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What is the Difference Between Academic and Educational Qualification

The main difference between academic and educational qualification is that academic qualification does not involve practical training, whereas educational qualification may sometimes involve practical training.

In most contexts, these words are synonyms. But sometimes, the term educational qualification can refer to both academic and professional qualifications. In such cases, education qualifications also involve training in addition to academic knowledge and coursework.

Key Areas Covered

1.  What is Academic Qualification         – Definition, Features 2.  What is Educational Qualification      – Definition, Features 3.  Similarities Between Academic and Educational Qualification      – Outline of Common Features 4.  Difference Between Academic and Educational Qualification      – Comparison of Key Differences

Academic Qualification, Educational Qualification, Professional Qualification

What are Academic Qualifications

Academic qualifications refer to certifications awarded to students upon successful completion of a course of study in higher education, typically at a college or university . Such educational institutions commonly offer degrees at various levels, including Bachelor’s, Master’s, and Doctorate . They also often offer professional degrees alongside academic degrees.

Furthermore, there are different types of academic qualifications, and we can broadly categorize them as undergraduate and postgraduate degrees. Undergraduate degrees refer to a person’s first degree, whereas postgraduate refers to further education a person pursues after the first degree. Bachelor’s degree is the most common undergraduate degree, but in some countries, there are lower-level academic qualifications such as associate degrees and foundation degrees. An associate degree is an undergraduate course that can be completed in two years. In addition, a Bachelor’s degree is considered to be of a higher level than an Associates degree. Masters degrees and doctorates are postgraduate degrees. Moreover, postgraduate courses usually tend to be a combination of research and coursework, while undergraduate courses may or may not involve research.

What are Educational Qualifications

Educational qualifications refer to certificates, diplomas, or degrees a person has received certifying that he or she has successfully completed an education program. The term educational qualifications is a more general term than academic qualifications.  It sometimes includes both academic and professional qualifications.

Professional qualifications are vocational qualifications, which often involve an element of practical training. Professional qualifications ensure that students are ready for a career in a given field and have the necessary training in addition to academic knowledge. Degrees in fields like medicine, engineering, law, architecture, etc., usually include both academic and professional qualifications; therefore, we can describe them as educational qualifications. This is because they are not strictly academic qualifications – most of these degrees include practical components relating to training.

Similarities Between Academic and Educational Qualification

• Academic and educational qualifications are imperative in today’s job market.
• In addition, both involve undergraduate and postgraduate degrees.
• Most people tend to use the two terms academic qualification and educational qualifications interchangeably.

Difference Between Academic and Educational Qualification

Academic qualifications refer to certifications awarded to students upon successful completion of a course of study in higher education, typically at a college or university. Meanwhile, educational qualifications refer to certificates, diplomas, or degrees a person has received certifying that he or she has successfully completed an education program.

Academic vs Professional

Moreover, academic qualifications typically include subject knowledge or academic knowledge; in addition, they do not involve training. Educational qualification, on the other hand, involves both academic and professional components.

In most contexts, these words are synonyms. But sometimes, the term educational qualification can refer to both academic and professional qualifications. In such cases, the main difference between academic and educational qualification is that academic qualification does not involve practical training whereas educational qualification may sometimes involve practical training.

1. “ Academic Degree .” Wikipedia, Wikimedia Foundation, 20 Aug. 2021. 2. “ Difference between Academic and Professional Qualification September 2021 .” Careerpoint Solutions, 17 July 2018.

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1. “ College-students-graduation-photo-1872810 ” (CC0) via Pixabay 2. “ Exam, Student, Graduation ” (CC0) via Public Domain Pictures

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Are you ready to discover your college program?

Considering a college degree? First, you'll have to understand the types of degrees and college degree levels.

Different degrees prepare you for different career paths. For example, you can't become a psychologist with just a bachelor's degree — you'd need a master's or doctorate in psychology. And you usually can't become an engineer without at least a bachelor's degree.

Typically, as your university degree level rises, your earning potential increases, and the unemployment rate decreases. That's one more reason it's important to understand the different types of degrees.

What Types of Degrees Are There in College?

There are many types of degrees you can earn in college. College degree levels can be broken down into two categories: undergraduate degrees and graduate degrees.

Here are the college degrees in order, from lowest ranking to highest:

• Associate degree (undergraduate)
• Bachelor's degree (undergraduate)
• Master's degree (graduate)
• Doctoral degree (graduate)

While a doctorate is the highest education level, some fields may stop at a master's. The phrase "terminal degree" refers to the highest degree in a field.

A professional degree is a type of graduate degree — often a doctorate — that prepares you for a professional career in fields like law and medicine.

Popular Online Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

Associate Degree

• Typical Program Length: 1-2 years
• Typical Number of Credits: 60

Most associate degrees prepare you to enter the workforce immediately upon graduation. These programs can be found at community and technical colleges and typically last 1-2 years.

An associate degree can also serve as the foundation for a bachelor's program. You may even be able to transfer some of the credits you earned for your associate degree toward a four-year degree.

Some associate degrees require you to complete an internship or practicum in addition to taking classes. This is particularly common among healthcare and tech degrees.

To apply for an associate degree program , you'll need a high school diploma or equivalent, like a GED certificate. Some schools may require you to submit standardized test scores, such as the ACT or the SAT, as well.

Featured Associate Programs

What can you do with an associate degree.

An associate degree prepares you for vocational, allied health, and support roles. For example, you can become a medical assistant , paralegal , or vet tech with an associate degree.

The highest-paying careers with an associate degree pay over $80,000 per year. See the table below for salary information on other popular associate degree jobs.

Source: BLS

Types of Associate Degrees

Colleges can offer three kinds of associate degrees:

• Associate of Arts (AA)
• Associate of Science (AS)
• Associate of Applied Science (AAS)

Arts, humanities, and creative fields typically offer an AA, whereas social sciences and natural sciences fields often award an AS. Many applied and vocational programs offer an AAS degree.

The type of degree matters if you're planning to transfer into a bachelor's program. Colleges normally offer fewer transfer credits for an AAS degree.

Popular Associate Degrees

• Business Administration
• Business Management
• Computer Science
• Criminal Justice
• Cybersecurity
• Early Childhood Education
• Graphic Design
• Healthcare Management
• Information Technology
• Medical Assisting
• Medical Billing and Coding
• Pre-Nursing
• Social Work

Bachelor's Degree

• Typical Program Length: 4 years
• Typical Number of Credits: 120

A bachelor's degree prepares you for many career paths. You'll generally spend four years earning a bachelor's degree at a college or university. You'll take general education classes and courses in your major . You can also choose a minor.

Some colleges offer accelerated bachelor's programs , which take less time — often 2-3 years. Degree-completion programs can also speed up the timeline by awarding you credit for previous college coursework.

You can earn your bachelor's degree online as well. An online degree from an accredited college meets the same standards as that of an in-person degree.

You'll need a high school diploma for admission and may also need to submit SAT or ACT scores.

Featured Bachelor's Programs

What can you do with a bachelor's degree.

In diverse industries like business, tech, and education, a bachelor's degree can prepare you for many entry-level careers. Some of the highest-paying jobs with a bachelor's degree include roles in finance, management, and tech.

Graduates with a four-year degree can also benefit from high demand in many lucrative fields, like software development and engineering. The table below introduces some popular jobs with a bachelor's degree.

Types of Bachelor's Degrees

You can earn a bachelor's degree in many fields. Some of the most common types of bachelor's degrees you'll see include:

• Bachelor of Arts (BA)
• Bachelor of Science (BS)
• Bachelor of Applied Arts (BAA)
• Bachelor of Applied Science (BAS)
• Bachelor of Architecture (B.Arch.)
• Bachelor of Business Administration (BBA)
• Bachelor of Fine Arts (BFA)
• Bachelor of Science in Nursing (BSN)

The two most popular degrees are a BA and a BS. These degrees cover all arts and sciences majors and some education and engineering degrees.

Popular Bachelor's Degrees

• Civil Engineering
• Communication
• Computer Programming
• Health Informatics
• Health Sciences
• Human Resources
• Mathematics
• Organizational Psychology
• Political Science
• Public Policy
• Supply Chain and Logistics

Master's Degree

• Typical Program Length: 1-3 years
• Typical Number of Credits: 30

A master's degree can help you gain specialized skills and qualify for higher-paying roles. As a graduate student, you'll work closely with experts in your field to explore advanced topics.

While a master's degree typically takes two years, some universities offer accelerated one-year master's programs. You can also enroll in a bachelor's-to-master's program to earn both a bachelor's and master's degree in less time.

Most master's programs require a minimum of 30 credits. Admission and graduation requirements vary depending on the program. For example, many arts and sciences master's programs require GRE scores , while business programs typically require GMAT scores .

Featured Master's Programs

What can you do with a master's degree.

With a master's degree, you can qualify for management-level careers and specialized roles in industries like healthcare, research, and social services. The highest-paying master's degrees include MBAs and nurse practitioner degrees.

Learn more about the earning potential and demand for popular master's degree jobs below.

Types of Master's Degrees

Here are some of the most common types of master's degrees you can earn:

• Master of Arts (MA)
• Master of Science (MS)
• Master of Business Administration (MBA)
• Master of Education (M.Ed.)
• Master of Fine Arts (MFA)
• Master of Laws (LL.M.)
• Master of Public Administration (MPA)
• Master of Public Health (MPH)
• Master of Public Policy (MPP)
• Master of Science in Nursing (MSN)
• Master of Social Work (MSW)

An MA and an MS are among the most popular master's degrees. Humanities, social sciences, and natural sciences fields typically award an MA or an MS. Other popular options include an MBA and an M.Ed.

Popular Master's Degrees

• Creative Writing
• Data Science
• Engineering
• Healthcare Administration
• Library and Information Science
• Network Security
• Public Health
• Supply Chain Management

Doctoral Degrees

• Typical Program Length: 2-10 years
• Typical Number of Credits: Varies

A doctorate represents the highest degree you can get in academia. There are a few types of doctoral degrees you can get.

Professional doctorates train you for a professional career. For example, law school and med school are two common professional paths. A Ph.D., on the other hand — by far one of the most common types of doctorates — emphasizes theory and research.

In a doctoral program, you'll take graduate-level seminars and courses, take comprehensive exams, conduct original research, and defend a dissertation in front of a faculty committee.

Most applied doctorates take 3-5 years, while a Ph.D. typically requires 4-6 years of coursework. In certain fields, you can earn your doctorate online.

Some doctoral programs require a master's degree for admission, whereas others admit applicants with just a bachelor's degree. You may need to submit standardized test scores depending on the program.

Featured Doctoral Programs

What can you do with a doctorate.

If you want to become a physician , professor , or lawyer, you'll need a doctorate. In many fields, a doctorate translates into higher salaries. Lawyers, pharmacists , and physicists all report median salaries of over $125,000 per year, according to the Bureau of Labor Statistics (BLS).

The following table shows the earning potential and demand for popular doctoral degree jobs.

Types of Doctoral Degrees

A doctorate is the highest education level, but there are still several types of doctoral degrees. Here are some of the most common you can get:

• Doctor of Philosophy (Ph.D.)
• Doctor of Business Administration (DBA)
• Doctor of Education (Ed.D.)
• Doctor of Medicine (MD)
• Doctor of Nursing Practice (DNP)
• Doctor of Pharmacy (Pharm.D.)
• Doctor of Psychology (Psy.D.)
• Juris Doctor (JD)

A Ph.D. is the most popular doctorate. You can earn a Ph.D. in many arts and sciences fields. Other doctorates take their names from the career path associated with the degree.

Popular Doctoral Degrees

• Curriculum and Instruction
• Educational Administration
• Educational Leadership
• Human Services
• Legal Studies
• Organizational Leadership
• Public Administration

Frequently Asked Questions About College Degree Levels

What are the four types of college degrees.

The four types of college degrees are associate degrees, bachelor's degrees, master's degrees, and doctoral degrees. Colleges classify associate and bachelor's degrees as undergraduate degrees and master's and doctoral degrees as graduate degrees.

Within those categories, you can earn many types of degrees. For instance, at the bachelor's level, you could earn a bachelor of arts (BA), a bachelor of science (BS), or a bachelor of fine arts (BFA) degree.

What is a four-year college degree called?

A four-year college degree is called a bachelor's degree. Another term for this degree type is a baccalaureate degree.

Many careers require a bachelor's degree for entry-level roles. For example, most careers in business require you to hold a bachelor's degree. Many roles in tech, education, the public sector, and engineering also require you to have a four-year degree.

Some career paths require a specific major. In many states, you'll need a bachelor of science in nursing (BSN) to become a registered nurse . In other fields, your specific major matters less than the quality of your skills.

What is the highest degree?

The highest degree is a doctorate, also called a doctoral degree. In terms of university degree levels, both master's and bachelor's degrees rank below doctorates.

You can earn a doctorate in a wide array of fields, including the social sciences, business, the humanities, education, engineering, and healthcare.

In some fields, however, a master's degree represents the terminal, or highest, degree. For instance, a master of fine arts (MFA) is the terminal degree for creative writing.

What is the hardest college degree?

Most would agree that the hardest college degree is a doctorate. As the highest education level, a doctorate requires significant expertise in the field.

Many Ph.D. programs take six years or more and require you to write a book-length dissertation based on original research.

Because a doctorate represents the top of the university degree levels, it's a relatively uncommon degree. Only around 2% of U.S. adults held a doctorate in 2022, according to the U.S. Census Bureau .

What is the quickest degree?

The fastest degree you can get is either a one-year associate degree or a one-year master's degree. While other types of degrees typically take a minimum of two years, you can earn a master's degree in one year with an accelerated or fast-track program.

You can sometimes add a master's degree to your bachelor's through a 4+1 program, also known as a bachelor's-to-master's program. In this case, some of your coursework counts toward both your undergraduate and graduate degrees, meaning you'll spend an additional year in college to leave with a master's degree.

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Education Levels and Requirements for Employment

Levels of Education

Examples of education requirements in job postings, experience in lieu of education, education levels and job applications.

Witthaya Prasongsin / Getty Images

When you're applying for a job, it's important to understand the educational requirements needed for success in the role. Many occupations require a certain level of education in order to be eligible to work in that profession. Employers usually include the educational requirements for a job in their descriptive write-up or position advertisement.

In some cases, employers may accept experience in place of some or all of the educational requirements for a job. This is known as equivalent experience or experience in lieu of education.

Here's a list of the education levels that employers look for in the candidates they hire.

Less Than High School

This is the completion of any level of primary or secondary education that did not result in the awarding of a high school diploma or an equivalency diploma.

High School Diploma or Equivalent

This is the completion of high school, or the equivalent, resulting in the awarding of a high school diploma or the equivalent, such as the General Education Development (commonly referred to as a GED) award . Other high school equivalency diplomas include the High School Equivalency Test (HiSET) and the Test Assessing Secondary Completion (TASC).

Some College, No Degree

This is the awarding of a high school diploma, or the equivalent, in addition to the completion of one or more postsecondary courses that did not result in any college degree or award.

Associate’s Degree

An associate's degree is usually awarded for the completion of at least two years of full-time academic study beyond high school, typically at the community college level.

Bachelor’s Degree

A bachelor's degree is typically awarded for at least four years of full-time academic study beyond high school.

Apprenticeship

An apprenticeship is a formal training program that combines a full-time job with training.  

Certification

A certification is a credential that recognizes specific skills or knowledge. Certification is usually tied to an occupation, technology, or industry.

Some occupations require a license to work in the field. Licenses are typically regulated by the state, and each state's requirements may differ.

Postsecondary Non-Degree Award

This is a certificate or other award that typically is not a degree. Certifications issued by professional (i.e., industry) organizations, or certifying organizations, are commonly not included in this category. These certification programs may last for only a few weeks, or for as long as two years. Examples include certificates for health aides, paramedics, EMTs, and hairstylists.

Master’s Degree

A master's degree is usually awarded for one or two years of full-time academic study beyond a bachelor’s degree.

Doctoral or Professional Degree

A doctorate or professional degree is usually awarded for at least three years of full-time academic work beyond a master’s degree. Examples include degrees for lawyers (JD), physicians (MD) and surgeons, scientists (Ph.D.), and dentists.

Examples of a required education level listed in job postings:

• Must have a GED or high school diploma.
• Must have a high school diploma or equivalency.
• High school diploma or GED, bachelors, or associates degree preferred.
• Completed certified apprenticeship program preferred.
• Serve-safe certified, or a food safety certification preferred.
• Possession of a valid registration as a Licensed Practical Nurse.
• A bachelor's degree is required.
• An associate's degree, or equivalent, is required. This usually boils down to a minimum of 34 credit hours plus one additional year of relevant full-time experience.
• A master's degree and three years of experience or Ph.D. degree with no prior experience are acceptable.

In some cases, when applying for jobs, the employer may list work experience or equivalent experience that may be substituted for education. The organization may allow you to augment some educational requirements of a position with experience.

One factor to keep in mind when applying for a job is that when employers list educational hiring criteria, the chances of getting an interview are lower if you don't have the requirements, or come close to having the requirements.

In some cases, if your resume and the skills and background required for the position are fairly well aligned, you may have a chance at getting an interview.

For example, if you have robust work experience that correlates well with the position and you're only one or two credits shy of the required bachelor's degree, you should submit your resume. However, in general, it is better to focus on applying for jobs where you do have the appropriate educational and experiential qualifications.

CareerOneStop. " High School Equivalency ." Accessed May 11, 2021.

CareerOneStop. " College ." Accessed May 11, 2021.

CareerOneStop. " Apprenticeships ." Accessed May 11, 2021.

CareerOneStop. " Certification ." Accessed May 11, 2021.

CareerOneStop. " Do You Need a License ?" Accessed May 11, 2021.

How to Become a Licensed or Certified Teacher

Teaching jobs typically require completion of a state-recognized teacher education program.

How to Become a Teacher

Getty Images

Many K-12 teachers appreciate the opportunity to inspire children to believe in themselves, think for themselves and discover their unique talents.

If you're looking for a career that will allow you to leave a positive legacy and contribute to your community, then a job as a K-12 teacher may be a great fit, especially if you enjoy interacting with children and appreciate the intense energy, curiosity and sincerity that are often hallmarks of youth.

"There's nothing like working with a young person and helping them work toward a productive, fulfilling life," says Stanton Wortham, dean of Boston College's Lynch School of Education and Human Development .

Teachers serve a noble purpose by ensuring that important ideas are passed down from one generation to the next, Wortham suggests. "In 100 years, I surely hope the scientific method and basic moral values – I hope those things are still with us, and if so, it's because of somebody who taught some young person something."

Here is a guide for potential teachers who are wondering whether this profession is right for them and who want to know what type of training and talent are required for this field.

How to Decide Whether to Become a Teacher

It's unwise to pursue a career as a teacher if you lack an interest in helping people or if you don't get along well with children, says Claudia Lyles, the CEO of Keystone Academy Charter School in Philadelphia.

Lyles, who has a doctorate in education, says that when she evaluates job candidates for teaching positions, she is particularly intrigued by candidates who have a significant amount of service work experience, such as a stint in the Peace Corps.

"The service component is important because, as a teacher and as an educator, you are in service to a community," she says. "Teaching is not as cut-and-dry as other professions. We do become very involved with our students and with the surrounding communities and with the families."

People who are well-suited to the teaching field tend to be humanitarians who have a deep desire to improve society and strong concern for the well-being of people in general, Lyles says. A generous disposition is a must for future teachers, because one of the core missions of teachers is to "help children develop into good citizens," Lyles says.

"The common trait I have found in most successful teachers is that they genuinely like kids," she says. "I mean, you really have to like children and young people in order to do the job. You can't be iffy about it. And what I've found over the years is the people who just aren't all that tuned into kids (don't) make it in the profession. A lot of them leave."

Educators caution against becoming a teacher if money is your highest priority, since there are many jobs that require a similar amount of education as the teaching profession does but lead to much higher salaries.

"Teacher compensation varies greatly from state to state and in some cases district to district," Jennifer Russell, chair of the education department at William Peace University in North Carolina, wrote in an email, where she is also an associate professor of education. "Starting salary in the US can be anywhere from $35,000 a year to $55,000 a year."

Russell, who is an associate professor of education and has a doctoral degree in education, added: "Having been in education for over 30 years myself, most people choose this profession because it is a calling. Most teachers teach, because they love what they do. They enjoy making a difference in the world."

According to the U.S. Bureau of Labor Statistics, the median annual salary among U.S. kindergarten and elementary school teachers was $60,660 in 2020. That same year, the median compensation among middle school teachers was $60,810, and the median earnings for high school teachers added up to $62,870.

Russell notes that schools sometimes pay teachers with graduate degrees $2,500 to $10,000 more per year than those same teachers would receive if they had only a bachelor's degree.

According to educators, K-12 public schools generally pay better than K-12 private and parochial schools, though this is not necessarily true at the most prestigious private academic institutions, and parochial K-12 schools tend to pay the least of all.

Karen Aronian, a New York education expert who earned an education doctorate at Columbia University's Teachers College in New York City, says a career as a teacher is ideal for people who intend to pursue outside interests in their off hours, such as writing or acting, and she says that it is also ideal for parents, since teachers tend to have days off from work around the same time their children have leave from school.

"Teaching is a great foundational profession," Aronian says, adding that one great way for someone to determine whether a job as a teacher would be enjoyable is to volunteer with children and gauge how the experience feels.

The Key Steps of Teacher Training and How Long It Takes to Become a Teacher

There are many paths into the teaching profession. Some people enter the field immediately after receiving a bachelor's degree in education , which typically takes four years, while others decide to become teachers after pursuing a career outside the education sector.

Not all teacher training programs are the same. Some are based at universities and others are connected to charter school networks. There are also teacher residencies that allow students to apprentice for a master teacher who serves as a mentor while the student takes education classes.

University-based teacher training programs usually include significant theoretical coursework surrounding child development and the history, psychology and philosophy of education, and the faculty at those programs generally are a mix of educators and researchers, Wortham explains.

However, programs that aren't affiliated with a university tend to focus less on theoretical discussions and debates, and the majority of the faculty at those programs are educators, he says.

Gwyneth Price, dean of Clarion University of Pennsylvania 's College of Education, Health and Human Services, notes certain indicators of quality teacher training programs.

"Good programs have courses that give a solid foundation: educational psychology, multicultural education, English as a Second Language, adolescent or developmental psychology, content literacy, teaching with technology, among others," Price wrote in an email. "Further into the programs, courses become more specialized by content and grade level but should include assessment, instructional techniques, content specific methods courses, and classroom management. Additionally, a focus on special education should be woven into every curriculum."

Price, who has a doctorate in educational psychology and spent 15 years as a K-12 teacher, notes that undergraduate programs in education tend to be more general than master's degrees in the field.

A college major in education is not mandatory in order to become a U.S. teacher in a K-12 school. However, future K-12 teachers must complete a state-sanctioned teacher education program of some kind, whether it confers a formal degree or not, in order to qualify for state licensure. Full-time, post-baccalaureate teacher education programs sometimes confer a master's degree and usually last for at least a year

Students in teacher education programs can expect to practice teaching under the supervision of an experienced educator and can anticipate learning about various teaching methods, experts say.

"The programs are rigorous and involve a lot of writing, reflection and lesson planning," Leena Bakshi, a doctorally-trained educator who teaches at Claremont Graduate University in California and the University of California—Berkeley Graduate School of Education , wrote in an email. "Our students walk away with a clear vision for teaching, instructional plans, and even family engagement plans to carry out in their first year of teaching."

Though requirements for teaching licenses differ from state to state, the following qualifications generally are mandatory for a teaching career:

• A bachelor's degree.
• Completion of a state-approved teacher education program.
• A successful background check.
• Passage of a general teacher certification or licensure exam.
• A solid score on a subject test that concentrates on the focus area of the aspiring teacher.

The Rewards and Challenges of Teaching

Education school faculty note that teaching well requires tremendous skill.

Presenting a lesson to a classroom filled with rambunctious kids and convincing them all to listen and participate is a feat in and of itself, but the most talented educators have the ability to totally command a room, education professors say. A great teacher is a fabulous performer and engaging storyteller who can captivate and engage his or her audience.

"Education is an agent of change, and education can be transformational for any student, no matter what their socioeconomic background is," says Tom Ryan, principal of Cristo Rey Boston High School, a Catholic institution in Massachusetts that serves low-income students .

While teachers do have some nice perks, including a significant amount of vacation time, they also face some hassles in the workplace, according to experts. For instance, it can be difficult for a teacher to serve the needs of all the students in a class if those students have differing amounts of knowledge and skill.

Figuring out how to assist students with learning disabilities or language difficulties is not a small task, either, nor is providing emotional support to students coping with adversity in their personal lives, which can cause them to struggle academically, experts say.

"There are 'cons' to every profession," Price says. "For teaching, I’m sure many people would point out the mountain of paperwork, the lack of funding, the school boards with agendas, or the parents who are unsupportive. But with time, patience and perspective, one learns to navigate in the rough waters when focused on the sea of students who need your attention."

One satisfying aspect of teaching in K-12 schools, according to current and former classroom teachers with experience at those schools, is the opportunity to inspire children to believe in themselves, think for themselves and discover their unique talents.

"I still receive messages from my students that I have taught more than a decade ago," Bakshi says. "They are now starting companies, leading the tech world, and doing so many awesome things and I get to proudly say that this person was my student! That societal impact is priceless."

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Home > List of statistical resources > Concepts and definitions > International Standard Classification of Education (ISCED)

• Classification

International Standard Classification of Education (ISCED)

Table of contents, related pages.

Education and Mismatch Indicators (EMI database)

UNESCO Institute for Statistics (UIS)

Introduction

The ISCED was designed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in the early 1970s to serve as an instrument suitable for assembling, compiling and presenting comparable indicators and statistics of education, both within countries and internationally. The original version of ISCED (ISCED-76) classified educational programmes by their content along two main axes: levels of education and fields of education. The cross-classification variables were maintained in the revised ISCED-97; however, the rules and criteria for allocating programmes to a level of education were clarified and tightened, and the fields of education were further elaborated. In 2011, a new classification ISCED 2011 was introduced; however, reporting according to ISCED-11 did not start until 2014.

Aggregate levels of education

Aggregate levels of education presented in ILOSTAT are based on the following concordances with ISCED-11 and ISCED-97.

X. No schooling 0. Early childhood education 1. Primary education 2. Lower secondary education 3. Upper secondary education 4. Post-secondary non-tertiary education 5. Short-cycle tertiary education 6. Bachelor’s or equivalent level 7. Master’s or equivalent level 8. Doctoral or equivalent level 9. Not elsewhere classified

X. No schooling 0. Pre-primary education 1. Primary education or first stage of basic education 2. Lower secondary or second stage of basic education 3. Upper secondary education 4. Post-secondary non-tertiary education 5. First stage of tertiary education (not leading directly to an advanced research qualification) 6. Second stage of tertiary education (leading to an advanced research qualification) ?. Level not stated

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How to Write Educational Qualifications in a Resume

Last Updated: February 8, 2024 References

This article was co-authored by Kent Lee . Kent Lee is a Career and Executive Coach and the Founder of the Perfect Resume, a career development services company based in Phoenix, Arizona. Kent specializes in creating customized resumes, LinkedIn profiles, cover letters, and thank you letters. Kent has over 15 years of career coaching and consulting experience. Previously, he has worked as a Career Consultant for Yahoo and has worked with thousands of clients including Fortune 500 executives from around the world. His work and career advice have been featured in ABC, NBC, CBS, Yahoo, Career Builder, and Monster.com. This article has been viewed 14,625 times.

Whether you are a recent graduate or a seasoned professional, finding the best way to incorporate your educational qualifications into your resume can be daunting. However, there are some simple rules and extra tips that can help. Start by creating educational qualifications section entries that contain everything an employer might want to know. Then, organize the information to suit your needs. Finish up by formatting the section so it will look as appealing as possible.

Creating Entries for the Schools You Attended

• For example, write University of Southern California instead of USC or State University of New York Plattsburgh instead of SUNY Plattsburgh.

• For example, if you attended Miami University in Oxford, Ohio, then you could list it as “Miami University, Oxford, OH.”
• It’s okay to include an abbreviation for the state where the school is located, such as NY for New York.

• For example, if you completed an Associate’s of Science degree in Computer Science, then list this in the line right below the school’s name and location. You can abbreviate the degree type, such as A.S., B.A., B.F.A., M.A., etc.
• If you graduated in May of 20007, then write “May 2007” next to your degree.
• If you have not yet graduated, include something like “Anticipated Graduation: May 2020.”

• For example, you might include a bullet that reads, “Cumulative GPA: 3.65” or “Major GPA: 3.49.” Then, if you have awards or honors to mention, list these in separate bullets, such as “Awards: Graduate Excellence Award, 2017” or “Honors: Dean’s list Fall 2015-Spring 2018.”

Tip : Be sure to list the exact same GPA on your resume as the one that shows up on your official school transcript. Contact your school’s registrar if you’re unsure what your GPA is.

• If you completed an honor’s thesis for your Bachelor’s degree or a thesis or dissertation as part of a graduate degree, you can also provide the title of your project. However, it’s best to mention this only if you think it will be relevant to the employer, such as if it's related to the job description. [10] X Research source
• For example, if you minored in accounting, and the job description mentions responsibilities that you learned in your minor, then mentioning it would be a smart move.

• For example, if you’re applying for a Nursing position in a hospital where you already completed clinical rotations or an internship, then mentioning this in the education section may be a boost for you. It can show that you have experience with the job even though you have not worked as a nurse yet.
• Or, if you are applying to a job where speaking Spanish is a preferred skill, mentioning your semester studying abroad in Spain might help to set you apart from other candidates.

Organizing Your Information

• For example, if you graduated from your Bachelor’s degree program in 1995, but you went back to school for a Master’s Degree in 2010, then your Master’s degree entry would go first followed by your Bachelor’s degree.

• For example, keeping your GPA above a 3.5 could demonstrate to employers that you are hard-working. Being an active member of your major’s honor society can show dedication to your field.

Tip : Note that this depends on how much experience you have in your field. For example, if you have worked in your field for over 10 years, the relevant work experiences you have had will be much more valuable to an employer than your education.

• For example, you could list your degree and then Penn State University, State College, PA followed by a line listing your degree. Then, just omit the date you graduated.

Formatting the Section

• Educational Background, which might work well for listing a degree from a university.
• Education and Certifications, which might be good for listing a degree and a special certificate or license you earned.
• Education and Training, which is a good title to indicate experiences like internships.
• Education and Professional Development, in which you could include workshops and other professional development events you’ve attended along with your degree.

• Good font types for resumes include Arial, Book Antiqua, Helvetica, Calibri, Cambria, and Garamond. [18] X Research source

• Another simple way to make text bold is to hold down “ctrl” and “B” at the same time.

Tip : Resume templates will do all of this formatting for you, but they can also be restrictive. Try making your resume with a template if you want to see what it would look like. If you don’t like it, you can always transfer the text to a blank page and format it how you want.

Expert Q&A

You Might Also Like

• ↑ Kent Lee. Career & Executive Coach. Expert Interview. 2 April 2020.
• ↑ https://edu.gcfglobal.org/en/resumewriting/education-information/1/
• ↑ https://studentaffairs.psu.edu/career/resources/marketing-materials/resume
• ↑ https://career.louisiana.edu/students-alumni/resume-writing-tips/basic-categories-include-your-resume
• ↑ https://www.businessnewsdaily.com/5331-best-resume-fonts.html

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• Education and learning
• Apprenticeships, 14 to 19 education and training for work

What qualification levels mean

England, wales and northern ireland.

There are 9 qualification levels.

Entry level

Each entry level qualification is available at three sub-levels - 1, 2 and 3. Entry level 3 is the most difficult.

Entry level qualifications are:

• entry level award
• entry level certificate ( ELC )
• entry level diploma
• entry level English for speakers of other languages ( ESOL )
• entry level essential skills
• entry level functional skills
• Skills for Life

Level 1 qualifications are:

• first certificate
• GCSE - grades 3, 2, 1 or grades D, E, F, G
• level 1 award
• level 1 certificate
• level 1 diploma
• level 1 ESOL
• level 1 essential skills
• level 1 functional skills
• level 1 national vocational qualification ( NVQ )
• music grades 1, 2 and 3

Level 2 qualifications are:

• CSE - grade 1
• GCSE - grades 9, 8, 7, 6, 5, 4 or grades A*, A, B, C
• intermediate apprenticeship
• level 2 award
• level 2 certificate
• level 2 diploma
• level 2 ESOL
• level 2 essential skills
• level 2 functional skills
• level 2 national certificate
• level 2 national diploma
• level 2 NVQ
• music grades 4 and 5
• O level - grade A, B or C

Level 3 qualifications are:

• access to higher education diploma
• advanced apprenticeship
• applied general
• international Baccalaureate diploma
• level 3 award
• level 3 certificate
• level 3 diploma
• level 3 ESOL
• level 3 national certificate
• level 3 national diploma
• level 3 NVQ
• music grades 6, 7 and 8

Level 4 qualifications are:

• certificate of higher education ( CertHE )
• higher apprenticeship
• higher national certificate ( HNC )
• level 4 award
• level 4 certificate
• level 4 diploma
• level 4 NVQ

Level 5 qualifications are:

• diploma of higher education ( DipHE )
• foundation degree
• higher national diploma ( HND )
• level 5 award
• level 5 certificate
• level 5 diploma
• level 5 NVQ

Level 6 qualifications are:

• degree apprenticeship
• degree with honours - for example bachelor of the arts ( BA ) hons, bachelor of science ( BSc ) hons
• graduate certificate
• graduate diploma
• level 6 award
• level 6 certificate
• level 6 diploma
• level 6 NVQ
• ordinary degree without honours

Level 7 qualifications are:

• integrated master’s degree, for example master of engineering ( MEng )
• level 7 award
• level 7 certificate
• level 7 diploma
• level 7 NVQ
• master’s degree, for example master of arts ( MA ), master of science ( MSc )
• postgraduate certificate
• postgraduate certificate in education ( PGCE )
• postgraduate diploma

Level 8 qualifications are:

• doctorate, for example doctor of philosophy ( PhD or DPhil )
• level 8 award
• level 8 certificate
• level 8 diploma

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Education vs. Qualification

What's the difference.

Education and qualification are two distinct but interconnected concepts. Education refers to the process of acquiring knowledge, skills, and values through formal or informal means, such as attending schools, colleges, or universities. It encompasses a broader scope, including theoretical and practical learning, personal development, and critical thinking. On the other hand, qualification refers to the specific credentials, certifications, or degrees that individuals obtain to demonstrate their competence in a particular field or profession. While education provides the foundation for acquiring knowledge, qualification validates and recognizes an individual's expertise and ability to perform specific tasks or roles. In essence, education is the broader concept that encompasses various forms of learning, while qualification is the tangible proof of an individual's educational achievements and capabilities.

Further Detail

Introduction.

Education and qualification are two terms often used interchangeably, but they have distinct attributes that set them apart. While both are important in shaping an individual's career and personal growth, understanding the differences between education and qualification can help individuals make informed decisions about their professional development. In this article, we will explore the attributes of education and qualification, highlighting their unique characteristics and the role they play in shaping an individual's knowledge, skills, and opportunities.

Education is a broad term that encompasses the process of acquiring knowledge, skills, values, and attitudes through various formal and informal means. It involves structured learning experiences, such as attending schools, colleges, universities, or vocational training institutes. Education provides individuals with a comprehensive understanding of various subjects, theories, and concepts, enabling them to develop critical thinking, problem-solving, and analytical skills.

One of the key attributes of education is its focus on holistic development. It not only imparts subject-specific knowledge but also fosters personal growth, social skills, and emotional intelligence. Education encourages individuals to explore diverse fields, engage in extracurricular activities, and develop a well-rounded personality. It promotes creativity, curiosity, and a lifelong love for learning.

Furthermore, education is often a long-term commitment that requires dedication, perseverance, and continuous effort. It involves a structured curriculum, examinations, assignments, and assessments to evaluate the progress and understanding of students. Education provides individuals with a formal degree or certification, which serves as evidence of their educational attainment and opens doors to various career opportunities.

Education also plays a crucial role in shaping an individual's worldview and understanding of society. It exposes students to different cultures, perspectives, and ideas, fostering tolerance, empathy, and global awareness. Education equips individuals with the knowledge and skills necessary to contribute to their communities, make informed decisions, and actively participate in civic life.

Qualification

Qualification, on the other hand, refers to the specific skills, knowledge, or credentials required to perform a particular job or task. It is often associated with certifications, licenses, or professional qualifications that validate an individual's expertise in a specific field. Qualifications are typically obtained through specialized training programs, workshops, apprenticeships, or on-the-job experience.

Unlike education, qualification is more focused and targeted towards a specific profession or industry. It aims to equip individuals with the necessary skills and competencies required to excel in a particular job role. Qualifications are often sought after by employers as they provide a tangible measure of an individual's capabilities and suitability for a specific position.

One of the key attributes of qualification is its practicality. It emphasizes hands-on experience, practical training, and industry-specific knowledge. Qualifications are designed to bridge the gap between theoretical knowledge gained through education and the practical application of that knowledge in real-world scenarios. They often involve practical assessments, case studies, or simulations to evaluate an individual's ability to apply their skills in a professional setting.

Furthermore, qualifications are often more time-efficient compared to education. While education may require several years of study, qualifications can be obtained in a shorter duration, allowing individuals to enter the workforce sooner. This makes qualifications an attractive option for individuals seeking to acquire specific skills or switch careers without investing significant time and resources in a formal education.

However, it is important to note that qualifications alone may not provide individuals with a comprehensive understanding of a subject or field. They often focus on specific aspects or technical skills required for a job, but may lack the broader knowledge and critical thinking abilities that education offers. Therefore, qualifications are best complemented by a strong educational foundation to ensure a well-rounded skill set.

Education and Qualification: Complementary Attributes

While education and qualification have distinct attributes, they are not mutually exclusive. In fact, they often complement each other and contribute to an individual's overall professional growth and success. Education provides individuals with a broad knowledge base, critical thinking skills, and a foundation for lifelong learning. Qualifications, on the other hand, offer specialized skills, practical experience, and industry-specific expertise.

By combining education and qualification, individuals can enhance their career prospects and adapt to the evolving demands of the job market. A strong educational background can provide individuals with a competitive edge, enabling them to pursue higher-level positions, leadership roles, or entrepreneurial ventures. Qualifications, on the other hand, can help individuals gain recognition, credibility, and specialized expertise in their chosen field.

Moreover, education and qualification work hand in hand to foster continuous professional development. Education provides individuals with a solid foundation, while qualifications offer opportunities for ongoing skill enhancement and specialization. This combination allows individuals to stay relevant, up-to-date, and adaptable in an ever-changing professional landscape.

Education and qualification are two distinct yet interconnected aspects of an individual's professional journey. Education provides individuals with a broad knowledge base, holistic development, and a lifelong love for learning. Qualification, on the other hand, offers specialized skills, practical experience, and industry-specific expertise. While education lays the foundation, qualifications provide the necessary tools to excel in a specific profession or industry.

Both education and qualification are valuable assets that contribute to an individual's personal growth, career opportunities, and societal impact. By understanding the unique attributes of education and qualification, individuals can make informed decisions about their professional development, ensuring a well-rounded skill set and a successful career path.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

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Understanding the American Education System

The American education system offers a rich field of choices for international students. There is such an array of schools, programs and locations that the choices may overwhelm students, even those from the U.S. As you begin your school search, it’s important to familiarize yourself with the American education system. Understanding the system will help you narrow your choices and develop your education plan.

The Educational Structure

Primary and secondary school.

Prior to higher education, American students attend primary and secondary school for a combined total of 12 years. These years are referred to as the first through twelfth grades.

Around age six, U.S. children begin primary school, which is most commonly called “elementary school.” They attend five or six years and then go onto secondary school.

Secondary school consists of two programs: the first is “middle school” or “junior high school” and the second program is “high school.” A diploma or certificate is awarded upon graduation from high school. After graduating high school (12th grade), U.S. students may go on to college or university. College or university study is known as “higher education.”

Grading System

Just like American students, you will have to submit your academic transcripts as part of your application for admission to university or college. Academic transcripts are official copies of your academic work. In the U.S. this includes your “grades” and “grade point average” (GPA), which are measurements of your academic achievement. Courses are commonly graded using percentages, which are converted into letter grades.

The grading system and GPA in the U.S. can be confusing, especially for international students. The interpretation of grades has a lot of variation. For example, two students who attended different schools both submit their transcripts to the same university. They both have 3.5 GPAs, but one student attended an average high school, while the other attended a prestigious school that was academically challenging. The university might interpret their GPAs differently because the two schools have dramatically different standards.

Therefore, there are some crucial things to keep in mind:

• You should find out the U.S. equivalent of the last level of education you completed in your home country.
• Pay close attention to the admission requirements of each university and college, as well as individual degree programs, which may have different requirements than the university.
• Regularly meet with an educational advisor or guidance counselor to make sure you are meeting the requirements.

Your educational advisor or guidance counselor will be able to advise you on whether or not you must spend an extra year or two preparing for U.S. university admission. If an international student entered a U.S. university or college prior to being eligible to attend university in their own country, some countries’ governments and employers may not recognize the students’ U.S. education.

Academic Year

The school calendar usually begins in August or September and continues through May or June. The majority of new students begin in autumn, so it is a good idea for international students to also begin their U.S. university studies at this time. There is a lot of excitement at the beginning of the school year and students form many great friendships during this time, as they are all adjusting to a new phase of academic life. Additionally, many courses are designed for students to take them in sequence, starting in autumn and continuing through the year.

The academic year at many schools is composed of two terms called “semesters.” (Some schools use a three-term calendar known as the “trimester” system.) Still, others further divide the year into the quarter system of four terms, including an optional summer session. Basically, if you exclude the summer session, the academic year is either comprised of two semesters or three quarter terms.

The U.S. Higher Education System: Levels of Study

• First Level: Undergraduate

"The American system is much more open. In Hong Kong you just learn what the teacher writes on the board. In America, you discuss the issues and focus more on ideas."

Paolo Kwan from Hong Kong: Studying English and Business Administration at Sierra College in California

A student who is attending a college or university and has not earned a bachelor’s degree, is studying at the undergraduate level. It typically takes about four years to earn a bachelor’s degree. You can either begin your studies in pursuit of a bachelor’s degree at a community college or a four-year university or college.

Your first two years of study you will generally be required to take a wide variety of classes in different subjects, commonly known as prerequisite courses: literature, science, the social sciences, the arts, history, and so forth. This is so you achieve a general knowledge, a foundation, of a variety of subjects prior to focusing on a specific field of study.

Many students choose to study at a community college in order to complete the first two years of prerequisite courses. They will earn an Associate of Arts (AA) transfer degree and then transfer to a four-year university or college.

A “major” is the specific field of study in which your degree is focused. For example, if someone’s major is journalism, they will earn a Bachelor of Arts in Journalism. You will be required to take a certain number of courses in this field in order to meet the degree requirements of your major. You must choose your major at the beginning of your third year of school.

A very unique characteristic of the American higher education system is that you can change your major multiple times if you choose. It is extremely common for American students to switch majors at some point in their undergraduate studies. Often, students discover a different field that they excel in or enjoy. The American education system is very flexible. Keep in mind though that switching majors may result in more courses, which means more time and money.

• Second Level: Graduate in Pursuit of a Master’s Degree

Presently, a college or university graduate with a bachelor’s degree may want to seriously think about graduate study in order to enter certain professions or advance their career. This degree is usually mandatory for higher-level positions in library science, engineering, behavioral health and education.

Furthermore, international students from some countries are only permitted to study abroad at a graduate level. You should inquire about the credentials needed to get a job in your country before you apply to a postgraduate university in the USA.

A graduate program is usually a division of a university or college. To gain admission, you will need to take the GRE (graduate record examination). Certain master’s programs require specific tests, such as the LSAT for law school, the GRE or GMAT for business school, and the MCAT for medical school.

Graduate programs in pursuit of a master’s degree typically take one to two years to complete. For example, the MBA (master of business administration) is an extremely popular degree program that takes about two years. Other master’s programs, such as journalism, only take one year.

The majority of a master’s program is spent in classroom study and a graduate student must prepare a long research paper called a “master’s thesis” or complete a “master’s project.”

• Third Level: Graduate in Pursuit of a Doctorate Degree

Many graduate schools consider the attainment of a master’s degree the first step towards earning a PhD (doctorate). But at other schools, students may prepare directly for a doctorate without also earning a master’s degree. It may take three years or more to earn a PhD degree. For international students, it may take as long as five or six years.

For the first two years of the program most doctoral candidates enroll in classes and seminars. At least another year is spent conducting firsthand research and writing a thesis or dissertation. This paper must contain views, designs, or research that have not been previously published.

A doctoral dissertation is a discussion and summary of the current scholarship on a given topic. Most U.S. universities awarding doctorates also require their candidates to have a reading knowledge of two foreign languages, to spend a required length of time “in residence,” to pass a qualifying examination that officially admits candidates to the PhD program, and to pass an oral examination on the same topic as the dissertation.

Characteristics of the U.S. Higher Education System

Classroom Environment

Classes range from large lectures with several hundred students to smaller classes and seminars (discussion classes) with only a few students. The American university classroom atmosphere is very dynamic. You will be expected to share your opinion, argue your point, participate in class discussions and give presentations. International students find this one of the most surprising aspects of the American education system.

Each week professors usually assign textbook and other readings. You will be expected to keep up-to-date with the required readings and homework so you can participate in class discussions and understand the lectures. Certain degree programs also require students to spend time in the laboratory.

Professors issue grades for each student enrolled in the course. Grades are usually based upon:

• Each professor will have a unique set of class participation requirements, but students are expected to participate in class discussions, especially in seminar classes. This is often a very important factor in determining a student’s grade.
• A midterm examination is usually given during class time.
• One or more research or term papers , or laboratory reports must be submitted for evaluation.
• Possible short exams or quizzes are given. Sometimes professors will give an unannounced “pop quiz.” This doesn’t count heavily toward the grade, but is intended to inspire students to keep up with their assignments and attendance.
• A final examination will be held after the final class meeting.

Each course is worth a certain number of credits or credit hours. This number is roughly the same as the number of hours a student spends in class for that course each week. A course is typically worth three to five credits.

A full-time program at most schools is 12 or 15 credit hours (four or five courses per term) and a certain number of credits must be fulfilled in order to graduate. International students are expected to enroll in a full-time program during each term.

If a student enrolls at a new university before finishing a degree, generally most credits earned at the first school can be used to complete a degree at the new university. This means a student can transfer to another university and still graduate within a reasonable time.

Types of U.S. higher education

Xujie Zhao from China: Studying Computer Networking at Wentworth Institute of Technology in Boston

1. State College or University

A state school is supported and run by a state or local government. Each of the 50 U.S. states operates at least one state university and possibly several state colleges. Many of these public universities schools have the name of the state, or the actual word “State” in their names: for example, Washington State University and the University of Michigan.

2. Private College or University

These schools are privately run as opposed to being run by a branch of the government. Tuition will usually be higher than state schools. Often, private U.S. universities and colleges are smaller in size than state schools.

Religiously affiliated universities and colleges are private schools. Nearly all these schools welcome students of all religions and beliefs. Yet, there are a percentage of schools that prefer to admit students who hold similar religious beliefs as those in which the school was founded.

3. Community College

Community colleges are two-year colleges that award an associate’s degrees (transferable), as well as certifications. There are many types of associate degrees, but the most important distinguishing factor is whether or not the degree is transferable. Usually, there will be two primary degree tracks: one for academic transfer and the other prepares students to enter the workforce straightaway. University transfer degrees are generally associate of arts or associate of science. Not likely to be transferrable are the associate of applied science degrees and certificates of completion.

Community college graduates most commonly transfer to four-year colleges or universities to complete their degree. Because they can transfer the credits they earned while attending community college, they can complete their bachelor’s degree program in two or more additional years. Many also offer ESL or intensive English language programs, which will prepare students for university-level courses.

If you do not plan to earn a higher degree than the associate’s, you should find out if an associate’s degree will qualify you for a job in your home country.

4. Institute of Technology

An institute of technology is a school that provides at least four years of study in science and technology. Some have graduate programs, while others offer short-term courses.

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Example sentences educational qualification

However, apprentices will also study for at least one professional, industry or educational qualification as part of their training, which the employer will pay for.

There's no need to put down every educational qualification .

Each will involve studying for at least one professional, industry or educational qualification , including in some cases a university degree.

Prepares educational qualification level bachelor and specialist in the following majors: graphic design, interior design environment.

The act also added an educational qualification , namely that voters needed to be literate.

Definition of 'educational' educational

Definition of 'qualification' qualification

COBUILD Collocations educational qualification

Browse alphabetically educational qualification.

• educational publisher
• educational publishing
• educational purpose
• educational qualification
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National Qualifications Frameworks (NQFs)

EU Member States and 11 other countries have committed to implementing the EQF to make it more effective in facilitating the understanding of national, international and third-country qualifications by employers, workers and learners. Find out more about the National Qualifications Frameworks of the following countries: 

Select from the countries below to view:

• Contact details for EQF National Coordination Points
• Information on national qualifications frameworks (NQFs)
• EQF referencing reports (only available in English)

Compare national qualification frameworks

Cedefop European Inventory on NQFs

OEAD - AUSTRIAN AGENCY FOR INTERNATIONAL COOPERATION IN EDUCATION AND CULTURE

Contact Information

• Wolfgang Denk-  contact via email
• Karl Andrew Muellner -  contact via email
• Julia Walder -  contact via email

Information about NQF

National Qualifications Framework (NQF) in Austria

Database or register of qualifications

Referencing Report

Belgium - Flemish Speaking Community (NL)

FLEMISH AGENCY FOR HIGHER EDUCATION, ADULT EDUCATION, QUALIFICATIONS & STUDY GRANTS (AHOVOKS)

• Ingrid Vanhoren -  contact via email

National Qualifications Framework (NQF)  in Belgium, Flanders

Belgium - French Speaking Community (FR)

• Laurie Glogowski  -  contact via email

National Qualifications Framework (NQF) in Belgium, Wallonia

Bosnia and Herzegovina

Bosnia and herzegovina  .

MINISTRY OF CIVIL AFFAIRS 

• Daria Duilovic - contact via email 
• Biljana Camur Veselinovic - contact via email

Information about NQF        

National Qualifications Framework (NQF) in Bosnia and Herzegovina

MINISTRY OF EDUCATION AND SCIENCE  

• Mimi Daneva -  contact via email

National Qualifications Framework (NQF) in Bulgaria

MINISTARSTVO ZNANOSTI I OBRAZOVANJA    

• Dijana Mandić - contact via email
• Marina Cvitanušić Brečić -  contact via email
• Josipa Češnovar -  contact via email
• CroQF Department -  contact via email

National Qualifications Framework (NQF) in Croatia

Database or register of qualifications  

MINISTRY OF EDUCATION AND CULTURE, CYPRUS

• Andreas ELEFTHERIOU -  contact via email
• Egly Pantelakis -  contact via email  

National Qualifications Framework (NQF) in Cyprus

Czech Republic

Czech republic .

NATIONAL PEDAGOGICAL INSTITUTE OF THE CZECH REPUBLIC

• Jan Brůha -  contact via email  

National Qualifications Framework (NQF) in Czech Republic

Database or register of qualifications (narodnikvalifikace.cz)

Database or register of qualifications (msmt.cz)

Database or register of qualifications (edo.europass.cz)

STYRELSEN FOR FORSKNING OG UDDANNELSE 

• Allan Bruun Pedersen -  contact via email  

National Qualifications Framework (NQF) in Denmark

Database or register of qualifications (ufm.dk)

Database or register of qualifications (ug.dk)

BUNDESMINISTERIUM FUER BILDUNG UND FORSCHUNG

• Maria Seifert -  contact via email   

SEKRETARIAT DER KULTUSMINISTERKONFERENZ

• Bettina Morhard - contact via email    

National Qualifications Framework (NQF) in Germany

SIHTASUTUS KUTSEKODA / ESTONIAN QUALIFICATIONS AUTHORITY

• Siret Puust -  contact via email    
• Maaja-Katrin Kerem -  contact via email    

National Qualifications Framework (NQF) in Estonia

FINNISH NATIONAL AGENCY FOR EDUCATION

• Carita Blomqvist -  contact via email    
• Sinikka Tamminen -  contact via email    

National Qualifications Framework (NQF) in Finland

FRANCE COMPÉTENCES

• contact via email    

National Qualifications Framework (NQF) in France

ETHNIKOS ORGANISMOS PISTOPIISIS PROSONTON & EPAGGELMATIKOU PROSANATOLISMOU

• Aggeliki Athanassouli -  contact via email
• Spyros Papaioannou -  contact via email  

National Qualifications Framework (NQF) in Greece

OKTATASI HIVATAL

• Contact via email    

National Qualifications Framework (NQF) in Hungary

MENNTAMÁLASTOFNUN

• Ragnhildur Bolladóttir -  contact via email    

National Qualifications Framework (NQF) in Iceland

UDARAS NA HEIREANN UM CHAILIOCHTAIAGUS DEARBHU CAILIOCHTA

• John O'Connor -  contact via email     
• Barbara Kelly -  contact via email  

National Qualifications Framework (NQF) in Ireland

ANPAL – AGENZIA NAZIONALE POLITICHE ATTIVE DEL LAVORO

• Michela Bastianelli -  contact via email    
• Andrea Simoncini -  contact via email    

National Qualifications Framework (NQF) in Italy

Database or register of qualifications (inapp.org)

Database or register of qualifications (universitaly.it)

NATIONAL QUALIFICATION AUTHORITY

• Avni Gashi - contact via email
• Milot Hasangjekaj - contact via email

National Qualifications Framework (NQF) in Kosovo

AKADEMISKAS INFORMACIJAS CENTRS

• Gunta Kinta -  contact via email      

National Qualifications Framework (NQF) in Latvia

Liechtenstein

AGENTUR FUR INTERNATIONALE BILDUNGSANGELEGENHEITEN

• Marion Kindle-Kühnis -  contact via email  
• Stefan Sohler -  contact via email    

National Qualifications Framework (NQF) in Liechtenstein

QUALIFICATIONS AND VOCATIONAL EDUCATION AND TRAINING CENTRE

• Tadas Tamošiūnas - contact via mail   

National Qualifications Framework (NQF) in Lithuania

MINISTRY OF EDUCATION, CHILDREN AND YOUTH

• Steve Hoffmann - contact via email

National Qualifications Framework (NQF) in Luxembourg

North Macedonia

MINISTERSTVO ZA OBRAZOVANIE I NAUKA

• Borco ALEKSOV -  contact via email   
• Pishtar LUTFIU -  contact via email    

NATIONAL COMMISSION FOR FURTHER AND HIGHER EDUCATION

• Angelique Grech -  contact via email    
• Adam Liwak - contact via email

National Qualifications Framework (NQF) in Malta

MINISTRY OF EDUCATION MINISTRY OF EDUCATION

• Marija Cimbaljevic -  contact via email     
• Filipovic Slobodan -  contact via email     

Netherlands

STICHTING CINOP CENTRUM VOOR INNOVATIE VAN OPLEIDINGEN

• Tijs Pijls -  contact via email    

National Qualifications Framework (NQF) in Netherlands

Norway 

NORWEGIAN AGENCY FOR QUALITY ASSURANCE IN EDUCATION 

• Jon Furholt -  contact via email    
• Helén Sophie Haugen -  contact via email  

National Qualifications Framework (NQF) in Norway

MINISTERSTWO EDUKACJI NARODOWEJ

• Anna Kaczmarek -  contact via email    

National Qualifications Framework (NQF) in Poland

National Qualifications Framework (NQF) in Poland 

AGENCIA NACIONAL PARA A QUALIFICACAO E O ENSINO PROFISSIONAL I P

• Filipa Henrique de Jesus -  contact via email    
• Sandra Lameira -  contact via email    

National Qualifications Framework (NQF) in Portugal  

NATIONAL QUALIFICATIONS AUTHORITY

• Cătălin Silvestru -  contact via email    
• Alexandra Dorin -  contact via email  

National Qualifications Framework (NQF) in Romania

STATNY INSTITUT ODBORNEHO VZDELAVANIA

• Ľubica Gállová -  contact via email    

National Qualifications Framework (NQF) in Slovakia

Referencing Report     

INSTITUTE OF THE REPUBLIC OF SLOVENIA FOR VOCATIONAL EDUCATION AND TRAINING (CPI)

• Aleksandar Sladojević -  contact via email    
• Nejc Jensterle -  contact via email    

National Qualifications Framework (NQF) in Slovenia

Information on Validation of Non-formal and Informal Learning in Slovenia

SWEDISH NATIONAL AGENCY FOR HIGHER VOCATIONAL EDUCATION

• Anna Kahlson -  contact via email    

MYNDIGHETEN FOR YRKESHOGSKOLAN (Swedish National Agency for Higher Vocational Education)  

• Christer Bergqvist -  contact via email

National Qualifications Framework (NQF) in Sweden

Database or register of qualifications (seqf.se)

Database or register of qualifications (utbildningsinfo.se)

Database or register of qualifications (gymnasieinfo.se)

Database or register of qualifications(studera.nu)

Database or register of qualifications (studyinsweden.se)

Database or register of qualifications (yrkeshogskolan.se)

Further information

Switzerland

SERI – STATE SECRETARIAT FOR EDUCATION, RESEARCH AND INNOVATION

• Sandra Müller -  contact via email  

National Qualifications Framework (NQF) in Switzerland

VOCATIONAL QUALIFICATIONS AUTHORITY 

• Ismail  Ozdogan -  contact via email    
• Osman  Seçkin Akbiyik -  contact via email    

National Qualifications Framework (NQF) in Türkiye

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General Schedule Qualification Standards

This section contains the group coverage qualification standards, associated individual occupational requirements (IOR), and individual qualification standards covering white collar occupations in the Federal competitive service. These standards describe the minimum qualification requirements (for example, educational, medical, age, experience, etc.) for each occupational series. You may search for information about specific qualification requirements using either the Index by Series Number or Index by Series Title.

The standards are written broadly for Governmentwide application and are not intended to provide detailed information about specific qualification requirements for individual positions at a particular agency. Such information (i.e., a description of the specialized experience requirements for a particular position) should be included in the vacancy announcements issued by the agency. Information about the work performed in a General Schedule occupational series is contained in the Handbook of Occupational Groups & Families and the Introduction to the Position Classification Standards , and is not repeated on this site.

Many occupations or positions that are covered by a group coverage qualification standard also have Individual Occupation Requirements (IOR). Some series are covered by a separate stand-alone individual qualification standard.

Each of the following Group Coverage Qualification Standards includes a list of covered occupations:

• Professional and Scientific Positions ;
• Administrative and Management Positions ;
• Technical and Medical Support Positions ;
• Clerical and Administrative Support Positions ; and
• Competitive Service Student Trainee Positions .

An occupational series has not been assigned to the following:

• Supervisory Guide ;
• Policy Analysis and Administrative Analysis Positions ;
• Positions Involving Equal Employment Opportunity Collateral Assignments ; and
• Positions Requiring Collateral Correctional Skills .

They should be used in conjunction with the appropriate qualification standard for the specific occupational series. For example, an agency may plan to recruit for a supervisory computer scientist position. In this situation, the agency should use the qualification standard for the 1550 occupational series in conjunction with the Supervisory Guide.

The following links may be helpful in locating additional qualification-related information.

• Recent Issuances of Revised or New Qualification Standards
• Draft Qualification Standards

Test Requirements

OPM posts draft versions of qualification standards on this site. Draft qualification standards may not be used to qualify applicants.

The following standards apply to white collar positions.

Recently Revised or New Qualification Standards

Group coverage qualification standards.

• Clerical and Administrative Support Positions

This qualification standard covers positions in the General Schedule that involve the performance of one-grade interval clerical and administrative support work. It contains common patterns of creditable experience and education to be used in making qualifications determinations.

A list of the occupational series covered by this standard is provided below .

This standard may also be used for one-grade interval positions other than those listed if the education and experience pattern is determined to be appropriate.

Experience and Education Requirements

The following table shows the amounts of education and/or experience required to qualify for positions covered by this standard.

NOTE: Equivalent combinations of education and experience are qualifying for all grade levels and positions for which both education and experience are acceptable. Proficiency requirements are described below .

Some of the occupational series covered by this standard include both one- and two-grade interval work. The qualification requirements described in this standard apply only to those positions that typically follow a one-grade interval pattern. While the levels of experience shown for most positions covered by this standard follow the grade level progression pattern outlined in the table, users of the standard should refer to E.3. (o) in the "Policies and Instructions" section for guidance on crediting experience for positions with different lines of progression.

General Experience (All positions except Reporting Stenographer, Shorthand Reporter, and Closed Micro-phone Reporter)--Progressively responsible clerical, office, or other work that indicates ability to acquire the particular knowledge and skills needed to perform the duties of the position to be filled.

Specialized Experience (All positions except Reporting Stenographer, Shorthand Reporter, and Closed Micro-phone Reporter)--Experience that equipped the applicant with the particular knowledge, skills, and abilities (KSA's) to perform successfully the duties of the position, and that is typically in or related to the position to be filled. To be creditable, specialized experience must have been equivalent to at least the next lower grade level. Applicants who have the 1 year of appropriate specialized experience, as indicated in the table, are not required by this standard to have general experience, education above the high school level, or any additional specialized experience to meet the minimum qualification requirements.

Experience for Reporting Stenographer, Shorthand Reporter, and Closed Microphone Reporter -- One year of experience equivalent to at least the next lower grade level using the skills and equipment appropriate to the position to be filled is required for all positions. Following is a description of qualifying experience for these positions.

• Reporting Stenographer, GS-5: Experience as a clerk-stenographer, secretary, reporting stenographer, or in other positions that included application of stenography and typing skills as a significant part of the work.
• Reporting Stenographer, Shorthand Reporter, and Closed Microphone Reporter, GS-6:Experience as a reporting stenographer, hearing reporter, or in other positions in which the primary duty was to make and transcribe manual or machine-written shorthand records of hearings, interviews, or similar proceedings.
• Shorthand Reporter and Closed Microphone Reporter, GS-7 and above: Experience as a court reporter, or hearing reporter, or in other positions in which the primary duty was to make verbatim records of proceedings.

Education: High school graduation or the equivalent is creditable at the GS-2 level for the occupations listed, except Clerk-Stenographer, where it is creditable at the GS-3 entry level.

Successfully completed education above the high school level in any field for which high school graduation or the equivalent is the normal prerequisite is creditable at grades GS-3 through GS-5 for all positions except Reporting Stenographer, GS-5. This education must have been obtained in an accredited business, secretarial or technical school, junior college, college or university. One year of full-time academic study is defined as 30 semester hours, 45 quarter hours, or the equivalent in a college or university, or at least 20 hours of classroom instruction per week for approximately 36 weeks in a business, secretarial, or technical school.

As a general rule, education is not creditable above GS-5 for most positions covered by this standard; however, graduate education may be credited in those few instances where the graduate education is directly related to the work of the position.

Intensive Short-Term Training -- Completion of an intensive, specialized course of study of less than 1 year may meet in full the experience requirements for GS-3. Courses of this type normally require completion of up to 40 hours per week of instruction rather than the usual 20 hours per week, and are usually of at least 3 months duration. Such courses may have been obtained through a variety of programs such as those offered by business or technical schools, and through military training programs. To be creditable, such a course must have been designed specifically as career preparation for the work of the position being filled, and must have provided the applicant with the necessary knowledge, skills, and abilities to do the work.

Combining Education and Experience: Equivalent combinations of successfully completed post-high school education and experience may be used to meet total experience requirements at grades GS-5 and below, except for Reporting Stenographer, GS-5.

• For GS-3 and GS-4 level positions, determine the applicant's total qualifying experience as a percentage of the experience required for the grade level; then determine the applicant's education as a percentage of the education required for the grade level; then add the two percentages. The total percentage must equal at least 100 percent to qualify an applicant for that grade level.
• For GS-5 level positions (except Clerk-Stenographer, which does not require specialized experience), only education in excess of the first 60 semester hours (i.e., beyond the second year) is creditable toward meeting the specialized experience requirement. One full academic year of study (30 semester hours) beyond the second year is equivalent to 6 months of specialized experience.

The following are examples of how education and experience may be combined. They are examples only, and are not all inclusive:

• The position to be filled is a Payroll Clerk, GS-4. An applicant has 8 months of qualifying experience and 20 semester hours of college. The applicant meets 67 percent of the required experience and 33 percent of the required education. The applicant meets 100 percent of the total requirements and is qualified for the position.
• The position to be filled is a Clerk-Typist, GS-4. The applicant has 4 months of qualifying experience and 1 year of business school. The applicant meets 33 percent of the required experience and 50 percent of the required education. The applicant meets 83 percent of the total requirements and is not qualified for the position.
• The position to be filled is a Clerk-Stenographer, GS-5. An applicant has 1 year of qualifying experience and 90 semester hours of college. The applicant meets 50 percent of the required experience and 75 percent of the required education. The applicant exceeds 100 percent of the total requirements and is qualified for the position.
• The position to be filled is an Editorial Assistant, GS-5. The applicant has 9 months of specialized experience and 75 semester hours of college (15 semester hours beyond the second year and the equivalent of 3 months of specialized experience). The applicant meets 75 percent of the required experience and 25 percent of the required education. The applicant meets 100 percent of the requirement for 1 year of specialized experience and is qualified for the position.

Proficiency Requirements

Clerk-Typist, Office Automation Clerk/Assistant, Clerk-Stenographer, Data Transcriber, and Positions with Parenthetical Titles of (Typing), (Office Automation), (Stenography), or (Data Transcription)

In addition to meeting experience or education requirements, applicants for these positions must show possession of the following skills, as appropriate. Applicants may meet these requirements by passing the appropriate performance test, presenting a certificate of proficiency from a school or other organization authorized to issue such certificates by the Office of Personnel Management local office, or by self-certifying their proficiency. Performance test results and certificates of proficiency are acceptable for 3 years. Agencies may verify proficiency skills of self-certified applicants by administering the appropriate performance test.

40 words per minute typing speed 1

skill in operating an alphanumeric data transcribing machine, or 20 words per minute typing speed 1 for GS-2 transcription duties or 25 words per minute typing speed 1 for GS-3 and GS-4 transcription duties

40 words per minute typing speed 1 and 80 words per minute dictation speed 2

40 words per minute typing speed 1 and 120 words per minute dictation speed 2

40 words per minute typing speed 1 and either 80 words per minute dictation speed 2 for GS-3 and GS-4 stenographic duties or 120 words per minute dictation speed 2 for GS-5 stenographic duties

NOTE: The level of proficiency for stenographic and data transcribing duties required by positions with parenthetical titles is based on the grade level of those duties and not necessarily on the overall grade of the position. For example, a position classified as Secretary (Stenography), GS-318-5, may require either 80 or 120 words per minute dictation speed depending upon the level of difficulty of the stenographic duties. A position classified as Payroll Clerk (Data Transcription), GS-544-4, may require either 20 or 25 words per minute typing speed depending upon the level of difficulty of the transcribing duties. Therefore, before filling positions of this type, first determine the grade level of the duties that require the additional skill, and then determine the skill level required.

Reporting Stenographer, Shorthand Reporter, and Closed Microphone Reporter

In addition to meeting the experience requirements, applicants for these positions must show possession of the following skills with equipment appropriate to the specific position.

Reporting Stenographer, GS-5/6: 120 words per minute dictation speed 3

Shorthand Reporter and Closed Microphone Reporter, GS-6: 160 words per minute dictation speed 3

Shorthand Reporter and Closed Microphone Reporter, GS-7 and above: 175 words per minute dictation speed 3

Applicants must also be able to produce accurate typewritten transcripts of recorded proceedings.

Applicants for competitive appointment and inservice applicants for initial assignment to these three positions at all grade levels must demonstrate the specific skill and level of proficiency required by the position to be filled. Also, inservice applicants for promotion to positions that have a higher proficiency requirement than the position previously held must demonstrate the higher level of proficiency. Applicants may demonstrate that proficiency by either passing a dictation test at the required speed or presenting a certificate of proficiency showing speed and accuracy equivalent to those used in the Office of Personnel Management performance tests for these positions. The certificate must show that the candidate demonstrated the required proficiency, i.e., dictation speed and accuracy, to a teacher of stenography, shorthand reporting, or closed microphone reporting, within the past year. Applicants for these positions may not self-certify dictation proficiency.

Using Selective Factors For Positions Covered by this Standard

Selective factors must represent knowledge, skills, or abilities that are essential for successful job performance and cannot reasonably be acquired on the job during the period of orientation/training customary for the position being filled. It is unlikely, for example, that a requirement for experience with a particular brand of word processing software could be justified as a selective factor for an Office Automation Clerk position. Since knowledge of that software may be desirable, such knowledge could be appropriately used as a quality ranking factor. On the other hand, proficiency in the correct use of medical terminology may be needed immediately to perform the duties of a Medical Records Technician position to provide continuity in an agency's medical records program. If that is the case, knowledge of medical terminology could be used as a selective factor in filling the position.

Words per minute are based on a 5 minute sample with three or fewer errors.

The maximum number of errors allowed in a dictation sample equals 10 percent of the required dictation speed (80 words per minute or 120 words per minute) multiplied by the number of minutes in the sample.

The maximum number of errors allowed in a dictation sample for these three positions equals 5 percent of the required dictation speed multiplied by the number of minutes in the sample.

Occupational Coverage

A list of the occupational series covered by this qualification standard is provided below. The occupational series marked with an asterisk have individual occupational requirements.

GS-029 Environmental Protection Assistant GS-072 Fingerprint Identification GS-086 Security Clerical and Assistance GS-134 Intelligence Aid and Clerk GS-203 Human Resources Assistance GS-302 Messenger* GS-303 Miscellaneous Clerk and Assistant GS-304 Information Receptionist GS-305 Mail and File GS-309 Correspondence Clerk GS-312 Clerk-Stenographer and Reporter GS-318 Secretary GS-319 Closed Microphone Reporting GS-322 Clerk-Typist GS-326 Office Automation Clerical and Assistance GS-332 Computer Operation GS-335 Computer Clerk and Assistant GS-344 Management and Program Clerical and Assistance GS-350 Equipment Operator GS-351 Printing Clerical GS-356 Data Transcriber GS-357 Coding GS-359 Electric Accounting Machine Operation GS-361 Equal Opportunity Assistance GS-382 Telephone Operating GS-390 Telecommunications Processing GS-392 General Telecommunications GS-394 Communications Clerical GS-503 Financial Clerical and Assistance GS-525 Accounting Technician GS-530 Cash Processing GS-540 Voucher Examining

GS-544 Civilian Pay GS-545 Military Pay GS-561 Budget Clerical and Technician GS-592 Tax Examining GS-593 Insurance Accounts GS-675 Medical Records Technician GS-679 Medical Support Assistance GS-962 Contact Representative GS-963 Legal Instruments Examining GS-986 Legal Assistance GS-998 Claims Assistance and Examining GS-1001 General Arts and Information GS-1046 Language Clerical* GS-1087 Editorial Assistance GS-1101 General Business and Industry GS-1105 Purchasing GS-1106 Procurement Clerical and Technician GS-1107 Property Disposal Clerical and Technician GS-1152 Production Control GS-1411 Library Technician GS-1421 Archives Technician GS-1531 Statistical Assistant GS-1603 Equipment, Facilities, and Services Assistance GS-1702 Education and Training Technician GS-1802 Compliance Inspection and Support GS-2005 Supply Clerical and Technician GS-2091 Sales Store Clerical GS-2102 Transportation Clerk and Assistant GS-2131 Freight Rate GS-2135 Transportation Loss and Damage Claims Examining GS-2151 Dispatching

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• Technical and Medical Support Positions

This qualification standard covers positions in the General Schedule that involve the performance of one-grade interval technical or medical support work. It contains common patterns of creditable experience and education to be used in making qualifications determinations.

Experience and education requirements

Equivalent combinations of education and experience are qualifying for all grade levels and positions for which both education and experience are acceptable.

While the levels of experience shown for most positions covered by this standard follow the grade level progression pattern outlined in the table, users of the standard should refer to E.3. (o) in the "General Policies and Instructions" for guidance on crediting experience for positions with different lines of progression.

General Experience: (l) Any type of work that demonstrates the applicant's ability to perform the work of the position, or (2) experience that provided a familiarity with the subject matter or processes of the broad subject area of the occupation.

Specialized Experience: Experience that equipped the applicant with the particular knowledge, skills, and abilities (KSA's) to perform successfully the duties of the position, and that is typically in or related to the work of the position to be filled. To be creditable, specialized experience must have been equivalent to at least the next lower grade level. Applicants who have the 1 year of appropriate specialized experience, as indicated in the table, are not required by this standard to have general experience, education above the high school level, or any additional specialized experience to meet the minimum qualification requirements.

Education: High school graduation or the equivalent is qualifying for GS-2.

Successfully completed post-high school education is qualifying for grades GS-3 through GS-5. This education must have been obtained in an accredited business or technical school, junior college, college or university for which high school graduation or the equivalent is the normal prerequisite. One year of full-time undergraduate study is defined as 30 semester hours, 45 quarter hours, or the equivalent in a college or university or at least 20 hours of classroom instruction per week for approximately 36 weeks in a business or technical school.

For some occupations covered by this standard, 6 semester hours of specific courses are included in the l year of education that meets the GS-3 requirements. The 6 semester hours allow for subjects that are common to a broad range of degree programs, e.g., subjects in the mathematical, physical, or biological sciences. This inclusion corresponds to the second part of the description of general experience, i.e., the subjects provide evidence of a familiarity with the subject matter or processes of the broad subject area of the occupation. At grades GS-4 and above, a portion of the education is usually directly related to the work of the position to be filled. Examples of related courses are provided in the individual occupational requirements where applicable. However, agencies may require other courses if they are considered to be more related to the position to be filled.

NOTE: Graduate education or an internship meets the specialized experience required above GS-5 only in those instances where it is directly related to the work of the position. One full year of graduate education meets the requirements for GS-7. Two full years of graduate education or a master's degree meets the requirements for GS-9. One year of full-time graduate education is considered to be the number of credit hours that the school attended has determined to represent 1 year of full-time study. If that information cannot be obtained from the school, 18 semester hours should be considered as satisfying the 1 year of full-time study requirement. Part-time graduate education is creditable in accordance with its relationship to a year of full-time study at the school attended.

Training: Completion of appropriate training such as inservice training programs, training acquired while serving in the Armed Forces, and government-sponsored developmental training programs will be allowed credit on a month-for-month basis, generally through the GS-5 level. Such training meets general or specialized experience requirements depending upon its applicability.

Completion of an intensive, specialized course of study of less than l year may meet in full the experience requirements for GS-3. Courses of this type normally require completion of up to 40 hours per week of instruction rather than the usual 20 hours per week, and are usually of at least 3 months duration. Such courses may have been obtained through a variety of programs such as those offered by technical schools and military training programs. To be creditable, such a course must have been designed specifically as career preparation for the work of the position being filled, and must have provided the applicant with the necessary knowledge, skills, and abilities to do the work.

Combining Experience and Education: Equivalent combinations of successfully completed post-high school education and experience are also qualifying. The combinations described below are those most typical for these positions, i.e., for grades GS-3 through GS-5. If education is used to meet specialized experience requirements, then such education must include courses directly related to the work of the position. (When crediting education, prorate the number of hours of related courses required as a proportion of the total education to be used.)

For GS-3 level positions, determine the applicant's total qualifying experience as a percentage of the 6 months' experience required for GS-3; then deter-mine the applicant's education as a percentage of the l year of education that meets the requirements for GS-3. Add the two percentages. The total percentage must equal at least 100 percent to qualify an applicant for GS-3.

For GS-4 level positions, determine the applicant's total qualifying experience as a percentage of the 1 year of experience required for GS-4; then determine the applicant's education as a percentage of the 2 years of education that meets the requirements for GS-4. Add the two percentages. The total percentage must equal at least 100 percent to qualify an applicant for GS-4.

For GS-5 level positions, only education in excess of the first 60 semester hours of a course of study leading to a bachelor's degree is creditable toward meeting the specialized experience requirements. Two full academic years of study, or 60 semester hours, beyond the second year is equivalent to l year of specialized experience. Determine the applicant's total qualifying experience as a percentage of the year of specialized experience required at the GS-5 level. Then determine the applicant's education as a percentage of the education that meets the requirements for GS-5. Add the two percentages. The total percentage must equal at least 100 percent to qualify an applicant for GS-5.

The following are examples of how education and experience may be combined. They are examples only, and are not all-inclusive.

The position to be filled is a Pharmacy Aid, GS-3. An applicant has 2 months of experience and 20 semester hours of college. The applicant meets 33 percent of the required experience and 67 percent of the required education. The applicant meets 100 percent of the total requirements and is qualified for the position.

The position to be filled is an Industrial Engineering Technician, GS-4. An applicant has 5 months of general experience and 36 semester hours of college. The applicant meets 42 percent of the required experience and 60 percent of the required education. The applicant exceeds 100 percent of the total requirements and is qualified for the position. (This example assumes that education is being used to meet the specialized experience requirements, and that at least 7 of the 36 semester hours are in courses directly related to the work of the position.) Examples of such courses are provided in the individual occupational requirements for the Industrial Engineering Technician Series, GS-895 .

The position to be filled is a Recreation Assistant, GS-5. An applicant has 8 months of GS-4 level specialized experience and 80 semester hours of college. The applicant meets 67 percent of the required experience and 33 percent of the required education (i.e., 20 semester hours in excess of the first 60 semester hours). The applicant meets 100 percent of the total requirements and is qualified for the position. At least 8 of the 20 semester hours must be directly related to the work of the position. Examples of such courses are provided in the individual occupational requirements for the Recreation Aid and Assistant Series, GS-189 .

Using selective factors for positions covered by this standard

Selective factors must represent knowledge, skills, or abilities that are essential for successful job performance and cannot reasonably be acquired on the job during the period of orientation/training customary for the position being filled. For example, a requirement for knowledge of microbiological laboratory techniques may be needed immediately to perform the duties of a Biological Technician position in a disease research laboratory. If that is the case, such knowledge could be justified as a selective factor in filling the position.

Using individual occupational requirements with this standard

General experience requirements at the GS-2 and GS-3 levels are described in the group coverage standard so that the applicant pool at those "trainee" levels will be as generally inclusive as possible. Thus, examples of qualifying general experience are not included in the "Individual Occupational Requirements" for positions covered by this qualification standard.

Positions at GS-4 and above require specialized experience, education, or training related to the occupation. Examples of qualifying specialized experience are provided for those occupations where such information is currently available. Examples of qualifying post-high school education or training are also provided.

GS-019 Safety Technician* GS-021 Community Planning Technician GS-090 Guide* GS-102 Social Science Aid and Technician GS-119 Economics Assistant* GS-181 Psychology Aid and Technician* GS-186 Social Services Aid and Assistant* GS-189 Recreation Aid and Assistant* GS-404 Biological Science Technician* GS-421 Plant Protection Technician* GS-455 Range Technician* GS-458 Soil Conservation Technician* GS-459 Irrigation System Operation* GS-462 Forestry Technician* GS-621 Nursing Assistant* GS-622 Medical Supply Aide and Technician* GS-625 Autopsy Assistant* GS-636 Rehabilitation Therapy Assistant* GS-640 Health Aid and Technician* GS-642 Nuclear Medicine Technician* GS-645 Medical Technician* GS-646 Pathology Technician* GS-647 Diagnostic Radiologic Technologist* GS-648 Therapeutic Radiologic Technologist*

GS-649 Medical Instrument Technician* GS-651 Respiratory Therapist* GS-661 Pharmacy Technician* GS-681 Dental Assistant* GS-683 Dental Laboratory Aid and Technician* GS-698 Environmental Health Technician* GS-704 Animal Health Technician* GS-802 Engineering Technician* GS-809 Construction Control Technical* GS-817 Survey Technical* GS-856 Electronics Technician* GS-895 Industrial Engineering Technical* GS-1021 Office Drafting* GS-1202 Patent Technician GS-1311 Physical Science Technician* GS-1316 Hydrologic Technician* GS-1341 Meteorological Technician* GS-1371 Cartographic Technician* GS-1374 Geodetic Technician* GS-1521 Mathematics Technician* GS-1541 Cryptanalysis* GS-1862 Consumer Safety Inspection* GS-1981 Agricultural Commodity Aid* GS-2144 Cargo Scheduling*

• Administrative and Management Positions

This qualification standard covers positions in the General Schedule that involve the performance of two-grade interval administrative and management work. It contains common patterns of creditable experience and education to be used in making qualifications determinations.

This standard may also be used for two-grade interval positions other than those listed if the education and experience pattern is determined to be appropriate.

Education and experience requirements

NOTE:  Equivalent combinations of education and experience are qualifying for all grade levels for which both education and experience are acceptable.

Some of the occupational series covered by this standard include both one- and two-grade interval work. The qualification requirements described in this standard apply only to those positions that typically follow a two-grade interval pattern. While the levels of experience shown for most positions covered by this standard follow the grade level progression pattern outlined in the table, users of the standard should refer to E.3. (p) in the "Policies and Instructions" for guidance on crediting experience for positions with different lines of progression.

Undergraduate Education: Successful completion of a full 4-year course of study in any field leading to a bachelor's degree, in an accredited college or university, meets the GS-5 level requirements for many positions covered by this standard. Others have individual occupational requirements that specify that applicants must, in general, (1) have specific course work that meets the requirements for a major in a particular field(s) , or (2) have at least 24 semester hours of course work in the field(s) identified. Course work in fields closely related to those specified may be accepted if it clearly provides applicants with the background of knowledge and skills necessary for successful job performance. One year of full-time undergraduate study is defined as 30 semester hours or 45 quarter hours.

Superior Academic Achievement: The superior academic achievement provision is applicable to all occupations covered by this standard. See the "General Policies and Instructions" for specific guidance on applying the superior academic achievement provision.

Graduate Education: Education at the graduate level in an accredited college or university in the amounts shown in the table meets the requirements for positions at GS-7 through GS-11. Such education must demonstrate the knowledge, skills, and abilities necessary to do the work.

One year of full-time graduate education is considered to be the number of credit hours that the school attended has determined to represent 1 year of full-time study. If that information cannot be obtained from the school, 18 semester hours should be considered as satisfying the 1 year of full-time study requirement.

Part-time graduate education is creditable in accordance with its relationship to a year of full-time study at the school attended.

For certain positions covered by this standard, the work may be recognized as sufficiently technical or specialized that graduate study alone may not provide the knowledge and skills needed to perform the work. In such cases, agencies may use selective factors to screen out applicants without actual work experience.

General Experience: For positions for which individual occupational requirements do not specify otherwise, general experience is 3 years of progressively responsible experience, 1 year of which was equivalent to at least GS-4, that demonstrates the ability to:

• Analyze problems to identify significant factors, gather pertinent data, and recognize solutions;
• Plan and organize work; and
• Communicate effectively orally and in writing.

Such experience may have been gained in administrative, professional, technical, investigative, or other responsible work. Experience in substantive and relevant secretarial, clerical, or other responsible work may be qualifying as long as it provided evidence of the knowledge, skills, and abilities (KSA's) necessary to perform the duties of the position to be filled. Experience of a general clerical nature (typing, filing, routine procedural processing, maintaining records, or other nonspecialized tasks) is not creditable. Trades or crafts experience appropriate to the position to be filled may be creditable for some positions.

For some occupations or positions, applicants must have had work experience that demonstrated KSA's in addition to those identified above. Positions with more specific general experience requirements than those described here are shown in the appropriate individual occupational requirements.

Specialized Experience: Experience that equipped the applicant with the particular knowledge, skills, and abilities to perform successfully the duties of the position, and that is typically in or related to the work of the position to be filled. To be creditable, specialized experience must have been equivalent to at least the next lower grade level in the normal line of progression for the occupation in the organization. Applicants who have the 1 year of appropriate specialized experience, as indicated in the table, are not required by this standard to have general experience, education above the high school level, or any additional specialized experience to meet the minimum qualification requirements.

Combining Education and Experience: Combinations of successfully completed post-high school education and experience may be used to meet total qualification requirements for the grade levels specified in the table, and may be computed by first determining the applicant's total qualifying experience as a percentage of the experience required for the grade level; then determining the applicant's education as a percentage of the education required for the grade level; and then adding the two percentages. The total percentages must equal at least 100 percent to qualify an applicant for that grade level. Only graduate education in excess of the amount required for the next lower grade level may be used to qualify applicants for positions at grades GS-9 and GS-11. (When crediting education that requires specific course work, prorate the number of hours of related courses required as a proportion of the total education to be used.)

The position to be filled is a Quality Assurance Specialist, GS-1910-5. An applicant has 2 years of general experience and 45 semester hours of college that included 9 semester hours in related course work as described in the individual occupational requirements. The applicant meets 67 percent of the required experience and 38 percent of the required education. Therefore, the applicant exceeds 100 percent of the total requirement and is qualified for the position.

The position to be filled is a Management Analyst, GS-343-9. An applicant has 6 months of specialized experience equivalent to GS-7 and 1 year of graduate level education. The applicant meets 50 percent of the required experience but none of the required education, since he or she does not have any graduate study beyond that which is required for GS-7. Therefore, the applicant meets only 50 percent of the total requirement and is not qualified for the position. (The applicant's first year of graduate study is not qualifying for GS-9.)

The position to be filled is a Music Specialist, GS-1051-11. An applicant has 9 months of specialized experience equivalent to GS-9 and 2 1/2 years of creditable graduate level education in music. The applicant meets 75 percent of the required experience and 50 percent of the required education, i.e., the applicant has 1/2 year of graduate study beyond that required for GS-9. Therefore, the applicant exceeds the total requirement and is qualified for the position. (The applicant's first 2 years of graduate study are not qualifying for GS-11.)

Selective factors must represent knowledge, skills, or abilities that are essential for successful job performance and cannot reasonably be acquired on the job during the period of orientation/training customary for the position being filled. For example, while the individual occupational requirements for Recreation Specialist provide for applicants to meet minimum qualifications on the basis of education or experience in any one of a number of recreational fields, a requirement for knowledge of therapeutic recreation may be needed to perform the duties of a position providing recreation services to persons with physical disabilities. If that is the case, such knowledge could be justified as a selective factor in filling the position.

GS-006 Correctional Institution Administration* GS-011 Bond Sales Promotion* GS-017 Explosives Safety GS-018 Safety and Occupational Health Management* GS-023 Outdoor Recreation Planning* GS-028 Environmental Protection Specialist GS-030 Sports Specialist* GS-062 Clothing Design* GS-080 Security Administration GS-089 Emergency Management Series GS-105 Social Insurance Administration GS-106 Unemployment Insurance* GS-107 Health Insurance Administration GS-132 Intelligence GS-136 International Cooperation GS-142 Workforce Development GS-160 Civil Rights Analysis GS-188 Recreation Specialist* GS-201 Human Resources Management GS-244 Labor Management Relations Examining* GS-260 Equal Employment Opportunity GS-301 Miscellaneous Administration and Program GS-334 Computer Specialist* (Replaced by GS-2210) GS-0306, Government Information Series GS-0308 Records and Information Management GS-340 Program Management GS-341 Administrative Officer GS-343 Management and Program Analysis GS-346 Logistics Management GS-360 Equal Opportunity Compliance GS-362 Electric Accounting Machine Project Planning GS-391 Telecommunications* GS-501 Financial Administration and Program GS-505 Financial Management* GS-526 Tax Specialist* GS-560 Budget Analysis GS-570 Financial Institution Examining* GS-669 Medical Records Administration* GS-670 Health System Administration* GS-671 Health System Specialist* GS-672 Prosthetic Representative GS-673 Hospital Housekeeping Management* GS-685 Public Health Program Specialist* GS-828 Construction Analyst* GS-901 General Legal and Kindred Administration GS-920 Estate Tax Examining GS-930 Hearings and Appeals GS-950 Paralegal Specialist GS-958 Pension Law Specialist* GS-965 Land Law Examining* GS-967 Passport and Visa Examining* GS-991 Workers' Compensation Claims Examining GS-993 Railroad Retirement Claims Examining GS-996 Veterans Claims Examining GS-1001 General Arts and Information* GS-1008 Interior Design* GS-1010 Exhibits Specialist* GS-1020 Illustrating* GS-1035 Public Affairs GS-1040 Language Specialist* GS-1051 Music Specialist* GS-1054 Theater Specialist* GS-1056 Art Specialist* GS-1071 Audiovisual Production* GS-1082 Writing and Editing

GS-1083 Technical Writing and Editing* GS-1084 Visual Information* GS-1101 General Business and Industry* GS-1103 Industrial Property Management* GS-1104 Property Disposal GS 1109 Grants Management GS-1130 Public Utilities Specialist GS-1140 Trade Specialist* GS-1144 Commissary Store Management* GS-1145 Agricultural Program Specialist* GS-1146 Agricultural Marketing* GS-1147 Agricultural Market Reporting GS-1150 Industrial Specialist* GS-1160 Financial Analysis* GS-1161 Crop Insurance Administration* GS-1162 Crop Insurance Underwriting* GS-1163 Insurance Examining* GS-1165 Loan Specialist* GS-1169 Internal Revenue Officer* GS-1170 Realty GS-1171 Appraising GS-1173 Housing Management GS-1176 Building Management GS-1361 Navigational Information* GS-1397 Document Analysis* GS-1421 Archives Specialist GS-1601 Equipment, Facilities, and Services GS-1630 Cemetery Administration GS-1640 Facility Management* GS-1654 Printing Management* GS-1658 Laundry Operations Services GS-1667 Food Services GS-1670 Equipment Specialist* GS-1702 Education and Training Technician GS-1712 Training Instruction* GS-1715 Vocational Rehabilitation* GS-1801 General Inspection, Investigation, Enforcement, and Compliance Series* GS-1805 Investigative Analysis Series GS-1810 General Investigation GS-1811 Criminal Investigation* GS-1849 Wage and Hour Investigation Series* GS-1850 Agricultural Warehouse Inspection Series * GS-1860 Equal Opportunity Investigation GS-1889 Import Compliance Series* GS-1894 Customs Entry and Liquidating* GS-1910 Quality Assurance* GS-1980 Agricultural Commodity Grading* GS-2001 General Supply GS-2003 Supply Program Management GS-2010 Inventory Management GS-2030 Distribution Facilities and Storage Management GS-2032 Packaging GS-2050 Supply Cataloging GS-2101 Transportation Specialist* GS-2110 Transportation Industry Analysis* GS-2123 Motor Carrier Safety* GS-2125 Highway Safety* GS-2130 Traffic Management* GS-2150 Transportation Operations* GS-2161 Marine Cargo*

• Professional and Scientific Positions

This qualification standard covers positions in the General Schedule that involve the performance of two-grade interval professional and scientific work. The specific requirements for entry into each occupation covered by this standard are described in individual occupational requirements. Subsection E.4. (g) of the "Policies and Instructions" provides guidance on interpreting minimum educational requirements.

Basic requirements for all grades

Applicants who meet the basic requirements described in the individual occupational requirements are fully qualified for the specified entry grade (generally grade GS-5). Applicants who wish to qualify for positions at higher grade levels (generally grade GS-7 and above) must also meet the requirements shown in the table on page IV-A-22, in addition to meeting the basic requirements.

The individual occupational requirements typically provide at least two methods for applicants to meet the basic requirements of the occupations covered by this standard:

Successful completion of a full 4-year course of study in an accredited college or university leading to a bachelor's or higher degree that included a major field of study or specific course requirements generally as stated in paragraph A in the individual occupational requirements.

Where specific course requirements are not indicated in paragraph A, the number of semester hours required to constitute a major field of study is the amount specified by the college or university attended. If this number cannot be obtained, 24 semester hours will be considered as equivalent to a major field of study. The nature and quality of this required course work must have been such that it would serve as a prerequisite for more advanced study in the field or subject-matter area. Related course work generally refers to courses that may be accepted as part of the program major.

Appropriate combination of education and experience that is typically specified in paragraph B of the individual occupational requirements. The "paragraph B" method generally requires that an applicant possess a core of educational credit, such as described in paragraph A above, plus additional education and/or experience. The method of determining the number of semester hours required to constitute a major field of study is the same as described in paragraph A.

The quality of the combination of education and experience must be sufficient to demonstrate that the applicant possesses the knowledge, skills, and abilities required to perform work in the occupation, and is comparable to that normally acquired through the successful completion of a full 4-year course of study with a major in the appropriate field. In addition to courses in the major and related fields, a typical college degree would have included courses that involved analysis, writing, critical thinking, research, etc. These courses would have provided an applicant with skills and abilities sufficient to perform progressively more responsible work in the occupation. Therefore, creditable experience should have demonstrated similarly appropriate skills or abilities needed to perform the work of the occupation.

The individual occupational requirements for some series make no provision for combining experience and education. Therefore, they do not include paragraph B provisions.

For a small number of occupations or positions covered by this standard, applicants may possess certain kinds of experience in lieu of education. In such cases, applicants may meet minimum qualification requirements through experience equivalent to a 4-year degree. These situations are generally described in paragraph C of the individual occupational requirements.

Applicants whose experience is used to meet the basic requirements through a paragraph B or C provision may qualify for grades above the entry level if that experience includes 1 year of specialized experience. In such cases, the specialized experience would have to be evaluated to determine if it is at the appropriate grade level in the normal line of progression.

Experience and education requirements for GS-7 and above

In addition to meeting the basic entry qualification requirements, applicants must have specialized experience and/or directly related education in the amounts shown in the table below.

NOTE: Education and experience may be combined for all grade levels for which both education and experience are acceptable.

While the levels of experience shown for most positions covered by this standard follow the grade level progression pattern outlined in the table, users of the standard should refer to E.3. (p) in the "Policies and Instructions" for guidance on crediting experience for positions with different lines of progression.

Combining Education and Experience: When combining education with experience, first determine the applicant's total qualifying education as a percentage of the education required for the grade level; then determine the applicant's experience as a percentage of the experience required for the grade level; finally, add the two percentages. The total percentage must equal at least 100 percent to qualify an applicant for that grade level. For example, an applicant for a GS-184, Sociology, position has successfully completed 60 undergraduate semester hours, including 24 semester hours in sociology, and, in addition, has 2 full-time years of appropriate experience that demonstrates that the applicant possesses the necessary analytical and communication skills. The applicant would qualify for GS-5, since the 60 semester hours (the equivalent of 2 years of undergraduate education, or 50 percent of the total requirement) were supplemented by 2 additional years of appropriate experience that provided the remaining 50 percent of the total required education and experience.

Specialized Experience: Experience that equipped the applicant with the particular knowledge, skills, and abilities to perform successfully the duties of the position, and that is typically in or related to the work of the position to be filled. To be creditable, specialized experience must have been equivalent to at least the next lower grade level in the normal line of progression for the occupation in the organization.

Graduate Education: Completion of graduate level education in the amounts shown in the table, in addition to meeting the basic requirements, is qualifying for positions at grades GS-7 through GS-11, and GS-12 research positions if it provided the knowledge, skills, and abilities necessary to do the work. One year of full-time graduate education is considered to be the number of credit hours that the school attended has determined to represent 1 year of full-time study. If that number cannot be obtained from the school, 18 semester hours should be considered an academic year of graduate study. Part-time graduate education is creditable in accordance with its relationship to a year of full-time study at the school attended.

Research Positions: Positions that primarily involve scientific inquiry or investigation, or research-type exploratory development of a creative or advanced scientific nature, where the knowledge required to perform the work successfully is typically and primarily acquired through graduate study (master's or equivalent degree for GS-11, Ph.D. or equivalent for GS-12). The work is such that the academic preparation will equip the applicant to perform the full range of professional work of the position after a short orientation period.

Qualification on the basis of education--Applicants for such research positions can be considered qualified for GS-11 if they possess an appropriate master's or equivalent graduate degree, and qualified for GS-12 if they possess a Ph.D. or equivalent doctoral degree.

Qualification on the basis of experience--Applicants who furnish positive evidence that they have performed highly creative or outstanding research that has led or can lead to major advances in a specific area of research, to a major advance in the discipline or field of science involved, or to major advances in science in general, can be rated under this provision for highly demanding research positions requiring similar abilities. Under these circumstances, applicants can be rated eligible for the next higher grade level above that for which they would normally be rated, provided they have not been rated eligible at this higher grade on the basis of meeting the graduate study requirements described in paragraph 1 above. To receive this rating, the work must have been creative in the sense that it developed a basic principle, product, concept, method, approach, or technique, or provided a body of basic information that opened the way for a major advance in the discipline or field of science involved, or to advances in science in general, by providing a method of solving other problems, opening areas of research, or providing the means of exploiting the application of science in a major area.

Applicants cannot receive an "extra" grade for education, and an additional "extra" grade for appropriate experience.

Combination of Graduate Education and Professional Experience: Combinations of successfully completed graduate level education and specialized experience may be used to meet total experience requirements. Only graduate level education in excess of the amount required for the next lower grade level may be combined with experience. For example, an applicant with 6 months of appropriate experience equivalent to GS-7 (50 percent of the experience requirement for GS-9) and 27 semester hours of appropriate graduate education (50 percent of the education requirement for GS-9, in excess of that required for GS-7) would be qualified for a GS-9 position (assuming that there is no evidence that the attended college or university requires more than 18 semester hours as equivalent to a year of graduate study).

There are a variety of situations where agencies would be warranted in limiting consideration to applicants who possess the particular qualifications required to perform the work of positions covered by this standard. For example, an agency may require specific kinds of training appropriate for filling positions concerned with scientific research and development activities, or may require specific educational courses or combinations of courses (where the individual occupational requirements permit applicants to qualify based on several combinations of educational course work) to meet other specialized agency requirements. An agency filling an international economist position may require knowledge of international economics. In this case, since applicants can qualify on the basis of education, the agency may require certain types of educational courses. Similarly, in some cases, consideration may be limited only to those applicants who possess an appropriate license, registration, or certification, if possession of such is determined to be necessary for carrying out the responsibilities of a position and/or required by statute.

A list of the occupational series covered by this qualification standard is provided below. All occupational series covered by this standard have individual occupational requirements.

GS-020 Community Planning GS-101 Social Science GS-110 Economist GS-130 Foreign Affairs GS-131 International Relations GS-140 Workforce Research and Analysis GS-150 Geography GS-170 History GS-180 Psychology GS-184 Sociology GS-185 Social Work GS-190 General Anthropology GS-193 Archeology GS-401 General Biological Science GS-403 Microbiology GS-405 Pharmacology GS-408 Ecology GS-410 Zoology GS-413 Physiology GS-414 Entomology GS-415 Toxicology GS-430 Botany GS-434 Plant Pathology GS-435 Plant Physiology GS-436 Plant Protection and Quarantine GS-437 Horticulture GS-440 Genetics GS-454 Rangeland Management GS-457 Soil Conservation GS-460 Forestry GS-470 Soil Science GS-471 Agronomy GS-480 General Fish and Wildlife Administration GS-482 Fishery Biology GS-485 Wildlife Refuge Management GS-486 Wildlife Biology GS-487 Animal Science GS-510 Accounting GS-511 Auditing GS-512 Internal Revenue Agent GS-601 General Health Science GS-630 Dietitian and Nutritionist GS-631 Occupational Therapist GS-633 Physical Therapist GS-635 Corrective Therapist GS-637 Manual Arts Therapist GS-638 Recreation/Creative Arts Therapist GS-639 Educational Therapist GS-644 Medical Technologist GS-665 Speech Pathology and Audiology GS-690 Industrial Hygiene GS-696 Consumer Safety GS-801 General Engineering GS-803 Safety Engineering

GS-804 Fire Protection Engineering GS-806 Materials Engineering GS-807 Landscape Architecture GS-808 Architecture GS-810 Civil Engineering GS-819 Environmental Engineering GS-830 Mechanical Engineering GS-840 Nuclear Engineering GS-850 Electrical Engineering GS-854 Computer Engineering GS-855 Electronics Engineering GS-858 Biomedical Engineering GS-861 Aerospace Engineering GS-871 Naval Architecture GS-880 Mining Engineering GS-881 Petroleum Engineering GS-890 Agricultural Engineering GS-892 Ceramic Engineering GS-893 Chemical Engineering GS-894 Welding Engineering GS-896 Industrial Engineering GS-1015 Museum Curator GS-1221 Patent Adviser GS-1223 Patent Classifying GS-1224 Patent Examining GS-1226 Design Patent Examining GS-1301 General Physical Science GS-1306 Health Physics GS-1310 Physics GS-1313 Geophysics GS-1315 Hydrology GS-1320 Chemistry GS-1321 Metallurgy GS-1330 Astronomy and Space Science GS-1340 Meteorology GS-1350 Geology GS-1360 Oceanography GS-1370 Cartography GS-1372 Geodesy GS-1373 Land Surveying GS-1380 Forest Products Technology GS-1382 Food Technology GS-1384 Textile Technology GS-1386 Photographic Technology GS-1420 Archivist GS-1510 Actuary GS-1515 Operations Research GS-1520 Mathematics GS-1529 Mathematical Statistician GS-1530 Statistician GS-1550 Computer Science GS-1701 General Education and Training GS-1710 Education and Vocational Training GS-1720 Education Program GS-1725 Public Health Educator GS-1730 Education Research GS-1740 Education Services GS-1750 Instructional Systems

• Competitive Service Student Trainee Positions

This standard describes the qualification requirements for student trainee positions made under career-conditional or career appointments in the competitive service. This standard is not applicable to students who are temporarily employed during summer vacations and who have not been appointed to a student trainee program in the competitive service as described above.

A student may be appointed to any position that leads to qualification in a two-grade interval professional, administrative, or technical occupational series and that provides an opportunity for the student's growth and development toward the target position.

A list of the occupational series covered by this standard is provided below and on page IV-A-25.

Requirements for initial appointment

Student trainees qualify as described below.

The required education must lead to a bachelor's degree with specialization in or directly related to the field in which the student trainees will receive training on the job. The degree of specialization in this field must satisfy on graduation the specific educational requirements in the qualification standard for the corresponding two-grade interval positions.

Promotion Requirements

Student trainees may be promoted to higher-graded trainee positions based on completion of portions of the education and student trainee work experience.

To GS-3: Completion of one full semester or the equivalent of post-high school study and one period of student trainee work experience.

To GS-4: (a) Completion of 1 academic year of study and two periods of student trainee work experience; or (b) completion of 1½ academic years of study and one period of student trainee work experience.

Upon completion of all the requirements for a bachelor's degree in an appropriate field, student trainees may be reassigned or promoted in the appropriate target series to GS-5 or GS-7 if they meet the qualification requirements of the target occupation, including minimum educational requirements, if any.

Explanation of terms

An academic year of undergraduate education is defined as 30 semester hours, 45 quarter hours, or the equivalent in an accredited college or university.

For purposes of this standard, a period of student trainee work experience is the equivalent of 2 months (320 hours) of full-time work experience.

A written test is not required for these positions.

A list of the occupational series covered by this qualification standard is provided below.

GS-099 General Student Trainee GS-199 Social Science Student Trainee GS-299 Personnel Management Student Trainee GS-399 Administration and Office Support Student Trainee GS-499 Biological Science Student Trainee GS-599 Financial Management Student Trainee GS-699 Medical and Health Student Trainee GS-799 Veterinary Student Trainee GS-899 Engineering and Architecture Student Trainee GS-999 Legal Occupations Student Trainee GS-1099 Information and Arts Student Trainee GS-1199 Business and Industry Student Trainee

GS-1299 Copyright and Patent Student Trainee GS-1399 Physical Science Student Trainee GS-1499 Library and Archives Student Trainee GS-1599 Mathematics and Statistics Student Trainee GS-1699 Equipment and Facilities Management Student Trainee GS-1799 Education Student Trainee GS-1899 Investigation Student Trainee GS-1999 Quality Inspection Student Trainee GS-2099 Supply Student Trainee GS-2199 Transportation Student Trainee GS-2299 Information Technology Management Student Trainee

• Pathways Internship Positions

This standard describes the qualification requirements for Schedule D, Internship appointments under the Pathways Programs authorized by Executive Order 13562 and applies to the white collar occupations listed below under the section, "Occupational Coverage." For student trainee appointments in the competitive service, refer to the Student Trainee Qualification Standard for Competitive Service Positions.

Agencies may:

• establish agency-specific qualification requirements,
• use this OPM qualification standard, or
• use the OPM qualification requirements for the competitive service.

Requirements for Internship Appointments

Appointments may be at the highest grade level for which the Intern is qualified. Interns with no previous related education or experience may qualify as described below.

One full academic year of undergraduate; graduate; vocational; trades; technical or high school education is the number of credit hours determined by the college, university or school to represent 1 year of full-time study. The high school curriculum must be approved by a State or local governing body. All education beyond high school must be accredited by an accrediting body or organization recognized by the U.S. Department of Education.

Special Provisions/or Interns with Previous Related Education or Experience. Previous education and/or experience may be evaluated to determine the highest grade level for which the individual is qualified.

Assessment Requirements

Agencies are required to assess/evaluate the qualifications of applicants for positions covered under Schedule D.

Agencies may use selective factors to identify special requirements needed to perform the work of individual positions.

Agencies may waive OPM test requirements for both initial appointment and non-competitive conversion to the competitive service

The advancement of Interns to higher-graded positions, prior to conversion, is strictly at the agency's discretion. To qualify for promotions, the Interns must have the same level and type of experience and/or education usually required for an initial appointment.

Interns may be non-competitively converted to a term, career-conditional or career appointment within 120 days following successful completion of all of their educational and work experience requirements in accordance with 5 CFR 362.204.

0099 General Intern (covers occupations in the 0006 through 0095 series) 0199 Social Science, Psychology, and Welfare Intern 0299 Human Resources Intern 0399 General Administrative and Office Services Intern 0499 Natural Resources Management and Biological Sciences Intern 0599 Accounting and Budget Intern 0699 Medical, Hospital, Dental and Public Health Intern 0799 Veterinary Medical Science Intern 0899 Engineering and Architecture Intern 0999 Legal and Kindred Intern 1099 Information and Arts Intern 1199 Business and Industry Intern 1299 Copyright, Patent, and Trade-Mark Intern 1399 Physical Sciences Intern 1499 Library and Archives Intern 1599 Mathematics and Statistics Intern 1699 Equipment, Facilities, and Service Intern 1799 Education Intern 1899 Inspection, Investigation, Enforcement, and Compliance Intern 1999 Quality Assurance, Inspection, and Grading Intern 2099 Supply Intern 2199 Transportation Intern 2299 Information Technology Intern

Table of Contents

Standards by occupational series.

• 0000 - 0099 - Miscellaneous Occupations
• 0100 - 0199 - Social Science, Psychology, and Welfare
• 0200 - 0299 - Human Resources Management
• 0300 - 0399 - General Administrative, Clerical, and Office Services
• 0400 - 0499 - Biological Sciences
• 0500 - 0599 - Accounting and Budget
• 0600 - 0699 - Medical, Hospital, Dental, and Public Health
• 0700 - 0799 - Veterinary Medical Science
• 0800 - 0899 - Engineering and Architecture
• 0900 - 0999 - Legal and Kindred
• 1000 - 1099 - Information and Arts
• 1100 - 1199 - Business and Industry
• 1200 - 1299 - Copyright, Patent, and Trade-Mark
• 1300 - 1399 - Physical Sciences
• 1400 - 1499 - Library and Archives
• 1500 - 1599 - Mathematics and Statistics
• 1600 - 1699 - Equipment, Facilities, and Service
• 1700 - 1799 - Education
• 1800 - 1899 - Inspection, Investigation, Enforcement, and Compliance
• 1900 - 1999 - Quality Assurance, Inspection and Grading
• 2000 - 2099 - Supply
• 2100 - 2199 - Transportation
• 2200 - 2299 - Information Technology Management

Standards by Title

A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z

Accounting Series, 510 Accounting Technician Series, 525 Actuarial Science Series, 1510 Administration and Office Support Student Trainee Series, 399 Administrative Law Judge Positions Administrative Officer Series, 341 Advanced Practice Nurse, 610 Aerospace Engineering Series, 861 Agricultural Commodity Aid Series, 1981 Agricultural Commodity Grader (Grain) / (Dept. of Agriculture) Series, 1980 Agricultural Commodity Grading Series, 1980 Agricultural Engineering Series, 890 Agricultural Market Reporting Series, 1147 Agricultural Marketing Series, 1146 Agricultural Program Specialist Series, 1145 Agricultural Warehouse Inspection Series, 1850 Agronomy Series, 471 Air Navigation Series, 2183 Air Safety Investigating Series, 1815

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Ilo is a specialized agency of the united nations, presidential national council for professional qualifications holds its regular meeting.

On January 29, the Presidential National Council for Professional Qualifications held its regular meeting in Moscow. In addition to the National Council’s members, taking part in the meeting were representatives of the presidential administration, ministries, employers’ associations and trade unions, scientific and educational organizations.

Republican lawmakers question Tennessee education commissioner’s credentials

House Republicans are voicing concerns over Tennessee Education Commissioner Lizzette Reynolds' qualifications to continue leading the state agency. One is calling her perceived lack of credentials "a slap in the face" to teachers, and calling for her resignation following a report by The Tennessean that Reynolds repeatedly signed forms misrepresenting her tenure with the state to obtain a taxpayer-funded tuition waiver .

Records obtained by The Tennessean show that twice within her first six months of employment with the state, Reynolds certified under penalty of perjury that she had worked for the state for six months or more , while seeking to waive tuition for classes at the University of Tennessee at Martin in pursuit of a teaching credential ― something state law requires education commissioners to hold . State employees are only eligible for free tuition after they have been working at least six months.

After inquiries from The Tennessean last week, the Tennessee Department of Education said the tuition was paid as the result of "an administrative error," and Reynolds has recently repaid tuition funds. The department has pointed to a recent state law and flexibility around teacher shortages as evidence Reynolds is qualified for the position.

But at least one Republican lawmaker is questioning whether Reynolds should continue to lead the department ― and one is calling for her resignation.

“She committed a crime. I’m not a lawyer – by no means – but I think it warrants the Attorney General, maybe, looking into it,” Rep. Todd Warner, R-Chapel Hill, told The Tennessean in an interview on Monday. “I think she should resign, and if she won’t, I think the governor should definitely ask for her resignation.”

Warner said that since The Tennessean broke the story of Reynolds’ misuse of tuition waivers, he received more than 50 calls from teachers, school administrators and school directors in his district and beyond, saying Reynolds should resign.

He says Reynolds’ lack of a teacher’s license is “a slap in the face” to educators. 

“If she’s not qualified to be a teacher in the state of Tennessee, she’s definitely not qualified to do this job,” Warner said. 

Warner called Reynolds’ pursuit of a tuition waiver for which she was not qualified “a nail in the coffin” for her service, also citing her lack of teaching credentials and school administrative experience, and concerns over her ability to answer questions on bills in committee, instead relying on colleagues and deputies to answer questions on technicalities of the voucher legislation.

“It bothers me that we go to places like California, Texas, and bring those people in here to be Commissioner of Education when we have many, many Tennesseans that are qualified and share the values of the majority of Tennesseans,” Warner said.

But Reynolds has no intention to resign, according to the department.

“The Commissioner is dedicated to serving the students of Tennessee and is excited about continuing her work on their behalf,” TDOE spokesman Brian Blackley told The Tennessean in an email Monday.

By law, agency commissioners are appointed by the governor without oversight powers from the legislature. But that hasn't stopped lawmakers from openly criticizing commissioners ― and even considering "no confidence" votes on commissioners in the past.

Warner is not the only member of the Republican supermajority with questions about Reynolds’ qualifications.

“Unfortunately as I understand the law, the governor has the right to appoint his commissioners free of any review or approval by the legislature,” Rep. Jody Barrett, R-Dickson, told The Tennessean in a text message. “There does not appear to be a mechanism under the law through which a commissioner can be removed by the legislature.”

Barrett said that if a mechanism existed to remove a commissioner, he would “decline to take a position” on removing Reynolds until reviewing “all pertinent information” and hearing from Reynolds personally.

“That being said, questions continue to circulate around Commissioner Reynolds’ qualifications and I hope those questions are addressed to the satisfaction of the citizens of Tennessee soon,” Barrett said.

Answers aren't likely coming from the administration anytime soon. Gov. Bill Lee's office has expressed support for the commissioner numerous times, while continuing to dodge questions about legal requirements for her qualifications, and keeping records of discussions of inquiries about Reynolds' qualifications secret .

Lee’s office did not respond to criticism from lawmakers about Reynolds' qualifications in an inquiry Monday, reiterating appreciation for "the work she is doing to serve Tennessee students."

Meanwhile, Republican leadership in both chambers is surrendering the issue to the governor's purview, declining to express even curiosity over the commissioner’s lack of qualifications, despite questions from other Republicans.

“The Governor has the right and responsibility to place whomever he desires into his cabinet,” House Republican Caucus Chairman Jeremy Faison told The Tennessean in a text message. “This is not a legislative issue.” 

“The constitution nor the law provide a way for the Legislature to have any action over a cabinet level position," he added.

Faison did not express concern over Reynolds' misrepresentation of her tenure with the state to obtain a tuition waiver, nor did he respond to questions on whether Reynolds' lack of statutorily required credentials could set precedent for other commissioners who do not meet statutory requirements to be appointed and serve in the future.

Lt. Gov. McNally, R-Oak Ridge, expressed support for the governor's judgement on the matter.

“I support Governor Lee and trust his decision on who is best qualified to run the Tennessee Department of Education,” McNally said in a statement.

House Speaker Cameron Sexton’s office did not respond to a request for comment.

While there is no legal framework for specific substantive action, lawmakers often express support or opposition on a wide range of issues and individuals through resolutions. For example, lawmakers this year have expressed support for the State of Israel, and on Monday, passed a resolution honoring the Tennessee rifle.

House democrats are continuing calls for Reynolds to step down or be terminated. House Democratic Caucus Chairman John Ray Clemmons, D-Nashville, called Reynolds “an embarrassment.” 

“There is a fair debate to be had about whether the tuition waiver was intended for Cabinet members who make far more money than other state employees,” Clemmons said. “It is utterly offensive to think that our governor left the state to hire someone less qualified than thousands of Tennessee educators to run what is arguably one of the most important departments in our state government. Then, when we called him out on it, Lee had the audacity to defend Reynolds' credentials knowing that he had already tried to send her back to college on the taxpayers' dime.”

Vivian Jones covers state government and politics for The Tennessean. Reach her at [email protected] or on X at @Vivian_E_Jones. 

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New York Attorney General Questions Trump’s $175 Million Bond Deal

Letitia James said in court papers that the California company providing the guarantee was not qualified to do such deals in New York.

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By Ben Protess and Matthew Haag

The New York attorney general’s office on Thursday took exception to a $175 million bond that Donald J. Trump recently posted in his civil fraud case, questioning the qualifications of the California company that provided it.

The dispute stems from a $454 million judgment Mr. Trump is facing in the case, which the attorney general’s office brought against the former president and his family business. The attorney general, Letitia James, accused Mr. Trump of fraudulently inflating his net worth, leading to a monthslong trial last year that ended with a judge imposing the huge penalty.

Mr. Trump had to obtain the bond as a financial guarantee while he appeals the penalty — or else open himself up to the possibility that Ms. James would collect. Without a bond in place, she could have frozen his bank accounts and begun the complicated process of trying to seize some of his New York properties.

Mr. Trump appeared to stave off this calamity on Monday when he posted the $175 million bond from the California firm, Knight Specialty Insurance Company. Although he was originally required to secure a guarantee for the full $454 million judgment, an appeals court recently granted him a break, allowing him to post the smaller bond.

By providing the bond — which is a legal document, not an actual transfer of money — Knight essentially promises New York’s court system that it will cover $175 million of the judgment against Mr. Trump if he loses his appeal and fails to pay. In return, Mr. Trump pays a fee to Knight, and pledges it a significant amount of cash as collateral.

Now, however, Ms. James is raising questions that could imperil the deal with Knight, which is owned by Don Hankey, a billionaire who made his fortune with subprime loans . And the judge in the case, Arthur F. Engoron, has tentatively scheduled a hearing for April 22 to discuss the bond.

In a court filing on Thursday, Ms. James noted that Knight was not registered to issue appeal bonds in New York, and so she demanded that the company or Mr. Trump’s lawyers file paperwork to “justify” the bond within 10 days. Ms. James is seeking to clarify whether Knight, which had never posted a similar court bond before aiding Mr. Trump, is financially capable of fulfilling its obligation to pay the $175 million if Mr. Trump defaults.

Even if Knight lacks the funds itself, the company should be able to tap the collateral Mr. Trump pledged.

In an interview this week, Mr. Hankey said that Mr. Trump pledged $175 million in cash as collateral that was being handled by a brokerage firm. Mr. Trump, in the meantime, is able to earn interest on the money.

In a statement on Thursday, a lawyer for Mr. Trump, Christopher M. Kise, slammed Ms. James, calling her case a “baseless and vindictive political crusade” and her objections to the bond an effort “to stir up some equally baseless public quarrel in a desperate effort to regain relevance.”

Mr. Hankey and Amit Shah, the chief executive of Knight Insurance Group, the parent company of Knight Specialty Insurance Company, did not immediately return requests for comment on Thursday. Mr. Shah told CBS News that Knight had the authority to issue the bond through Excess Line Association of New York, a nonprofit created by New York State that serves as a facilitator between brokers and regulators.

In the earlier interview, Mr. Hankey said he had made contact with representatives of Mr. Trump after a New York judge in February imposed a $454 million judgment in the former president’s civil fraud case and offered to help him post bond. Mr. Hankey said his motivation was business, not politics.

Knight Insurance Group is one of eight companies under the Hankey Group, all based in Southern California. Mr. Hankey earned a reputation as a provider of risky and lucrative loans, specifically collateral-based debt that can be arranged more quickly than conventional loans and requires borrowers to pledge valuable assets.

His companies are known for relentlessly calling people who miss payments by a day, and repossessing vehicles from delinquent borrowers, according to news accounts and regulators.

Mr. Hankey said representatives of Mr. Trump called him after the appeals court lowered the bond to $175 million and asked if his company could arrange the bond.

“I said, ‘We’d be happy to,’” Mr. Hankey said on Wednesday. “I would have done this for Donald Trump. I would have done it for a Democrat.”

Ben Protess is an investigative reporter at The Times, writing about public corruption. He has been covering the various criminal investigations into former President Trump and his allies. More about Ben Protess

Matthew Haag writes about the intersection of real estate and politics in the New York region. He has been a journalist for two decades. More about Matthew Haag

Our Coverage of the Trump Hush-Money Case

The manhattan district attorney has filed charges against former president donald trump over a hush-money payment to a porn star on the eve of the 2016 election..

Taking the Case to Trial: Trump is all but certain to become the first former U.S. president to stand trial on criminal charges after a judge denied his effort to delay the proceeding and confirmed it will begin on April 15 .

Implications for Trump: As the case goes to trial, the former president’s inner circle sees a silver lining in the timing. But Trump wouldn’t be able to pardon himself  should he become president again as he could if found guilty in the federal cases against him.

Michael Cohen: Trump’s former fixer was not an essential witness in the former president’s civil fraud trial in New York  that concluded in January. But he will be when he takes the stand in the hush-money case .

Stormy Daniels: The chain of events flowing from a 2006 encounter that the adult film star said she had with Trump has led to the brink of a historic trial. Here's a look inside the hush-money payout .

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Bought an EV in 2023? See if You Qualify for the $7,500 Tax Credit

Find out if the EV you purchased in 2023 meets the qualifications for the clean vehicle tax credit this tax season.

The EV tax credit has undergone some changes in the last two years.

The  2024 tax season  is coming to a close, but if you haven't filed your 2023 tax return yet, the  EV tax credit of up to $7,500  is one of the biggest tax credits available to US taxpayers. 

This robust tax break, which offers a credit of up to $7,500 with the purchase of a new electric vehicle, was overhauled by 2022's  Inflation Reduction Act , and since last year, the IRS and Treasury Department have been clarifying how and when you can use the credit. 

Here's what you need to know about the revised EV tax credit for 2023, including which cars qualify and how to claim it. And if you're considering purchasing an electric vehicle in 2024 , learn what you'll need to do to claim the credit in 2025 .

For more, here are other tax credits you may be eligible for , including tax tips for home owners .

What are the requirements for the EV tax credit?

The Inflation Reduction Act made several major changes to the tax credit:

• There is a price cap on qualifying EVs. For passenger cars, the  manufacturer's suggested retail price , or MSRP, must be $55,000 or less. For vans, SUVs and light trucks, the ceiling is $80,000.
• Beginning in 2024, vehicles that contain battery parts  from "a foreign entity of concern"  will be unable to claim any of the credit. For critical minerals, the cutoff is 2025.
• The manufacturing cap, which disqualified automakers that have manufactured more than 200,000 EVs, has been lifted.
• There is also a ceiling on the  adjusted gross income  to qualify for the credit.

Income cap for EV tax credit

For the most part, these changes took effect on Jan. 1, 2023, and will remain in effect until Jan. 1, 2032. Always check  the IRS website  for updates.

How you can buy an EV in 2024 and get the credit at the same time

If you're buying an EV this year, you may be able to have your cake and eat it too. Starting in 2024, you can claim that credit when you purchase your clean vehicle at the point of sale, effectively lowering the vehicle's purchase price. This way, you won't have to wait till you file your taxes in 2025 to receive the credit.

Which EVs are eligible for the tax credit?

The Inflation Reduction Act broke the credit into two halves: You can claim $3,750 if at least half of the value of your vehicle's battery components are manufactured or assembled in North America. You can claim the other $3,750 if at least 40% of critical minerals -- like graphite, lithium and cobalt -- are sourced from the US or a trade partner. (Both minimum requirements increase in the coming years, with battery components reaching 100% in 2029 and critical minerals maxing out at 80% in 2027.)

Nearly 4 dozen are eligible for one of or both credits under the new provisions -- including EVs from Chevy, Ford, Tesla and VW -- which are in effect through Dec. 31, 2032. The list will likely grow as manufacturers submit updated information and change suppliers. Find the most up-to-date info on FuelEconomy.Gov .

How do I claim the EV tax credit?

To claim the tax break, known as the Qualified Plug-In Electric Drive Motor Vehicle Credit, you will need to file  IRS Form 8936  with your tax return. (You'll need to provide the vehicle identification number for your vehicle.) This is a non-refundable tax credit, which means you use it against taxes that you owe -- once your tax bill hits $0, you don't get the additional money.

Can I claim the tax credit on a used EV?

Starting last year, preowned plug-in electric and fuel-cell EVs qualify for a credit of up to 30% of their purchase price, maxing out at $4,000.

There are certain restrictions:

• The used EV tax credit can only be claimed once in a vehicle's lifetime. Subsequent owners will not be eligible.
• The MSRP of the car must be $25,000 or less.
• The car must be at least 2 years old. If you bought it in 2023, it must be from model year 2021 or earlier.
• Used vehicles purchased before 2023 are not eligible.
• The vehicle must have been purchased from a qualified dealer who reports the transaction to the IRS.
• The vehicle must otherwise meet the requirements for the EV credit.

Below are income caps for owners of used EVs wishing to claim the credit.

Used EV income cap

Do individual states have ev tax incentives.

In addition to the federal EV tax credit, a number of states offer rebates for clean vehicles. Some can't be taken in conjunction with the federal credit, so be sure to get all the information before claiming anything.

California's  Clean Vehicle Rebate Project  offered credits up to $7,500 for the purchase or lease of certain new EVs, plug-in hybrids and fuel-cell vehicles, but the program expired on Nov. 8, 2023. California still offers a host of  state and local incentives  to EV buyers.

The Energy Department's Alternative Fuels Data Center  has information on various incentives offered by states, utilities and private organizations.  EnergySage , an online marketplace for home solar-energy solutions, has a list of state rebate programs.

Can I get a tax credit for installing an EV charger?

The Inflation Reduction Act also extended the tax break for residential charging systems through 2032 and made it retroactive to Jan. 1, 2022.

It's worth $1,000, or 30% of the cost of buying or installing the system, whichever is less.

The credit now also applies to  bidirectional charging equipment , which lets you use your EV to power other appliances or even your home. Not many models have that capability, but it can be handy in an outage or other emergency.

To claim the Alternative Fuel Vehicle Refueling Property Credit, you must file IRS  Form 8911 . 

For more on EVs, find out which models are the year's best and how you can finance a home EV charger .

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Article updated on April 2, 2024 at 5:45 AM PDT

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