In this supporting paper to the presentation, the purpose, the nature and the advantages and disadvantages of NV will be stated and analyses; finishing with a conclusion as to whether to follow a NV or not. The definition of an NV Is “A statement of competence clearly relevant to work and Intended to facilitate entry into, or progression In, employment and further learning, Issued to an Individual by a recognized awarding body”.
A national vocational qualification (NV) is a collection of vocational qualifications (previously unstructured which have been integrated into a ingle assessment standard. This has been done in order to have a nationally recognized level of academic achievement which enables employees to have a clearer level of each job applicant’s respective competency.
Competency can be defined as:- ‘An underlying characteristic of a person which results in effective and/or superior performance in a job’ (Botanist 1982, app) Due to the heavy promotion by the Learning Skills Councils, (Ills) and the Department for Education and Employment; the majority of vocational qualifications are either part of the NV scheme, and In the are occasion that It Isn’t, most commonly when the qualification is of different nature of those offered by the NV syllabus, the qualification will have Its equivalence identified to Its respective. Pacific, level of the NV system In order for those nationwide (familiar with the NV) can have more clarity as to where such candidates stand on the level of competency. NV have been developed to suit all occupational areas, with each occupational area there are eight levels with the NV system to complete to attain full competency’. This is structured in such a way that bevel one is the most basic and level eight, the most advanced level of NV.
The ideal situation of training for competence is done by the manifestation of the development of candidates’ abilities to perform the specific tasks which coincide directly with the nature of the Job in its respective department, In terms of performance results (grading), with specific Indicators. NV have originally been developed with the purpose to serve as a reaction to the ‘confetti-scattering’ style of training which Is sometimes carried out by some establishments e. G. A company which sends their Taft on off-the-job training with just the objective to learn one particular skill.
This training style results in the candidates becoming one-dimensional, due to having a limited knowledge of skills. NV have, in fact been developed in order to give these candidates a more rounded knowledge, thus enabling them to be more versatile, efficient in their respective job positions. The design of NV has been structured in such a way that in each of the eight levels, there are mandatory and optional roles (or modules); these are comprised of a collection of several units, those of which are to e completed to be able to progress onto the succeeding level.
The table beneath can be used In aid to understand the structural layout of each level in NV. There are several advantageous principles adopted by the NV system. These Include:- 1. The NV qualifications are open access In the sense that no prior professional attainment or experience, nor qualifications are required, each review of current skills/ experience currently obtained). 2. The focus-based learning format of the NV.
Progression from one level to next is based on when the criteria o advance has been met, this can be as quick or long as the individual will take to learn, opposed to other assessment standards where the timescale restricts the learner to learn in its set time. An example of this is that it is impossible to complete a Master’s Degree quicker than in a year. 3. Flexibility is a key aspect of NV, as they are not generally attendance based – in conjunction with the focus based learning aspect of the qualification where the learner can take as long/short as they want.
This also enables candidates to continue with their respective business emends of their external employment, in conjunction with following NV. 4. School Integration is available to the NV (Envies), this enables candidates to have early access to the hands on approach, which runs alongside other assessment standards (e. G. An alternative run in the same centre as A -levels etc. ), thus showing equivalence in value and progression routes, thus giving more viable options to the candidates). 5.
Portfolio based work proves to prospective employees that a track record is available showing day to day skills being learnt, thus proving the levels of understanding and competence of each candidate. 6. Prior Accreditation being put into consideration as to which level they will be categorized, enables the candidate to use their qualifications/experience regardless of where from, as long as relevant (I. E. A-levels, training at work etc. , enabling an individual to start in a more advanced level). NV also have a few disadvantageous aspects when following their assessment standards, these include. 1.
Labor intensive nature of assessment there is a lot of practical work undergone in the NV 2. More focus in gaining evidence than actual learning, lack of cognitive learning amongst candidates. As most of the proof (to validate competency level) is done via the production of a portfolio and the presenting of a track-record , this can easily turn into a ‘paper-chase’ rather than the actual focus on the learning processes of the qualification. The also, ‘going through the motion’ nature of the NV can also enable the candidate to not be able to reason, simply performing tasks without having true understanding. . Quality of assessment can, due to the large numbers of assessors, have a large variance as the irking of each individual can differ. Especially with the different interpretations of some of the Jargon developed by the NV assessment grading schemes 4. Partial Competence due to selection of optional modules/ reduced definitions and details, as each candidate can choose their modules in the option roles category and each module having different aspects and natures, the candidate may be subject to effectively not gaining an entire knowledge in their respective occupational fields.
An example of this would be (referring to table above) where each module has a code which labels the nature of the unit. Take ‘CO’, With C symbolizing say, ‘Managing Self and Personal Skills’, one opting out of such a unit, could prove to give them less than the complete set of skills an NV could offer, thus lowering competence. To conclude, NV are a system devised by the government to help those in various situations, both academically and professionally in order to make them more employers.
There are a range of advantages and disadvantages to the candidates as well as the employers, such as not having to follow a timescale in learning and also in to receiving a full knowledge due to optional module selection, but as to whether one should be followed or not, according to the studies that have been carried, out should go hand in hand in the individuals situation..