What are NVQs?
The central feature of NVQs is the National Occupational Standards (NOS) on which they are based. NOS are statements of performance standards that describe what competent people in a particular occupation are expected to be able to do so. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future requirements and the knowledge and understanding that underpins competent performance.
National Vocational Qualifications (NVQs) are work-related, competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that a learner is competent in the area of work the NVQ represents.
Within reason NVQs do not have to be completed within a specified time. They can be undertaken by full-time employees or by school and college students with a work placement or part-time job that enables them to develop the appropriate skills. There are no age limits and no special entry requirements.
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How are NVQs achieved?
NVQs are achieved through assessment and training. Of prime importance is initial assessment.
There are many benefits of good initial assessment. You will be better able to reach your own decision about your learning programme. It will help you to make sure that you have chosen the right programme, and show you – and your employer – what you already know and can do and what you still need to learn. Based on 5 key principles, listed below, initial assessment should become an integral part of the induction process and inform your planning of each learner’s individual learning programme.
- All those with responsibility for initial assessment know exactly what its purpose is and how to carry it out effectively;
- Initial Assessment focuses on the learner and their needs and includes the learner in the process;
- The results of IA are used actively to inform the ILP process;
- The initial assessment process is open, honest and transparent;
- You identify all learners’ learning and support needs in relation to the type and length of their programme, and ensure that these needs are met.
Assessment of the NVQ is normally through on-the-job observation and questioning. You produce evidence through performing your duties to prove you have the competence to meet the NVQ standards. The assessor tests your underpinning knowledge, understanding and work-based performance to make sure you can demonstrate competence in the workplace and then the assessor will ‘sign-off’ units when you are ready.
When you start an NVQ the assessor will usually help you to:
- Identify what you can do already
- Agree on the standard and level of NVQ you are aiming for
- Analyse what you need to learn
- Choose and agree on activities that will allow you to learn what you need
At this point you may take an NVQ if that seems the best way to learn what you need. Or you may agree with your employer to do slightly different work to gain the level of competence you need.
You will compare your performance with the standards as you learn. To look at what you have achieved, how much you still need to do and how you should go about it, until you are assessed as competent for a unit of a whole NVQ.
The system is right for you if you already have skills and want to increase them, but it is also for those who are starting from the beginning. As the system is flexible, new ways of learning can be used immediately.
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Benefits for you
NVQs can help you prepare for work or help your career development and are achieved through the demonstration of skills. Getting an NVQ shows you can do a job to national standards and have the up-to-date skills employers are looking for, In terms of work, a qualification which proves you can do a job competently is a valuable commodity and you can do it whilst doing your job!
With NVQs the practice is equally as important as the theory – they show you what you can do well as well as validating what you know. You don’t have to sit through hours, days, weeks and in some cases even years of a learning programme – and there are no exams to sit at the end. NVQs are about putting learning into practice.
There are virtually no limits with NVQs – no time limits (although you should look to do it within a defined timeframe to ensure the currency of your competence) and no age limits and certainly no limits to the opportunities they create!
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Benefits for your employer
Employers play a vital role in their contribution towards the development of standards for NVQs – so they really do meet employers’ needs.
NVQs can help you improve productivity and competitiveness and ensure your employees have the skills and knowledge to meet your business needs. Many major companies use NVQs and find them valuable tools for both the development of employees and their business. Significant benefits have been reported by employers in terms of better productivity levels and an improvement in employee motivation, lower staff turnover, better staff-manager relations, improved staff recruitment and also provide the opportunity to benchmark standards and provide training that can be more specifically targeted to needs.
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Definition of NVQ levels
NVQs are organised into five levels, based on the competences required. The following definitions provide a general guide to the progression from level to level and the relationship between them. Levels 1-3 are those most applicable to learners within the 14-19 phase. Achievement of level 4 within this age group will be rare.
Levels
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Description
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Level 1
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Competence that involves the application of knowledge in the performance of a range of varied work activities, most of which are routine and predictable.
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Level 2
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Competence that involves the application of knowledge in a significant range of varied work activities, performed in a variety of contexts. Some of these activities are complex or non-routine and there is some individual responsibility or autonomy. Collaboration with others, perhaps through membership of a work group or team, is often a requirement.
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Level 3
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Competence that involves the application of knowledge in a broad range of varied work activities performed in a wide variety of contexts, most of which are complex and non-routine. There is considerable responsibility and autonomy and control or guidance of others is often required.
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Level 4
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Competence that involves the application of knowledge in a broad range of complex, technical or professional work activities performed in a variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.
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Level 5
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Competence that involves the application of a range of fundamental principles across a wide and often unpredictable variety of contexts. Very substantial personal autonomy and often significant responsibility for the work of others and for the allocation of substantial resources features strongly, as do personal accountabilities for analysis, diagnosis, design, planning, execution and evaluation.
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