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Hi,
I think Catey C has got a bit mixed up, the Police Surveillance Training Level system cannot be compared to the civilian system as it is totally unrelated.
The system adopted by the accrediting bodies such as Edexcel, City & Guilds etc is taken from a thing called Blooms Taxonomy. It explains the difference between the 'levels'
A Level 3 qualification is not based on the time that it takes to carry out the training or the length of the course (Police Level 1 for example is some 4 weeks long) but what the learner is actually required to do at the end of it. Below is an explanation how to distinguish between the certain qualification levels in the 'civilian' national framework.
Entry level
Employ, recall and demonstrate elementary comprehension in a narrow range of areas; exercise basic skills within highly structured contexts; and carry out directed activity under close supervision.
Level 1
Employ a narrow range of applied knowledge, skills and basic comprehension within a limited range of predictable and structured context, including working with others under direct supervision, but with a very limited degree of discretion and judgement about possible action.
Level 2
Apply knowledge with underpinning comprehension in a number of areas and employ a range of skills within a number of contexts, some of which may be non-routine; and undertake directed activities, with a degree of autonomy, within time constraints.
Level 3
Apply knowledge and skills in a range of complex activities demonstrating comprehension of relevant theories; access and analyse information independently and make reasoned judgements, selecting from a considerable choice of procedures in a familiar context; and direct own activities with some responsibility for the output of others.
Level 4
Develop a rigorous approach to the acquisition of a broad knowledge base; employ a range of specialised skills; evaluate information, using it to plan and develop investigative strategies and determine solutions to a variety of unpredictable problems; and operate in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs.
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