College Certificate

New Zealand College Certificate

Certificates

Level 1

  1. This level involves repetitive tasks
  2. Students are exposed to a narrow range of knowledge and there is no generation of new ideas
  3. This is employed under close supervision

The process for level 1 involves carrying out tasks that are limited in range and arefamiliar and repetitive to the student. He/she will not require any special knowledge to carry out tasks at this level. The tasks are made easier by the fact thatthey are required within a set context and the student can be prepared for it well in advance.

Learning at level 1 requires recall in order to carry out basic tasks but the range ofknowledge and skills required is very narrow indeed. The student/learner is notrequired to generate new ideas but simply work on existing ideas and knowledge with which he/she is familiar.

Activities at this level are normally directed under close supervision and there is no opportunity for self-directed activity at this level. In addition, the student/learner isnot responsible for imparting knowledge to others or being responsible for the learning of others at this level.

Level 2

  1. This levels involves moderate tasks that are routine and familiar
  2. There is little generation of new ideas
  3. There is directed activity

This level requires a mental process which is a little more complex than that of level1. Nevertheless, the tasks are moderate in range and operate within familiarparameters as found in level 1. The student/learner is required to make use of established processes to make routine choices from any given selection.

Learning at this level is limited in that knowledge is readily available and only basicworking knowledge is required for this level. The working context is familiar as inlevel 1 and the generation of new ideas on the part of the student/learner is minimal.

Level 2 also involves directed activity as in level 1. The student/learner is closely supervised but the difference is that the student may be directly held responsible forthe quantity and quality of work produced and he/she may also be delegated some responsibility for supervising the work of others.

 

Level 3

  1. This level requires well developed skills
  2. The context and situation is by far familiar
  3. There is general supervision and opportunities for taking responsibility for others

This level requires skills a notch higher above levels 1 & 2. However, there arechoices as far as procedures are concerned and the contexts are by large familiar to the student/learner.

He/she is required to possess some theoretical knowledge at this level since readilyavailable will have to be interpreted at his/her discretion and judgement. But the problems put forward will be familiar to the student/learner and there will be a readily available set of responses.

Level 3 also involves directed activity as in the previous levels; the only difference being that there is some autonomy. Tasks may be subject to general supervision forquality control purposes. Generally, the student/learner may be directly responsible for the quantity and quality of output produced at this level. He/she may also be required to supervise the output of others.

 

Level 4

  1. This level uses a mixture of contexts familiar and unfamiliar
  2. There may be analytical or theoretical interpretation
  3. This is a self-directed activity

This level is the next step from the previous three levels and requires a range of technical and scholastic skills to be successful. Again as in the previous levels, thestudent/learner will be offered choice as far as the procedures are concerned. Thecontexts applied for level 4 may vary from those familiar to the learner/student to those which are utterly unfamiliar.

This level requires a broad knowledge base with a solid grasp of theoretical concepts.The student/learner may be required to interpret or pass judgement on readily available information at this level. He/she may also be required to formulateappropriate responses to a range of concrete problems with theoretical underpinnings.

Level 4 differs from the previous three levels in that there may be both self-directedand directed activity on the part of the learner/student. These activitieswill be applied within broad general guidelines. The student/learner at this level assumes full responsibility for the nature, quantity and quality of the outputproduced. He/she may also be required to contribute towards achieving groupoutcomes at this level.

 

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