National Framework of Qualifications (NFQ/Modularisation)


This involves redrafting all programmes into a particular format of individual modules (sections). Each module has detailed specifications covering title, objectives, academic contents, assessment procedures and learning outcomes. Furthermore each module is given a credit weighting relative to the amount and quality of study achieved. The credit weighting relates the modules and the various programmes they compose to the European Credit Transfer System (ECTS). This system was introduced to achieve transferability of educational achievements throughout European education.

This framework has been established to set up a transparent relationship between all levels of educational achievement within the Irish System of education from post-primary Level right through to Third Level. The Framework is divided into ten defined levels. All qualifications within the system must now be positioned at a specific level of the National Framework. A qualification’s position on the framework is determined by its ability to meet with national criteria related to specific learning outcomes at each level of the Framework. For further information see  

The levels applicable to the courses offered on this website are outlined below.

Level 6: Learning outcomes at this level include a comprehensive range of skills which may be vocationally-specific and/or of a general supervisory nature, and require detailed theoretical understanding. The outcomes also provide for a particular focus on learning skills. The outcomes relate to working in a generally autonomous way to assume design and/or management and/or administrative responsibilities. Occupations at this level would include higher craft, junior technician and supervisor.

Level 7: Learning outcomes at this level relate to knowledge and critical understanding of the well-established principles in a field of study and the applications of those principles in different contexts. This level includes knowledge of methods of enquiry and the ability to critically evaluate the appropriateness of different approaches to solving problems. The outcomes include an understanding of the limits of the knowledge acquired and how this influences analyses and the interpretations in a work context. Outcomes at this level would be appropriate to the upper end of many technical occupations and would include higher technicians, some restricted professionals and junior management.

Level 8: Innovation is a key feature of learning outcomes at this level. Learning outcomes at this level relate to being at the forefront of a field of learning in terms of knowledge and understanding. The outcomes include an awareness of the boundaries of the learning in the field and the preparation required to push back those boundaries through further learning. The outcomes relate to adaptability, flexibility, ability to cope with change and ability to exercise initiative and solve problems within their field of study. In a number of applied fields the outcomes are those linked with the independent, knowledge-based professional. In other fields the outcomes are linked with those of a generalist and would normally be appropriate to management positions.

Level 9: Learning outcomes at this level relate to the demonstration of knowledge and understanding which is the forefront of a field of learning. The outcomes elate to the application of knowledge, understanding and problem-solving abilities in new or unfamiliar contexts related to a field of study. The outcomes are associated with an ability to integrate knowledge, handle complexity and formulate judgements. Outcomes associated with this level would link with employment as a senior professional or manager with responsibility for the work outputs of teams

Close X