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Vocational qualificationsOverview Through the lifelong learning programme, everybody in Britain is being encouraged to learn throughout their lives. Learning is as much to do with personal satisfaction and developing interests and hobbies as with improving job prospects. Two types of qualification build up a personal development record: academic and vocational. While most qualifications include both academic and vocational elements, they tend to be classified by whether the majority of the work to achieve them is done in one form or the other. Vocational qualifications – which we are looking at in this article – are work-related qualifications. They are designed to allow people to learn in a way that suits them, and to give them the sorts of skills that employers are looking for. There are many to choose from, in a lot of different subjects. Vocational qualifications usually consist of a series of modules that show competence in a particular area, and are often assessed ‘on the job’ by a supervisor or visiting expert. They are based on national occupational standards (NOS) developed by employers and the relevant Sector Skills Councils. Awarding bodies develop vocational qualifications and the units (or modules) that make them up. They also approve assessment centres, and may have lists of recognised training providers. Vocational qualifications in the Services The vast majority of military training is a mix of task-orientated training and personal development. In most cases this training now also provides nationally recognised qualifications so that individual achievements in uniform can be understood by a future civilian employer. From ensuring that everybody achieves the new functional skills (see below), which have now replaced key skills, to providing academic and vocational qualifications for those that need them for their employment, all Service people are educated during their initial training period. Personal development is encouraged through the introduction of the personal development record, and funding such as the standard and enhanced learning credits (SLC and ELC). Assessors and verifiers Assessors are in direct contact with candidates. They must be qualified themselves and will also need an ENTO (independent standard-setting body) unit qualification – A1 (assess candidates using a range of methods) and/or A2 (assess candidates’ performance through observation). Verifiers may be internal, V1 (conduct internal quality assurance of the assessment), appointed by the approved centre to check that assessments are consistent, honest and fair, or external, V2 (conduct external quality assurance of the assessment), appointed by awarding bodies to check the work of approved centres. The old D units are still valid but are no longer awarded, and holders should consider requalifying. Functional skills The functional skills mentioned above are a new type of qualification. They were launched last year and have now replaced the old main key skills qualifications (Application of number, Communication, and Information and communication technology). They are designed to help people build the practical skills that will enable them to get the most out of work, education and everyday life. Functional skills are practical skills in English, Mathematics, and Information and communication technology (ICT) that allow individuals to work confidently, effectively and independently, and know when and how to use this knowledge in real-life situations. Those who possess these skills will be able to participate and progress successfully in education, training and employment. They will also be able to develop and secure the broader range of aptitudes, attitudes and behaviours that will enable them to make a positive contribution to the communities in which they live and work. The functional skills qualifications are widely available (e.g. in colleges and the workplace) and, to ensure that they are readily accessible to the full range of learners, are offered as:
The ‘wider’ key skills qualifications (Improving own learning and performance, Problem solving and Working with others) will continue to be offered across England, Wales and Northern Ireland. To find out more about functional skills, visit the relevant section of the Office of Qualifications and Examinations Regulation (Ofqual) website www.ofqual.gov.uk (click on ‘Qualifications and Assessment’, then ‘Functional skills’). National vocational qualifications (NVQs) and Scottish vocational qualifications (SVQs) Both are work-based qualifications that describe what competent people in a particular job are expected to be able to do. They include all the main aspects of an occupation and are classified according to the competence levels required. They involve applying knowledge to:
They are made up of units based on the NOS, and are achieved through assessment. Assessors establish what the candidate can do already, agree on the standard and level to be reached, analyse what needs to be learned and agree activities that will meet these needs. Apprenticeships Apprenticeships are available at apprentice (one-year) and at advanced apprentice (two-year) levels. They are again work-based, and both are programmes that include the functional skills (see above), a technical certificate (usually) and an NVQ/SVQ at level 3 (advanced apprentice) and at level 2 (apprentice). They are available in over 80 different industrial and commercial sectors. Many military courses now award these qualifications, sometimes after a period in a unit where the skills can be practised. Higher national certificates (HNCs) and higher national diplomas (HNDs) HNCs and HNDs are work-related (vocational) higher education qualifications. While bachelors degrees tend to focus on gaining knowledge, HNCs and HNDs are designed to give you the skills to put that knowledge to effective use in a particular job. Highly valued by employers, both in the UK and overseas, they can also count towards membership of professional bodies and other employer organisations. HNC and HND courses are provided by more than 400 universities and further education colleges. HNCs can take one year to complete full-time and two years part-time (or via, say, distance learning). HNDs take two years full-time and can also be taken part-time (which takes longer). (The award of an HND requires more units to be passed than for an HNC.) They equate to approximately halfway between an A-level and a degree, although they are, as mentioned above, more practically based than the latter. HNCs are at level 4 and HNDs at level 5 on the Qualifications and Credit Framework (QCF) (see the feature on this elsewhere in this issue). BTECs, City & Guilds and OCR Nationals If you want to learn more about a particular job or area of work, you could choose to study for a BTEC, City & Guilds or OCR National qualification. These are particular types of work-related qualification that are recognised and valued by employers. As with other vocational qualifications, you study for these if you are interested in learning more about a particular industry or sector. Because they have been designed in collaboration with industry, they can equip those studying for them with the kind of skills and knowledge that employers are looking for. They are available in a wide range of subjects, including: business, health and social care, IT, public services, science and sport. Although they are usually studied full-time at college, they can be taken part-time, too. These qualifications can lead to either a job or further study – for example, you could progress from a qualification at one level to higher levels in the same or related area of study, which could eventually lead to professional qualifications or act as a route into higher education, such as taking an HNC or HND (see above). You can find out more about the specific qualifications on offer by visiting the website of the relevant awarding body:
Foundation degrees Foundation degrees address the skills deficit at higher technician/associate professional level, combining learning and job experience for people who want to ‘earn and learn’. Students gain 240 ‘points’ towards a full degree course, and full account will be taken of prior learning and experience. Recent developments, including syllabus, university partnerships and funding, make these increasingly available to people in the Services. Access Diplomas The Access to Higher Education (HE) Diploma – often referred to by its shorthand form, Access Diploma – is a qualification that prepares students for study at university, and is designed for those who would like to study in HE but who left school without the usual qualifications, such as A-levels. It is widely accepted by universities and colleges, having been developed with their support, and is designed to provide a good grounding in the knowledge and study skills needed to succeed in higher education. Although it is equivalent to A-levels, the courses are put together with people who haven’t studied for a while in mind – and most don’t require prior qualifications. There are more than 1,000 courses leading to the Diploma, including subjects such as nursing, art and design, and business studies – as well as a range of others. Many are suited to study part-time or in the evenings, which adds to their flexibility. Most further education colleges in England and Wales offer such Access courses, and a number are available through distance learning, so you should be able to find a course that is convenient for you, and that caters for your interests or career ambitions. Many ‘Access students’ go on to succeed at university and beyond, with a great many pursuing new careers and seeing their lives change in ways they had never thought possible. You can find out more about Access to HE courses, browse courses and read success stories at: www.accesstohe.ac.uk, the Access to Higher Education homepage. To find out more about getting in to HE as a mature student, visit the relevant section of the Directgov website at: www.direct.gov.uk (click on ‘Education and learning’, followed by ‘University and higher education’, then ‘Getting into higher education as a mature student’). New vocational qualifications These new work-related qualifications are located on the newly introduced QCF. This framework groups qualifications together into a number of ‘levels’ that place different demands on the learner. To find out more about these new qualifications, visit www.direct.gov.uk and click on the link ‘Vocational qualifications on the Qualifications and Credit Framework (QCF)’, which can be found in the ‘Education and learning’ area of the website. You can read more about the new QCF in the dedicated article elsewhere in this magazine. Other courses This article focuses on career-enhancing courses, but there is a vast range of vocational training also available in areas that may be of general interest, or contribute to an individual’s hobby or sport. Becoming a football referee or a cricket umpire, learning to play a musical instrument, creative writing or car maintenance are just a few examples of the selection on offer in colleges and schools throughout the UK. How to get vocational qualifications
As part of everyday work Vocational qualifications are work-based, so the ideal place to learn and practise them is at work, and most assessment is carried out in the workplace. Therefore many people can only gain units that are appropriate to their job. However, provided that suitably qualified assessors are present, there is no reason why people cannot continue to build up a vocational portfolio as they carry out their normal work activities. For example, some military skills, like instruction and supervision, fit very well into a portfolio, and vocational qualifications at a higher level than those obtained through military courses can be awarded to the enthusiast who wants to work for them. On courses
It is also possible to gain vocational qualifications on courses, but this may have to be during leave or time off because the practical element in them often means they take place in working hours, and those with a job can find it hard to get enough time off to complete the workplace assessment. Course details can usually be found through education or learning staff, a local library or a learndirect centre (see www.learndirect.co.uk). Where to learn
With many qualifications being earned through students completing a number of modules, the distinction between higher education (generally academic) and further education (often vocational) can be unclear. Credits from a selection of courses can often be added together to gain degrees and other HE qualifications, and it is not always necessary to have a first degree to gain a master’s, and certainly not necessary for many professional qualifications. As well as learning establishments, many commercial organisations, often operating in highly specialised areas, provide training to paying clients. Much is of excellent quality and targeted carefully at the needs of civilian employers. Qualifications can be earned through full-time courses, part-time courses, day release, night school, open learning and distance learning (see the feature elsewhere in this magazine). There will usually be more times when students get together for joint study periods in open learning, with distance learning generally catering for students who are so far away that they study almost entirely by themselves. Sources of help
Line managers should be the first point of contact. Each unit has an education/learning specialist, and each Service also has a network of educational and learning centres where advice can be found and ideas explored. |
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