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1.
Abstract

This paper outlines the process through which competence‐based National Vocational Qualifications in Purchasing have been developed against the context of criticisms of the concept itself and the methodology adopted. It is argued that the validity of such qualifications lies in practitioner involvement in their development and assessment. They also have value through their incorporation in organisational personnel selection and development processes. Ultimately, however, their validity and value remain to be established through empirical research.  相似文献   

2.
The recent Smithers critique of the role of the National Council for Vocational Qualifications (NCVQ) has opened up the debate about the effectiveness of this system for achieving the current goals of upgrading vocational studies and reforming the 14‐19 curriculum. It is argued that, although Smithers is broadly correct in his attack on the NCVQ, there are some areas of ambiguity and also ways in which the critique fails to capture the full scope of the problems. The nature and full implications of the inappropriateness of the NCVQ enterprise is illustrated through an examination of the main weaknesses of National Vocational Qualifications (NVQs) and the competence‐based education and training (CBET) strategy which underpins them and, in particular, by reviewing some specific problems of learning and assessment and the findings of a number of recent critical studies. In view of the seriousness of these shortcomings of the NCVQ system it is suggested that perhaps the only genuine solution to the current difficulties lies in the recommendations of the 1993 National Commission on Education report for the abolition of the present system of academic and vocational qualifications.  相似文献   

3.
At a time when Britain's vocational education and training (VET) system and vocational qualifications are undergoing a major review and restructuring in response to critical reports about the model established under the former National Council for Vocational Qualifications, the British Council and associated agencies is currently trying to market National Vocational Qualifications (NVQs) overseas. The chief weaknesses and failings of NVQs and the competence‐based education and training (CBET) system on which they are based are outlined in terms of assessment anomalies and the needs of firms, trainees and employers. Since these shortcomings are so so serious, it is suggested that‐‐until they have been remedied through the current reforms under the aegis of the new Qualifications and Curriculum Authority‐‐it is ethically unjustifiable to export a failed VET system to countries which may be unaware of the critical research surrounding NVQs and CBET.  相似文献   

4.
为提供技术熟练和合格的劳动力,巴基斯坦国家职业技术培训委员会颁布了“国家职业资格框架”。作为一种国家资格证书制度,该框架旨在满足巴基斯坦的行业需求和提高职业教育的质量,并为职业资格的分类和分级、进入和获得、等值和转换、学分积累、先前学习认定以及职业教育的发展途径等提供国家政策和指导方针,促使巴基斯坦建立一个连贯的国家职业教育资格体系。  相似文献   

5.
A significant historical role in the development of competence-based vocational qualifications in England and Wales is customarily ascribed to the 1985 to 1986 Review of Vocational Qualifications (RVQ), the body which invented the National Vocational Qualification (NVQ). This paper analyses the RVQ's internal debates. The paper demonstrates that the RVQ proposed only the general principles of a structure and an administration for a reformed vocational qualifications system. The RVQ did not address in detail either the definition of occupational competence or the curriculum and assessment models to be embodied in the NVQ. In the light of this analysis, the paper re-evaluates the role of the RVQ in the development of competence-based vocational qualifications, and suggests some potentially fruitful areas for future research.  相似文献   

6.
Abstract

This paper explores the feasibility of introducing National Vocational Qualifications into the Offshore industry. A case study is used to examine the changing perceptions of trainers as they work through the implications of adopting the new framework. Conceptualisations developed in the educational innovation literature are used to help understand the change process. Three areas of concern are identified which illustrate a gap between the aims and practicalities of implementing the qualifications. The conclusion differentiates four emerging research issues.  相似文献   

7.
Between 2004 and 2012, there had been a significant rise in so-called ‘equivalent’ qualifications taken by young people in England in the final years of their compulsory schooling. These were qualifications other than GCSEs that were approved for young people under the age of 16 under Section 96 of the Learning and Skills Act 2000. This rise was checked by the Wolf review of vocational education, which led to wholesale changes in the set of qualifications that schools offered to pupils, and which primarily affected lower-attaining students. We quantify the impact of this reform on these pupils with respect to the qualifications they entered and what they achieved. We do so by comparison to previous national cohorts of pupils unaffected by the reform, including the estimation of counterfactual outcomes for the group of pupils most likely to be affected. These pupils tended to enter fewer qualifications overall after the reform than their predecessors, but with a higher fraction of GCSEs. Age-16 attainment fell, with a lower percentage achieving level 2 of the National Qualifications Framework (NQF). This finding is repeated in the post-16 outcome measures, which were stable throughout this period. There is no evidence from the attainment data that these reforms helped low-attaining pupils.  相似文献   

8.
Abstract

This paper outlines some of the issues emerging from research in to competence based training and assessment, and National Vocational Qualifications. A model for analysing the key purposes of formal assessment systems is suggested and a conceptual framework is presented which uses the notions of use and exchange value for gauging the worth of qualifications. The author presents material collected during a study of the training and assessment of student air traffic controllers to illustrate how contextual features, particularly at the occupational level, can affect the purpose and design of a qualification as well as the value attached to it by recipients and employers. It is suggested that elements such as: ‘purpose’, ‘perceived value’ ‘qualification design’ and ‘context’ provide a conceptual framework within which further understanding of the role of qualifications can be achieved. The longer term aspiration of the analysis begun in this paper is the development of a context‐sensitive theory of occupational qualifications.  相似文献   

9.
The background to the Management Charter Initiative (MCI) and its relationship to National Vocational Qualifications are described. An assessment is made of the MCI approach and the author's experience of a Certificate in Management course.  相似文献   

10.
This article takes up the issue of the internationalisation of Vocational Education and Training (VET) reforms, expressed in the way policy instruments such as National Qualifications Frameworks (NQF) are introduced in the European Training Foundation's (ETF) partner countries. There is an international debate and different perspectives regarding NQFs. These perspectives have largely talked past each other. The article brings together these perspectives and highlights the issues at stake in this field. Through the analysis of ETF interventions in different regions, the article makes a case for new approaches of intervention, namely policy learning, that aim at enabling national stakeholders and that are conducive for home-grown VET policies. The discussion is broad in scope, not only because the article reviews developments in qualifications frameworks across-regions, but also because it highlights the complex interaction of the global and local development when introducing NQFs and the impact of such reforms on VET systems.  相似文献   

11.
The success of the New Deal policies of the current Labour administration – particularly the Welfare to Work and University for Industry initiatives – will depend crucially on the co-operation of the vital small and medium-sized enterprises (SME) sector of British industry. In turn, the reaction of small employers to the new policies will be structured by the national vocational education and training (VET) efforts and the vocational qualifications system. Against the background of our recent research on SMEs in the West Midlands region, we argue that the New Deal policies will fail to engage with SME needs and interests unless the new Qualifications and Curriculum Authority (QCA) effectively abandons the old agenda of the former National Council for Vocational Qualifications (NCVQ) in its ongoing restructuring and radical review of issues and policies for VET.  相似文献   

12.
Scotland, traditionally, has high levels of confidence in teachers. Fairness and justice are key concepts in policy and practice in Scottish education. For more than 100 years, the high-stakes assessment system in Scotland, with the Scottish Higher qualification at its heart, has been crucial to that sense of opportunity and justice. However, in 2019–2020, public confidence in high-stakes assessment in Scotland, as in other United Kingdom countries, was dented. In Scotland, the Covid-19 pandemic meant that schools were closed, teachers provided online learning opportunities for pupils working at home and, for the first time in 130 years, it was not possible to run national examinations. To ensure that learners were not further disadvantaged, alternative approaches to gathering evidence for qualifications were instigated. However, these results were challenged as socially unjust and the results that had been nationally moderated were replaced by results based on locally moderated teachers' professional judgement. As Scotland looks to qualifications beyond Covid-19, trust must be re-built. This article reports on a participative research project that sought to understand public perceptions of standards and fairness across a range of key communities following this experience. Drawing on both qualitative and quantitative data, we analyse factors which affected trust in National Qualifications under the pandemic. The evidence suggests that when considering what matters for qualifications to be trusted, technocratic solutions are likely to be rejected by stakeholders. Understanding and responding to what led to the mistrust of qualifications in Scotland will be crucial to inform its future qualifications system.  相似文献   

13.
This article provides an account of ‘three generations’ of the Business Education Council (BEC)/Business and Technician (later Technology) Education Council (BTEC) curriculum as implemented in further education colleges between 1979 and 1992. There is discussion of aspects of the underlying philosophy of BEC/BTEC, the structure and content of the programmes, skills, assessment, work experience, learning strategies, and aspects of monitoring and quality control. It is argued that BEC/BTEC, through a form of vocational progressivism, successfully transformed pedagogic practices in FE during the 1980s. The advent of the National Council for Vocational Qualifications, however, and the subsequent introduction of General Advanced Vocational Qualifications in 1993 effectively marked the end of the ‘BEC/BTEC’ era and the establishment of a more directly instrumentalist approach to vocational education.  相似文献   

14.
Romania is reforming its Technical and Vocational Education and Training (TVET) system and introducing a National Qualifications Framework (NQF) and a National Quality Assurance Framework (NQAF) to create a new and comprehensive national quality assurance system for qualifications. These reforms have their origins in the social and economic restructuring which followed the fall of Communism, preparation for membership in the European Union, and developments in the field of education and training related to the Lisbon agenda. This article explains the background to the reforms and explores the purposes and scope of the NQF and the NQAF and the relationship between them. It argues that the way that the reforms are being undertaken should ensure that the NQF is developed in harmony with the NQAF and that, as a result, the NQF will be strongly supported by policies and processes which will secure the quality of the provision which it contains. The article looks at the way that the Romanian institutional structure is being used to implement the key functions and processes of the two frameworks and draws out some of the key issues which face the reformed Romanian system.  相似文献   

15.
ABSTRACT

The range of options presented to young people by the new General National Vocational Qualifications (GNVQs) is complex and GNVQ students need to become familiar and confident with key GNVQ terms and procedures. This article reports the findings of a research project which aimed to identify correct practice and potential good practice in the guidance provided to GNVQ students during their induction. The research showed that, although there were examples of good practice, an educational innovation of this nature and scope was inevitably somewhat flawed in some respects. The article ends with a brief look at the conceptualisation of GNVQ Induction Programmes and at how their content might be enriched  相似文献   

16.
Competence, Knowledge and Education   总被引：2，自引：0，他引：2  
Since the establishment of the National Council for Vocational Qualfications (NCVQ) in 1986, the influence of the competence-based approach, which underpins National Vocational Qualifications (NVQs), has spread beyond its original remit and now extends into schools and higher education. Competence strategies are criticised for their conceptual imprecision and their behaviourist, foundation. More significantly, it is argued that the competence approach displays confusion and incoherence in its interpretation and use of the ideas of 'knowledge' and 'understanding', and so should be challenged and resisted by educators committed to these values.  相似文献   

17.
Recent policy statements reveal that the future work-based route to vocational qualifications in the UK will include 'taught knowledge and understanding' as well as competence acquired in the workplace. The intention is to bring National/Scottish Vocational Qualifications into line with the German dual system of apprenticeship, which involves much more academic study. This article seeks to clarify the UK policy by exploring recent developments in the German dual system, and considering two key questions: how to define knowledge and understanding in this context, and how to distribute control of the curriculum between the stakeholders.  相似文献   

18.
Greater transparency improves the understanding and interpretation of qualifications and competences. This article asks whether transparency of qualifications has become a reality in Europe. It begins by outlining the three main strategies that were adopted at Community level between 1957 and 1999 to address the problem of transferring qualifications from one country to another. It then describes recent Community action on transparency and recognition of qualifications at both VET and higher education levels. The outcomes of the European Forum on Transparency of Vocational Qualifications are outlined, and in particular the new Europass framework for transparency of qualifications is described, and issues about its implementation are discussed. Some of the main tensions that are observed between the approaches to transparency in VET and in higher education are highlighted. Finally, there is a brief case study on the approaches that have been adopted in recent years to achieve transparency of qualifications in Ireland, against a background of extensive reform of the national qualifications system. In summary, the article is primarily a reflection on the practical aspects of making transparency of qualifications a reality.  相似文献   

19.
There has been widespread discussion that a new ‘settlement’ is emerging in post‐compulsory education, a political settlement that has progressive educationists, unions, business, the Labour Party, the New Right and Government sharing a similar vision of vocational education for the 21st century. It is argued that this policy consensus is consistent with the post‐Fordist analysis of economy and that such an analysis may ‘offer bonuses to radicals’ (Kumar 1992: 66). This paper provides evidence in support of Avis (1993) that a new ‘settlement’ exists, and that a consensus has emerged in policy proposals for the rationalization of the ‘New Qualifications Framework’, a consensus in which parity of esteem between vocational and academic qualifications was central and supported by government in the introduction of the General National Vocational Qualification (GNVQ). Yet GNVQ as part of the New Qualifications Framework has been characterized as a form of tripartite education post‐16. This paper will examine the New Qualifications Framework and argue that a settlement has emerged which will facilitate further rationalization of the post‐16 curriculum, rationalization that will provide an overarching Advanced/NVQ, Level Three Award, similar to the ‘British Baccalaureate’ or ‘General Education Diploma’ of the National Commission on Education. If the New Qualifications Framework proves credible, modularization within the framework provides a key to incremental change towards comprehensive tertiary education.  相似文献   

20.
Abstract

There has developed over the last few years a growing interest in the Accreditation of Prior Learning (APL) as a route to vocational qualifications. This is a system, supported by the major awarding bodies, whereby evidence of competence based on past experience and achievements is given credit towards qualifications. In a recent number of The Vocational Aspect of Education, Slusarchuk and Nicholl (1990) reviewed issues surrounding the creation of “an advocacy portfolio” designed to compile such evidence. The present article describes an approach to evaluating or assessing this evidence of prior learning with a view towards awarding National Vocational Qualification Units. A methodology is offered, through which the validity and reliability of APL assessment decisions may be enhanced.  相似文献   

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