The ACQF is a ten-level reference framework designed as a translation device between different national qualifications systems. It does not replace or standardise national frameworks — it provides a common reference point so that qualifications from one country can be understood and trusted in another.
The ACQF is defined as an overarching reference qualifications framework of ten levels, serving as a translation device between different qualifications frameworks or systems and their levels. It is a holistic and indivisible policy instrument that cooperates with national and regional qualifications frameworks — it is not intended to change or supersede existing national or regional legal-regulatory frameworks. Think of it as a currency exchange rate. It does not change the value of money in its home country. It creates a shared reference that makes cross-border comparison possible. The ACQF meta-descriptors serve three complementary purposes:
A basis for referencing levels of National Qualifications Frameworks to the ACQF
Orientation for countries and regions developing or strengthening qualifications frameworks
Orientation towards common minimum benchmarks for learning outcomes across the continent
Levels & Domains
Ten levels
The ACQF has ten qualification levels covering the full continuum of education and training — from foundational learning through to the highest levels of research and professional expertise. The ten-level structure was chosen to bring together a community of 55 members: 60% of identified NQF developments across AU member states are already ten-level frameworks.
The levels are cumulative — each level builds on the one before — and comprehensive in scope, covering general education, TVET, higher education, and non-formal and informal learning pathways including Recognition of Prior Learning (RPL).
01
Foundational literacy and numeracy
02
Basic structured practical skills
03
Lower secondary — general and vocational
04
Upper secondary — school-leaving level
05
Post-secondary non-degree — technician level
06
Bachelor's degree or equivalent
07
Postgraduate diploma or Master's degree
08
Doctoral degree or equivalent research qualification
09
Advanced research and specialist expertise
10
Highest level — distinguished contribution to knowledge or practice
01
Foundational literacy and numeracy
02
Basic structured practical skills
03
Lower secondary — general and vocational
04
Upper secondary — school-leaving level
05
Post-secondary non-degree — technician level
06
Bachelor's degree or equivalent
07
Postgraduate diploma or Master's degree
08
Doctoral degree or equivalent research qualification
09
Advanced research and specialist expertise
10
Highest level — distinguished contribution to knowledge or practice
All ten ACQF levels are described using the same three domains of learning. Together they capture what a person knows, what they can do, and how they apply their capabilities responsibly. Using the same domains across all levels means that qualifications from different countries, sectors, and learning pathways can be compared on consistent terms.
Knowledge
Knowledge refers to the theoretical, conceptual and factual content of a qualification. At lower levels this covers foundational concepts and procedural knowledge. At higher levels it includes the capacity to generate, critique, and apply new knowledge in complex and unpredictable contexts.
Skills
Skills describe what a person can do — cognitive, practical, and technical abilities. This includes applying knowledge to tasks and solving problems, ranging from performing routine procedures at lower levels to addressing complex, novel challenges requiring creative and critical thinking at higher levels.
Autonomy and responsibility
Autonomy and responsibility describes how a person applies their knowledge and skills — their capacity to work independently, take responsibility for their own learning and performance, and manage or guide others. This domain reflects the level of independence, judgement, and accountability expected at each level.
Knowledge
Knowledge refers to the theoretical, conceptual and factual content of a qualification. At lower levels this covers foundational concepts and procedural knowledge. At higher levels it includes the capacity to generate, critique, and apply new knowledge in complex and unpredictable contexts.
Skills
Skills describe what a person can do — cognitive, practical, and technical abilities. This includes applying knowledge to tasks and solving problems, ranging from performing routine procedures at lower levels to addressing complex, novel challenges requiring creative and critical thinking at higher levels.
Autonomy and responsibility
Autonomy and responsibility describes how a person applies their knowledge and skills — their capacity to work independently, take responsibility for their own learning and performance, and manage or guide others. This domain reflects the level of independence, judgement, and accountability expected at each level.
