What does level 7, 8 & 9 mean in programme descriptions?
The below grid outlines the differences between programmes at these level. The criteria to differentiate programmes in accordance with the level of award is based on the knowledge, skills and aptitudes upon completion of the programme. As you would expect your expertise increases the higher the level as higher order thinking skills are required. Your ability to apply the knowledge, make judgements and communicate to others are the incremental observable differences being sought.
Source: UCD LEVEL DESCRIPTORS (http://www.ucd.ie/registry/academicsecretariat/)
| NFQ LEVEL | |||
| 7 | 8 | 9 | |
| Applicable Programmes |
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| Knowledge and understanding | have demonstrated basic knowledge and understanding, underpinned by the basic theories, concepts or methods of the field of study, that builds upon secondary education and which is typically at a level supported by introductory third-level textbooks | have demonstrated specialised knowledge and understanding, underpinned by the more advanced theories, concepts or methods of the field of study, have begun to show some awareness of the limitations of current knowledge and the sources of new knowledge, and which is typically supported by intermediate and advanced textbooks | have demonstrated specialised, detailed or advanced theoretical and conceptual knowledge and understanding, which is based consideration of current debate and controversy at the forefront of the field and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context |
| Applying knowledge and understanding | can apply their knowledge and understanding in specific educational and occupational contexts related to the field of study as well as general educational, occupational and social contexts | begins to apply their knowledge and understanding to devise, develop and sustain arguments within the field of study | can apply their knowledge, understanding, and problem-solving abilities in new or unfamiliar environments, within broader (or multidisciplinary) contexts, or to generate new knowledge through research |
| Making judgements | have the ability to identify and use data to formulate responses to well-defined concrete and abstract problems within the field of study and to judge the validity of conclusions against their knowledge, understanding, and the available data. | have the ability to identify and use data to formulate responses to well-defined concrete and abstract problems within the field of study, and have begun to develop the ability to identify gaps or discrepancies in the data and strategies to eliminate or compensate for these | have the ability to integrate knowledge and handle complexity, and formulate judgments with incomplete or limited information, and to reflect on wider disciplinary, scientific, professional issues and social and ethical responsibilities linked to the application of their knowledge and judgments |
| Communications and working skills | can communicate about their understanding, skills and activities, with peers and supervisors | can communicate about their understanding, skills and activities, with peers, supervisors and clients | can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously |
| Learning skills | have the learning skills to undertake further studies with some autonomy. | have the learning skills to undertake further studies with some autonomy. | have the learning skills to allow them to continue to study in a manner that may be largely self- directed or autonomous. |