National Qualification Framework for Higher Education

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on the publication of the National Qualification Framework for Higher Education.

In accordance with Article 5 of the Higher Education Act, No. 63/2006, the Minister of Higher Education, Industry and Innovation has issued the National Qualification Framework for Higher Education, which is published as an appendix to this advertisement in Icelandic and English. This advertisement replaces Advertisement No. 530/2011 and enters into force immediately.

Ministry of Higher Education, Industry and Innovation, 31 October 2024.

Áslaug Arna Sigurbjörnsdóttir.

Ásdís Halla Bragadóttir.

Appendix.

The National Qualification Framework for higher education in Iceland is a systematic description of the structure of higher education qualifications and degrees, focusing specifically on criteria for learning outcomes. All higher education institutions accredited by the Minister responsible for higher education under the Higher Education Act No 63/2006 must apply the framework laid out below.

The framework stated below are those to by applied by higher education institutions when creating descriptions of the knowledge, skills and competences acquired by students who complete each of the degrees mentioned. There is also a discussion of how this framework relate to quality assurance in higher education.

1. The Structure of Higher Education.

1.1. Higher Education. The role of higher education institutions is defined in the Higher Education Act, No 63/2006, which applies to educational institutions providing higher education leading to a degree or any other type of university level qualification. The term “higher education” refers to all education provided at the university level. This covers institutions considered to be traditional universities, providing teaching and research in a wide range of subject areas, but also universities with specialized focus and teaching institutions without an obligation to conduct research. The National Qualification Framework

presented here applies to higher education institutions under the authority of the Minister responsible for higher education. Table 1 provides an overview of the organisation and structure of degrees awarded by higher education institutions in Iceland.

Table 1. Organisation of Individual Degrees.

QF-EHEA¹	EQF²	ISQF³		Number of units (ECTS)
First cycle	6	5.1	Diploma	60-120
	6	5.2	Bachelor’s degree	180-240
Second cycle	7	6.1	Master’s level certificate and other postgraduate qualifications	60-120
	7	6.2	Master’s degree	90-120
Third cycle	8	7.1	Master of Philosophy	90-120
	8	7.2	Doctorate	180<

According to the Icelandic Qualifications Framework, the first higher education cycle includes two levels: diploma (5.1) and bachelor’s degree (5.2).

Diploma (5.1) has the following definition: Higher education qualification awarded to students who have completed between 60 and 120 ECTS credits while enroled in a structured study programme.

¹ Qualifications Framework for the European Higher Education Area ² European Qualifications Framework

³ Icelandic Qualifications Framework

Bachelor’s degree (5.2) has the following definition: Higher education qualification awarded to students who have completed between 180 and 240 ECTS credits while enroled in a structured study programme.

The second higher education cycle includes two levels: master’s level certificate and other postgraduate qualifications (6.1) and master’s degree (6.2).

Master’s level certificate and other postgraduate qualifications (6.1) has the following definition: Higher education qualification awarded to students who have completed between 60 and 120 ECTS credits while enroled in a structured second-cycle study programme. ‘Master’s level certificate’ includes all studies at the master’s level for which between 60 and 89 ECTS credits are awarded. ‘Other postgraduate qualifications’ includes studies at the master’s level for which between 90 and 120 ECTS are awarded, but which do not require the completion of a research or end-of-studies project worth 30 ECTS credits.

Master’s degree (6.2) has the following definition: Higher education qualification awarded to students who have completed between 90 and 120 ECTS credits while enroled in a structured second-cycle programme. A master’s degree includes a research or end-of-studies project worth at least 30 ECTS credits.

The third higher education cycle includes two levels: master of philosophy (7.1) and doctorate (7.2).

Master of philosophy (7.1) has the following definition: Higher education qualification awarded to students who have completed at least one-half (between 90 and 180 ECTS credits) of a structured third-cycle programme leading to a doctorate. A master of philosophy degree must include a research project worth at least 90 ECTS credits. The award of a master of philosophy degree will be possible only in exceptional cases, and no option exists to enrol students into this level of studies.

Doctorate (7.2) has the following definition: Higher education qualification awarded to students who have completed at least 180 ECTS credits while enroled in a structured third-cycle programme. Studies toward a doctorate must include a research project which meets international criteria for doctoral theses and has been successfully defended.

1.2. Study years and student workload. Under the Higher Education Act, No 63/2006, courses taught at higher education institutions are to be evaluated in standardised credits according to the European Credit Transfer System (ECTS). A fulltime study programme normally consists of 60 ECTS credits per academic year, reflecting all student workload during that time.

The student workload comprises attending and preparing for classes, working on projects, and participating in assessment. One ECTS credit normally corresponds to 25 to 30 hours of student workload.

Only higher education institutions accredited by the Minister responsible for higher education are authorised to award ECTS credits in connection with course assessment.

Teaching and assessment must reflect the framework laid down for the course or programme concerned. ECTS credits earned in one higher education cycle must never be assessed as the equivalent of credits earned in a higher cycle, as part of the core learning outcomes of the qualification. It is permitted to recognise credits from a lower cycle as elective credits that do not form part of the core learning outcomes, in order to support multidisciplinary studies.

The completion of higher education studies is certified by a formal qualification, i.e. a degree or certificate, awarded when it has been established that the student has met all learning outcomes of the relevant study programme.

Recognition of prior learning (RPL) may be used to place a student in a specific higher education cycle following standardised quality procedures. ECTS credits awarded through RPL are comparable in every way to ECTS credits earned by attending courses or programmes.

Micro-credentials. ECTS credits earned through micro-credentials may be assessed as part of a formal qualification belonging to the same cycle as that in which they were earned. However, a qualification may never be awarded based exclusively on micro-credentials. All the same quality assurance mechanisms apply to micro-credentials as to ECTS awarded through traditional routes. This refers e.g. to quality assurance procedures, publication in curricula, learning outcomes, course and assessment descriptors and number of ECTS awarded, as well as all other relevant quality assurance mechanisms. Micro-credentials should be issued with a supporting Diploma supplement, containing the equivalent information to those issued with other Higher Education Qualifications.

1.3. Admission Requirements for Higher Education. As a general rule, students enroling in higher education must have passed the matriculation examination (Icelandic stúdentspróf) or graduated from an upper-secondary school at the 3rd proficiency level. Higher education institutions may accept students possessing equivalent levels of maturity and knowledge as assessed by the institution concerned. However, efforts must be made to ensure that admission criteria and study requirements at all times align with those of foreign higher education institutions accredited in a similar academic field. According to the Higher Education Act, institutions may also apply special admission criteria, including by requiring students who already meet the abovementioned criteria to undergo an entrance or assessment examination.

Students enroling in studies at the master’s level must have completed a bachelor’s degree or comparable higher education studies. A student will generally be enroled in a programme which builds on the learning outcomes acquired in the first higher education cycle.

As a rule, students enroling in doctoral studies are expected to have completed studies at level 6.2.

Higher education institutions offering doctoral programmes must adhere to the Rules on Doctoral Studies, No 37/2007, cf. Article 7, fifth paragraph, of the Higher Education Act, No 63/2006.

2. Structure of the National Qualifications Framework for Higher Education.

The National Qualifications Framework contain a description of each higher education degree, from diploma to doctorate.

The framework defines the knowledge, skills and competence for each level.

Knowledge is the collection of facts, principles, theories and methods that individuals acquire. Knowledge is both theoretical and practical.

Skills consist in the ability to apply knowledge. Skills can be general, in the sense that they are not limited to a particular academic or professional discipline, or specialised.

Competence consists in the overall perspective and ability to use knowledge and skills for study and work.

2.1 Descriptions of degrees The following criteria apply to defined degrees

Diploma Level 5.1 60 – 120 ECTS credits

Admission criteria are to have passed the matriculation examination, graduated from an uppersecondary school at the 3rd proficiency level, or possess an equivalent qualification. Individual higher education institutions or their departments may lay down specific requirements regarding the composition of the programme leading up to the matriculation examination.

A diploma can provide access to studies at the bachelor’s level, level 5.2. Individual higher education institutions or their departments may lay down specific requirements regarding the composition of the diploma programme and require a specific minimum grade for access to studies at level 5.2. Diploma programmes at level 5.1 must be organised in a way that makes it possible to assess them as part of studies at level 5.2.

Knowledge: Upon graduation, students possess knowledge in the academic or professional discipline concerned.

This implies that students

have become familiar with selected theories and concepts;
can distinguish between scientific or scholarly explanations and other types of explanation;
have acquired understanding and knowledge of how the discipline fits into a wider context.

Skills: Upon graduation, students can apply the methods and processes of the academic or professional discipline concerned.

This implies that students:

can design, develop and implement projects;
can apply the fundamental expertise and techniques of the field concerned;
can communicate the content of the academic or professional discipline coherently and intelligibly;
have developed the capacity to engage in original thinking;
can describe simple theoretical issues and research findings.

Competence: Upon graduation, students are able to apply their knowledge and skills professionally and in the context of further study.

This implies that students:

have developed the skills necessary for them to undertake further study;
demonstrate initiative and autonomy in their work;
can cooperate with others in projects.

Bachelor’s degree Level 5.2 180 – 240 ECTS credits

A bachelor’s degree confers the right to enrol in graduate studies at levels 6.1 and 6.2. However, individual higher education institutions or their departments may make access to programmes at levels 6.1 and 6.2 conditional on having achieved a certain minimum grade.

Knowledge: Upon graduation, students possess knowledge in the academic or professional discipline concerned.

This implies that students:

have acquired a general understanding of and insight into the most important theories and concepts;
are informed of the latest findings in their chosen field;
are familiar with the fundamentals of information technology;

Skills: Upon graduation, students can apply the methods and processes of the academic or professional discipline concerned.

This implies that students:

know how to use the relevant tools, technological equipment and software;
can analyse issues using critical methods;
can support decisions by arguments appropriate to their field of study;
can independently evaluate the methods used;
analyse the need to access information at any given time, and have the ability to find that information, assess its trustworthiness, and use it in appropriate ways;
can make use of databases and information sources recognised within their field of study;
have developed open-mindedness and the capacity to engage in original thinking;

Competence: Upon graduation, students can apply their knowledge and skills professionally and/or in the context of further study.

This implies that students:

have developed competence and the degree of autonomy in their work necessary for them to undertake further study in their field;
can work independently and in a structured manner, set goals for themselves, create work plans/project plans, and follow such plans;
can cooperate actively and act as leaders of project teams;
have the capacity to interpret and communicate theoretical notions and research findings.

Master’s level certificate and other postgraduate qualifications.

Level 6.1 60 – 120 ECTS credits

Admission criteria are a bachelor’s degree at level 5.2, or an equivalent qualification. A formal qualification at level 6.1 normally does not confer the right to enrol in doctoral studies at level 7.

Degrees corresponding to this definition can differ as to the duration and content of the studies. For this reason, the definitions of the learning outcomes below only apply to degrees corresponding to a fulltime twoyear programme at the master’s level. While covered by this definition, a master’s level certificate only needs to meet some of the requirements, a fact reflected in the organisation of the learning outcomes.

Knowledge: Upon graduation, students possess knowledge in a sub-field or specialty area of the academic or professional discipline concerned.

This implies that students:

Possess knowledge and understanding of scientific subjects and challenges;
can provide arguments for their own solutions;
can put the latest findings in context within the sub-field or specialty area concerned;
are familiar with the research methods used in their field;
are knowledgeable about academic integrity.

Skills: Upon graduation, students can apply the methods and processes of a sub-field or specialty area of the academic or professional discipline concerned.

This implies that students:

have adopted appropriate working methods;
can understand and tackle complex issues in the context of their field of study;
can translate their knowledge and understanding into a professional approach;
have mastered the relevant tools, technological equipment and software;
can acquire, analyse and evaluate scientific data;
have demonstrated a measure of originality in developing and applying ideas;
can apply their knowledge, understanding and problem-solving abilities in new and unfamiliar situations or in multidisciplinary contexts;
have the ability to integrate different pieces of knowledge, tackle complex issues and formulate opinions based on available information;
can make sense of innovations created on the basis of theoretical and/or empirical findings;
can use the methods of the academic and/or professional discipline concerned to design, develop and execute projects;
have acquired research literacy.

Competence: Upon graduation, students can apply their knowledge and skills professionally and/or in the context of further study.

This implies that students:

have developed the learning skills and the degree of autonomy in their work necessary to undertake further study;
can initiate projects in their field, lead such projects and take responsibility for the work of individuals and groups;
can communicate theoretical information, ideas, problems and solutions to both specialist and general audiences;
have the competence to present and describe theoretical notions and research findings in a foreign language;
can take independent decisions based on arguments appropriate to their field of study, and argue for those decisions;
can evaluate the applicability of different methods of analysis and complex theoretical notions.

Master’s degree Level 6.2 90 – 120 ECTS credits

Admission criteria are a bachelor’s degree at level 5.2, or an equivalent qualification. Individual higher education institutions or their departments may introduce further conditions for access to studies at level 6.2.

The research or final project must amount to at least 30 ECTS credits. The titles MA and MS should only be used for master’s degrees with a research component at level 6.2. Examples of other degree titles at level 6.2 are: Mag.Jur, ML og Cand.Psych.

Master’s degrees with a research component confers the right to enrol in studies at level 7. Individual higher education institutions or their departments may make such access conditional on having achieved a certain minimum grade.

Knowledge: Upon graduation, students possess knowledge in a sub-field or specialty area of the academic or professional discipline concerned.

This implies that students:

have knowledge and understanding of theoretical issues and perspectives;
have acquired knowledge through research;
can construct arguments for their own conclusions;
can put the latest findings in context within the sub-field or specialty area concerned;
are familiar with the research methods used in their field;
are knowledgeable about academic integrity.

Skills: Upon graduation, students can apply the methods and processes of a sub-field or specialty area of the academic or professional discipline concerned.

This implies that students:

have adopted appropriate working methods;
can understand and tackle complex issues in the context of their field of study;
can apply their knowledge and understanding when carrying out theoretical work or in a professional context;
have mastered the relevant tools, technological equipment and software;
can acquire, analyse and evaluate scientific data;
have demonstrated a measure of originality in developing and applying ideas;
can apply their knowledge, understanding and problem-solving abilities in new and unfamiliar situations or in multidisciplinary contexts related to their sub-field or specialty area;
can develop projects and place them in context using methods based on the theories of their subfield or specialty area, or on experiments,
have the ability to integrate different pieces of knowledge, tackle complex issues and formulate opinions based on available information;
can apply research methods successfully and implement small-scope research projects;
have acquired literacy with regard to research and research findings.

Competence: Upon graduation, students can apply their knowledge and skills professionally and/or in the context of further study.

This implies that students:

have developed the learning skills and the degree of autonomy in their work necessary for them to undertake further study;
can initiate projects, lead such projects and take responsibility for the work of individuals and groups;
can communicate complex theoretical issues and/or theoretically founded conclusions to both specialist and general audiences, on their own or in cooperation with others;
have the competence to present and describe theoretical notions and research findings in a foreign language;
can take independent decisions based on arguments appropriate to their field of study, and argue for those decisions;
can independently evaluate the applicability of

different methods of analysis and complex theoretical notions.

Master of Philosophy.

Level 7.1 90 – 180 ECTS credits

In specific circumstances, the degree of master of philosophy is awarded to students who have undertaken studies toward a doctorate and successfully completed at least one-half of the research and dissertation work necessary to complete that degree, when it becomes clear that the student will not be able to finish the doctoral studies. No option exists to enrol students into this level of studies.

Knowledge: Upon graduation, students possess knowledge in a sub-field or specialty area of the academic discipline concerned.

This implies that students:

possess a comprehensive understanding of the main theories, principles, concepts and latest findings in their field of study;
have acquired knowledge through research which stands up to academic scrutiny;
have contributed innovations in the form of new knowledge or the original application or interpretation of existing knowledge;
demonstrate their knowledge of academic

integrity and that they have taken a considered position regarding their own research and that of others, based on their own sense of morality.

Skills: Upon graduation, students are able to apply the specialised methods and processes of a sub-field or specialty area of the academic discipline concerned.

This implies that students:

can plan and implement research involving the original application of recognised methodology in the field;
can explore or develop projects that tackle new problems and issues within the field;
have a ready knowledge of basic skills, techniques, methods, materials and sources associated with the relevant field;
can apply critical analysis, evaluation and integration to new and complex challenges;
can use general and specialised tools in their research and research techniques;
can use software to support and enhance work in the relevant field;
can specify specialised software for improving methods and working procedures;
can critically evaluate numerical and graphical information;
demonstrate a measure of originality in the development and application of new knowledge, interpretations and methods;
have adopted a critical attitude towards knowledge;
have presented a thesis fit for publication in a peer-reviewed outlet, domestic or international.

Competence: Upon graduation, students can apply their knowledge and skills professionally and/or in the context of further study.

This implies that students:

can take responsibility for their own projects and for the work of others;
demonstrate autonomy and initiative in academic and theoretical work;
can effectively explain their specialist field to other academics and the general public;
can participate in critical discussions and initiate and lead academic communication.

Doctorate Level 7.2 180< ECTS credits

As a rule, admission criteria are a master’s degree at level 6.2, or an equivalent qualification. Individual higher education institutions or their departments may require a certain minimum grade and lay down specific rules on the enrolment and qualifications of students.

Knowledge: Upon graduation, students possess knowledge in a sub-field or specialty area of the academic discipline concerned.

This implies that students:

possess a comprehensive and thorough understanding of the main theories, principles, concepts, and latest findings in their field of study;
have initiated the generation of new knowledge and its interpretation through research or other acknowledged scholarly activities that hold up to academic scrutiny;
have contributed important innovations in the form of new knowledge or an original application or interpretation of existing knowledge;
demonstrate their knowledge of academic integrity and that they have taken a considered position regarding their own research and that of others, based on their own sense of morality.

Skills: Upon graduation, students are able to apply the specialised methods and processes of a sub-field or specialty area of the academic discipline concerned.

This implies that students:

can plan and implement a substantial process of research which extends and/or redefines existing methodology in their field;
can explore or develop projects that tackle new problems and issues within the field;
have a ready knowledge of basic skills, techniques, methods, materials and sources associated with the relevant field;
can apply critical analysis, evaluation and integration to new and complex challenges;
can use general and specialised tools in their research and research techniques;
can use software to support and enhance work in the relevant field;
can specify specialised software for improving methods and working procedures;
can critically evaluate numerical and graphical information;
have implemented innovative research projects or developed working methods that enrich or extend the body of knowledge of their discipline; demonstrate a measure of originality in the development and application of new knowledge, interpretations and methods;
have adopted a critical attitude towards knowledge;
have presented a thesis fit for publication in a peer-reviewed outlet, domestic or international.

Competence: Upon graduation, students can apply their knowledge and skills professionally and/or in the context of further study.

This implies that students:

can take full responsibility for their own projects and for the work of others;
demonstrate autonomy and initiative in academic and theoretical work;
can effectively explain and communicate their specialist field to their peers, other academics and the general public;
can participate in critical discussions and initiate and lead academic discourse.

3. Implementation.

3.1. Usage. Higher education institutions accredited by the Minister responsible for higher education must issue descriptions of the knowledge, skills and competence that students graduating from each programme should possess. Higher education institutions must demonstrate how the objectives of those descriptions are achieved through the courses or modules that make up the programme.

Higher education institutions must indicate, in the Diploma Supplement accompanying each degree certificate, the cycle and level each qualification belongs to, according to National Qualification Framework for higher education in Iceland.

3.2, Quality assurance of learning, teaching and research. The Higher Education Act, No. 63/2006, highlights the importance of regular reviews of the quality of teaching and research. As stated in the Act, one of the objectives of such reviews is to ensure adherence to the National Qualification Framework for higher education. Rules No 1165/2024 contain provisions on the conduct of reviews.

The Ministry responsible for higher education will monitor the adherence of Higher Education Institutions to the National Qualification Framework for higher education in Iceland. In cases where monitoring activities and external reviews lead to the conclusion that the framework have not been adhered to, the higher education institution concerned will be given an appropriate deadline to introduce remedies. If the institution fails to remedy the situation, the Minister may either revoke its accreditation to conduct teaching activities in the field of study in question, or remove the accreditation altogether.
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