Level 4 N/SVQs in Training and Development 1992‐1994

Abstract

The take‐up and completion rates for the level 4 N/SVQs in training and development over the period 1992‐1994 have been extremely disappointing. If these figures are representative of other higher level N/SVQs, then this gives major cause for concern over the proposed extension of the NVQ framework at higher levels. Argues that there is an urgent need for research into the take‐up and completion rates for other level 4 and 5 awards. Finally, a major obstacle to improving the quality of N/SVQ provision is the lack of data available at award level in England and Wales to determine the success or otherwise of particular NVQs . In Scotland the position is even more serious as no data are published on the performance of SVQs at framework or award level.

Discourses on Competence: a case study of students’ experience of higher level National/Scottish Vocational Qualifications

“…The majority of programmes now specify a curriculum and related theoretical input; have been designed to offer one-to-one student assessment and support; and are unashamedly focused on work-based performance. In fact, the naively designed N/SVQ programmes of the early 1990s that led to such low completion rates (Canning, 1997) have, by and large, been replaced by more sophisticated courses which have introduced more coherent curricula and cost-effective assessment regimes.…”

BVoc and MVoc: a way forward for higher-level NVQs in management?

“…Although it is very dif cult to get accurate data on NVQ completion rates, perhaps because many candidates never intended to achieve a complete NVQ award and because NVQs by their nature have no time limit, there is wide consensus that they are very low, and certainly lower than they are for traditional academic quali cations, either those that they replaced or those they still now compete with (Canning 1997;Quayle 1997;Swailes 1997a). Bedward and Rexworthy (1999) suggest that the national average for candidates completing NVQ programmes in management is under 30 per cent.…”

“…A signi cant number of universities offer dual accreditation programmes that lead to both a university award and an NVQ (Canning 1997). This approach has also been adopted by awarding bodies such as NEBS Management and the Institute of Management.…”

“…The NVQ 'track' was always designed to operate alongside the academic 'track', thus allowing individuals to move and progress both in and across tracks (Canning 1997). Individuals will be successful in switching from the NVQ to the academic track only if educational institutions accept the equivalencies stated by NCVQ (now QCA) and the awarding bodies.…”

The failure of competence‐based qualifications: an analysis of work‐based vocational education policy in Scotland

“…The expansion in the number of SVQs awarded has been more than offset by the fall in the number of traditional vocational awards. With relatively low take-up and completion rates for SVQs (Canning 1997) and a steady decline in low-level traditional vocational qualifications, this trend of limited growth in the 'work-based' education route is likely to continue into the next century. A similar pattern of under-achievement in NVQs •-Level 1 -Level 2 *-Level 3 *-Level 4/5 has already been identified as a feature of the post 16-VET system in England and Wales (Green and Steedman 1997).…”