Mauritius

Name:
NQF
Country Code:
MU
Status:
Stage of development and implementation
Implemented and reviewed
Brief Overview:

The Mauritius Qualifications Authority (MQA) Act (2001) established MQA as a corporate body entrusted with the responsibility to develop, implement and maintain the National Qualifications Framework. The MQA Act responded to the acute need for a better organisation, classification and transparency in the qualifications landscape of Mauritius.

Structure and scope: The 10-level NQF has a tracked structure but is comprehensive in nature, encompassing Primary / Secondary Education (levels 1, 2, 3 and 5), TVET (levels 1 to 6) and Tertiary Education (levels 5 to 10).

The level descriptors are defined by two domains: Learning Demand and Processes. Learning demand describes the knowledge and skill requirements at specific levels of learning, while Processes pertain to the application of the knowledge and skills to complete tasks in specific contexts at that level.

Qualifications are developed by Industry Training Advisory Committees (ITACs). Twenty ITACs represent sectors, such as: management, agro-industry, handicraft, automation and robotics, ICT, mechanical engineering, sea food and marine industry among others.

MQA enacted in 2016 the Guidelines for Recognition of Prior Learning (RPL), defined as “the acknowledgment through evaluation of a person’s skills and knowledge acquired through previous training, work or life experience, which may be used to grant credit in a standard or a module”. RPL is undertaken by a learner for personal and career development and for gaining credit within formal programmes of study irrespective of where, when and how learning was obtained. The RPL process entails three phases, namely Pre Screening, Facilitation and Assessment.

Level General Education TVET / Crafts Higher Education
10 Doctorate
9 Masters Degree (MA, MSc, M Phil
Post-Graduate Certificate
Post-Graduate Diploma
8 Bachelor Degree with Honours
7 Bachelor (Ordinary Degree)
6 National Diploma Level 6 Diploma
5 HSC - Higher School Certificate National Certificate Level 5 Certificate
GCE 'A' Level
BAC
IBAC
HSC Professional
4 - National Certificate Level 4
3 School Certificate GCE 'O' level National Certificate Level 3
2 NCE - National Certificate of Education National Certificate Level 2
1 PSAC- Primary School Achievement Certificate National Certificate Level 1

Level Learning demand Processes
10 1. The creation and interpretation of new knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication. 2. A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice. 3. The ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems. 4. A detailed understanding of applicable techniques for research and advanced academic enquiry. 1. Make informed judgement on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences. 2. Continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches. 3. And would have: The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environment.
9 1. A systematic understanding of knowledge and a critical awareness of current problems and/or new insights at the forefront of their academic discipline, field of study, or area of professional practice. 2. A comprehensive understanding of relevant techniques applicable to their research or advanced scholarship. 3. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. 4. Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the discipline and to evaluate critically methodologies and where appropriate, to propose new hypotheses. 1. Deal with complex issues, both systematically and creatively, make sound judgement in the absence of complex data, and communicate these conclusions clearly to specialist and non-specialist audiences. 2. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level. 3. Continue to advance their knowledge and understanding, and to develop new skills to a high level. 4. The qualities and transferable skills necessary for employment requiring the exercise of initiative and personal responsibility, decision making in complex and unpredictable situations and the independent learning ability required for continuing professional development.
8 1. A systematic understanding of key aspects of their field of study, including acquisition of a coherent and detailed knowledge, at least some of which are at or informed by, the forefront of defined aspects of a discipline. 2. An ability to deploy accurately established analytical techniques and enquire within their discipline. 3. An ability to devise and sustain arguments and/or to solve problems using ideas or techniques some of which will be at the forefront of a discipline and to describe; and comment upon particular aspects of current research or equivalent scholarship in the discipline. 4. An appreciation of the uncertain, ambiguity and limits of knowledge. 5. The ability to manage their own learning and to make use of scholarly reviews and primary sources (e.g. refereed research articles and/or original materials appropriate to the discipline). 1. Apply the methods, techniques and (where applicable) modes of practice that they have learned & reviewed to consolidate, extend and apply their knowledge & understanding so as to initiate and carry out projects. 2. Consider abstract data, concepts and/or raw materials and frame appropriate questions to achieve a solution or identify a range of solution to a problem. 3. Communicate information, ideas, problems, and solutions in a variety of formats appropriate to both specialists and non-specialist audiences. 4. And would have: Qualities and transferable skills necessary for employment in situations requiring the exercise of initiative and personal responsibility for decision making in complex and unpredictable contexts, and the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
7 1. Knowledge and critical understanding of the well-established principles of their area(s) of study, including an understanding of some advanced aspect(s) of their area(s) of study. 2. Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. 3. Knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. 4. An understanding of the limits of that knowledge and how this influences analysis and interpretation based on that knowledge. 1. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solution to problems arising from that analysis. 2. Effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences; and deploy key techniques of the discipline with confidence. 3. Undertake further training; develop existing skills, and acquire new competencies that enable them to assume significant responsibility within organisations. 4. And would have: Qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making in complex contexts.
6 1. Demonstrate specialised in-depth knowledge in their area(s) of study. 2. Have command of analysis, diagnosis, planning and evaluation across a broad range of technical and/or management functions. 3. Be able to formulate appropriate responses to resolve problems. 4. Communicate, in a variety of forms and with structured and coherent arguments, the results of their study/work accurately and reliably, and identify the broader principles, issues and impacts. 5. Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility and in contexts where they are contributing to decision-making processes. 1. Require a command of a wide range of highly specialised technical and/or management, and/or conceptual or creative skills. 2. Involve a wide choice of standard and non-standard procedures. 3. Are applied in highly variable and non-routine contexts.
5 1. Demonstrate broad knowledge base with substantial depth in area(s) of study. Demonstrate broad knowledge base with substantial depth in area(s) of study. 2. Have command of analytical interpretation of a range of data. 3. Be able to determine appropriate methods and procedures to respond to a range of problems. 4. Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. 5. Display qualities and transferable skills necessary for employment in situations requiring the exercise of some personal responsibility. 1. Require a wide-range of technical and/or management skills. 2. Involve a wide-choice of standard and non standard procedures, often in non-standard combinations. 3. Are employed in highly variable routine and non-routine contexts.
4 1. Demonstrate a broad knowledge base incorporating some technical concepts. 2. Have command of analytical interpretation of information. 3. Express informed judgement. 4. Be able to display a range of known responses to familiar problems. Be able to display a range of known responses to familiar problems 1. Require a wide range of technical skills. 2. Are applied in a variety of familiar and non-familiar contexts with the need for some or no supervision. 3. Demand occupation competence over a range of routine and non- routine tasks Require the need for little or no supervision.
3 1. Demonstrate basic operational knowledge. 2. Master readily available knowledge Master readily available knowledge. 3. Be able to use known solutions to familiar problems. 4. Display/generate some new ideas. 1. Are established and familiar. 2. Are moderate in range. 3. Are applied in a range of familiar contexts. 4. Require supervision.
2 Demonstrate narrow range of knowledge and cognitive skills 1. Are limited in range. 2. Are repetitive and familiar. 3. Are applied within closely defined contexts. 4. Require close supervision.
1 Demonstrate basic numeracy, literacy and basic IT skills -