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STEPHEN SWAILES University College Northampton, United Kingdom
SIMON ROODHOUSE University Vocational Awards Council, Bolton, United Kingdom
ABSTRACT This article reviews the reactions to higher-level National Vocational Qualifications (NVQs) in the United Kingdom in the context of certification levels by level and subject. The most successful higher NVQs are linked to professional qualifying routes, have generic application across a range of sectors or fill gaps where qualifications were not previously established. Research among the main stakeholders to gauge their attitudes towards higher NVQs shows that, among positive aspects, some adverse attitudes still exist surrounding issues of comparability, the assessment experience and the design of occupational standards. Suggestions for overcoming these issues are given. However, the wider picture shows that support for occupational standards is strong and it is the use of standards, which may or may not involve NVQs, that will help to drive forward new policy initiatives addressing participation in the sector.
Introduction
Historical Perspective By the 1970s the United Kingdom economy faced strong competition from lowlabour- cost producers with access to similar technologies in many manufacturing sectors. Concern about falling competitiveness led to a report by the then Manpower Services Commission (MSC, 1981) that emphasised the need for a flexible and skilled workforce that could respond to global economic changes. To achieve and sustain the levels of flexibility and skill needed, the importance of occupational competence was extolled and qualifications were advocated in vocations not well served by the education sector. Criticisms were
also levelled against some existing qualifications for failing to meet the new challenges and, following the Review of Vocational Qualifications (MSC, 1986), a nationally coordinated qualification framework was called for. This framework came about through industry lead bodies that coordinated the production of occupational standards and the creation of the National Council for Vocational Qualifications (NCVQ) in 1986 to oversee the development of National Vocational Qualifications (NVQs). The Qualifications and Curriculum Authority (QCA) took over responsibility for quality assurance of NVQs in 1998. The main features of NVQs are that they should:
• incorporate the skills needed by employers and individuals;
• provide qualifications which reflect the achievement of clear standards of competence;
• identify common areas of competence across sectors and occupations;
• provide effective career and training routes for individuals;
• emphasise performance in the workplace in preference to passing
knowledge-based examinations;
• be accessible to all sections of society without unnecessary barriers.
Five levels of NVQ were created ranging from the competence and knowledge required to perform ‘routine and predictable’ operations (level 1), through level 3 dealing with ‘complex and non-routine’ activities to level 5 dealing with ‘a wide and often unpredictable variety of contexts’. Level 4 broadly equates with undergraduate-level study and level 5 with postgraduate study. Definitions of the NVQ levels are given in Appendix 1...
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