National Qualifications Framework Glossary
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National Qualifications Framework
Glossary
This document belongs to the National Qualifications Centre It may contain information that may be described as confidential and private for the work of the
Centre. Please be aware that disclosure, copying, distribution or use of this document and the information contained therein is strictly prohibited.
1|PageIntroduction:
This glossary includes the definitions and terms of the QFEmirates in a manner that ensures clarity of
concepts and terms related to the TVET system used in the UAE, to enable all parties to understand and
consistently use the relevant terminology.
Glossary of the QFEmirates
A
Term Definition
Access and Equity The policies and approaches to ensure education and training is responsive to the
diverse needs of individual clients, including people who may face barriers due to age,
gender, cultural difference, language, literacy and numeracy, unemployment,
isolation, people of determination and any other clients who are experiencing barriers
in relation to access, participation and outcomes of a qualification.
Accreditation The quality assured process through which the qualification regulator/awarding body
confirms that a programme conforms to published standards.
Accreditation of a A formal, and transparent, quality assured process, based on the standards set by the
Registered Training NQC, through which an organisation is granted approval to deliver endorsed
Provider (RTP) qualifications by the NQC.
Alignment Evaluating a qualification from one framework within or against a qualification from
another framework, to determine its overall standard/level
Appeal A formal process by which an individual learner or entity may 'challenge' an Awarding
Body or regulator on the outcome of a decision affecting that individual learner or entity.
Applied qualifications An applied qualification prepares learners for technical, career-specific fields of
employment, through emphasis on knowledge, skills and competences relevant to the
workplace. This emphasis is reflected in the teaching and learning strategies, time
spent in the workplace environment, assessment methods, industry engagement, and
the relevant experience of instructors.
Application Units Units of a qualification requiring application of knowledge and skills in a workplace
context. The practical demonstration can take place in the workplace or in an approved
simulated environment. See also Unit Standard.
Articulation The mechanism or process by which qualifications or programmes are linked to provide
learners with multiple entry and exit points, vertically and horizontally, enabling them to
progress through levels of qualifications offered within formal education and training
systems.
2|PageAspects of Competence The effective and creative deployment of knowledge and skill, including general social
and civic life, as well as specific occupational contexts. Aspects of competence also
encompass the learner’s ability to acknowledge the boundaries of their knowledge and
skill and plan to transcend these through further learning. Aspects of competence are
typically acquired by practice and reflection. For the description of aspects of
competence, it is essential to make explicit the contexts in which the learners can apply
their knowledge and skill. The QFEmirates descriptors therefore, include explicit
statements of context for aspects of competence, categorised in terms of autonomy and
responsibility, role in context and self-development.
Assessment The processes used to evaluate achievement of the expected learning outcomes
(knowledge, skills and competences), leading to a certification of a qualification or part
of a qualification.
Assessment criteria Description of the requirements a learner is expected to meet or demonstrate to
determine that specified learning outcomes have been achieved; these may also be
referred to as ‘performance criteria’.
Assessor A qualified individual authorised and able to conduct assessments and make a
judgement on a learner’s competence.
Audit The process of reviewing practices against documented standards and procedures.
Autonomy and In the context of QFEmirates this is one of the three aspects of competence within the
Responsibility five strands of the learning outcomes of the framework. Autonomy refers to the ability
of an individual to self-manage their own learning and development, and is the basis
for determining one's responsibility.
Responsibility refers to the demonstration of commitment to completing set tasks as
an individual or in conjunction with others.
Award An award provides formal recognition at a given level for learners who achieve a set
of learning outcomes covering some of the strands of knowledge, skills and
competence but not the full combination of learning outcomes required for a Principal
Qualification. Awards have a minimum of 2 credits, comprise at least one unit/module,
and form part of a Principal Qualification.
Awarding Body A body entitled through legislation or other formal mandate to award accredited
qualifications delivered by Registered Training Providers and is recognized by the
National Qualifications Centre.
Attestation Showing evidence that something is true – in terms of the service, this would
be the results of the verification process
Authentication verifying with the awarding body/authority that a qualification they issued is
genuine
B
Benchmarking The process of measuring and comparing products, services and practices with
similar systems or organizations both inside and outside the UAE for the purpose of
continuous improvement.
3|PageC
Composite Award An award for formal recognition of learners who achieve a cohesive set of learning
outcomes encompassing, in varying combinations, all five strands of learning
outcomes, but not the full combination of learning outcomes required for a Principal
Qualification.
Continuous A planned and ongoing process that enables an organisation to systematically review
Improvement and improve its policies, procedures, products and services to generate better
outcomes for clients and to meet changing needs. Continuous improvement involves
collecting, analysing and acting on relevant information from clients and other interested
parties, including an organisation’s staff.
CoreLife Skills An NQC branded title for generic skills or key competencies required in the context of
the UAE. They are considered core and essential skills that underpin and support
performance and functionality in work, and everyday life
The seven [7] Corelife Skills are as follows:
1. Collecting, analysing, organising and applying information in a given context
2. Communicating information, concepts and ideas
3. initiating and organising self and activities, including motivation, exploration and
creativity
4. Working with others in teams including leadership
5. Solving problems including using mathematical ideas and techniques
6. Applying information and communication technology (ICT)
7. Participating in social and civic life including ethical practice.
Core Unit Standards Those Unit Standards within a qualification that are mandatory and form the core
requirements of a qualification. All Core Unit Standards must be achieved.
Credit A measure of the volume of learning required for a qualification or part qualification,
quantified as the number of notional hours required for achieving the specified
learning outcomes. In the NQC TVET system one credit is equated to 15 notional
hours of learning and assessment.
Credit Accumulation The total number of credits towards the completion of a qualification or a part
and Transfer qualification.
Credit Matrix The table indicating the total credit value assigned to a qualification (as outlined in the
matrix at each level). Refer to QFEmirates Annexure E - Indicative Qualifications and
Awards Credit Matrix.
Credit Value The numerical value relating to the notional value of hours accorded to a credit. A
notional value of 15 hours (with additional study hours) equates to one [1] credit
value.
Curriculum The total learning experience including the instructional content, the methods employed
and processes for evaluation of the learning attained.
Career Guidance or Services and activities intended to assist individuals of any age and at any point
Advice throughout their lives, to choose their career pathways and make informed
educational, training and occupational choices.
4|PageCertificate An official document issued by an awarding or regulatory body, which records the
successful completion of an education/training qualification, program or a course of
studies.
Client Learners, governments, government agencies, industry, enterprises or education and
training providers that use or purchase learning and/or assessment.
Cognitive Skills A set of mental skills acquired in logical and creative thinking, and includes reasoning,
perception and intuition.
Commission for The Federal Government’s Quality Assurance Agency charged with promoting
Academic educational excellence across diverse institutions of higher Education learning in the
Accreditation (CAA) UAE.
Comparability of The comparison of one qualification with another based on criteria that enables the
Qualifications degree of similarity of the qualification to be established.
Competency Indicates sufficient knowledge, skills, attitudes and the ability to apply them in
a variety of work-related situations.
Competency-based Training that is designed to allow a learner to demonstrate their competency in a
Training vocational/work-related context.
Compliance The requirements of the published standards and quality requirements have been
met, based on evaluation/audit and evidence reviewed.
Complaints Process A process by which concerns are raised about policies, procedures, services or
products with a view to having them addressed and/or improved.
Component Award The smallest parcel of cohesive learning outcomes that can be achieved by learners
for formal recognition purposes within the QFEmirates. It may relate to all or only
some of the five strands of learning outcomes defining the level.
D
Descriptors Generic statements which specify the learning outcomes and the purpose of a
qualification at a given level, defined in terms of knowledge, skills and competence.
The descriptor can be used for describing and comparing qualifications.
Discipline In the context of the NQC, this term is used to refer to a cross-sectoral system of
occupational areas in the UAE. There are 26 disciplines. Refer to QFEmirates
Annexure H - Discipline codes convention.
Distance Learning A form of education in which educators and learners are physically separated. Various
technologies allow for educators and learners to interact and communicate.
5|PageE
Exit Level The required knowledge, skills and aspects of competence that a learner should
achieve, or be expected to achieve, on completion of a qualification/ program, and
against which the learner is assessed.
External Assessment An assessment that is conducted by an entity not directly involved in the development
and/or delivery of the qualification/ program. The entity may be the Awarding Body or
any other professional entity.
External Verifier (EV) Is a qualified person who is responsible for monitoring and evaluating the
internal quality and assessment processes conducted by the RTPs on behalf of
VETAC against the Quality Assurance Standards for the Registration (QASR)
for the Audit purposes .
E-Learning The delivery of learning, training and assessment through digital resources
Employability The combination of skills which enable individuals to gain, keep and progress in
employment.
Endorsement The formal process of the recognition/accreditation of the UAE’s Q+NOSS
(Qualifications + National Occupational Skills) and their supporting documents by the
NQC. The requirements include evidence of nation-wide stakeholder support, and that
their content meets the NQC regulatory requirements for endorsement.
Entry Requirements The minimum knowledge, skills, competences or work experience or age that a learner
must have completed in order to be admitted for study towards a qualification or part
qualification.
Equivalency A formally recognised set of learning outcomes from a different qualification/award
that is deemed equivalent in level and complexity to one recognised on the
QFEmirates.
Equivalency can be counted for individual units or whole qualifications.
F
Foreign Qualification A qualification accredited by an Awarding Body outside of the UAE and normally
delivered by an institution that is regulated in the country of origin.
The foreign qualification may be offered inside the UAE by a Registered Training
Provider (RTP) following approval by the NQC.
Formal learning Learning that occurs in an organised and structured education and training
environment.
Formative Assessment Formative assessment refers to a wide variety of methods that are used to evaluate
the learners’ comprehension, learning needs, and progress during a course of study
to monitor a learners’ progress on an ongoing basis and to provide timely feedback to
support their learning.
Functional Analysis Functional analysis is a process used to identify activities a person is expected
to do as part of their job. Functions are not random activities. Functions must
have a clear purpose and outcome that are valuable to an employer.
Functional Map An illustrative representation of job functions derived from the functional analysis. The
Functional Map commences with the key purpose statement for an occupation, then
covers any sub-groups, and leads to the Unit Standards to be developed. See also Unit
Standard
6|PageG
General Education ‘GE’ One of the three sectors of the UAE’s Education System. It is a 12-year education
system (Grades 1-12) whose exit point is the Secondary School Certificate placed at
Level 4 of QFEmirates.
General Education A body of the Ministry of Education (MoE) responsible for supervising the compulsory
Commission (GEC) Grade 12 Secondary School Certificate quality of outcomes and equivalences.
Grid of Level Descriptors The grid of ten [10] levels and five [5] ‘strands’ of learning outcome statements that
total fifty [50] statements of the QFEmirates (see Annexure C – Grid of Level
Descriptors).
Gulf Qualifications A ten-level reference tool that can be used to link the national qualifications
Framework frameworks and systems of the GCC Member States to each other. It acts as a
translation instrument to compare qualifications and make their outcomes more
readable for individuals, employers, and education and training providers.
H
Higher Education ‘HE’ One of the three sectors of the UAE’s education system. It covers all types of
qualifications/programs/courses of study, training or training for research, at the post-
secondary level. HE covers levels 7-10 of QFEmirates.
I
Initial Registration The first stage of registering a training provider in NQC electronic system (CRM) prior
to the NQC’s quality assurance procedure to become a fully Registered Training
Provider (RTP). The information provided includes for e.g., the legal status of the
provider, training field/s and contact detail and other requirements. (Please refer to
NQC website E services)
Integrated Qualifications A comprehensive system for description, classification, registration, and articulation of
Framework quality-assured qualifications, and in which relevant components of the education and
training system relate to each other to enhance learner access to the system,
progression within the system, and lifelong learning.
In the QFEmirates, the education and training system refers to the General Education,
Technical and Vocational Education and Higher Education systems.
Internal Assessment Assessment conducted by the education and training provider against criteria
provided by the Awarding Body and subsequently subjected to internal and external
verification.
Internal Verifier (IV) The Internal Verifier is a qualified person who is responsible for developing, managing,
monitoring and evaluating the internal quality and assessment processes conducted in
Registered Training Providers to ensure safe, impartial, valid and consistent
assessment strategies and decisions to ensure consistency in assessment.
Industry An industry is a group of companies, regulatory, licensing bodies and professional
bodies that are related based on their primary business activities.
In the QFEmirates, industry representatives will form part of the Recognised National
Development Committees (RNDCs) who are involved in developing that National
Occupation Standards (NOS) of occupations within their respective industry sectors.
7|PageInformal Learning Semi-structured or non-structured learning that occurs over time and in a variety of
places
through experiences, such as learning at home, work, life, family, social, leisure
activities, and through daily interactions and shared relationships among members of
society.
Unlike formal or non-formal learning, informal learning is not organised or externally
structured in terms of standards, objectives, time or learning support, but may be
accredited.
L
Learner An individual in the process of learning, whether at school, college, university or
undergoing training, including non-formal and informal learning.
Learning The process whereby an individual gradually understands increasingly complex
knowledge, acquires skills and develops competence. Learning can be acquired
through general, vocational, professional or higher education and training, or though
formal, non-formal or informal processes.
Learning Outcomes
Learning Outcomes are the statements of what the learner is expected to know,
understand and be able to do after completing the learning process. “Elements”
Learning Outcome LODs are the categories in which statements are made to define the learning outcomes
Descriptors (LODs) for a level. In the QFEmirates, the learning outcome strands are detailed in five
descriptors: knowledge, skill, autonomy and responsibility, role in context and self-
development.
Level An indication of the relative complexity and/or depth of achievement and the
autonomy required to demonstrate that achievement by the learner. There are ten
(10) levels in the QFEmirates; they differ from one level to another with the greatest
complexity at level 10.
Level Descriptor Categorised statements made to define the learning outcomes for a specified
framework level. In QFEmirates, the core factors of knowledge, skills, and aspects of
competence are elaborated in five learning outcome strands knowledge, skill,
autonomy and responsibility, role in context and self-development; and are used
respectively by accreditation/awarding bodies for their activities. The descriptor can
be used for describing and comparing qualifications.
Licensed education and Term used to identify that a TVET provider has received the appropriate license from
training provider (LTP) the relevant Licensing authority to practice training in the relevant emirate.
Licensure Permit issued by the relevant department of economic development (DED) which allows
the Training providers to practice the training in the specific location/emirates.
M
8|PageMeta-framework A Meta-framework (such as the European Qualifications Framework) is an organising
system that enables users to see how qualifications embedded in different national
and sectoral systems may relate to one another.
Ministry of Education The Ministry responsible for General Education and Higher Education.
(MoE)
Moderation The process used by Assessors and Verifiers confirms that an assessment decision is
consistent, fair, reliable and valid Synonymous with verification.
N
National Qualifications A framework that describes, develops and classifies qualifications according to a set of
Framework criteria for specified levels of learning.
In the UAE, the framework is called the QFEmirates, which aims to integrate, coordinate
and improve the transparency, access, progression and quality of qualifications in
relation to the labor market and society.
Non-formal learning Learning that takes place through a structured and/or unstructured process of learning
but does not lead to a formally recognised qualification. Typically, it may include
workshops, community courses, e-learning programs, interest based courses, short
courses, or conference/forum style seminars.
Notional Learning Hours The learning time an average learner would take to achieve the learning outcomes of a
particular unit. It includes contact time, research, completion of assignments,
assessment, and time spent in structured learning and in the workplace. Fifteen [15]
notional learning hours equate to one credit. It’s also known as guided learning hours.
National Occupational An industry-determined specification of performance which sets out the skills,
Skills (NOS) knowledge and aspects of competence required by individuals to perform effectively
in a particular occupation. In the UAE NOS form the basis of Units and National
Qualifications.
National Qualification A qualification developed to meet a specific national priority need, interest or
occupation and whose development has involved a number of national industry or
professional advisory representatives.
National Qualifications are aligned to a level in the QFEmirates. They are taught and
assessed by Registered Training Provider staff, verified and awarded by Awarding
Bodies and regulated by the NQC.
National Qualifications The National Qualifications Centre (NQC) is part of Ministry of Education, and is the
Centre (NQC) regulatory body responsible for setting policy and regulating the qualifications system
in the United Arab Emirates (UAE.
The NQC is responsible for quality assuring the activities of Awarding Bodies who
administer and manage qualifications in Registered Training Providers (RTPs).
O
9|PageOccupation A job or profession. Vocational qualifications in the QFEmirates are aligned to an
occupation defined in the International Standard Classification of Occupations (ISCO)
document
Occupational Profile A description of the knowledge and skills that an employee must have in order to
perform a job efficiently. It includes the main activities within the job, experience
required, and the job prospects. Once validated by industry and endorsed by VETAC
the profile becomes the approved national description of an occupation.
P
Pathway The sequencing of qualifications that allows learners to move vertically or horizontally
through QFEmirates levels, and between academic, vocational, or professional sectors.
Portability The transfer of learning and experience from one context to another, or from one
provider to another. Portability may also refer to the transfer of credits from one
qualification to another.
Professional Are vocational training courses that related to a specific industry or career path and
Qualifications are designed to improve and develop relevant skills. They are typically issued by
bodies with a link to a specific profession, for example Chartered Institutes and Global
Associations.
Professional Qualifications may be obtained through a variety of routes. They are
awarded after a number of years’ experience, formalized training and/or study and
passing examination(s).
Program Inventory of activities, content and/or methods of education or training implemented to
achieve education or training objectives (acquiring knowledge, skills and/or
competences), organised in a logical sequence over a specified period of time.
Progression The process by which learners can be allowed to move through QFEmirates levels
either horizontally at the same level or vertically to a higher level when accumulating
an appropriate combination of credits.
Principal Qualification Principal Qualifications are the major type of qualification associated with formal
recognition at each level, and capture a typical range of achievements for the level,
including all five strands of learning outcomes. See also Learning Outcome
Descriptors.
such as Diploma, at Level 5 Or Certificate 3, at Level 3.
Q
Quality Assurance
Standards for the
10 | P a g eRegistration of Training The criteria endorsed by VETAC to quality assure and register Licensed Educational
Providers (QASR) and training provider (LTP) to become a Registered Training Providers (RTP).
Q+NOS Qualifications plus National Occupational Standards (NOS) determined by Industry and
endorsed by the NQC.
Qualification In the QFEmirates, a formally approved set of learning outcomes developed to
standards set by the developing industry bodies, which can be achieved by a learner.
Qualifications may be represented by size (how long the take to complete) and level
(how complex they are).
In the QFEmirates, the term ‘qualification’ is interchangeable with the term ‘national
qualification’ and ‘award’.
Qualification Recognition The process whereby a qualification, such as a foreign award, is compared to a level in
the QFEmirates for the purposes of employment and/or access to education and
training in UAE.
Qualifications register The national database for the QFEmirates and related learning outcomes. It includes
information system the register of general qualifications; the register of licensed education and training
(QRIS) providers; the register of endorsed national qualifications and awards; the register of
accredited courses/ programs; the register of issued qualifications. QRiS may also
include general information such as learning, education, training and assessment
research reports; publications/communiqués; international equivalencies; careers
information; and labour market trends and reports.
Qualification Title A short description that indicates the level, size and content of the qualification.
Qualification Unit A detailed description which defines the purpose, content, scope, target sector,
Standard structure and assessment arrangements for a qualification. It also covers the type, level,
core and optional units, and credit value.
Quality Assurance Any systematic process used to determine if a product or service meets quality
standards.
Qualifications framework A qualifications framework is a formalized structure in which learning level descriptors
and qualifications are used in order to understand learning outcomes. This allows for
the ability to develop, assess and improve quality education in a number of contexts.
Qualifications frameworks are typically found at the national, regional, and
international level
R
Recognised National A body, with relevant industrial representation, approved by NQC to develop Q+NOS
Development Committee products and submit them for endorsement. See also Sector Advisory Committees and
(RNDC) Endorsement.
11 | P a g eRecognition of Prior An assessment process that involves evaluating an individual’s unrecognised
Learning (RPL) knowledge, skills, and competences obtained mainly through informal and non-formal
learning, regardless of how, when, and where that learning occurred, with the aim of
determining the level and credits to be recognised towards a qualification.
Regulatory Body In the context of education and training, a regulatory body is an external public or
government entity that has been empowered by legislation to oversee and control the
relevant educational/training process.
Registered Training An organization approved by the NQC and Awarding Body to deliver National
Provider (RTP) Qualifications.
The entity responsible for delivering education and training
qualifications/programs/courses, ensuring compliance with standards approved by
regulatory or awarding bodies, and The entity responsible for delivering education and
training qualifications/programs/courses, ensuring compliance with standards
approved by regulatory or awarding bodies, and achievement of the specified learning
outcomes. The RTP will be eligible to deliver the national Qualification after
successful completion of the accreditation requirements through awarding body and
NQC.
Recognition confirming whether or not a qualification (usually achieved from a foreign awarding
body/authority) is recognised by the relevant, appropriate education authorities in the
UAE
S
Sectoral Qualification An award confined to a specified sector, which may exist at national and international
levels.
12 | P a g eSelf-Assessment The process or methodology carried out by an Awarding Body, provider, or learner, to
analyse, judge, and evaluate their performance through predefined criteria to determine
the best way to improve it.
Short Course A short education and training program which, may lead to an accredited qualification.
The short course may also be for the purpose of professional development and
progression in a career.
Simulation A realistic exercise set up specifically to assess all, or aspects of, knowledge, skills
and/or aspects of competence that replicate and reflect real work situations. Simulation
is used in circumstances where it would be difficult, high risk, or costly to assess within
the work context (e.g. fire-fighting procedure, dealing with an emergency first-aid
situation).
Simulation must reflect the intent of the standards; involve realistic and authentic
activities; and undergo quality assurance processes. Performance against the
standards may NOT be simulated in some instances, unless approved by the relevant
accreditation/awarding body.
Skills The ability, cognitive or practical, to apply knowledge and use knowhow to complete tasks
and solve problems. These include technical, interpersonal, creative, and communication
skills.
Stakeholders An entity or individual with a recognised interest in your activity.
In TVET stakeholders include education and training providers, industry
representatives and professional groups, Government bodies, regulators,
employers/employees/workers/volunteers and professionals, learners and the
community.
Stream Core Unit A defined collection of Unit Standards that must be achieved to satisfy the requirements
Standards of a sub-division, specialisation or concentration within the qualification. For example,
an Applied Degree in Business may have four streams of study – Accounting,
Management, Human Resources Management, and Marketing.
Summative Assessment Summative assessments are used to evaluate learning, skills, and achievement of
outcomes at the end of whole sections of learning, at the end of a whole learning
program, or at any point in the learning program, to evaluate learning related to a
particular qualification.
Secondary School The formal document issued by the Ministry of Education certifying the student has
Certificate (Grade 12) successfully achieved the accumulative learning outcomes of Levels 1-4 of the
QFEmirates, following a public examination administered by the Ministry. The SSC
(known as the Grade 12 Certificate) is placed at Level 4 of the QFEmirates and
considered by the Ministry of Higher Education and Scientific Research as the entry
pre-requisite for post-secondary education and training admission.
T
Technical and Technical and Vocational Education and Training (TVET) is concerned with the
Vocational Education acquisition of knowledge and practical skills relating to occupations in various sectors.
and Training (TVET)
13 | P a g eTranscript A record detailing which units of a qualification have been completed by a learner.
Transferability of The extent to which knowledge, skills and competences can be used, validated or
Learning Outcomes certified in a new education and training or occupational context.
Types of Qualifications Categories used in the QFEmirates to distinguish different qualifications, i.e. Principal
Qualification, Composite Award and Component Award.
Trainer A person with pedagogical and professional skills, as well as experience, who imparts
practical and theoretical training in an education and training institution or enterprise
U
Unit Standard It is a set of knowledge, skills and competences which constitute a part of a qualification
or can stand alone. It can be specific to a single qualification or common to several
qualifications.
Upskilling Training aimed at supplementing, improving or updating knowledge, skills and/or
competences acquired during previous training.
V
Validation The confirmation through the provision of objective evidence that an education and/or
training course or program is appropriate for the attainment of knowledge, skill and/or
aspects of competence.
14 | P a g eVocational Education Vocational Education and Training Awards Council: An operational body of the NQC
and Training Awards and is responsible for setting TVET strategies, approving TVET Awarding Bodies,
Council (VETAC) managing and quality assuring the process of awarding TVET qualifications based on
standards, criteria, procedures, and policies developed by the Council and approved by
the NQC.
Vocational Education Entities approved by VETAC that are responsible for registering and assessing RTPs
and Training Awarding which come under their jurisdiction. They manage (based on the standards, criteria,
Bodies policies and procedures, developed by VETAC) the process of issuing National
Qualifications and the implementation of these by relevant RTPs.
Vocational Qualifications 'Vocational and Technical qualifications which teach the knowledge and skills required
for a specific area of work. They typically involve practical learning in simulated or real
working environments.
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