Framework
Excellence Model
Educational framework for professional skill development ✅
The IPS Framework supports professional skill development, self-paced flexibility, and clear learning pathways that guide every learner from entry to advancement with confidence.
Professional Skill Development
94%
Self-Paced Flexibility
92%
Clear Learning Pathways
97%
IPS Framework Structure and Implementation Overview
| Framework Component | Description | Details for Implementation |
| Purpose of IPS Framework | A self-contained developmental pathway that supports learners from foundational awareness to advanced mastery in management-related capabilities. It also serves as an alternative, free, and fully independent education framework accessible to students worldwide. | Maintaining complete independence from external frameworks, this model guides learners through a series of clearly structured stages designed to develop capability, strengthen confidence, and support applied practice. |
| Stages of Development | Eight clearly defined stages that guide learners through a structured journey of continuous growth, ensuring steady advancement in knowledge, skills, and applied competence. | Stage 1: Orientation Stage Stage 2: Competence Stage Stage 3: Applied Stage Stage 4: Associate Stage Stage 5: Specialist Stage Stage 6: Practitioner Stage Stage 7: Executive Stage Stage 8: Fellow Stage |
| Credit or Workload Guidelines | Clear workload expectations provide consistency across the learning experience and help learners understand the time commitment required at each stage, enabling better planning and sustained engagement. | Stage 1: 120 hours Stages 2 to 3: 180–240 hours Stages 4 to 6: 360 hours each Stage 7: 480 hours Stage 8: 1,200 hours Workload includes study, practice, assessments and practical exercises |
| Assessment Expectations | Each stage includes carefully designed assessments aligned with the learner’s level of competence, ensuring that knowledge, skills and practical application are accurately evaluated. | Practical exercises, including case analyses and scenarios, along with a final comprehensive quiz, are designed to evaluate learners’ understanding and application of skills. A minimum passing mark of 80 percent is required, ensuring that learners demonstrate competence and can effectively integrate knowledge in practical contexts. |
| Graduate Attributes Across Stages | Each stage is structured to progressively develop the knowledge, skills and professional qualities expected of IPS graduates, ensuring that learners build competence, confidence and practical expertise throughout the program. | Stages 1 to 3: Curiosity, basic workplace readiness, foundational communication Stages 4 to 6: Analytical thinking, problem-solving, operational understanding Stage 7: Leadership, innovation, strategic decision-making Stage 8: Professional confidence with mastery of specialised skills |
| IPS Framework Alignment | All benchmarks are established internally within the IPS Framework. | Learning design reflects consistent workload patterns and clearly defined learning hours. Supports learner mobility through transparent, measurable outcomes. Focuses on clearly defined, measurable learning outcomes. |
| Entry and Exit Pathways | Provides well-defined options for learners to commence or exit at appropriate points within the framework. | Learners may enter without prior study up to Stage 4. Beyond Stage 4, entry requires evidence of prior study in earlier stages. Learners may exit at any point; however, formal certification is only awarded upon completion of a full stage. Learners progress through the eight stages in a structured sequence. Two study options are available: Program Option – courses undertaken in the prescribed sequence. Course Option – courses undertaken individually and in any order. |
| Professional Engagement Expectations | Ensures learners build professional behaviour and industry awareness. | Learners study at their own pace to communicate effectively, work independently and take part in practical management activities. |
| Ethical and Academic Standards | Learners follow consistent rules for ethical and academic conduct. | Learners are expected to demonstrate integrity in submissions and learning tasks, behave respectfully and use proper referencing in research-based work. |
| Digital Literacy Expectations | Learners develop digital skills suited to modern learning and professional practice. | Early Stages (1–3): Basic use of digital tools and learning systems. Middle Stages (4–6): Competent use of digital communication and workflow tools. Later Stages (7–8): Confident use of industry-relevant technology and data systems. |
| Formal Program Titles | Each stage can be linked to a distinct award depending on institutional structure. | Stage 4: IPS Associate Program in [Discipline name] Stage 5: IPS Specialist Program in [Discipline name] Stage 6: IPS Practitioner Program in [Discipline name] Stage 7: IPS Executive Program in [Discipline name] Disciplines: Management, Economics, Finance, Marketing |
IPS Framework Stages Comprehensive Description
| IPS Stage 1 | |
| Stage Name | Orientation Stage |
| Educational Level | Years 7 to 8 |
| Description | In IPS Stage 1, students lay the foundation for a lifetime of learning. They build confidence in reading, writing, mathematics, and communication while beginning to explore the world around them. Curiosity, responsibility, and teamwork are nurtured in a supportive environment that encourages discovery and growth. |
| Learning Outcomes | Knowledge: Learners develop a solid grasp of key concepts in language, numbers, science, and everyday life Skills: Can follow instructions, complete tasks confidently, and start tackling everyday problems independently Competencies: Learners take responsibility for their own work and interact respectfully with peers and adults |
| Learning Context | Learning happens in a safe, structured environment where guidance is close but encourages exploration. |
| Application of Knowledge | Students use what they know to navigate familiar situations and solve real-life challenges. |
| Key Outcome | By the end of IPS Stage 1, students have the essential tools for learning, a growing sense of independence, and the confidence to take on new challenges in Stage 2. |
| IPS Programs | - |
| IPS Stage 2 | |
| Stage Name | Competence Stage |
| Educational Level | Years 9 to 10 |
| Description | In IPS Stage 2, students strengthen their understanding across key subjects and start applying knowledge in practical, creative ways. They take greater ownership of their learning, developing independence, problem-solving abilities, and teamwork skills, while preparing for more advanced study or entry-level work. |
| Learning Outcomes | Knowledge: Learners understand core subjects such as English, mathematics, science, and humanities, and see how these connect to real-life situations Skills: Can work independently on set tasks, manage time effectively, and use problem-solving strategies to overcome challenges Competencies: Builds personal responsibility, reliability, and collaborative skills for working with others |
| Learning Context | Learning is guided by teachers but allows students more independence, choice, and initiative. |
| Application of Knowledge | Learners apply their knowledge to familiar and practical situations, gaining confidence in real-world problem solving. |
| Key Outcome | By the end of IPS Stage 2, students are ready to tackle higher-level studies in Stage 3 or pursue entry-level opportunities that value strong academic and practical skills. |
| IPS Programs | - |
| IPS Stage 3 | |
| Stage Name | Applied Stage |
| Educational Level | Years 11 to 12 |
| Description | In IPS Stage 3, students deepen their studies in chosen subjects while preparing for tertiary education, vocational training, or the workforce. This stage encourages critical thinking, independent study, and informed decision-making, helping learners clarify their goals and take charge of their future. |
| Learning Outcomes | Knowledge: Learners gain a deeper understanding of selected subjects, exploring complex ideas and topics Skills: Can study independently, conduct research, and apply learning to new and varied situations Competencies: Develops critical thinking, effective planning, and the ability to work both independently and collaboratively |
| Learning Context | Learning is guided but allows significant independence, initiative, and self-directed exploration. |
| Application of Knowledge | Learners apply their knowledge to varied and sometimes unfamiliar problems, preparing for real-world challenges. |
| Key Outcome | By the end of IPS Stage 3, learners are ready for tertiary education, apprenticeships, or vocational pathways at Stage 4, equipped with strong analytical, research, and problem-solving skills. |
| IPS Programs | - |
| IPS Stage 4 | |
| Stage Name | Associate Stage |
| Educational Level | Higher Education Year 1 |
| Description | In IPS Stage 4, learners begin to specialise in a chosen field of study or area of interest. They start applying their knowledge to real-world or professional contexts and develop confidence as independent thinkers, laying the groundwork for advanced academic or professional study. |
| Learning Outcomes | Knowledge: Builds a solid understanding of key theories and ideas within a chosen discipline Skills: Uses research and evidence to explore and solve non-routine problems Competencies: Works independently, communicates clearly, and contributes effectively to group projects |
| Learning Context | Learning is semi-independent, supported by teachers, tutors, or mentors who guide exploration and initiative. |
| Application of Knowledge | Learners apply knowledge in defined but evolving contexts, demonstrating curiosity, creativity, and initiative. |
| Key Outcome | By the end of IPS Stage 4, learners are well-prepared to pursue deeper academic or professional study in Stage 5, equipped with the confidence and skills to approach complex challenges. |
| IPS Programs | IPS Associate Program |
| IPS Stage 5 | |
| Stage Name | Specialist Stage |
| Educational Level | Higher Education Year 2 |
| Description | In IPS Stage 5, learners build strong connections between theory and practice. They think critically about their chosen discipline, develop professional skills, and apply knowledge creatively to real-world challenges, preparing for professional roles or advanced study. |
| Learning Outcomes | Knowledge: Understands complex ideas and relationships within the chosen field, integrating theory and practice Skills: Applies advanced knowledge creatively to solve real-world problems and tackle complex scenarios Competencies: Demonstrates professional judgment, teamwork, and accountability in collaborative and independent contexts |
| Learning Context | Learning occurs independently and collaboratively across diverse settings, encouraging adaptability and initiative. |
| Application of Knowledge | Learners use their understanding to navigate complex or changing situations effectively and innovatively. |
| Key Outcome | By the end of IPS Stage 5, learners are prepared for professional work or advanced study in Stage 6, equipped with critical thinking, problem-solving, and applied skills in their discipline. |
| IPS Programs | IPS Specialist Program |
| IPS Stage 6 | |
| Stage Name | Practitioner Stage |
| Educational Level | Higher Education Year 3 |
| Description | In IPS Stage 6, learners integrate theory, research, and practice. They work independently and apply their skills to real or simulated professional environments, demonstrating maturity, ethical judgment, and readiness for advanced professional or postgraduate pathways. |
| Learning Outcomes | Knowledge: Gains comprehensive understanding of theories, practices, and research within their field Skills: Conducts research, critically analyses information, and applies knowledge to unfamiliar and complex contexts Competencies: Manages time effectively, takes initiative, and contributes meaningfully to teams and communities |
| Learning Context | Learning involves independent projects and professional experiences, fostering practical application and self-directed growth. |
| Application of Knowledge | Learners use knowledge to solve complex problems responsibly and ethically, demonstrating professional and academic readiness. |
| Key Outcome | By the end of IPS Stage 6, learners are fully prepared for postgraduate study in Stage 7 or professional roles, equipped with advanced knowledge, research skills, and the ability to navigate complex challenges in their field. |
| IPS Programs | IPS Practitioner Program |
| IPS Stage 7 | |
| Stage Name | Executive Stage |
| Educational Level | Executive Education |
| Description | In IPS Stage 7, learners focus on leadership, innovation, and advanced professional or research skills. They lead projects, explore new ideas, and contribute to progress within their field, preparing for senior leadership or doctoral-level research. |
| Learning Outcomes | Knowledge: Develops advanced, specialised understanding of their field, including awareness of current challenges and emerging trends Skills: Leads projects, designs research, and applies creative solutions to complex problems Competencies: Demonstrates leadership, initiative, and exceptional communication skills in professional and collaborative contexts |
| Learning Context | Learning is highly self-directed, often involving collaboration with peers, industry professionals, or research partners. |
| Application of Knowledge | Learners extend and apply knowledge to create innovative approaches, solutions, or improvements within their field. |
| Key Outcome | By the end of IPS Stage 7, learners are ready for senior leadership positions or doctoral-level research at Stage 8, equipped to drive innovation, lead teams, and make impactful contributions in their profession or discipline. |
| IPS Programs | IPS Executive Program |
| IPS Stage 8 | |
| Stage Name | Fellow Stage |
| Educational Level | Highest Education |
| Description | In IPS Stage 8, learners operate at the forefront of knowledge creation. They conduct original research, innovate practices, and engage in deep reflection, contributing ideas that shape the future of their field. This stage develops experts capable of leading in academia, research, or industry. |
| Learning Outcomes | Knowledge: Achieves expert-level understanding with the ability to generate original insights, theories, or innovations Skills: Masters advanced research methods, critical thinking, and communicates complex ideas effectively Competencies: Leads research or professional innovation, mentors others, and contributes meaningfully to the advancement of the field |
| Learning Context | Learning is fully independent, occurring in high-level research or professional environments that demand creativity and initiative. |
| Application of Knowledge | Learners use knowledge creatively to make new discoveries, develop theories, or innovate practices that advance understanding. |
| Key Outcome | By the end of IPS Stage 8, learners produce original contributions to knowledge and are fully capable of leading in academia, research, or industry, driving innovation and shaping the future of their discipline. |
| IPS Programs | - |