Overview

The Ontario Qualifications Framework includes all non-religious postsecondary certificate, diploma and degree programs (such as bachelor, masters or doctoral) offered under the supervision of the Province of Ontario, including:

  • apprenticeship certificates
  • the qualifications awarded by career colleges
  • the qualifications awarded by public colleges
  • degrees offered by public universities and institutions authorized to award degrees by a consent of the Minister of Colleges and Universities of Ontario

More about the Ontario Qualifications Framework.

1. Certificate I

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs provide a level of skills, knowledge and attitudes to allow graduates to meet narrowly defined job requirements.

Preparation for employment and further study

For employment at entry-level positions or to prepare graduates to begin postsecondary studies.

Typical duration

At least 40 instructional hours.

Admission requirements

  • secondary school diploma or equivalent
    or
  • at least 18 years old
    or
  • is the holder of an admission requirement established by the Superintendent of Career Colleges for a specific program of instruction and additional program-specific requirements.

Provider

  • Career college 
  • Indigenous Institute

Qualification awarded

Career college : to be determined

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

The basic skill and knowledge requirements for entry-level employment in positions with clearly defined requirements.

Conceptual and methodological awareness/ research and scholarship

A prescribed range of functions involving known routines and procedures.

Communication skills

The ability to:

  1. communicate clearly, concisely and correctly within the requirements of the job responsibilities, in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience
  2. respond to written, spoken or visual messages in a manner that ensures effective communication

Application of knowledge

The ability to perform a narrowly defined range of activities involving known routines and procedures.

Professional capacity/autonomy

The ability to perform a narrowly defined range of activities or knowledge application situations where the range of contexts in which the choice of actions required is clear and complexity in the range of options is minimal.

Awareness of limits of knowledge

An understanding of the limits of their own knowledge and skill level and an appreciation of the methods and techniques that they are not qualified to employ.

2. Certificate II

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs provide a level of skills, knowledge and attitudes to allow graduates to work in a limited range of activities within a prescribed range of functions.

Preparation for employment and further study

For employment at entry-level positions or to prepare graduates to begin postsecondary studies.

Typical duration

240 to 500 instructional hours.

Admission requirements

  • econdary school diploma or equivalent
    or
  • at least 18 years old (career college )
    or
  • at least 19 years old (CAAT)
    or
  • is the holder of an admission requirement established by the Board of Governors (CAAT) or Superintendent of Career Colleges for a specific program of instruction and additional program-specific requirements.

Provider

  • Career college 
  • College of Applied Arts and Technology (CAAT)
  • Indigenous Institute

Qualification awarded

Career college : to be determined

CAAT: Certificate

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

The basic skill and knowledge requirements for entry-level employment in positions with a limited range of activities within a prescribed range of functions.

Conceptual and methodological awareness/research and scholarship

  1. a prescribed range of functions involving known routines and procedures
  2. understanding and application of mathematical concepts and reasoning; analyzing and using numerical data; and conceptualizing
  3. application of a variety of thinking skills and a systematic approach to anticipate and solve problems
  4. ability to analyze, evaluate, and apply relevant information from a variety of sources

Communication skills

The ability to:

  1. Communicate clearly, concisely and correctly within the requirements of the job responsibilities, in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience
  2. Respond to written, spoken or visual messages in a manner that ensures effective communication

Application of knowledge

The ability to perform:

  1. some complex or non-routine activities
  2. a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes

Professional capacity/autonomy

The ability to:

  1. perform a range of varied activities or knowledge application situations where the range of contexts in which the choice of actions required is usually clear and complexity in the range of options to be applied is limited
  2. undertake activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team
  3. undertake further training and develop new skills within a structured and managed environment

Awareness of limits of knowledge

An understanding of the limits of their own knowledge and skill level and an appreciation of the methods and techniques that they are not qualified to employ.

3. Certificate of Apprenticeship

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs require the apprentice to demonstrate the skills and knowledge in a specific trade or occupation. Training is workplace-based.

Requires the successful completion of on-the-job training standards of skills and safety as recommended by industry (80 to 90%) and formal instruction incorporating a blend of theory and practice (10 to 20%)

Learning outcomes and performance objectives are defined in provincial curriculum and training standards.

Preparation for employment and further study

To provide workplace-based training in skilled trades or occupations.

Typical duration

Up to five years depending on the trade or occupation.

Admission requirements

Academic entry requirements are defined in regulation. May be up to grade 12 but varies depending on the trade or occupation. Other entry requirements may be determined depending on the trade or occupation.

Minimum age: 16 years

Also CAAT admission requirements for co-op diploma programs.

Provider

Training provided by ministry-approved training delivery agents (majority are CAATs) and employers. The ministry issues the certificate.

Qualification awarded

Ontario Certificate of Apprenticeship

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

The skill and knowledge requirements for successful performance in a trade or occupation as defined in provincial training standards.

Conceptual and methodological awareness/ research and scholarship

  1. Performance of defined competencies with associated knowledge is usually within a range of broader related activities involving known routines, methods and procedures, and analyzing and evaluating situations to determine a course of action
  2. Knowledge of the main methods of enquiry in their field that enable the individual to:
    1. Evaluate the appropriateness of different approaches and techniques to solving problems using known routines, methods and procedures of the trade or occupation
    2. Solve practice-related problems using ideas and techniques common to the trade or occupation
    3. Conceptualize and implement innovative approaches to situations
    4. Select, adapt and transfer skills and knowledge to varying occupational settings

Communication skills

The ability to communicate accurately and reliably the work or performance required including analysis, the techniques utilized and the end result.

Application of knowledge

The ability to:

  1. analyze and evaluate situations to determine and execute a course of action
  2. apply skills and knowledge across a variety of contexts with some complexity in the extent and choice of options available

Professional capacity/autonomy

The ability to demonstrate:

  1. a range of complex or non-routine activities involving individual responsibility or autonomy
  2. technical advice and leadership in resolution of specific problems
  3. personal responsibility and autonomy to initiate and perform technical operations
  4. working with others including planning, performance and evaluation of tasks
  5. discretion and judgement
  6. ability to manage their own professional development

Awareness of limits of knowledge

An understanding of the limits of their own knowledge and skill level and an appreciation of the methods and techniques that they are not qualified to employ.

4. Certificate of qualification

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs require the successful completion of the qualification/certification examination for a trade or occupation.

A holder is qualified to be employed in a specific trade or occupation.

A holder of the Ontario Certificate of Qualification with a Red Seal is qualified to practice a specific trade or occupation in participating Canadian jurisdictions.

Preparation for employment and further study

To ensure individual’s preparedness to be employed in specific skilled trade or occupation.

Typical duration

Not applicable

Admission requirements

Demonstration of equivalent experience in a trade or occupation including meeting the performance objectives as defined in the training standard recommended by industry.

Provider

Service provided by ministry Employment Ontario examination centres. The ministry issues the certificate.

Qualification awarded

Ontario Certificate of Qualification

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

The skill and knowledge requirements for successful performance in a trade or occupation as defined in provincial or national training/occupational standards.

Conceptual and methodological awareness/ research and scholarship

  1. Performance of defined competencies with associated knowledge is usually within a range of broader related activities involving known routines, methods and procedures, and analyzing and evaluating situations to determine a course of action
  2. Knowledge of the main methods of enquiry in their field that enable the individual to:
    1. Evaluate the appropriateness of different approaches and techniques to solving problems using known routines, methods and procedures of the trade or occupation
    2. Solve practice-related problems using ideas and techniques common to the trade or occupation
    3. Conceptualize and implement innovative approaches to situations
    4. Select, adapt and transfer skills and knowledge to varying occupational settings

Communication skills

The ability to communicate accurately and reliably the work or performance required including analysis, the techniques utilized and the end result.

Application of knowledge

The ability to:

  1. Analyze and evaluate situations to determine and execute a course of action
  2. Apply skills and knowledge across a variety of contexts with some complexity in the extent and choice of options available

Professional capacity/autonomy

The ability to demonstrate:

  1. A range of complex or non-routine activities involving individual responsibility or autonomy
  2. Technical advice and leadership in resolution of specific problems
  3. Personal responsibility and autonomy to initiate and perform technical operations
  4. Working with others including planning, performance and evaluation of tasks
  5. Discretion and judgement
  6. Ability to manage their own professional development

Awareness of limits of knowledge

An understanding of the limits of their own knowledge and skill level and an appreciation of the methods and techniques that they are not qualified to employ.

5. Certificate III

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs provide a level of skills, knowledge and attitudes to allow graduates to perform in a defined range of varied activities within a prescribed range of functions involving known routines and procedures. Programs also engage students in some learning in disciplines outside their main field of study.

Preparation for employment and further study

For employment at entry-level positions and for further postsecondary studies.

Typical duration

Two semesters or 600 to 700 equivalent instructional hours.

Admission requirements

  • secondary school diploma or equivalent
    or
  • at least 19 years old
    or
  • is the holder of an admission requirement established by the CAAT Board of  Governors for a specific program of instruction and additional program-specific requirements.

Provider

  • College of Applied Arts and Technology (CAAT)
  • Indigenous Institute

Qualification awarded

CAAT: Ontario College Certificate

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

  1. The basic skill and knowledge requirements for entry-level employment in positions with limited range of activities within a prescribed range of functions;
  2. Some breadth beyond the vocational field within the themes of: arts in society; civic life; social and cultural understanding; personal understanding; and science and technology.

Conceptual and methodological awareness/ research and scholarship

  1. a prescribed range of functions involving known routines and procedures
  2. understanding and application of mathematical concepts and reasoning; analyzing and using numerical data; and conceptualizing
  3. application of a variety of thinking skills and a systematic approach to anticipate and solve problems
  4. ability to analyze, evaluate and apply relevant information from a variety of sources

Communication skills

The ability to:

  1. communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience
  2. respond to written, spoken, or visual messages in a manner that ensures effective communication

Application of knowledge

The ability to perform:

  1. some complex or non-routine activities
  2. a prescribed range of functions involving known routines and procedures and some accountability for the quality of outcomes

Professional capacity/autonomy

The ability to:

  1. perform a range of varied activities or knowledge application situations where the range of contexts in which the choice of actions required is usually clear and complexity in the range of options to be applied is limited
  2. undertake activities involving individual responsibility or autonomy and/or collaboration with others as part of a group or team
  3. undertake further training and develop new skills within a structured and managed environment

Awareness of limits of knowledge

An understanding of the limits of their own knowledge and skill level and an appreciation of the methods and techniques that they are not qualified to employ.

6. Diploma I

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs provide a level of skills, knowledge and attitudes to allow the graduates to work within a broad range of technical and/or administrative requirements, coordination and evaluation.

Preparation for employment and further study

For employment at entry-level positions and for further postsecondary studies.

Typical duration

1000 or more instructional hours.

Admission requirements

  • secondary school diploma or equivalent
    or
  • at least 18 years old
    or
  • is the holder of an admission requirement established by the Superintendent of Career Colleges for a specific program of instruction and additional program-specific requirements.

Provider

  • Career college 
  • Indigenous Institute

Qualification awarded

Career college : to be determined

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

The skill and knowledge requirements for successful performance in a complex occupational setting.

Conceptual and methodological awareness/research and scholarship

  1. a range of skills, with associated knowledge, showing substantial depth in some areas where judgment is required in the planning and selection of appropriate equipment, services, or techniques for self and others
  2. understanding and application of mathematical concepts and reasoning; analyzing and using numerical data; and conceptualizing
  3. application of a variety of thinking skills and a systematic approach to anticipate and solve problems
  4. ability to analyze, evaluate and apply relevant information from a variety of sources

Communication skills

The ability to:

  1. communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience
  2. respond to written, spoken, or visual messages in a manner that ensures effective communication

Application of knowledge

  1. a range of complex or non-routine activities; coordination and evaluation
  2. the planning and initiation of alternative approaches to skill and knowledge application
  3. the application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services, and techniques for self and others

Professional capacity/autonomy

  1. participation in the development of strategic initiatives, personal responsibility and autonomy in performing complex technical operations or organizing others
  2. participation in teams, including teams concerned with planning and evaluation functions
  3. group or team coordination may be involved
  4. ability to manage their own professional development

Awareness of limits of knowledge

An understanding of the limits of their own knowledge and skill level and an appreciation of the methods and techniques that they are not qualified to employ.

7. Diploma II

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs provide a level of skills, knowledge and attitudes to allow the graduates to work within a broad range of technical and/or administrative requirements, coordination and evaluation, and engage students in learning in disciplines outside their main field of study.

Preparation for employment and further study

For employment at entry-level positions and for more specialized education at an advanced level.

Typical Duration

Four semesters or 1200-1400 equivalent instructional hours.

Admission Requirements

  • secondary school diploma or equivalent
    or
  • at least 19 years old
    or
  • is the holder of an admission requirement established by the Board of Governors (CAAT) for a specific program of instruction and additional program-specific requirements.

Provider

  • College of Applied Arts and Technology (CAAT)
  • Indigenous Institute

Qualification awarded

CAAT: Ontario College Diploma

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

  1. the skill and knowledge requirements for successful performance in a complex occupational setting
  2. at least some breadth beyond the vocational field, with exposure to at least one discipline outside the main field of study within the themes of:
    • arts in society
    • civic life
    • social and cultural understanding
    • personal understanding
    • science and technology to increase awareness of the society and culture in which they live and work

Conceptual and methodological awareness/ research and scholarship

  1. a range of skills, with associated knowledge, showing substantial depth in some areas where judgment is required in the planning and selection of appropriate equipment, services, or techniques for self and others
  2. understanding and application of mathematical concepts and reasoning, analyzing and using numerical data and conceptualizing
  3. application of a variety of thinking skills and a systematic approach to anticipate and solve problems
  4. ability to analyze, evaluate and apply relevant information from a variety of sources

Communication skills

The ability to:

  1. communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience
  2. respond to written, spoken, or visual messages in a manner that ensures effective communication

Application of knowledge

  1. a range of complex or non-routine activities; coordination and evaluation
  2. the planning and initiation of alternative approaches to skill and knowledge application
  3. the application of knowledge and skills, with substantial depth in some areas where judgement is required in planning and selecting appropriate equipment, services, and techniques for self and others

Professional capacity/autonomy

  1. participation in the development of strategic initiatives, personal responsibility and autonomy in performing complex technical operations or organizing others
  2. participation in teams, including teams concerned with planning and evaluation functions
  3. group or team coordination may be involved
  4. ability to manage their own professional development

Awareness of limits of knowledge

An understanding of the limits of their own knowledge and skill level and an appreciation of the methods and techniques that they are not qualified to employ.

8. Advanced Diploma

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs provide the knowledge, skills and attitudes to enable graduates to work within a broad range of technical and/or management functions in a broad range of occupational areas. Graduates understand both the required conceptual frameworks as well as applications related to the specific occupational area.

Preparation for employment and further study

For employment at entry-level positions and for more specialized education at an advanced level.

Typical duration

Six semesters or 1800 to 2100 equivalent instructional hours.

Admission requirements

  • secondary school diploma or equivalent
    or
  • at least 18 years old (career college )
    or
  • at least 19 years old College of Applied Arts and Technology (CAAT)
    or
  • is the holder of an admission requirement established by the Board of Governors (CAAT)
    or
  • Superintendent of Career Colleges for a specific program of instruction and additional program-specific requirements

Provider

  • Career college 
  • CAAT
  • Indigenous Institute

Qualification awarded

Career college: to be determined
CAAT: Ontario College Advanced Diploma

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

  1. The skill and knowledge requirements for successful performance of a specialized range of activities, most of which would be complex or non-routine in an occupational setting
  2. At least some breadth beyond the vocational field, with exposure to at least one discipline outside the main field of study within the themes of:
    • arts in society
    • civic life
    • social and cultural understanding
    • personal understanding
    • science and technology
  • to increase awareness of the society and culture in which they live and work.

Conceptual and methodological awareness/ research and scholarship

  1. a significant range of skills associated with fundamental principles and complex techniques across a wide and often unpredictable variety of contexts in relation to either varied or highly specific functions
  2. understanding and application of mathematical concepts and reasoning, analyzing and using numerical data, and conceptualizing
  3. application of a variety of thinking skills and a systematic approach to anticipate and solve problems
  4. ability to analyze, evaluate and apply relevant information from a variety of sources

Communication skills

The ability to:

  1. communicate clearly, concisely and correctly in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience
  2. respond to written, spoken, or visual messages in a manner that ensures effective communication

Application of knowledge

  1. contributions to the development of a broad plan, budget or strategy
  2. new/additional applications of technical, creative or conceptual knowledge to practical and/or real world situations
  3. significant judgment in the planning, design and technical leadership and/or guidance functions related to products, services, operations or procedures

Professional capacity/autonomy

  1. accountability for self and others in achieving the outcomes for a team
  2. ability to manage their own professional development

Awareness of limits of knowledge

An understanding of the limits of their own knowledge and skill level and an appreciation of the methods and techniques that they are not qualified to employ.

9. Post-Diploma Certificate

Qualification Descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs either deepen knowledge and skills already gained through a diploma or advanced diploma program or provide graduates of baccalaureate programs with specific knowledge and skills related to an applied occupational area.

Preparation for employment and further study

For employment in a more specialized role and for further postsecondary studies.

Typical duration

Two semesters or 600 to 700 equivalent instructional hours.

Admission requirements

Ontario College Diploma, Ontario College Advanced Diploma, career college diploma, degree or equivalent and additional program-specific requirements.

Provider

  • Career college 
  • College of Applied Arts and Technology (CAAT)
  • Indigenous Institute

Qualification awarded

Career college : to be determined
CAAT: Ontario College Graduate Certificate

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

  1. specialized knowledge in a specific field
  2. a level of knowledge and skill that enhances one’s ability to perform a more specialized range of complex and non-routine activities within the field
  3. locally determined exposure to disciplines outside the main field of study

Conceptual and methodological awareness/research and scholarship

A prescribed range of skilled operations that includes the requirement to evaluate and analyze current practices, develop new criteria, and may include the provision of some leadership and guidance to others in the application and planning of skills.

Communication skills

The ability to:

  1. communicate clearly, concisely and correctly within the requirements of the job responsibilities, in the written, spoken and visual form that fulfils the purpose and meets the needs of the audience
  2. respond to written, spoken or visual messages in a manner that ensures effective communication

Application of knowledge

  1. a more specialized range of activities, most of which would be complex or non-routine
  2. application of knowledge and skills to evaluate and analyze current practices and develop new criteria
  3. leadership and guidance may be involved when organizing self or others, as well as when contributing to technical solutions of a non-routine or contingency nature

Professional capacity/autonomy

  1. individual responsibility or autonomy and/or leadership and guidance for others as part of a team or group
  2. ability to manage their own professional development

Awareness of limits of knowledge

An understanding of the limits of their own knowledge and skill level and an appreciation of the methods and techniques that they are not qualified to employ.

10. Baccalaureate/Bachelor’s Degree

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs provide some broad knowledge and conceptual sophistication, including specialized knowledge in at least one discipline or field.

Preparation for employment and further study

For some second-entry professional degree programs, employment in a variety of fields, or advanced entry into an honours or specialist program of study in the field.

Typical duration

Six to eight semesters in duration (normally 90 to 120 credits, or the equivalent.)

Admission requirements

Ontario Secondary School Diploma or equivalent, six university or university/college courses at the Grade 12 level, a minimum average set by the institution and additional requirements as programs require.

Provider

Qualification awarded

Baccalaureate/Bachelor’s Degree

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

  1. a general knowledge and understanding of many key concepts, methodologies, theoretical approaches and assumptions in a discipline
  2. a broad understanding of some of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines
  3. an ability to gather, review, evaluate and interpret information relevant to one or more of the major fields in a discipline
  4. some detailed knowledge in an area of the discipline
  5. critical thinking and analytical skills inside and outside the discipline
  6. the ability to apply learning from one or more areas

Conceptual and methodological awareness/research and scholarship

An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to:

  1. evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques
  2. devise and sustain arguments or solve problems using these methods

Communication skills

The ability to communicate the results of their study/work accurately and reliably, orally and in writing, to non-specialist audiences using structured and coherent arguments.

Application of knowledge

  1. the ability to review, present, and interpret quantitative and qualitative information to:
    1. develop lines of argument
    2. make sound judgments in accordance with the major theories, concepts and methods of the subject(s) of study
  2. the ability to use a range of established techniques to:
    1. analyse information
    2. evaluate the appropriateness of different approaches to solving problems related to their area(s) of study
    3. propose solutions
  3. the ability to make critical use of scholarly reviews and primary sources

Professional capacity/autonomy

  1. the qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring:
    1. the exercise of personal responsibility and decision-making
    2. working effectively with others
  2. the ability to identify and address their own learning needs in changing circumstances and to select an appropriate program of further study
  3. behaviour consistent with academic integrity and social responsibility

Awareness of limits of knowledge

An understanding of the limits to their own knowledge and how this might influence their analyses and interpretations.

11. Baccalaureate/Bachelor’s Degree: Honours

Qualification description

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs provide more conceptual sophistication, specialized knowledge and intellectual autonomy. Students learn appropriate applications of conceptual frameworks. Normally require students to prepare, under supervision, a terminal research paper, thesis, project, exhibition, etc. May also require to complete other practice-based exercises intended to develop and demonstrate the student’s readiness for employment.

Types:

  • academically-oriented
  • profession-oriented
  • in an applied area of study

Preparation for employment and further study

For entry into graduate study in the field, second-entry professional degree programs or, depending upon content, employment in a particular field of practice or employment in a variety of fields.

Typical duration

Eight semesters or more. Normally, 120 credits or the equivalent. May be supplemented by required professional experience (for example, supervised practica, internships, work terms, co-ops.)

Admission requirements

Ontario Secondary School Diploma or equivalent, six university or university/college courses at the Grade 12 level, a minimum average set by the institution and additional requirements as programs require.

Provider

Qualification awarded

Baccalaureate/Bachelor’s Degree: Honours

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

  1. a developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline
  2. a developed understanding of many of the major fields in a discipline, including, where appropriate, from an interdisciplinary perspective, and how the fields may intersect with fields in related disciplines
  3. a developed ability to:
    1. gather, review, evaluate and interpret information
    2. compare the merits of alternate hypotheses or creative options, relevant to one or more of the major fields in a discipline
  4. a developed, detailed knowledge of and experience in research in an area of the discipline
  5. developed critical thinking and analytical skills inside and outside the discipline
  6. the ability to apply learning from one or more areas outside the discipline

Conceptual and methodological awareness/research and scholarship

An understanding of methods of enquiry or creative activity, or both, in their primary area of study that enables the student to:

  1. evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques
  2. devise and sustain arguments or solve problems using these methods
  3. describe and comment upon particular aspects of current research or equivalent advanced scholarship

Communication skills

The ability to communicate information, arguments and analysis accurately and reliably, orally and in writing, to specialist and non-specialist audiences using structured and coherent arguments, and, where appropriate, informed by key concepts and techniques of the discipline.

Application of knowledge

The ability to:

  1. review, present and critically evaluate quantitative and qualitative information to:
    1. develop lines of argument
    2. make sound judgements in accordance with the major theories, concepts and methods of the subject(s) of study
    3. apply underlying concepts, principles, and techniques of analysis, both within and outside the discipline
    4. where appropriate, use this knowledge in the creative process
  2. use a basic range of established techniques to:
    1. initiate and undertake critical evaluation of arguments, assumptions, abstract concepts and information
    2. propose solutions
    3. frame appropriate questions for the purpose of solving a problem
    4. solve a problem or create a new work
  3. make use of scholarly reviews and primary sources

Professional capacity/autonomy

  1. the qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring:
    1. the exercise of initiative, personal responsibility and accountability in both personal and group contexts
    2. working reflectively with others
    3. decision-making in complex contexts
  2. the ability to manage their own learning in changing circumstances, both within and outside the discipline and to select an appropriate program of further study
  3. behaviour consistent with academic integrity and social responsibility

Awareness of limits of knowledge

An understanding of the limits to their own knowledge and ability, and an appreciation of the uncertainty, ambiguity and limits to knowledge and how this might influence analysis and interpretations.

12. Masters Degree

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs require the student to develop and demonstrate advanced research skills under supervision. Some programs require students to demonstrate the necessary research, analytical, interpretative, methodological and expository skills in course exercises.

Types:

  • profession-oriented
  • research-oriented

Preparation for employment and further study

For either further study in the discipline or for employment in circumstances requiring sound judgment, personal responsibility and initiative, in complex and unpredictable professional environments.

Typical duration

Three to five semesters. Normally 45 to 60 credits or the equivalent.

Admission requirements

Baccalaureate/Bachelor’s Degree: Honours or other undergraduate degree, plus bridging studies where necessary.

Provider

Qualification Awarded

Masters Degree

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

A systematic understanding of knowledge, including, where appropriate, relevant knowledge outside the field and/or discipline, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice.

Conceptual and methodological awareness/research and scholarship

  1. a conceptual understanding and methodological competence that enables:
    1. a working comprehension of how established techniques of research and inquiry are used to create and interpret knowledge in the discipline
    2. a critical evaluation of current research and advanced research and scholarship in the discipline or area of professional competence
    3. a treatment of complex issues and judgements based on established principles and techniques
  2. on the basis of that competence, has shown at least one of the following:
    1. the development and support of a sustained argument in written form, or
    2. originality in the application of knowledge

Communication skills

The ability to communicate issues and conclusions clearly to specialist and non-specialist audiences

Application of knowledge

Competence in the research process by applying an existing body of knowledge in the critical analysis of a new question or of a specific problem or issue in a new setting.

Professional capacity/autonomy

  1. qualities and transferable skills necessary for employment requiring the:
    1. the exercise of initiative, and of personal responsibility and accountability
    2. decision-making in complex situations, such as employment
  2. intellectual independence required for continuing professional development
  3. ethical behaviour consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research
  4. ability to appreciate the broader implications of applying knowledge to particular contexts

Awareness of limits of knowledge

Cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods and disciplines.

13. Doctoral Degree

Qualification descriptions

The qualification categories distinguish between levels of knowledge based on a continuum ranging from the mastery of particular, established bodies of knowledge and skills to levels at the frontiers of knowledge where new knowledge is created and established assumptions and methods are challenged. Each qualification may be seen as a reference point along that continuum. The descriptions of each qualification outline its purpose, typical admission requirements and typical duration.

Overall program design and outcome emphasis

Programs are thesis-based. Students must have demonstrated a high degree of intellectual autonomy, an ability to conceptualize, design and implement projects for the generation of significant new knowledge and/or understanding, and their ability to create and interpret knowledge that extends the forefront of a discipline, usually through original research or creative activity.

Types:

  • profession-oriented
  • research-oriented

Preparation for employment and further study

For employment requiring the ability to make informed judgements on complex issues in specialist fields, and innovation in tackling and solving problems.

Typical duration

Three to five years in length, depending on the field and the speed at which individuals progress through requirements.

Admission requirements

Normally a Masters Degree, though some doctoral programs admit high-performing students with Baccalaureate/Bachelor’s Degree: Honours Degrees. In some cases, bridging studies may be required.

Provider

Qualification awarded

Doctoral Degree

Qualification standards

This section outlines the generic competencies that the holder of each qualification is expected to be able to demonstrate, with a focus on knowledge and skills transferable to the workplace or useful for further study. The descriptors indicate the different categories of competencies, which vary in nature and degree depending on the qualification. The capacity to work creatively and autonomously is required at all levels but in contexts that range from fixed routines to those characterized by ambiguity and uncertainty.

Depth and breadth of knowledge

A thorough understanding of a substantial body of knowledge that is at the forefront of their academic discipline or area of professional practice, including, where appropriate, relevant knowledge outside the field and/or discipline.

Conceptual and methodological awareness/ research and scholarship

The ability to:

  1. conceptualize, design and implement research for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the research design or methodology in the light of unforeseen problems
  2. make informed judgements on complex issues in specialist fields, sometimes requiring new methods
  3. produce original research or other advanced scholarship of a quality to satisfy peer review and to merit publication

Communication skills

The ability to communicate complex and/or ambiguous ideas and conclusions clearly and effectively to specialist and non-specialist audiences.

Application of knowledge

The capacity to:

  1. undertake pure and/or applied research at an advanced level
  2. contribute to the development of academic or professional skills, techniques, tools, practices, ideas, theories, approaches and/or materials

Professional capacity/autonomy

  1. qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex situations
  2. intellectual independence required for continuing professional development
  3. ethical behaviour consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research
  4. ability to appreciate the broader implications of applying knowledge to particular contexts

Awareness of limits of knowledge

An appreciation of the limitations of one’s own work and discipline, of the complexity of knowledge, and of the potential contributions of other interpretations, methods, and disciplines.

About the Ontario Qualifications Framework

Qualifications frameworks are specifications of the knowledge and skills (learning outcomes) which each credential or qualification (for example, certificate, diploma, bachelor, masters, or doctoral degree) is intended to achieve.

In 2002, an Ontario government agency, the Postsecondary Education Quality Assessment Board (PEQAB), created by the Post-secondary Education Choice and Excellence Act, 2000, introduced the first qualifications framework in Canada. The Ontario Qualifications Framework (OQF) is the first complete framework in Canada, and it details a full range of postsecondary credentials including apprenticeship certificates. The OQF specifies the qualifications offered by Indigenous Institutes, the qualifications for career colleges, the qualifications awarded by Colleges of Applied Arts and Technology (CAATs) and those offered by universities and other authorized providers.

The OQF and quality assurance

A qualification framework, in detailing the learning outcomes for each credential, provides a solid basis for quality assurance. Also, the specifications of the OQF provide assurance that a credential offered in Ontario, such as a degree, meets the same high standards, regardless of whether it is offered by a university, college, Indigenous Institute or other postsecondary institution.

The OQF is a key piece of Ontario’s strategy to maintain the quality, accessibility and accountability of its postsecondary education system. The knowledge and skills expectations may be seen as standards, and these may be taken into account when assessing, selecting or developing programs. The framework helps institutions to study how well their programs are meeting expectations, and it assists them in putting into place internal quality assurance systems.

Prior learning assessment and recognition

Credit transfer, prior learning assessment and recognition (PLAR), academic requirements and the OQF.

The OQF describes normal minimum requirements to enter each credential level. Each Ontario institution will have its own policies and practices for recognizing formal and non-formal prior learning as it may lead to advanced standing within a program. For apprenticeship certificates, the ministry sets academic equivalencies or PLAR in policy.

The OQF provides a tool to compare the learning expectations of different types of qualifications. Postsecondary institutions are responsible for determining the amount of credit that they award for learning achieved at other institutions. Decisions are based on how similar the programs are as well as on the student’s performance. The OQF offers institutions a measure against which they can create policies on credit transfer and credential recognition by mapping out both the level and expectations of each qualification, and setting out what knowledge and skills a student may have already achieved before entering a program at a particular level.
Because the OQF was developed, where possible, to be consistent with similar frameworks in other areas, it helps institutions compare expectations in Ontario with those set out elsewhere.

Program length

The hours or semesters set out in the OQF are the typical length of a program at each level for students who enter with the minimum admission requirements. In some cases, the programs’ lengths are a pre-determined minimum so that they comply with legislative requirements. For example, Certificate 1 is a minimum 40 hours to comply with the Ontario Career Colleges Act, 2005 which requires all career college vocational programs to be at least 40 hours long to be approved by the ministry.

As another example, the Colleges of Applied Arts and Technology (CAAT) Credentials Framework is built into the OQF. In this Credentials Framework each program leading to a credential may provide for a range of hours to achieve the learning outcomes. It is the responsibility of the CAAT to design each program’s curriculum and decide how it is delivered. Colleges approve programs and credentials, and ensure that they are consistent with the CAAT Credentials Framework.

Standards set by professional/industry associations or employers

The OQF identifies the qualifications that recognized Ontario postsecondary institutions may award, and the knowledge and skills expected of holders of each credential. For the purpose of licensing or certification, professional associations and/or regulating bodies may identify the knowledge and skills that graduates need to enter practice.

Public college program standards

While the OQF describes broad learning expectations, program standards set out the job-related skills (vocational learning outcomes), other workplace skills (essential employability skills) and general education requirements for programs of study in the Ontario public college system.

The OQF does not replace program standards nor does it address content delivery (curriculum). These are the responsibility of each college under the Ontario Colleges of Applied Arts and Technology Act, 2002.

Together, both the OQF and program standards are key parts of the Ontario Government’s quality framework.

Applied degrees awarded by Colleges of Applied Arts and Technology

Colleges of Applied Arts and Technology (CAAT) may apply for Ministerial consent to offer degrees only in applied areas of study. These bachelor degrees (honours) are quality assured by the Postsecondary Education Quality Assessment Board (PEQAB) which makes a recommendation to the Minister for consent.

Program design

The OQF sets out clear guidelines for each credential including its main goals, normal admission requirements and typical length. It also sets out the generic skills that the holder of each qualification should be able to demonstrate. The descriptions in the OQF can assist institutions or program developers when they design new programs and determine which credential will be awarded.

Institutions that award credentials

Qualifications, for example, degree, diploma, apprenticeship certificate, are not tied to the type of institution. If a program from a particular institution meets all legislative and regulatory requirements, that institution may offer the credential. In cases where more than one institution type may offer the same credential, they must meet the same criteria.

Certificate of Apprenticeship/Certificate of Qualification

The ministry awards the Certificate of Apprenticeship and Certificate of Qualification as a part of the Trades Qualification and Apprenticeship Act, 1990 and the Apprenticeship and Certification Act, 1998. Approved training delivery providers are authorized to deliver apprenticeship programs.

Certificates

Colleges of Applied Arts and Technology and Indigenous Institutes are authorized to award a Certificate or a Graduate Certificate.

Diplomas

Colleges of Applied Arts and Technology and Indigenous Institutes are authorized to award a Diploma or an Advanced Diploma.

Degrees

Under the Postsecondary Education Choice and Excellence Act, 2000 (PSECE), Ministerial consent or an Act of the Legislative Assembly of Ontario is required to operate a university and/or offer a degree. Currently, Ontario public colleges as well as some private organizations and out-of-province private and public organizations are authorized to grant degrees through Ministerial consent under the PSECE Act, normally based on a recommendation from the Postsecondary Education Quality Assessment Board (PEQAB).

Indigenous Institutes are exempt from provisions in PSECE which require Ministerial consent to offer degrees. Under the Indigenous Institutes Act, 2017, Indigenous Institutes can offer degrees on the approval of the Indigenous Advanced Education and Skills Council.

Publicly-assisted Ontario universities and some private institutions are authorized to award degrees through an act of the Ontario Legislature. All degree-granters in Ontario must meet the same standards.

OQF reviews and updates

The ministry is responsible for monitoring developments in the postsecondary education system to ensure that the OQF remains current and aligned with changes to legislation and regulation, and reflects any changes in credential names and government policy directives. The OQF will also be updated to include new qualifications as they are established.