Higher level national vocational qualifications: the candidates' experience

Hillier, Yvonne

doi:10.1080/13636829900200086

Cited by 7 publications

(14 citation statements)

References 32 publications

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“…The process of portfolio building is not well known and students can struggle to understand both the nature of evidence and ways of relating it to standards (Hillier, 1999). This problem is linked directly to the precise content and structure of occupational standards and their evidence requirements (Grugulis, 1997a,b).…”

Section: The Learning Experiencementioning

confidence: 99%

“…This problem is linked directly to the precise content and structure of occupational standards and their evidence requirements (Grugulis, 1997a,b). Higher NVQs have a poor reputation for developing skills and knowledge (Hillier, 1999). In management NVQs for example, a recurring problem is that candidates feel they are not learning much that is new and are only being accredited for what they know they can do already (Fuller, 1994;Holman & Hall, 1997).…”

Section: The Learning Experiencementioning

confidence: 99%

“…One caveat concerning studies of learning experiences (Hillier, 1999;Grugulis, 2000) is that they may not have distinguished between problems directly linked to the standards and poor learning/teaching methods used by providers possibly caused by poor programme design or tutors with little commitment to NVQs. Because these two aspects cannot easily be untangled, this problem hangs over most studies of candidates' experiences.…”

Section: The Learning Experiencementioning

confidence: 99%

“…This finding supports the idea of credit rating NVQs in higher education (see ED, 1995;Lloyd-Langton & Portwood, 1994), although the practical benefit of doing so is questionable, since there seems little evidence that students seek to use academic credits gained via NVQs to access other programmes. NVQ holders report growth in personal confidence resulting from their programmes (Hillier, 1999;Swailes, 1997). Winterton & Winterton (1997) found that management development based on the MCI's standards can lead to improved individual and organisational performance.…”

Section: Benefits Of Higher Nvqsmentioning

confidence: 99%

“…While standards have been criticised for their design they have uses beyond qualifications. They help to up-skill the workforce and help improve systems and procedures in organisations, such as recruitment and selection or information management (Hillier, 1999), and inform the content of other qualifications. In time, the use of standards per se and their use as qualifications may diverge.…”

Section: Benefits Of Higher Nvqsmentioning

confidence: 99%

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Structural barriers to the take-up of higher level NVQs

Swailes

Roodhouse

2003

Journal of Vocational Education & Training

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This article explores perceptions of barriers to the take-up of higher level NVQs (levels 4/5). The literature on higher NVQ adoption is reviewed together with uptake statistics. Research involving interviews and case studies showed that 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. Higher NVQs suffer from credibility problems and variable delivery quality partly accounts for a tarnished image. Support for occupational standards is strong, but their design is not generally suited to higher qualifications. Awarding bodies need to assess the learning experience on award programmes more closely. Funding mechanisms disadvantage higher NVQs particularly in the university sector. NVQs are perceived to be relatively costly; however, there is little data available to enable objective comparison. Suggestions for overcoming these barriers are offered.

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Section: The Learning Experiencementioning

confidence: 99%

Section: The Learning Experiencementioning

confidence: 99%

Section: The Learning Experiencementioning

confidence: 99%

Section: Benefits Of Higher Nvqsmentioning

confidence: 99%

Section: Benefits Of Higher Nvqsmentioning

confidence: 99%

See 3 more Smart Citations

Structural barriers to the take-up of higher level NVQs

Swailes

Roodhouse

2003

Journal of Vocational Education & Training

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Professional accreditation and national vocational qualifications: an exchange of experience

Lester¹

2001

Journal of Vocational Education & Training

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The Professional Accreditation of Conservator-Restorers (PACR) is a practice-based accreditation scheme, which draws on some of the principles established in the United Kingdom's framework of occupational standards and National Vocational Qualifications (NVQs). The emergent success of PACR shows that these principles can be adapted into a professional context and gain credibility within the profession and among its client constituency. PACR also offers experience that might be transferred back into NVQs. The PACR standards are more focused and concise than most occupational standards; they reflect a more holistic view of competence and professionalism than do many occupational standards; and the assessment process aims to examine practice in an integrated, focused and efficient manner. The success of PACR in an area where NVQs have seen little uptake also begs the question of whether it is always appropriate to package competence-based qualifications as NVQs, particularly at the higher levels.

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Writing stories, telling tales: national vocational qualification (NVQ) candidates' experiences of NVQs

Spielhofer¹

2001

Journal of Vocational Education & Training

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Higher level national vocational qualifications: the candidates' experience

Cited by 7 publications

References 32 publications

Structural barriers to the take-up of higher level NVQs

Structural barriers to the take-up of higher level NVQs

Professional accreditation and national vocational qualifications: an exchange of experience

Writing stories, telling tales: national vocational qualification (NVQ) candidates' experiences of NVQs

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