What does FHEQ Level 4/Level 5 mean?

Level 4

The descriptors for FHEQ level 4 qualifications are below.

Candidates should be able to demonstrate:

• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study
• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study

Typically, holders of the qualification will be able to:

• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and work
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments
• undertake further training and develop new skills within a structured and managed environment.

Further information can be found on the The framework for higher education qualifications in England, Wales and Northern Ireland on The Quality Assurance Agency for Higher Education (QAA) website.

Level 5

The descriptors for FHEQ level 5 qualifications are below.

Candidates should be able to demonstrate:

• knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed
• 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
• knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study
• an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge.
  

Typically, holders of the qualification will be able to:

• use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis
• effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively
• undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibility within their organisation.

Further information can be found on The framework for higher education qualifications in England, Wales and Northern Ireland on the The Quality Assurance Agency for Higher Education (QAA) website. You might also be interested in the UK Naric Benchmarking Report.