of Arts (M.A), Master of Commerce (M.Com.), Master of Science (M.Sc.), Master of Vocation (M.Voc.), Master of Business Administration (MBA). Programme duration: Two years (Four semesters) after obtaining a Bachelor’s degree). Integrated Bachelor’s - Master’s degree programmes. Programme duration: five years (ten semesters) after successfully completing secondary education (Grade 12 of school education) Master of Education (M.Ed.). Programme duration: Two years (four semesters) after completing a 2-year/4-semester B.Ed. degree programme or a 4-year (8 semester) dual-degree integrated teacher education programme. Integrated B.Ed. - M.Ed. programme. Programme duration: Three years (six semesters) after obtaining a Bachelor degree). Master of Arts (Education). Programme duration: Two years (Four semesters) after completing a Bachelor’s degree programme) Master of Engineering (M.E), Master of Technology (M.Tech.). Programme duration: Two years (four semesters) after obtaining a Bachelor’s degree in engineering/technology. Master of Architecture. Programme duration: Two years (four semesters) after obtaining a B. Arch degree Doctoral degree Doctor of Philosophy (Ph.D.) 4.2.1. NHEQF levels The NHEQF levels represent a series of sequential stages expressed in terms of a range of learning outcomes against which typical qualifications are positioned/located. NHEQF level 4.5 represents learning outcomes appropriate to the first year (first two semesters) of the undergraduate programme of study, while Level 8 represents learning outcomes appropriate to the doctoral-level programme of study (Table 2). Table 2: Higher education qualifications at different levels on the NHEQF NHEQF level Examples of higher education qualifications located within each level Level 4.5 Undergraduate Certificate. Programme duration: First year (first two semesters) of the undergraduate programme, followed by an exit 4-credit skills-enhancement course(s). Level 5 Undergraduate Diploma. Programme duration: First two years (first four semesters) of the undergraduate programme, followed by an exit 4-credit skills- enhancement course(s) lasting two months. Level 5.5 Bachelor’s Degree. Programme duration: First three years (Six semesters) of the four-year undergraduate programme. National Higher Education Qualifications Framework (NHEQF) | 19 NHEQF level Examples of higher education qualifications located within each level Level 6 Bachelor’s Degree (Honours/ Honours with Research). Programme duration: Four years (eight semesters). Level 6 Post-Graduate Diploma. Programme duration: One year (two semesters) for those who exit after successful completion of the first year (two semesters) of the 2-year master’s programme. Level 6.5 Master’s degree. (e.g. M.A., M.Com., M.Sc., etc.) Programme duration: Two years (four semesters) after obtaining a 3- year Bachelor’s degree (e.g. B.A., B.Sc., B.Com. etc.). Level 6.5 Master’s degree. (e.g. M.A., M.Com., M.Sc., etc.) Programme duration: One year (two semesters) after obtaining a 4 -year Bachelor’s degree (Honours/ Honours with Research) (e.g. B.A., B.Sc., B.Com. etc.). Level 7 Master’s degree.(e.g. M.E./M.Tech. etc.) Programme duration: Two years (four semesters) after obtaining a 4-year Bachelor’s degree. (e.g. B.E./B.Tech. etc.) Level 8 Doctoral Degree 4.2.2. Expected graduate attributes at different levels on NHEQF The NHEQF envisages that students on completion of a programme of study must possess and demonstrate the expected graduate attributes acquired through one or more modes of learning, including direct in-person or face-to-face instruction, open and distance learning, online learning, and hybrid/blended modes. The graduate attributes indicate the quality and features or characteristics of the graduate of a programme of study, including learning outcomes relating to the disciplinary area(s) relating to the chosen field(s) of learning and generic learning outcomes that are expected to be acquired by a graduate on completion of the programme(s) of study. The graduate profile/attributes include capabilities that help widen the current knowledge base and skills, gain and apply new knowledge and skills, undertake future studies independently, perform well in a chosen career, and play a constructive role as a responsible citizen in society. The graduate profile/attributes are acquired incrementally and describe a set of competencies that are transferable beyond the study of a particular subject/disciplinary area and programme contexts in which they have been developed. Graduate attributes are fostered through meaningful learning experiences made available through the curriculum and learning experience, the total college/university experience, and a process of critical and reflective thinking. Graduate attributes include learning outcomes that are specific to disciplinary areas relating to the chosen field(s) of learning within broad multidisciplinary/interdisciplinary/ transdisciplinary contexts and generic learning outcomes that graduates of all programmes of study should acquire and demonstrate (Table 3). 20 | University Grants Commission Table 3: Graduate attributes Type of The Learning Outcomes Descriptors learning outcomes Learning Graduates should be able to demonstrate the acquisition of: outcomes that a comprehensive knowledge and coherent understanding of the chosen are specific to disciplinary/interdisciplinary areas of study in a broad multidisciplinary context, their disciplinary/ different learning areas, their linkages with related fields of study, and current and interdisciplinary emerging developments associated with the chosen disciplinary/interdisciplinary areas of areas of learning learning. Practical, professional, and procedural knowledge required for carrying out professional or highly skilled work/tasks related to the chosen field(s) of learning, including knowledge required for undertaking self-employment initiatives, and knowledge and mindset required for entrepreneurship involving enterprise creation, improved product development, or a new mode of organization. skills in areas related to specialization in the chosen disciplinary/interdisciplinary area(s) of learning in a broad multidisciplinary context, including wide-ranging practical skills, involving variable routine and non-routine contexts relating to the chosen field(s) of learning. capacity to extrapolate from what has been learnt, translate concepts to real-life situations and apply acquired competencies in new/unfamiliar contexts, rather than merely replicate curriculum content knowledge, to generate solutions to specific problems. Generic Complex problem-solving: The graduates should be able to demonstrate the capability to: learning solve different kinds of problems in familiar and non-familiar contexts and outcomes apply the learning to real-life situations. Critical thinking: The graduates should be able to demonstrate the capability to: apply analytic thought to a body of knowledge, including the analysis and evaluation of policies, and practices, as well as evidence, arguments, claims, beliefs, and the reliability and relevance of evidence, identify relevant assumptions or implications; and formulate coherent arguments, identify logical flaws and holes in the arguments of others, analyze and synthesize data from a variety of sources and draw valid conclusions and support them with evidence and examples. Creativity: The graduates should be able to demonstrate the ability to: create, perform, or think in different and diverse ways about the same objects or scenarios, deal with problems and situations that do not have simple solutions, innovate and perform tasks in a better manner, view a problem or a situation from multiple perspectives, think ‘out of the box’ and generate solutions to complex problems in unfamiliar contexts, adopt innovative, imaginative, lateral thinking, interpersonal skills and emotional intelligence. National Higher Education Qualifications Framework (NHEQF) | 21 Communication Skills: The graduates should be able to demonstrate the skills that enable them to: listen carefully, read texts and research papers analytically, and present complex information in a clear and concise manner to different groups/audiences, express thoughts and ideas effectively in writing and orally and communicate with others using appropriate media, confidently share views and express herself/himself, construct logical arguments using correct technical language related to a field of learning, work/vocation, or an area of professional practice, convey ideas, thoughts, and arguments using language that is respectful and sensitive to gender and other minority groups. Analytical reasoning/thinking: The graduates should be able to demonstrate the capability to: evaluate the reliability and relevance of evidence; identify logical flaws in the arguments of others; analyze and synthesize data from a variety of sources; draw valid conclusions and support them with evidence and examples, and addressing opposing viewpoints. Research-related skills: The graduates should be able to demonstrate: a keen sense of observation, inquiry, and capability for asking relevant/ appropriate questions, the ability to problematize, synthesize and articulate issues and design research proposals, the ability to define problems, formulate appropriate and relevant research questions, formulate hypotheses, test hypotheses using quantitative and qualitative data, establish hypotheses, make inferences based on the analysis and interpretation of data, and predict cause-and-effect relationships, the capacity to develop appropriate methodology and tools of data collection, the appropriate use of statistical and other analytical tools and techniques, the ability to plan, execute and report the results of an experiment or investigation, the ability to acquire the understanding of basic research ethics and skills in practicing/doing ethics in the field/ in personal research work, regardless of the funding authority or field of study. Coordinating/collaborating with others: The graduates should be able to demonstrate the ability to: work effectively and respectfully with diverse teams, facilitate cooperative or coordinated effort on the part of a group, act together as a group or a team in the interests of a common cause and work efficiently as a member of a team. Leadership readiness/qualities: The graduates should be able to demonstrate the capability for: mapping out the tasks of a team or an organization and setting direction. formulating an inspiring vision and building a team that can help achieve the vision, motivating and inspiring team members to engage with that vision. using management skills to guide people to the right destination. ‘Learning how to learn’ skills: The graduates should be able to demonstrate the ability to: acquire new knowledge and skills, including ‘learning how to learn’ skills, that are necessary for pursuing learning activities throughout life, through self-paced and self- directed learning aimed at personal development, meeting economic, social, and cultural objectives, and adapting to changing trades and demands of the workplace, including adapting to the changes in work processes in the context of the fourth industrial revolution, through knowledge/ skill development/reskilling, 22 | University Grants Commission work independently, identify appropriate resources required for further learning, acquire organizational skills and time management to set self-defined goals and targets with timelines. inculcate a healthy attitude to be a lifelong learner, Digital and technological skills: The graduates should be able to demonstrate the capability to: use ICT in a variety of learning and work situations, access, evaluate, and use a variety of relevant information sources, use appropriate software for analysis of data. Multicultural competence and inclusive spirit: The graduates should be able to demonstrate: the acquisition of knowledge of the values and beliefs of multiple cultures and a global perspective to honour diversity, capability to effectively engage in a multicultural group/society and interact respectfully with diverse groups, capability to lead a diverse team to accomplish common group tasks and goals. gender sensitivity and adopt gender-neutral approach, as also empathy to the less advantaged and the differently-abled including those with learning disabilities. Value inculcation: The graduates should be able to demonstrate the acquisition of knowledge and attitude that are required to: embrace and practice constitutional, humanistic, ethical, and moral values in life, including universal human values of truth, righteous conduct, peace, love, nonviolence, scientific temper, citizenship values, practice responsible global citizenship required for responding to contemporary global challenges, enabling learners to become aware of and understand global issues and to become active promoters of more peaceful, tolerant, inclusive, secure, and sustainable societies, formulate a position/argument about an ethical issue from multiple perspectives identify ethical issues related to work, and follow ethical practices, including avoiding unethical behaviour such as fabrication, falsification or misrepresentation of data, or committing plagiarism, and adhering to intellectual property rights, recognize environmental and sustainability issues, and participate in actions to promote sustainable development. adopt objective, unbiased, and truthful actions in all aspects of work, instill integrity and identify ethical issues related to work, and follow ethical practices. Autonomy, responsibility, and accountability: The graduates should be able to demonstrate the ability to: apply knowledge, understanding, and/or skills with an appropriate degree of independence relevant to the level of the qualification, work independently, identify appropriate resources required for a project, and manage a project through to completion, exercise responsibility and demonstrate accountability in applying knowledge and/or skills in work and/or learning contexts appropriate for the level of the qualification, including ensuring safety and security at workplaces. National Higher Education Qualifications Framework (NHEQF) | 23 Environmental awareness and action: The graduates should be able to demonstrate the acquisition of and ability to apply the knowledge, skills, attitudes, and values required to take appropriate actions for: mitigating the effects of environmental degradation, climate change, and pollution, effective waste management, conservation of biological diversity, management of biological resources and biodiversity, forest and wildlife conservation, and sustainable development and living. Community engagement and service: The graduates should be able to demonstrate the capability to participate in community-engaged services/ activities for promoting the well-being of society. Empathy: The graduates should be able to demonstrate the ability to identify with or understand the perspective, experiences, or points of view of another individual or group, and to identify and understand other people’s emotions. 4.2.3. NHEQF level descriptors Each NHEQF level is structured based on the defined learning outcomes which lead to the expected graduate attributes/profile. The level descriptors reflect the expected outcomes of learning that should be achieved and demonstrated by graduates of a specific programme of study leading to a qualification at a specific NHEQF level. 4.2.3.1. Learning outcomes descriptors for qualification at level 4.5 on the NHEQF An Undergraduate Certificate is awarded to students who have demonstrated the achievement of the outcomes located at level 4.5 on the NHEQF. Table 4: Descriptors for qualifications at levels 4.5 on the NHEQF Element of the NHEQF level descriptors relating to undergraduate certificate Descriptor Knowledge and The graduates should be able to demonstrate the acquisition of: understanding knowledge of facts, concepts, principles, theories, and processes in broad multidisciplinary learning contexts within the chosen fields oflearning in broad multidisciplinary learning, understanding of the linkages between the learning areas within and across the chosen fields of study, procedural knowledge required for performing skilled or paraprofessional tasks associated with the chosen fields of learning. 24 | University Grants Commission General, technical and The graduates should be able to demonstrate the acquisition of: professional skills a range of cognitive and technical skills required for accomplishing assigned required to perform tasks relating to the chosen fields of learning in the context of broad and accomplish tasks multidisciplinary contexts. cognitive skills required to identify, analyze and synthesize information from a range of sources. cognitive and technical skills required for selecting and using relevant methods, tools, and materials to assess the appropriateness of approaches to solving problems associated with the chosen fields of learning. Application of The graduates should be able to demonstrate the ability to: knowledge and skills apply the acquired operational or technical and theoretical knowledge, and a range of cognitive and practical skills to select and use basic methods, tools, materials, and information to generate solutions to specific problems relating to the chosen fields of learning. Generic learning The graduates should be able to demonstrate the ability to: outcomes listen carefully, read texts related to the chosen fields of study analytically, and present information in a clear and concise manner to different groups/audiences. express thoughts and ideas effectively in writing and orally and present the results/findings of the experiments carried out in a clear and concise manner to different groups. The graduates should be able to demonstrate the ability to: meet one’s own learning needs relating to the chosen fields of learning. pursue self-directed and self-managed learning to upgrade the knowledge and skills required for a higher level of education and training. The graduates should be able to demonstrate the ability to: gather and interpret relevant quantitative and qualitative data to identify problems, critically evaluate principles and theories associated with the chosen fields of learning. The graduates should be able to demonstrate the ability to: make judgment and take decisions, based on analysis of data and evidence, for formulating responses to issues/problems associated with the chosen fields of learning, requiring the exercise of some personal responsibility for action and outputs/outcomes. Constitutional, The graduates should be able to demonstrate the willingness to: humanistic, ethical, practice constitutional, humanistic, ethical, and moral values in one’s life, and moral values and practice these values in real-life situations, put forward convincing arguments to respond to the ethical and moral issues associated with the chosen fields of learning. National Higher Education Qualifications Framework (NHEQF) | 25 Employability and job- The graduates should be able to demonstrate the acquisition of: ready skills, and knowledge and a basket of essential skills, required to perform effectively in entrepreneurship skills a defined job relating to the chosen fields of study, and ability to exercise responsibility for the completion of assigned tasks and for the capabilities/qualities outputs of own work, and to take some responsibility for group work and output and mindset as a member of the group. Credit requirements The successful completion of the first year (two semesters) of the undergraduate programme of minimum 40 credit hours followed by an exit 4-credit skills-enhancement course, Entry requirements Certificate obtained after successful completion of Grade 12 or equivalent state of education. Admission to the first year of the undergraduate programme will be open to those who have met the entrance requirements, including specified levels of attainment, in the programme admission regulations. Admission will be based on the evaluation of documentary evidence (including the academic record and/or evidence relating to the assessment and validation of prior learning outcomes) of the applicant’s ability to pursue an undergraduate programme of study. 4.2.3.2. Learning outcomes descriptors for qualifications at level 5 on the NHEQF An Undergraduate Diploma is awarded to students who have demonstrated the achievement of the outcomes located at level 5 on the NHEQF. Table 5: Descriptors for qualifications at levels 5 on the NHEQF Element of the NHEQF level descriptors Descriptor Knowledge and The graduates should be able to demonstrate the acquisition of: understanding theoretical and technical knowledge in broad multidisciplinary contexts within the chosen fields of learning, deeper knowledge and understanding of one of the learning areas and its underlying principles and theories, procedural knowledge required for performing skilled or paraprofessional tasks associated with the chosen fields of learning. Skills required to perform The graduates should be able to demonstrate the acquisition of: and accomplish tasks cognitive and technical skills required for performing and accomplishing complex tasks relating to the chosen fields of learning, cognitive and technical skills required to analyze and synthesize ideas and information from a range of sources and act on information to generate solutions to specific problems associated with the chosen fields of learning. 26 | University Grants Commission Application of The graduates should be able to demonstrate the ability to: knowledge and skills apply the acquired specialized or theoretical knowledge, and a range of cognitive and practical skills to gather quantitative and qualitative data, select and apply basic methods, tools, materials, and information to formulate solutions to problems related to the chosen field(s) of learning. Generic learning The graduates should be able to demonstrate the ability to: outcomes listen carefully, read texts related to the chosen fields of learning analytically, and present complex information in a clear and concise manner to different groups/audiences, communicate in writing and orally the information, arguments, and results of the experiments and studies conducted accurately and effectively to specialist and non-specialist audiences. meet one’s own learning needs relating to the chosen field(s) of learning, work/vocation, and an area of professional practice, pursue self-paced and self-directed learning to upgrade knowledge and skills required for pursuing a higher level of education and training. critically evaluate the essential theories, policies, and practices by following a scientific approach to knowledge development. make judgement and take decision, based on the analysis and evaluation of information, for determining solutions to a variety of unpredictable problems associated with the chosen fields of learning, taking responsibility for the nature and quality of outputs. Constitutional, The graduates should demonstrate the willingness and ability to: humanistic, ethical,and embrace the constitutional, humanistic, ethical, and moral values, practice these moral values values in life, and take a position regarding these values, formulate arguments in support of actions to address issues relating the ethical and moral issues relating to the chosen fields of learning,including environmental and sustainable development issues, from multiple perspectives. Employability and job- The graduates should be able to demonstrate the acquisition of knowledge and ready skills, and essential skill sets that are necessary to: entrepreneurship skills take up job/employment relating to the chosen fields of study or professional and capabilities/qualities practice requiring the exercise of full personal responsibility for the completion of and mindset tasks and for the outputs of own work, and full responsibility for the group task/ work as a member of the group/team. exercise self-management within the guidelines of study and work contexts. supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities. Credit requirements The successful completion of the first two years (four semesters) of the undergraduate programme involving a minimum of 80 credit hours followed by an exit 4-credit skills-enhancement course. National Higher Education Qualifications Framework (NHEQF) | 27 Entry requirements Continuation of study or lateral entry in the second year of the undergraduate programme will be possible for those who have met the entrance requirements, including specified levels of attainment, specified in the programme regulations. The continuation of the study will be based on the evaluation of documentary evidence (including the academic record and/or evidence relating to the assessment and certification of prior learning) of the applicant’s ability to pursue an undergraduate programme of study. Lateral entry into the programme of study at NHEQF level 5 will be based on the validation of prior learning outcomes achieved, including those achieved outside of formal learning or through learning and training in the workplace or in the community, through continuing professional development activities, or through independent/self-directed learning activities. 4.2.3.3. Learning outcomes descriptors for a higher education qualification at level 5.5 on the NHEQF The Bachelor’s degree is awarded to students who have demonstrated the achievement of the outcomes located at level 5.5 on the NHEQF. Table 6: Descriptors for qualifications at levels 5.5 on the NHEQF Element of the NHEQF level descriptors descriptor Knowledge and The graduates should be able to demonstrate the acquisition of: understanding comprehensive, factual, theoretical, and specialized knowledge in broad multidisciplinary contexts with depth in the underlying principles and theories relating to one or more fields of learning. knowledge of the current and emerging issues and developments within the chosen field(s) of learning. procedural knowledge required for performing and accomplishing professional tasks associated with the chosen fields of learning. General, The graduates should be able to demonstrate the acquisition of: technical and cognitive and technical skills required for performing and accomplishing complex professional tasks relating to the chosen fields of learning. skills required to perform and cognitive and technical skills required to evaluate and analyze complex ideas, accomplish tasks cognitive and technical skills required to generate solutions to specific problems associated with the chosen fields of learning. Application of The graduates should be able to demonstrate the ability to: knowledge and apply the acquired specialized technical or theoretical knowledge, and cognitive skills and practical skills to gather and analyze quantitative/ qualitative data to assess the appropriateness of different approaches to solving problems, employ the right approach to generate solutions to problems related to the chosen fields of learning. 28 | University Grants Commission Generic learning The graduates should be able to demonstrate the ability to: outcomes listen carefully, to read text related to the chosen fields of learning analytically and present complex information in a clear and concise manner to different groups/audiences. communicate in writing and orally the constructs and methodologies adopted for the studies undertaken relating to the chosen fields of learning, make coherent arguments to support the findings/results of the study undertaken to specialist and non-specialist audiences. meet one’s own learning needs relating to the chosen field(s) of learning, pursue self-paced and self-directed learning to upgrade knowledge and skills that will help adapt to changing demands of the workplace and pursue higher level of education and training. critically evaluate evidence for taking actions to generate solutions to specific problems associated with the chosen fields of learning based on empirical evidence. make judgement and take decisions based on the analysis and evaluation of information for formulating responses to problems, including real-life problems, exercise judgement across a broad range of functions based on empirical evidence, for determining personal and/or group actions to generate solutions to specific problems associated with the chosen fields of learning. National Higher Education Qualifications Framework (NHEQF) | 29 Element of the descriptor NHEQF level descriptors Constitutional, The graduates should be able to demonstrate the willingness and ability to: humanistic, Embrace constitutional, humanistic, ethical, and moral values, and practice ethical, and these values in life. moral values identify ethical issues related to the chosen fields of study, formulate coherent arguments about ethical and moral issues, including environmental and sustainable development issues, from multiple perspectives. follow ethical practices in all aspects of research and development, including avoiding unethical practices such as fabrication, falsification or misrepresentation of data or committing plagiarism. Employability The graduates should be able to demonstrate the acquisition of: and job-ready knowledge and essential skills set and competence that are necessary to take up a skills, and professional job relating to the chosen field of learning and professional entrepreneurship practice, skills and capabilities/ entrepreneurship skills and mindset required for setting up and running an qualities and economic enterprise or pursuing self-employment requiring the exercise of full mindset personal responsibility for the outputs of own work, and full responsibility for the output of the group, the ability to exercise management and supervision in the contexts of work or study activities involving unpredictable work processes and working environments. Credit The successful completion of the first three years (six semesters) of the undergraduate requirements programme involving a minimum of 120 credit hours Entry Continuation of study or lateral entry into the third year of the undergraduate programme requirements will be possible for those who have met the specified levels of attainment, specified in the programme admission regulations. The continuation of the study will be based on the evaluation of documentary evidence (including the academic record and/or evidence relating to the assessment and certification of prior learning) of the applicant’s ability to pursue and complete the undergraduate programme of study. Lateral entry into the programme of study at NHEQF level 5.5 will be based on the validation of prior learning outcomes, including those achieved outside of formal learning or through learning and training in the workplace or in the community, through continuing professional development activities, or through independent/self-directed learning activities. 4.2.3.4. Learning outcomes descriptors for a higher education qualification at level 6 on the NHEQF The Bachelor’s degree (Honours/ Honours with Research) or the Post-Graduate Diploma is awarded to students who have demonstrated the achievement of the outcomes located at level 6 on the NHEQF. 30 | University Grants Commission Table 7: Descriptors for qualifications at levels 6 on the NHEQF Element of the NHEQF level descriptors descriptor Knowledge and The graduates should be able to demonstrate the acquisition of: understanding advanced knowledge about a specialized field of enquiry, with depth in one or more fields of learning within a broad multidisciplinary/ interdisciplinary context. a coherent understanding of the established methods and techniques of research and enquiry applicable to the chosen fields of learning. an awareness and knowledge of the emerging developments and issues in the chosen fields of learning, procedural knowledge required for performing and accomplishing professional tasks associated with the chosen fields of learning. General, The graduates should be able to demonstrate the acquisition of: technical and a range of cognitive and technical skills required for performing and professional accomplishing complex tasks relating to the chosen fields of learning, skills required to perform and cognitive and technical skills relating to the established research methods and accomplish techniques, tasks cognitive and technical skills required to evaluate complex ideas and undertake research and investigations to generate solutions to real-life problems, generate solutions to complex problems independently, requiring the exercise of full personal judgement, responsibility, and accountability for the output of the initiatives taken as a practitioner. Application of The graduates should be able to demonstrate the ability to: knowledge and apply the acquired advanced technical and/or theoretical knowledge and a range skills of cognitive and practical skills to analyze the quantitative and qualitative data gathered drawing on a wide range of sources for identifying problems and issues relating to the chosen fields of learning, apply advanced knowledge relating to research methods to carry out research and investigations to formulate evidence-based solutions to complex and unpredictable problems. Generic learning The graduates should be able to demonstrate the ability to: outcomes listen carefully, read texts and research papers analytically, and present complex information in a clear and concise manner to different groups/ audiences, communicate technical information and explanations, and the findings/ results of the research studies relating to specialized fields of learning, present in a concise manner one’s views on the relevance and applications of the findings of research and evaluation studies in the context of emerging developments and issues. meet own learning needs relating to the chosen fields of learning, pursue self-paced and self-directed learning to upgrade knowledge and skills that will help accomplish complex tasks and pursue a higher level of education and research. National Higher Education Qualifications Framework (NHEQF) | 31 Element of the NHEQF level descriptors descriptor The graduates should be able to demonstrate: a keen sense of observation, enquiry, and capability for asking relevant/ appropriate questions, the ability to problematize, synthesize and articulate issues and design research proposals, the ability to define problems, formulate appropriate and relevant research questions, formulate hypotheses, test hypotheses using quantitative and qualitative data, establish hypotheses, make inferences based on the analysis and interpretation of data, and predict cause-and-effect relationships, the capacity to develop appropriate tools for data collection, the ability to plan, execute and report the results of an experiment or investigation, the ability to acquire the understanding of basic research ethics and skills in practicing/doing ethics in the field/ in own research work, regardless of the funding authority or field of study, examine and assess the implications and consequences of emerging developments and issues relating to the chosen fields of study based on empirical evidence. make judgement in a range of situations by critically reviewing and consolidating evidence, exercise judgement based on evaluation of evidence from a range of sources to generate solutions to complex problems, including real-life problems, associated with the chosen field(s) of learning requiring the exercise of full personal responsibility and accountability for the initiatives undertaken and the outputs/outcomes of own work as well as of the group as a team member. Constitutional, The graduates should be able to demonstrate the willingness and ability to: humanistic, Embrace and practice constitutional, humanistic, ethical, and moral values in ethical, and life. moral values adopt objective, unbiased, and truthful actions in all aspects of work related to the chosen field(s) of learning and professional practice. present coherent arguments in support of relevant ethical and moral issues. participate in actions to address environmental and sustainable development issues. follow ethical practices in all aspects of research and development, including avoiding unethical practices such as fabrication, falsification, or misrepresentation of data or committing plagiarism. Employability The graduates should be able to demonstrate the acquisition of knowledge and skills and job-ready required for: skills, and adapting to the future of work and to the demands of the fast pace of technological entrepreneurshi developments and innovations that drive a shift in employers’ demands for skills, p skills and particularly with respect to the transition towards more technology-assisted work capabilities/qua involving the creation of new forms of work and rapidly changing work and lities and mindset production processes. 32 | University Grants Commission Element of the NHEQF level descriptor descriptors managing complex technical or professional activities or projects, requiring the exercise of full personal responsibility for the output of own wo

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