Sri Lanka Qualifications Framework

SRI LANKA
QUALIFICATIONS FRAMEWORK
Bachelors
Bachelors
Hons.
Higher
Diploma
PG Cert.
PG Dip.
Diploma
MA, MSc
Advanced
Certificate
3
2
Certificate
MPhil, DM
8
Sri Lanka
Qualifications
Framework
Ministry of Higher Education
Sri Lanka Qualifications Framework
PhD, MD
10
SRI LANKA
QUALIFICATIONS FRAMEWORK
Ministry of Higher Education
2012 Ministry of Higher Education

No. 18, Ward Place, Colombo 07, Sri Lanka.
First Edition: June 2012
Second Print: October 2012
Third Print: January 2013
Published by:
The World Bank funded
Higher Education for Twenty First Century (HETC) Project
of the Ministry of Higher Education
Address: 23/135, Diyawanna Gardens,
Chandra Silva Mawatha,
Nugegoda
E-mail: [email protected]
Web:
www.hetc.lk
This publication is the product of the Sri Lanka Qualifications Framework National
Committee
Rights and Permission:
The material in this publication is copyrighted. Any part of this document may be
photocopied for academic purposes.
All queries should be addressed to:
Deputy Director
SLQF Unit of the HETC Project
65/4, Kirula Road, Colombo 05, Sri Lanka
Fax: +94 112369032
Email: [email protected]
Designed by:
Ms. S. M. Panchali P. Bandara
HETC Project
ISBN 978-955-4510-00-5
TABLE OF CONTENTS
ABBREVIATIONS AND ACRONYMS
PROLOGUE
III
FOREWORD
1. INTRODUCTION
1.1 Main Characteristics
1.2 Origin and development
1.3 Scope and Application
1.4 Aims and Objectives of SLQF
1.5 Key benefits
2. THE FRAMEWORK
2.1 SLQF Levels, qualifications and volumes of learning
2.2 Definition of a credit
3. LEVEL DESCRIPTORS
4. NAMING OF QUALIFICATIONS
15
5. QUALIFICATION DESCRIPTORS
17
5.1 Certificate
17
5.2 Advanced Certificate
19
5.3 Diploma
21
5.4 Higher Diploma
23
5.5 Bachelors Degree
25
5.6 Honours Bachelors Degree
27
5.7 Postgraduate Certificate
29
5.8 Postgraduate Diploma
31
5.9 Masters Degree with Course Work
33
5.10 Masters Degree
35
5.11 Master of Philosophy Degree
37
5.12 Doctoral Degree
39
6. PROGRESSION PATHWAYS
41
APPENDIX I
42
APPENDIX II
46
ABBREVIATIONS AND ACRONYMS

A
Agri
AdvCert
BA
BAHons
BBAHons
BComHons
BSc
BScHons
Cert
DEd
Dip
DLitt
DPhil
DSc
Env Mgmt
Eng
Env Sc
GPA
HDip
HETC
HND
ICT
IRQUE
IT
MA
MAgri
MCom
Mech Eng
Med
MIT
MLibSc
MPhil
MSc
NQF
NVQF
NVQL
PGCert
PGDip
PhD
QA
QAA
Accountancy
Agriculture
Advanced Certificate
Bachelor of Arts
Bachelor of Arts Honours
Bachelor of Business Administration Honours
Bachelor of Commerce Honours
Bachelor of Science
Bachelor of Science Honours
Certificate
Doctor of Education
Diploma
Doctor of Letters
Doctor of Philosophy
Doctor of Science
Environmental Management
Engineering
Environmental Science
Grade Point Average
Higher Diploma
Higher Education for Twenty First Century
Higher National Diploma
Information and Communication Technology
Improving Relevance and Quality of Undergraduate Education
Information Technology
Master of Arts
Master of Agriculture
Master of Commerce
Mechanical Engineering
Master of Education
Master of Information Technology
Master of Library Science
Master of Philosophy
Master of Science
National Qualifications Framework
National Vocational Qualifications Framework
National Vocational Qualifications Framework Level
Postgraduate Certificate
Postgraduate Diploma
Doctor of Philosophy
Quality Assurance
Quality Assurance and Accreditation
Page No I
QAAC
Sc
SLIATE
SLQF
SLQL
SWOC
TVEC
UGC
Quality Assurance and Accreditation Council

Science
Sri Lanka Institute of Advanced Technological Education
Sri Lanka Qualifications Framework Level
Strengths, Weaknesses, Opportunities and Challenges
Tertiary and Vocational Education Commission of Sri Lanka
University Grants Commission
Page No II
PROLOGUE
There has been a significant increase in the mobility of learners and academics in the recent
past across countries and regions of the world requiring national higher education systems to
support and accommodate such developments. In that light, Sri Lanka Qualifications
Framework (SLQF) is an important element of systems development in the higher education
sector, which at the end offers a transparent and coherent framework for the learner to
optimize his/her objective of learning throughout life, while at the same time improving many
vital aspects of learning and assessing the learning process. However, coming out with this
framework document is not the end but essentially the first step to establish and operate such
a system which would possibly require suitable modifications and adaptations in the process.
The establishment of SLQF will help to improve many aspects and processes in the learning
and the methods of delivery enhancing the quality of education at home while at the same
time it provides a clear system to develop links with higher education institutions abroad.
First and foremost I take this opportunity to express my gratitude to Hon. S.B. Dissanayake,
Minister of Higher Education for his guidance and support extended to make this task a
success. It is a fact that his guidance and direction moved the SLQF National Committee to
accomplish the task early.
I also thank Hon. Nandimithra Ekanayake, Deputy Minister of Higher Education for his
support and interest shown towards this task as an important system development work in the
higher education sector.
My sincere thanks also go to Dr. Sunil Jayantha Nawaratne, Secretary to the Ministry of
Higher Education for his valuable encouragement, suggestions and support given in this
regard. His support and encouragement was immensely helpful for the consultation process
applied to get the views and suggestions of the university academic community.
I am also grateful to the World Bank country office and the Higher Education for the Twenty
First Century (HETC) Project for making arrangements to provide services of Prof. Jayantha
Wijeyaratne, Deputy Director of the HETC Project as Coordinator of the SLQF National
Committee.
Page No III
I take this opportunity to express my sincere gratitude to the members of the SLQF National
Committee Prof. Gamini Samaranayake, Chairman of the University Grants Commission;
Prof. S. B. S. Abayakoon, Vice Chancellor of the University of Peradeniya; Prof. Colin
Peiris, Director of the QAA Council Division of the University Grants Commission; Dr T. A.
Piyasiri, Director General of the Tertiary and Vocational Education Commission and Prof.
Kapila C. K. Perera, Director General, Sri Lanka Institute of Advance Technological
Education for their invaluable contribution and commitment to make this task a success,
even compromising their job responsibilities at times. It is also my duty to place on record
my appreciation of the contribution made by Prof. Jayantha Wijeyaratne as the Coordinator
of the SLQF National Committee and finally bringing out this publication incorporating
views and ideas expressed by all stakeholders.
Finally, I sincerely thank all Vice Chancellors, Deans, Heads of Departments and all other
members of the academic staff of the university system and also those who represented the
non-state higher education sector for their invaluable contribution through participation at
stakeholder consultation meetings and later by submitting valuable comments and
suggestions to the draft document, without whose support this task could not have been
accomplished as expected.
P. Ranepura
Chairman of the SLQF National Committee
and
Additional Secretary of the Ministry of Higher Education
Page No IV
FOREWORD
The Sri Lankan Qualifications Framework (SLQF) is a nationally consistent framework for
all higher education qualifications offered in Sri Lanka. It recognizes the volume of learning
of students and identifies the learning outcomes that are to be achieved by the qualification
holders.
SLQF comprises of ten levels and the descriptors of each of these levels are stated in a
comprehensive manner. Since the volume of learning is considered in the SLQF, the number
of credits that should be earned by students for each qualification is also given.
With the objective of having a uniform system in naming a qualification, the designators and
qualifiers of each qualification have been identified in the SLQF. The abbreviations for each
qualification were also identified to maintain uniformity. The purposes and characteristics of
each qualification as well as the minimum admission requirements are also stated in the
SLQF.
SLQF integrates the National Vocational Qualifications Framework (NVQF) developed by

the Tertiary and Vocational Education Commission and the pathways of lateral mobility
between the vocational education sector and higher education sector have also been
identified.
SLQF helps in the recognition of accredited prior learning in order to facilitate the vertical
mobility within the higher education system.
With the globalization of higher education, national qualifications frameworks have been
developed in many countries. These have helped to evaluate the higher educational
qualifications obtained from different countries. SLQF also contributes to the evaluation of
qualifications obtained from overseas higher education institutions as the levels identified in
this framework are based on the learning effort of the qualification holders.
Until the development of SLQF there had been no mechanism to evaluate the qualifications
offered by higher education institutions in Sri Lanka. SLQF will be helpful in the evaluation
and recognition of qualifications offered in Sri Lanka and this will be useful to the
Page No V
qualification holders to know the level of their qualifications. In addition, the SLQF will be
helpful to the potential employers to know the level of learning and the attributes of a
particular qualification holder.
SLQF is useful to the higher education institutions, both in the state sector and non-state
sector in designing their courses as the minimum level of learning effort required for each
qualification is indicated by way of the minimum number of credits that should be earned by
a qualification holder. Thus, the SLQF will contribute towards strengthening the quality of
higher education qualifications offered by the universities and other higher education
institutions in Sri Lanka.
Prof. M. J. S. Wijeyaratne
Senior Professor of Zoology, University of Kelaniya
and
Coordinator of the SLQF National Committee
Page No VI
1. INTRODUCTION
1.1 Main Characteristics
Sri Lanka Qualifications Framework (SLQF) is a new framework aimed at improving quality
of higher education and training through recognizing and accrediting qualifications offered
by different institutions. It identifies different levels to which the qualifications offered in the
entire higher education sector in Sri Lanka are included. It helps to interpret qualifications
and judge the relative value of a qualification. This enables the learners to make informed
decisions about the qualifications they intend to acquire.
SLQF helps in the comparison of different qualifications and provides a comprehensive,

nationally consistent, flexible framework for all qualifications in post-secondary education
and training. It combines higher education and training into a single framework and brings
together the diverse higher education and training systems into a single national system.
SLQF identifies the broad levels of competencies that are expected from the holders of
different qualifications. The minimum entry requirements for each qualification and the
possible routes of progression are also identified in the SLQF. SLQF facilitates the transfer of
credits and helps in the combination of qualifications as well as progression within the higher
education system. It combines school, vocational and higher education sectors in Sri Lanka.
SLQF recognizes the outcomes achieved after formal secondary education. It integrates the
National Vocational Qualification Framework (NVQF) developed by the Tertiary and
Vocational Education Commission of Sri Lanka (TVEC) and identifies flexible pathways
which assist in lateral mobility between vocational education and higher education sectors by
providing basis for recognizing prior learning and credit transfer.
SLQF helps in vertical mobility in higher education and encourages lifelong learning by
identifying access to different qualifications. It clearly defines the avenues available for
obtaining higher qualifications. It also encourages high quality vocational education and
training by recognizing workplace experience which helps in national economic
development. It helps in opening up learning and working opportunities irrespective of
gender and age. As such, the SLQF facilitates admission to and progression within the higher
education system in Sri Lanka.
Page No 01
SLQF promotes national and international recognition of qualifications offered in Sri Lanka
and helps in evaluating the qualifications obtained from overseas institutions.
SLQF contributes significantly towards strengthening quality assurance mechanisms of the

entire higher education sector in Sri Lanka.
1.2 Origin and Development

The development of SLQF was initiated in 2009 with the assistance from the World Bank
funded Improving Relevance and Quality of Undergraduate Education (IRQUE) Project and
continued with the funding from the Higher Education for the Twenty First Century (HETC)
Project. The Component 1 of the HETC project is aimed at institutionalization of norms for
the higher education sector. The Subcomponent 1.1 of this component is the development of
SLQF.
To begin the preparatory work for the development of SLQF, a National Committee
consisting of the following was appointed.
A representative of the Ministry of Higher Education, nominated by the Hon. Minister
of Higher Education.
A representative of the University Grants Commission (UGC), nominated by its
Chair.
The Director General of Sri Lanka Institute of Advanced Technological Education
(SLIATE) or his nominee.
The Director General of TVEC.
A representative of Quality Assurance and Accreditation Council (QAAC).
A representative of the Committee of Vice-Chancellors and Directors (CVCD).
The Committee met once a month from November 2009 and developed the SLQF
documentation. In the process of development of the SLQF, four relevant models of National
Qualification Frameworks (NQF) from Europe, Africa and Asia Pacific were studied and a
comparative SWOC analysis was carried out. The relevant NQF models studied were those of
Australia, Ireland, Scotland and South Africa.
Page No 02
1.3 Scope and Application

SLQF applies to all higher education institutions both public and private, which provide postsecondary education. Since the NVQF developed by TVEC is also integrated into SLQF, the
post-secondary vocational qualifications can also be included in the framework.
All higher education qualifications offered in Sri Lanka are specified in the SLQF. The SLQF
indicates the designators, qualifiers, minimum credit requirements for a particular
qualification as well as the minimum entry requirements.
However, SLQF does not deal with the designing and offering of short term courses by any
higher education institution (HEI) that will meet specific learning outcomes. These courses
may be of few months duration and a certificate may be awarded on completion of such
courses. Those certificates are not in line with the qualifications identified in the SLQF.
1.4 Aim and Objectives of SLQF

The aim of SLQF is to create an integral national framework for learning achievements by
recognizing and accrediting qualifications offered by different institutions engaged in higher
education and vocational training.
The objectives of SLQF are to;
enhance quality of higher education and training at all levels;
facilitate access to higher learning and thereby contribute to full personal

development of learners and to social and economic development of the country;
enhance equity in higher education, training and employment opportunities;
help employers to understand the levels of knowledge, skills and competencies of

qualification holders;
Develop positive attitudes in qualification holders;
facilitate lateral and vertical mobility, and progression within higher education and
career pathways;
provide guidance in comparing qualifications offered by different institutions;
help in developing higher education and vocational training programmes of

appropriate levels;
recognize prior learning; and
promote lifelong learning.
Page No 03
1.5 Key Benefits

SLQF will be useful to all stakeholders of higher education including students, parents,
employers, as well as education and training providers.
For learners, SLQF will be useful to recognize and evaluate prior learning and identify the
pathways of acquiring higher qualifications. This will enable learners to develop their full
potential and thereby contribute to social and economic development of the country at large.
The level descriptors given in the SLQF will be useful for employers in identifying the levels
of competencies of qualification holders. It will also help in comparing the qualifications so
that the supply and demand for knowledge, skills and competencies could be properly
matched. Further, SLQF will be useful in comparing the qualifications offered by different
institutions. This will help the employers to find the appropriate qualification holders for their
business needs.
SLQF describes the credit requirements for each qualification level as well as intended
learning outcomes. Therefore, for higher education providers, both in the state and private
sectors, the SLQF will be useful in designing their academic programmes.
SLQF enables all stakeholders of post-secondary education to identify the full range of
qualifications offered in the higher education system in Sri Lanka and comparable levels of
vocational education and training. This helps to understand how qualifications are related to
each other and how they contribute to the enhancement of knowledge and understanding, and
improvement of intellectual abilities including analytical skills, evaluation skills, problem
solving skills and soft skills.
SLQF will also be useful to the general public to have access to appropriate lifelong
education and training, which helps them to fulfill their personal as well as social and
economic potential.
SLQF will be useful to programme approving agencies to identify the appropriate levels of
qualifications offered by different HEIs. Further, it helps in evaluating different qualifications
offered by HEIs, both local and foreign, which will be useful in taking decisions in
recruitment and promotion in the academic, technical and professional sectors.
Page No 04
2. THE FRAMEWORK
2.1 SLQF Levels, Qualifications and Volumes of Learning

SLQF consists of ten levels. The demand for learning outcomes and complexity of learning
increase with each level.
The first two levels (levels 1-2) are senior secondary level education qualifications and the
next four levels (levels 3-6) are undergraduate qualifications. The other four levels (levels 710) are postgraduate qualifications.
The levels are not directly related to the years of study except for higher research degrees.
The volume of learning at each level is described in terms of credits.
The level descriptors identify the learning outcomes at each level. In describing each level,
degree of intellectual abilities, cognitive skills and soft skills are considered.
Qualification descriptors for each level are also stated in the SLQF. Qualification descriptors
give the specifications such as SLQF exit level, credit ratings, purpose and characteristics,
minimum admission requirements and possible pathways of progression.
Two or more qualifications are sometimes positioned at the same level. This indicates that
they are broadly comparable in terms of general levels of difficulty. However, each
qualification in the same SLQF level does not have the same purpose or specific learning
outcomes.
The comparable levels of NVQF are also identified in the SLQF.
Different levels of SLQF with some examples and comparable NVQF levels are given in
Table 1.
The SLQF levels, the qualifications awarded at each level and the minimum credit
requirement for each level are summarized in Table 2.
Page No 05
Table 1: Different levels of SLQF with some examples together with comparable levels
of NVQF
[SLQL=Sri
Lanka
Qualifications
Framework
Level;
NVQL=National
Vocational
Qualification Level]
SLQL 10
Doctoral Degree, MD with Board Certification
SLQL 9
Master of Philosophy, Masters by fulltime research,
SLQL 8
DM
Masters with course work and a Research
SLQL 7
component
Postgraduate Certificate, Postgraduate Diploma,
Masters with coursework
SLQL 6
Honours Bachelors
SLQL 5
Bachelors Degree, Bachelors Double Major Degree
NVQL 7
SLQL 4
Higher Diploma
NVQL 6
SLQL 3
Diploma
NVQL 5
SLQL 2
NVQL 4
SLQL 1
Certificate
NVQL 3
NVQL 2
Page No 06
Table 2: Minimum requirement for each level of SLQF

(SLQL = Sri Lanka Qualifications Framework Level)
SLQL
SLQL 10
SLQL 9
Qualification awarded
Minimum Requirements for the
Doctor of Philosophy / MD with
Award
Minimum 3 years of fulltime or
Board Certification/Doctor of
equivalent time of original research
Letters/Doctor of Science
after SLQL 6 or above
Master of Philosophy / DM
Minimum 2 years of fulltime or

equivalent time of original research
SLQL 8
Masters with course work and a
after SLQL 5 or above

60 credits after SLQL 5 or SLQL 6
research component
which include a research component of

minimum 15 credits
SLQL 7
Masters with course work
Postgraduate Diploma
Postgraduate Certificate

SLQL 6
Honours Bachelors
120 credits after SLQL 2 or
SLQL 5
30 credits after SLQL 5

Bachelors, Bachelors Double Major 90 credits after SLQL 2 or
SLQL 4
Higher Diploma
SLQL 3
Diploma

SLQL 2
SLQL 1
Certificate
2.2 Definition of a credit

In SLQF credits system, the student workload of a full time study programme is defined as
1500 notional learning hours per year. Notional learning hours include direct contact hours
with teachers and trainers, time spent in self learning, preparation for assignments, carrying
out assignments and assessments.
Page No 07
The minimum number of credits per course module/course unit is 1. The number of credits
per course module/course unit should be indicated by integers.
One credit is equivalent to 15 hours of lectures or 30-45 hours of laboratory studies or 45
hours of field studies/clinical work or minimum of 90 hours of industrial training.
For every one hour of lectures, a student is expected to carry out at least 2-2 additional
hours of independent learning. For every 2 hours of laboratory studies, a student is expected
to carry out at least 1 additional hour of independent studies.
Therefore for 1 credit in lectures, laboratory studies, field studies and clinical work, the
minimum number of notional learning hours is 45-50, which also includes the time allocated
for assessments. For industrial training, minimum of 90 notional learning hours including
time allocated for assessments are equivalent to 1 credit.
For research, minimum of 90 notional hours including time allocated for literature survey is
equivalent to credit.
Credits have to be earned after successful completion of the work required and appropriate
assessment of learning outcomes.
Page No 08
3. LEVEL DESCRIPTORS
The level descriptors describe the generic nature of learning achievements at each level of the
SLQF. These are broad qualitative statements on intended learning outcomes of qualification
holders of each level. In some SLQF levels, there are two or more qualifications. This
indicates that those qualifications are more or less comparable in terms of expected general
levels of learning achievements.
SLQF Level 1
Qualification holders of SLQF level 1 should be able to;
1. demonstrate knowledge and understanding on basic principles, simple facts and ideas
in a broad discipline;
2. complete some routine and non-routine tasks using knowledge associated with a
broad discipline;
3. plan and organize new activities within a broad discipline;
4. select appropriate tasks and use them effectively in a broad discipline;
5. make generalizations in the areas related to a broad discipline;
6. demonstrate oral and written communications skills and basic ICT skills;
7. demonstrate basic skills in data gathering and numeracy; and
8. carry out some routine activities under direct supervision.
SLQF Level 2
1. demonstrate broad knowledge and understanding of the discipline;
2. apply knowledge in a practical context;
3. use basic techniques and theoretical information to solve problems;
4. make generalizations and draw conclusions in a broad sense;
5. suggest solutions to basic problems in a broad sense;
6. demonstrate skills in information gathering and numeracy;
7. demonstrate oral and written communications and ICT skills;
8. carry out a range of activities with direct supervision;
9. exercise supervising responsibility in the implementation of routine work and manage
limited resources within the area of work; and
10. exercise personal responsibility in some tasks in the workplace.
Page No 09
SLQF Level 3
1. demonstrate knowledge and understanding of concepts and principles of the areas of
study;
2. present and interpret qualitative and quantitative data;
3. develop initial arguments and make some judgments in accordance with basic theories
and concepts of the areas of study;
4. communicate results of studies reliably;
5. undertake further training and develop new skills within a managed environment;
6. demonstrate qualities and transferable skills including ICT skills necessary for
employment;
7. carry out a range of routine activities under guidance;
8. exercise supervising responsibility in the implementation of routine work and manage
limited resources within the work place; and
9. exercise personal responsibility and leadership in some tasks in the work place.
SLQF Level 4
1. analyze and interpret qualitative and quantitative information;
2. develop appropriate arguments and make judgments in accordance with basic theories
and concepts of the areas of study;
3. present information and ideas efficiently and effectively;
4. apply knowledge and understanding of concepts and principles of the areas of study;
5. undertake further training and develop new skills within a controlled environment;
6. acquire competencies that help to assume predetermined responsibilities;
7. demonstrate transferable skills including ICT skills necessary for employment;
8. exercise personal responsibility and leadership in some tasks in the workplace; and
9. demonstrate positive attitudes and social responsibility.
Page No 10
SLQF Level 5
1. collect, analyze and interpret qualitative and quantitative data;
2. demonstrate problem solving skills in the areas of study;
3. develop arguments and make sound judgments in accordance with basic theories and
concepts of the areas of study;
4. present information, ideas and concepts efficiently and effectively;
5. apply knowledge and understanding of concepts and principles of the areas of study;
6. acquire new competencies that will enable them to assume major responsibilities;
7. demonstrate transferable skills including ICT skills necessary for employment;
8. undertake further training and develop additional skills that will enable them to make
sound decisions;
9. exercise initiative, personal responsibility and accountability;
10. exercise leadership in the professional environment/work place; and
SLQF Level 6
1. demonstrate a substantive knowledge and understanding of the core aspects of the
area of study;
2. critically analyze data, make judgments and propose solutions to problems;
3. use practical skills and enquiry efficiently and effectively within the area of study;
4. construct and sustain arguments and use these arguments, ideas and techniques in
problem solving;
5. demonstrate awareness of the current developments in the area of study;
6. engage in independent learning using scholarly reviews and secondary sources of
information;
7. communicate information, ideas, issues and solutions efficiently and effectively;
8. exercise initiative, personal responsibility and accountability;
9. undertake further training and develop additional skills;
10. exercise leadership in the professional environment/work place; and
Page No 11
SLQF Level 7
1. demonstrate a substantive level of knowledge and understanding in the area of study;
2. use efficiently and effectively, practical skills and enquiry within the area of study;
3. critically analyze data, make judgments and propose solutions to problems;
4. construct and sustain arguments and use these arguments, ideas and techniques in
problem solving;
5. demonstrate awareness of the current developments in the area of study;
6. construct new hypotheses in the area of specializations and test them in a scientific
manner;
7. deal with complex issues in a systematic manner and make sound judgments;
8. demonstrate self direction and confidence in solving problems;
9. plan and implement tasks at professional and managerial levels;
10. exercise initiative and personal responsibility;
11. advance knowledge and develop additional skills; and
12. carry out independent studies for professional development.
SLQF Level 8
1. analyze and evaluate current research in the area of specialization;
2. demonstrate a critical awareness of current issues and recent developments in the area
of specialization and/or area of professional practice;
3. construct new hypotheses in the area of specializations and test them in a scientific
manner;
4. plan and implement tasks efficiently and effectively in professional, technical and
academic settings;
5. use efficiently and effectively, practical skills and enquiry within the area of study;
6. construct and sustain arguments and use these arguments in problem solving;
7. deal with complex issues systematically and make sound judgments even without
complete data and communicate conclusions clearly to specialist as well as nonspecialist groups;
8. demonstrate self direction and originality in tackling and solving problems;
9. advance knowledge and understanding and develop additional skills;
10. make decisions in complex and unpredictable contexts;
Page No 12
11. exercise initiative and take personal responsibility; and

12. demonstrate skills of independent learning for continuous professional development.
SLQF Level 9
1. create new knowledge through original research of a quality that will satisfy peer
review and merit publication;
2. evaluate and constructively criticize and improve methodologies in the area of
specialization;
3. analyze and critically evaluate past and current research in the area of specialization;
4. construct new hypotheses and test them in a scientific manner;
5. use practical skills and enquiry efficiently and effectively within the area of study;
6. supervise and guide research to generate new knowledge in the discipline;
7. deal with complex issues systematically and make sound judgments and predictions;
8. demonstrate self direction and originality in tackling and solving problems in the
professional environment;
9. plan and implement tasks efficiently and effectively in professional, technical or
academic settings;
10. advance knowledge and understanding and develop additional skills;
11. exercise initiative and personal responsibility and make decisions in complex and
unpredictable contexts; and
12. demonstrate skills of independent learning for continuous professional development.
SLQF Level 10
1. create new knowledge through original research of a quality that makes a significant
contribution to development of the discipline and satisfy peer review and merit
publication;
2. demonstrate critical reading and analytical skills by critically analyzing, synthesizing
and evaluating data, making judgments and identifying solutions to problems;
3. demonstrate a systematic acquisition and understanding of substantial amount of
knowledge in the area of specialization and/or professional practice;
4. conceptualize, design and implement new projects to generate new knowledge and
applications;
Page No 13
5. respond efficiently and effectively to the changing developmental needs of the

discipline;
6. demonstrate a comprehensive knowledge and understanding of applicable techniques
for research and advanced academic enquiry;
7. supervise and guide original research to generate substantial insight in the discipline;
8. make judgments on complex issues in the field of specialization even in the absence
of complete data and communicate ideas and conclusions effectively to specialist and
non-specialist audiences;
9. identify, conceptualize and provide creative insights to complex issues and problems
and demonstrate self-direction and confidence in solving problems;
10. exercise high level of autonomy and initiative in professional, administrative and
managerial activities;
11. demonstrate leadership and originality in tackling and solving problems; and
12. exercise personal judgment and responsibility in complex and unpredictable situations
in professional and/or managerial environments.
Page No 14
4. NAMING OF QUALIFICATIONS
The Qualification Type

The qualification type is the first name given to a qualification. Some examples are
Certificate, Advanced Certificate, Diploma, Higher Diploma, Advanced Diploma, Bachelors,
Honours Bachelors, Postgraduate Certificate, Postgraduate diploma, Masters and Doctorate.
The Designator
The designator is the second name given to a qualification. This indicates the broad area of
study or discipline. All degrees, i.e., Bachelors, Masters and Doctoral degrees have
designators. The examples are Bachelor of Arts, Bachelor of Science, Master of Commerce,
Doctor of Philosophy and Doctor of Science. However, designators are not used for
Diplomas and Certificates. The linking word between the qualification type and designator is
of, which is omitted when abbreviating. E.g. BA, BSc, MCom.
The Qualifier
The qualifier is the third name given to a qualification. This is used to indicate the field of
specialization of a qualification. The qualifier may be used in all qualification types, i.e.
degrees, diplomas and certificates. The linking word between the qualifier and the
qualification type or its designator, as the case may be, is in. Some examples are Bachelor
of Science Honors in Chemistry, Postgraduate Certificate in Library Science, Master of
Philosophy in Environmental Science. When abbreviating, the word in is dropped and the
qualifier is placed within brackets. E.g. PGCert (Lib Sc), MPhil (Env Sc), BScHons
(Chemistry).
Some qualifications may include a second qualifier too. This second qualifier qualifies the
first qualifier. Examples are Bachelor of Science in Engineering in Mechanical Engineering.
When abbreviating both qualifiers are placed within brackets and the words in are dropped.
E.g. BSc (Eng) (Mech Eng).
When there is no designator, the qualifier may follow the qualification type, E.g.
Postgraduate Diploma in Environmental Management. When abbreviating, the word in is
Page No 15
dropped and the qualifier is placed within brackets. E.g. PGDip (Env Mgmt). The
qualification types that do not have a designator may include a second qualifier too; e.g.
Postgraduate Certificate in Fine Arts in Drama. Such a qualification is abbreviated as PGCert
(Fine Arts) (Drama).
In order to use a qualifier, at least 50% of the minimum total credits for the qualification and
at least 50% of the minimum number of credits at the exit level of the qualification must be in
the field of specialization denoted by the qualifier. Same applies to the second qualifier too.
Page No 16
5. QUALIFICATION DESCRIPTORS
5.1 CERTIFICATE
Specifications:
SLQF Exit level: 1
Minimum credits at level 1: 30
Designators:
Not applicable.
Qualifiers:
Maximum one
Example: Certificate in catering
Abbreviation:
Cert
Example: Cert (Catering)
Purpose and characteristics:
The purpose of this qualification is to produce a person with a basic knowledge in a
discipline.
This qualification is mainly vocation specific. It combines a range of simple facts and ideas
with basic processes and materials. It relates theoretical knowledge to practical applications.
The qualification holder should be able to complete some routine and non-routine tasks using
the knowledge associated with the discipline, plan and organize new tasks, select appropriate
tools and materials and use them effectively. He/she should also be able to apply a problem
solving approach to deal with a situation which is directly related to the discipline, make
generalization and also draw conclusions. He/she should be able to use a range of routine
skills such as oral and written communication, use standard applications/processes, obtain
and combine information, and use a range of numerical and graphical data in a
straightforward manner. He/she should also be able to work alone or with others with
minimum supervision, take responsibility in carrying out work and make a contribution to
Page No 17
evaluation and improvement of practices and processes, and take leadership responsibility for
some tasks.
Minimum admission requirements:
Minimum admission requirement is completion of junior secondary level, which is Grade 9
or an equivalent. Completion of primary education and certified work experience equivalent
to a minimum period of two years in a particular field may also be considered as an
equivalent qualification for admission to SLQF level 1 provided that the applicant is at least
16 years of age.
Progression:
Completion of SLQF Level 1 meets the minimum entry requirement for a qualification in
SLQF level 2, in a particular area of specialization.
Page No 18
5.2 ADVANCED CERTIFICATE
Specifications:
SLQF Exit Level: 2
Designators:
Not applicable.
Qualifiers:
Maximum two
Examples: Advanced Certificate in Hospitality Management
Advanced Certificate in Hospitality Management in Professional Cookery
Abbreviation:
AdvCert
Examples: AdvCert (Hospitality Management)
AdvCert (Hospitality Management-Professional Cookery)

The purpose of this qualification is to produce a person with a generalized knowledge in a
particular subject/area of specialization/occupation.
This qualification is mainly vocation specific. It combines factual and theoretical knowledge
with a range of practical applications. The qualification holder should be able to make
accurate observations and apply his/her knowledge in a practical context. He/she should be
able to use some basic techniques and use theoretical information in problem solving. He/she
should also be able to make generalizations and predictions and also draw conclusions and
suggest solutions. He/she should also possess a wide range of skills such as use of numerical
and graphical data, use standard applications, and written and oral communication.
The qualification holder should also be able to take responsibility for carrying out a range of
activities where the overall goal is clear, without direct supervision. He/she should also be
Page No 19
able to take some supervising responsibility, lead established teams in the implementation of
routine work, manage limited resources within the areas of work, play a significant role in the
evaluation of work and improvement of practices and processes and take responsibility for
some tasks in the work place environment.

Minimum admission requirement is the General Certificate of Education (Ordinary Level) or
an equivalent qualification or completion of NVQF level 3.
Progression:
Completion of SLQF level 2 meets the minimum entry requirement for a qualification in
SLQF level 3 in that particular area of specialization.
Page No 20
5.3 DIPLOMA
Specifications:
SLQF Exit level: 3
Designators:
Not applicable.
Qualifiers:
Maximum two
Examples: Diploma in Hospitality Management
Diploma in Hospitality Management in Professional Cookery
Abbreviations:
Dip
Example: Dip (Hospitality Management), Dip (Hospitality Management-Professional
Cookery)
Dip (Hospitality Management), Dip (Hospitality Management-Professional
Cookery)

The purpose of this qualification is to produce a person with focused knowledge and skills in
a particular field for the requirement of the labour market.
This qualification is basically occupational or vocational specific. It combines in-depth

knowledge in a particular field with practical experience aimed at acquiring required skills in
a work place. These programmes usually include simulated work experience or work
integrated learning. The qualification holder should be able to make sound judgments in
accordance with basic theories and concepts in their area of study. They should be able to
communicate or demonstrate results accurately and reliably with coherent and structured
arguments.
Page No 21
Minimum admission requirement:

Minimum admission requirement is the General Certificate of Education (Advanced level) or
an equivalent qualification. A foundation course followed by passing an aptitude test or
completion of NVQF level 4 or accredited work experience or accredited prior learning may
also be considered as equivalent qualification for admission to SLQF level 3 in a particular
field of specialization.
Progression:
Completion of SLQF level 3 meets the minimum entry requirement for a qualification in
SLQF level 4 in that particular field of specialization.
Page No 22
5.4 HIGHER DIPLOMA
Specifications:
SLQF Exit level: 4
Minimum Total credits: 60
Designators:
Not applicable.
Qualifiers:
Specific, maximum one
Example: Higher Diploma in Accountancy
Higher Diploma in Information Technology
Abbreviations:
HDip
Example: HDip (A), HDip (IT)
Purpose and Characteristics:
The purpose of this qualification is to offer an intensive, focused education in a particular
area of specialization to meet the requirements of the labour market.
The qualification holders should have a deep understanding of theory, practice, relevant
methodology and recent developments in a particular area of study. They should be able to
apply the concepts and principles in the area of study, analyze information and suggest
solutions to problems in an employment context.
They should also be able to communicate the results of analysis and arguments to specialist
and non-specialist audiences successfully. They should be capable of carrying out further
training and acquire new competencies which will help to enhance their capacity to bear
responsibilities.
Page No 23
They should display qualities and transferable skills as well as subject specific skills
necessary for employment, carry out further training and manage their own learning.
an equivalent qualification and completion of a minimum of 30 credits at SLQF Level3.
Completion of NVQF level 5 may also be considered as an equivalent qualification in that
Progression:
Completion of Higher Diploma meets the minimum requirement for admission to SLQF level
5.
Page No 24
5.5 BACHELORS DEGREE
Specifications:
SLQF Exit level: 5
Minimum total credits: 90
Designators:
Bachelors degree designators are limited to broad areas of study and disciplines. Some
examples are Bachelor of Arts and Bachelor of Science
Qualifiers:
Maximum two
Examples: Bachelor of Arts in Peace and Conflict Resolution
Bachelor of Science in Environmental Management
Abbreviations:
Examples: BA, BSc, BA (Peace and Conflict Resolution), BSc (Env Mgmt)

The purpose of this qualification is to prepare a graduate with a broad knowledge on theory
and methodology of disciplines that enable them to bear responsibility in an academic or
professional environment. The qualifications holders should know about the well established
principles in their fields of study and should also be able to apply them where appropriate.
Further, they should be able to use established techniques to initiate and undertake analysis of
information and to propose solutions to problems. They should also be able to communicate
information effectively to specialist and non-specialist audiences and use key techniques of
the discipline. They should be able to carry out further training, acquire new competencies,
display qualities and skills necessary for employment and exercise personal responsibility in
decision making.

Page No 25
an equivalent qualification and completion of at least 60 credits of SLQF levels 3 and 4 with
a minimum of 30 credits at SLQF Level 4 or equivalent. Completion of NVQF level 6 may
also be considered as an equivalent qualification for admission in that field of specialization.
Progression:
Completion of Bachelor General degree meets the minimum entry requirement for admission
to SLQF levels 7 and/or 8. If the qualification holder obtains a minimum GPA of 3.0 in the
scale of 0-4, he/she may be considered for admission to SLQF level 9 on successful
completion of a M.Phil Qualifying examination which will be conducted after completion of
30 credits equivalent to those of SLQF level 6 in the same or a related subject.
A qualification shall not be awarded for early exit from SLQF level 5. However, a Diploma
or a Certificate may be awarded for those completing the requirements equivalent to SLQF
Levels 4 or 3 respectively.
Page No 26
5.6 HONOURS BACHELORS DEGREE
Specifications:
SLQF Exit Level: 6
Designators:
Honours Bachelors Degree designators are specific and are limited to broad generic areas of
discipline or study. Some examples are Bachelor of Arts Honours, Bachelor of Commerce
Honours, Bachelor of Business Administration Honours and Bachelor of Science Honours.
Qualifiers:
Maximum two
Examples: Bachelor of Science Honours in Engineering in Mechanical Engineering
Bachelor of Arts Honours in Sociology, Bachelor of Science Honours in
Chemistry.
Abbreviations:
Examples: BScHons (Eng) (Mech Eng), BScHons (Chemisty), BAHons (Archaeology),
BAHons, BScHons, BComHons, BBAHons
The main purpose of this qualification is to prepare students for research based postgraduate
studies. This qualification helps to consolidate and strengthen the students knowledge in a
particular discipline and to develop research capacity and skills in that discipline. This
qualification demands high level of theoretical engagement as well as high intellectual
independence. Further, these programmes must include a research project in the field of
specialization carried out under the guidance and supervision of a qualification holder of
level 8, 9 or 10 and reporting in a manner of a dissertation, which will be assessed. The
research component should not be less than 8 credits of SLQF level 6. In some areas,
Bachelors Special degrees are recognized by an appropriate professional body.
Another purpose of this qualification is to provide a broad education that equips graduates
with knowledge, methodology and skills in a particular discipline that enables them to obtain
Page No 27
license from appropriate professional bodies in order to demonstrate responsibility in a

professional manner.
They should also be able to construct and sustain arguments and solve problems using
appropriate ideas and techniques in a professional context.
The qualification holders should be able to demonstrate thorough and systematic
understanding of core aspects of the subject of study. They should also have an ability to
accurately use the established techniques of analysis within that discipline.
They should be able to clearly communicate information, ideas, issues, problems and
solutions to specialist as well as non-specialist audiences. They should also be able to
exercise initiative, identify situations where support is needed, carry out further training and
manage own learning.
an equivalent qualification and completion of 90 credits at SLQF Levels 3, 4 and 5 with a
minimum of 15 credits at SLQF Level 5 in the relevant field. Completion of NVQF level 7
may also be considered as an equivalent qualification for admission in that field of
specialization.
Progression:
Completion of Honours Bachelors Degree meets the minimum entry requirement for
admission to SLQF levels 7 and/or 8,
or
to SLQF level 9 or 10 after successful completion of a qualifying examination. If the
qualification holder possesses a minimum GPA of 3.0 in a scale of 0-4, even without a
qualifying examination he/she may be admitted to SLQF level 9 or 10.
Bachelors degree of level 5 may be awarded for early exit from Bachelors Honours Degree
programme provided that the candidate has completed minimum of 30 credits in levels 5
and/or 6. However, in professional disciplines a qualifications may not be awarded for early
exit.
Page No 28
5.7 POSTGRADUATE CERTIFICATE
Specifications:
SLQF Exit Level: 7
Minimum total credits at level 7: 20
Designators:
Not applicable.
Qualifiers:
Maximum two
Examples: Postgraduate Certificate in Natural Resources Management,
Postgraduate Certificate in Fine Arts in Drama
Abbreviations:
PGCert, PGCert (Natural Resources Management), PGCert (Fine Arts) (Drama)
Purpose of this qualification is to enhance the capacity of a person with an advanced
knowledge in a specific field of study or discipline to enable working graduates/holders of
professional qualifications to advance their knowledge in a particular field of study.
The qualification holders should be able to demonstrate clear understanding of theoretical
knowledge together with critical awareness of current issues in the subject area. They should
also be able to deal with complex issues systematically and make sound judgments and
communicate decisions clearly to others. They should demonstrate self-direction in tackling
and solving problems and be able to plan and implement tasks in a professional manner.
This qualification demands a high level of theoretical engagement and does not involve
conducting a research project or an independent study.
Minimum admission requirement is a Bachelors degree with 30 credits in the relevant subject
area or equivalent prior learning experience and/or a qualification in the relevant subject area.
Page No 29
Completion of NVQF level 7 may also be considered as an equivalent qualification for

admission to SLQF level 7 in that field of specialization.
Progressions:
Completion of Postgraduate Certificate meets the entry requirements to Postgraduate
Diploma and/or Masters degree of SLQF levels 7 in the same field of specialization.
Page No 30
5.8 POSTGRADUATE DIPLOMA
Specifications:
SLQF exit level: 7
Designators:
Not applicable.
Qualifiers:
Maximum two.
Examples: Postgraduate Diploma in Education, Postgraduate Diploma in Environmental
Science, Postgraduate Diploma in Crop Science, Postgraduate Diploma in
Fine Arts in Drama
Abbreviations:
PGDip (Education), PGDip (Env Sc), PGDip (Crop Sc) PGDip (Fine Arts)(Drama)
Purpose of this qualification is to enhance the capacity of a person with an advanced
knowledge in a specific field of study or discipline to enable working graduates/holders of
professional qualifications to advance their knowledge in that field of specialization to
provide an entry point for further education and an advanced qualification for holders of
recognized qualifications from professional bodies/institutions.
The qualification holders should be able to demonstrate clear understanding of theoretical
knowledge together with critical awareness of current issues in the subject area and apply
techniques relevant to their professional practice/chosen field of study. They should also be
able to deal with complex issues systematically and creatively, and make sound judgments
and communicate decisions clearly to others. They should demonstrate self-direction and
originality in tackling and solving problems and be able to plan and implement tasks
independently in a professional manner.
Page No 31
This qualification demands a high level of theoretical engagement. It may not require
conducting a research project but require conducting some independent studies.
area or equivalent prior learning experience and/or a qualification in the relevant subject area.
Completion of NVQF level 7 may also be considered as an equivalent qualification for
admission to SLQF level 7 in that field of specialization.
Progression:
Completion of Postgraduate Diploma meets the entry requirements to SLQF level 8. A
qualification shall not be awarded for early exit from this level. However, a postgraduate
certificate may be awarded for those who are completing 20 credits of theoretical engagement
at SLQF Level 7.
Page No 32
5.9 MASTERS DEGREE WITH COURSE WORK
Specifications:
SLQF exit level: 7
Designators:
Masters degree designators are limited to specific areas of study. Examples include Master of
Information Technology, Master of Linguistics, Master of Library Science etc.
Qualifiers:
Not applicable.
Abbreviations:
MIT, MLinguistics, MAgri, MLibSc
Purpose of this qualification is to develop a person with an advanced knowledge in a specific
field of study or discipline to enable working professionals to advance their knowledge in that
The qualification holders should be able to demonstrate thorough understanding together with
critical awareness of current issues in their subject area and apply techniques relevant to their
professional practice. They should also be able to deal with complex issues systematically
and creatively and make sound judgments and communicate decisions clearly to others. They
should demonstrate self-direction and originality in tackling and solving problems and be
able to plan and implement tasks at professional levels.
This qualification demands a high level of theoretical engagement and a guided independent
study equivalent to a minimum of 5 credits.
Any Bachelors degree with a minimum of 150 credits or a minimum student workload of
7500 notional learning hours, encompassing professional practice spanning over several
levels starting from SLQF level 3, and accredited by a recognized Accreditation Agency may
Page No 33
be included in SLQF level 7, provided that the final outcome of the qualification meets the
descriptors of SLQF level 7.
area or equivalent accredited prior learning experience and/or a qualification in the relevant
subject area. Completion of NVQF level 7 may also be considered as an equivalent
qualification for admission to SLQF level 7 in that field of specialization
Progression:
Completion of Masters Degree meets the entry requirement to SLQF level 8 or 9 in the same
A Postgraduate Diploma or a Postgraduate Certificate may be awarded for those who exit
early completing 25 credits or 20 credits respectively.
Page No 34
5.10 MASTERS DEGREE
Specifications:
SLQF exit level: 8
Minimum total credits: 60 (45 for course work +15 for research)
Minimum total credits at Level 8: 30 (Minimum of 15 for research)
Designators:
Masters degree designators are specific and limited to broad generic areas of discipline or
profession. The examples include Master of Science, Master of Arts, Master of Commerce,
Master of Education, Master of Business Administration, etc.
Qualifiers:
Maximum one
Examples: Master of Arts in Sinhala. Master of Science in Environmental Science
Abbreviations:
Examples: MA, MCom, MEd, MA (Sinhala), MSc, MSc (Environmental Science)

The purpose of this qualification is to advance knowledge of a graduate or professional in a
specific field of study and to prepare graduates for higher degrees and specialized
professional employment.
This qualification should be earned by completing course work aggregating to a minimum of

30 credits at SLQF level 7 or 8 and a research project with notional learning hours totaling to
a minimum of 15 credits. The research should be carried out under the guidance of a
supervisor holding an equivalent or a higher qualification and should make an original
academic contribution to a particular discipline. The candidate should submit a dissertation
which is evaluated and accepted.
The qualification holder must be able to deal with complex issues systematically and
creatively and make sound judgments and communicate decisions clearly to specialist and
Page No 35
non-specialist groups. He/she should demonstrate self-direction and originality in tackling

and solving problems and be able to plan and implement tasks in a professional manner.
The qualification holder should also be able to demonstrate critical awareness of current
issues in the subject area and be able to apply techniques relevant to profession/area of
specialization.

Minimum admission requirement is a Bachelors degree with a minimum of 30 credits in the
relevant subject area or a qualification of SLQF level 6 or 7 in the relevant area of study.
Completion of NVQF level 7 with a minimum GPA of 3.0 at a scale of 0-4 may also be
considered as equivalent qualification for admission to SLQF level 8 in that field of
specialization
Progression:
Completion of SLQF level 8 meets the entry requirement to MPhil degree in the same field of
specialization. Early exit from this level is possible provided that the candidate has completed
25 credits in course work. In such a situation, the qualification awarded shall be Postgraduate
Diploma in the relevant field, which is at SLQF level 7.
Page No 36
5.11 MASTER OF PHILOSOPHY DEGREE
Specifications:
SLQF Exit Level: 9
Designators:
The designator is Philosophy.
Qualifiers:
Maximum one, if required.
E.g.: Master of Philosophy in Environmental Science
Abbreviations:
MPhil, MPhil (Env Sc)
Purpose of this qualification is to develop a person with a capacity of conducting high quality
original research without supervision.
For a MPhil degree, a candidate is required to carry out high level research under the
guidance of a person holding equal or above qualification and make a significant contribution
to a particular discipline or field. The research may be pure discipline-based or
multidisciplinary. The candidate should submit a thesis incorporating research findings,
which is assessed and accepted. The research must satisfy peer review and should merit
publication. The candidate may also be required to follow some course work as preparatory
work or for value addition to research. However, this course work shall not contribute to the
credit accumulated towards the qualification.
The qualification holder should be able to carry out independent pure and/or applied research
contributing significantly towards the development of new knowledge and supervise and
evaluate original research carried out by others in the field of specialization leading to
qualifications of SLQF levels up to 9. He/she should also be able to make judgment on
complex issues in the area of expertise and communicate his/her ideas and conclusions
Page No 37
clearly to specialist and non-specialist audiences. He/she should demonstrate self-direction

and originality in tackling and solving problems and be able to plan and implement tasks at
professional levels.
The qualification holder should also be able to demonstrate critical awareness of current
issues in the subject area and be able to apply techniques relevant to professional practice.

A Bachelors degree of level 6 with a minimum of 30 credits in the relevant field or a related
field and a qualifying examination or
a Bachelors degree of level 5 with a minimum GPA of 3 in the scale of 0-4 and a successful
completion of a qualifying examination which will be conducted after completion of 30
credits equivalent to SLQF 6 in the same or related field
or
a qualification of SLQF levels 7 or 8 in the relevant field
or
completion of NVQF Level 7 with a minimum GPA of 3.0 in a scale of 0-4 and a qualifying
examination equivalent to SLQF level 6 or 7
Progression:
Completion of M. Phil degree meets the entry requirement to a Doctoral degree in the same
field of specialization. A qualification shall not be awarded for early exit from an MPhil
degree.
Page No 38
5.12 DOCTORAL DEGREE
Specifications:
SLQF exit level: 10
Designators:
The typically used designator for doctoral degrees is Philosophy. Nevertheless, other
designators may be used to denote the areas of study or the discipline. E.g. Doctor of
Education
Qualifiers:
Maximum one
E.g.: Doctor of Philosophy in Education
Abbreviations:
PhD, DPhil, DEd, DLitt, DSc, PhD (Education)

Purpose of this qualification is to develop a person with a capacity to generate substantive
insights in a particular area of study through high quality original research. The qualification
holder should be able to provide evidence for generating new knowledge by publications in
peer reviewed indexed journals.
For a doctoral degree, a candidate is required to carry out high level research under the
guidance of a supervisor holding a qualification of this SLQF Level or equivalent and make a
significant and original academic contribution creating new knowledge. The candidate should
submit a thesis incorporating research findings which are assessed and accepted. The
candidate may also be required to follow some course work as preparatory work or for value
addition to research. However, this course work shall not contribute to the credits
accumulated towards the qualifications. The research must satisfy peer review and should
merit publication. The research may be purely discipline-based or multidisciplinary.
Page No 39
The qualification holder should be able to design and carry out independent pure and/or
applied research contributing significantly towards the development of new knowledge, and
supervise and evaluate original research carried out by others in the field of specialization.
He/she should be able to demonstrate critical awareness of current issues in the subject area
and apply techniques relevant to professional practice.
The qualification holder should be able to make judgments on complex issues in specific
fields and communicate his/her ideas, views and conclusions clearly and effectively to
specialist and non-specialist groups. He/she should also be able to exercise personal judgment
and responsibility even in unpredictable situations in the professional environment.

Master of Philosophy or Masters degree. However, A candidate with an Honours Bachelors
degree with a minimum GPA of 3.0 at a scale of 0-4, who has registered to follow MPhil
degree may be upgraded to PhD level after a minimum period of one year provided that
his/her research competencies are of exceptional merit.
Progression:
Doctoral degree is the highest qualification awarded within the SLQF. Early exit from a
doctoral degree with research not reaching the standards required for a doctoral degree may
be considered for the award of MPhil degree.
Page No 40
6. PROGRESSION PATHWAYS
One of the objectives of the SLQF is to show the pathways of obtaining different qualifications.
The qualifications at different levels are identified considering the learning effort required to
obtain that qualification and expected learning outcomes of the qualification holders. Vertical
mobility upwards through the system is straight forward and lateral entry is also possible at
certain levels. The possible routes of getting qualifications are shown in Fig. 1.
SLQL 10
Qualifying
examination
equivalent to
SLQL 6 or 7
SLQL 9
SLQL 8
SLQL 7
Qualifying
examinations
equivalent to
SLQL 6 or 7
Qualifying
examination
High
GPA
High
GPA
SLQL 6
NVQL 7
NVQL 6
NVQL 5
High
GPA
SLQL 5
SLQL 4
With Accredited Prior

Learning equivalent to
SLQL 4 and qualifying
examination
SLQL 3
NVQL 4
SLQL 2
NVQL 3
SLQL 1
With Accredited
Prior Learning
equivalent to SLQL 3
and 4 and qualifying
examination
Figure 1: Possible progression pathways (NVQL = National Vocational Qualification

Level; SLQL = Sri Lanka Qualifications Framework Level)
Page No 41
Appendix 1:- List of participants: Stakeholder workshop held on 28th January 2011
Ven. Prof. Ittademaliye Indasara Thero
Vice-Chancellor, Buddhist and Pali

University of Sri Lanka
Hon. S. B. Dissanayake
Minister of Higher Education
Dr. Sunil Jayantha Nawaratne
Secretary, Ministry of Higher Education
Mr. P. Ranepura
Additional Secretary, Ministry of Higher

Education
Prof. Rohan Rajapakse
Vice-Chairman, University Grants Commission
Prof. H. Abeyagunawardena
Member, University Grants Commission
Prof. S. B. S. Abayakoon
Vice-Chancellor, University of Peradeniya
Prof. Sarath Amunugama
Vice-Chancellor, University of Kelaniya
Dr. S. M. M. Ismail
Vice-Chancellor, South Eastern University

of Sri Lanka
Dr. N. L. A. Karunaratne
Vice-Chancellor, University of Sri

Jayewardenepura
Prof. Jayasena Kottagoda
Vice-Chancellor, University of Visual &

Performing Arts
Prof. Malik Ranasinghe
Vice-Chancellor, University of Moratuwa
Prof. Upali Vidanapathirana
Vice-Chancellor, Open University of Sri Lanka
Major General MP Peiris
Vice Chancellor/General Sir John Kotelawala

Defence University
Prof. L. L. Ratnayake
Project Director, HETC Project
Deputy Project Director, HETC Project
Prof. Uma Coomaraswamy
Member of UGC Standing Committee on QA
Prof. Colin N. Peiris
Director, QAAC Division of the UGC
Prof. B. S. B. Karunaratne
Director, Postgraduate Institute of Science
Page No 42
Prof. Jagath Weerasinghe
Director, Postgraduate Institute of

Archaeology
Prof. G. D. Sumanapala
Director, Postgraduate Institute of Pali and

Buddhist Studies
Prof. U. G. A. Puswewala
Dean/Faculty of Engineering, University of

Moratuwa
Prof. P. K. S. Mahanama
Dean/Faculty of Architecture, University of

Moratuwa
Prof. A. S. Karunananda
Dean/Faculty of Information Technology,

University of Moratuwa
Dr. R. B. Marasinghe
Faculty of Medical Sciences, University of

Sri Jayewardenepura
Prof. Sampath Amarathunge
Dean/Faculty of Commerce and Management,

University of Sri Jayewardenepura
Dr. Champa Rajapaksha
Head/Department of Finance, University of Sri

Jayewardenepura
Prof. Sudantha Liyanage
Dean/Faculty of Applied Sciences, University

of Sri Jayewardenepura
Prof. D. P. S. T. G. Attanayake
Dean/Faculty of Agriculture and Plantation

Management, Wayamba University of Sri Lanka
Dr. K. D. R. R. Silva
Dean/Faculty of Livestock, Fisheries and

Nutrition, Wayamba University of Sri Lanka
Prof. W. A. Wimalaweera
Dean/Faculty of Engineering Technology,

Open University of Sri Lanka
Mr. Ariyarathna Kaluarachchi
Dean/Faculty of Dance and Drama, University

of Visual and Performing Arts
Mr. Chiltus Dayawanse
Dean/Faculty of Music, University of Visual and

Performing Arts
Dr. S. C. Jayamanne
Dean/Faculty of Science and Technology,

Uwa Wellassa University
Dr. S. G. Sivagurunathan
Dean/Faculty of Management, Uwa Wellassa

University
Dr. G. Chandrasena
Dean/Faculty of Animal Sciences and Export

Agriculture, Uwa Wellassa University
Page No 43
Mr. R. V. S. P. Rajapaksha
Acting Registrar, Uwa Wellassa University
Prof. S. H. P. P. Karunaratne
Dean/Faculty of Science, University of

Peradeniya
Prof. B. Marambe
Director/Agricultural Education Unit,

University of Peradeniya
Prof. K. B. Palipane
Dean/Faculty of Applied Sciences,

Sabaragamuwa University of Sri Lanka
Dr. A. A. Y. Amarasinghe
Dean/Faculty of Agricultural Sciences,

Sabaragamuwa University of Sri Lanka
Dr. R. P. C. Ranjani
Dean/Faculty of Commerce and Management

Studies, University of Kelaniya
Prof. N. R. de Silva
Head/Department of Parasitology, University

of Kelaniya
Mr. A. N. Ahmed
Chairman/QA Unit, South Eastern University

of Sri Lanka
Mr. S. M. Aliff
Dean/Faculty of Arts and Culture, South Eastern

University of Sri Lanka
Prof. M. Sinnathamby
Department of Education, University of Jaffna
Mr. R. Nanthakumaran
Rector/Vauniya Campus, University

of Jaffna
Prof. W. D. G. Dharmarathna
Dean/Faculty of Science, University of

Ruhuna
Prof. Mangala de Zoysa
Dean/Faculty of Agriculture, University of

Ruhuna
Dr. A. M. N. Alagiyawanna
Dean/Faculty of Engineering, University of

Ruhuna
Dr. P. T. Jayawickramarajah
Chairman/QA Unit, Eastern University of

Sri Lanka
Mr. T. Prabaharan
Dean/Faculty of Commerce and Management,

Eastern University of Sri Lanka
Dr. T. A. Piyasiri
Director General, Tertiary and Vocational

Education Commission
Page No 44
Dr. Athula Pitigala Arachchi
Chief Executive Officer, Asia Pacific Institute

of Information Technology
Prof. Y. Rasanayagam
Academic Advisor/National Institute of Social

Development
Mr. M. Nayeemudeen
Additional Director General, Sri Lanka Institute

of Advanced Technological Education
Dr. M. A. U. Mampitiya
Chief Academic Officer, American National

College
Mr. Lasitha Devendra
Dean/Faculty of Information Technology,

Aquinas College of Higher Studies
Mr. Sunanda Perera
Assistant Registrar, Aquinas College of

Higher Studies
Mr. Bradley Emerson
Chief Executive Officer, Chartered Institute

of Management Accountants
Ms. Chithrangani Herat Gunaratne
Chairperson, Chartered Institute of

Marketing
Ms. Ranmal Ekanayake
Education Services Manager, Chartered

Institute of Marketing
Ms. Priya Koddituwakku
Assistant Manager/Cooperate Student Affairs,

Chartered Institute of Marketing
Ms. Shashika Gunasinghe
Lecturer/Sri Lanka Institute of Hotel and

Tourism Management
Page No 45
Appendix II: SLQF National Committee (2009-2012)

Mr. P. Ranepura
Additional Secretary, Ministry of Higher Education

(Chairman of the SLQF National Committee)
Prof. S. B. S. Abayakoon
Vice-Chancellor, University of Peradeniya

(Member representing the CVCD)
Mr. K. Padmasiri
Director General, SLIATE (Member representing

SLIATE until 31-01-2011)
Prof. K. K. C. K. Perera
Director General SLIATE (Member representing

SLIATE from 01-02-2011)
Prof. B. C. N. Peiris
Acting Director, QAAC Division of the UGC (Member

representing QAAC Division of the UGC)
Dr. T. A. Piyasiri
Director General, TVEC (Member representing TVEC)
Prof. S. V. D. G. Samaranayake
Chairman UGC (Member representing UGC)
Deputy Project Director/SLQF, HETC Project

(Coordinator of the SLQF National Committee)
Page No 46
THE WORLD BANK
HETC PROJECT
23/135, Diyawanna Gardens,

Chandra Silva Mawatha,
Nugegoda.
Telephone: +94 112369031
Facsimile: +94 112369032
www.hetc.lk
ISBN 978-955-4510-00-5

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