Eswatini

Name:
Eswatini Qualifications Framework (ESQF)
Country Code:
SZ
Status:
Stage of development and implementation
Approved and implementation started
Brief Overview:

Eswatini Qualifications Framework (ESQF) was adopted in 2020 and published by Eswatini Higher Education Council (SHEC). SHEC coordinates implementation of the ESQF.

The establishment of ESQF is an effort of Government of the Kingdom of Eswatini to address an array of challenges of the Education Training and Skills Development System (ETSDS), notably low responsiveness to industry and labour market needs, fragmentation within the sector, poor credibility and quality of existing qualifications and training programmes and lack of opportunities for lifelong learning. ESQF supports development of education and training, comparable and compatible qualifications, transparency of qualifications, and facilitates mobility and progression of learners.

Structure and scope: ESQF is a 10 level framework, comprehensive of all levels and types of qualifications.

The objectives of ESQF are twofold:

Promoting Lifelong Learning

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

Quality Assurance and Recognition

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

Guiding principles and values of ESQF

Integration (unifying approach to education and training); Relevance (responsiveness to national development needs); Credibility (national and international value and acceptance); Coherence; Flexibility; Standards; Legitimacy; Access; Articulation; Progression; Portability; Recognition of Prior Learning; Guidance; Clarity.

The ESQF is based on learning outcomes, a concept defined in terms of what a learner is expected to know, understand and can do at the end of a learning sequence. ESQF provides the basis for development of courses and study programmes based on learning outcomes and credits.

Level General Education Min Credits
10 Doctoral Degree 360
9 Master´s Degree 180
8 Professional Degree 120
Bachelour Honours
Post-Graduate Certificate
Post-Graduate Diploma
7 Bachelor's Degree 360
6 Associate Degree 240
5 Diploma 240
Technician
4 Advanced Subsidiary 120
Advanced level
HIGCSE
Artisan
Grade I trade test
3 Eswatini General Certificate of Secondary Education (EGCSE) 80
International General Certificate of Secondary Education (IGCSE)
Grade 2 Trade Certificate
2 Grade 3 Trade Certificate 40
Handyman / semi skilled
1 Eswatini Primary Certficate (EPC) 40
Basic literacy (Sebenta)
VET certificate

Level Knowledge Skills Personal attributes
10 To create a new, systematic and logical knowledge base through in-depth and original research and scholarship. a) To apply innovative methods, technologies and interventions to solving real-world and theoretical problems; b) To produce and defend independent, in-depth and publishable work. a) To demonstrate independence of thought and action; b) To take full responsibility for their own work; to effectively manage, supervise or oversee the work of others; c) To portray confidence in communicating and leading research in their area of expertise; d) To act professional within their field of work; work in ways which are reflective, critical and based on evidence
9 a) To defend a position based upon advanced knowledge and understanding of a particular discipline; b) To apply appropriate methods and techniques to collect new evidence, analyse existing evidence, or critique other scholarly work in a systematic way; c) To advance the boundaries of knowledge in a creative way, and pioneer entrepreneurship. a) To communicate and present research findings to a wider and professional audience; b) To develop and defend original coherent and compelling arguments; c) To design and plan rigorous and systematic projects based upon ethical principles. a) To make autonomous and ethical decisions; to effectively manage their time and other resources; b) To demonstrate initiative and innovation in a wide range of contexts; c) To demonstrate creativity and initiative in their area of expertise
8 a) To demonstrate a critical understanding of the relevant theories, methodologies, and methods existing at the forefront of their discipline; b) To critically and systematically analyse, evaluate, and engage with new and more complex concepts that will extend and replicate knowledge; c) To possess a basic knowledge of innovation and entrepreneurship. a) To generate hypothesis; analyse and evaluate problems; work in teams; present and communicate research findings through the interrogation of multiple sources of knowledge; b) To apply knowledge and skills to solving abstract and complex problems; to acquire and apply intermediary entrepreneurial skills. a) To be able to assume a leadership role; b) To demonstrate a basic understanding of innovation and entrepreneurship; c) To be autonomous learners; d) To be reflective and self-critical; e) To take responsibility for their own actions and work; f) To undertake professional work within their given discipline
7 a) To demonstrate acquired specialist knowledge of an area of work or study to enable the use of an individual’s own ideas and research in response to complex problems and situations in a field. b) To demonstrate the achievement of a high level of professional knowledge and a critical understanding of theories and principles, and how that knowledge relates to other fields/ disciplines/ practices. To demonstrate ability to design and manage processes, can use specialised skills to conceptualise and address problematic situations that involve many interacting factors with a developed ability to undertake research, development of strategic activities to inform or produce change in the area of work or study a) To develop and communicate ideas, opinions and informed arguments using appropriate academic, professional or occupational discourse. b) Accountable for own work, decision-making and use of resources. c) Limited responsibility for decisions and actions of others in varied and/or unfamiliar contexts
6 a) To demonstrate acquired specialist knowledge of an area of work or study to enable the use of an individual’s own ideas and research in response to complex problems and situations in a field. b) To demonstrate the achievement of a high level of professional knowledge and a critical understanding of theories and principles, and how that knowledge relates to other fields/ disciplines/ practices. a) To demonstrate ability to use specialised skills and tools to address unfamiliar situations that involve many interacting factors using appropriate methodologies and approaches. b) To design and undertake research, development of strategic activities to inform or produce change in the area of work or study. c) To evaluate actions, methods and results and their implications. a) To manage processes and work with a large degree of accountability for personal and group outcomes; b) To clearly communicating ideas, challenges and solutions to both specialist and non-specialist audiences using a range of relevant techniques; c) To evaluate actions, methods and results and their implications.
5 a) To demonstrate an understanding of concepts, principles, fact and theories within a specified field, discipline and practise. b) To apply broad theoretic and practical knowledge that is often specialised within a field. c) To analyze, categorize, classify information to construct logical and coherent argument d) To show awareness of the knowledge base. a) To demonstrate the ability to identify, evaluate and solve undefined, routine, new problems within a known context. b) To apply solutions based on relevant evidence and procedures or other forms of explanations appropriate to the field, discipline or practice, demonstrating an understanding of consequences a) To manage projects with limited supervision that require problem solving where there are many factors some of which can lead to unforeseen changes. b) To convey ideas in a reliable, accurate, and coherent manner to peers, supervisors and clients using appropriate conventions. c) To express a comprehensive internalised personal world view reflecting engagement with others. d) To formulate responses to abstract and concrete problems. e) To demonstrate experience of operational interactions within a familiar field. f) To make judgements based on knowledge of relevant social and ethical issues.
4 a) To demonstrate advanced knowledge in specialised and emerging situations to make informed judgements. b) To understand key concepts, terms, rules and established principles and theories in one or more fields or disciplines. a) To apply strategic approaches to tasks that arise in work and using expert sources of information. b) To use technology to solve existing and emerging situations. a) To demonstrate accountability and responsibility in work/ learning situations. b) To show proactivity and reliability in performance of tasks
3 a) To demonstrate ability to understand and apply theoretical and technical knowledge of key concepts to perform tasks and solve problems within given parameters. b) To have an understanding of solutions to a limited range of predictable problems. To apply a range of methods, tools and materials to complete routine activities. a) To complete tasks under moderate supervision in stable contexts. b) To demonstrate ability to perform tasks in a team. c) To demonstrate ability to adhere to organisational values.
2 To recall and apply basic practical and educational knowledge of a defined area of learning / work. To apply basic skills to execute tasks involving known routines and procedures under maximum supervision. a) To perform tasks in a well-defined and supervised environment. b) To demonstrate limited autonomy in execution of tasks.
1 To recall basic knowledge in well- defined and familiar contexts. To apply numeracy and literacy skills to carry out tasks. To demonstrate ability to understand, follow instructions and be able to function as a team member in learning and work environment.