S/NVQs 

National Vocational Qualifications (NVQs) and Scottish Vocational Qualifications (SVQs) are derived from National Occupational Standards which detail the skills, knowledge, understanding and occupational competences necessary to perform effectively in the workplace. Possession of an NVQ or SVQ demonstrates that a person has the skills and attributes necessary to do a job effectively and competently. They are thus work-related and competence-based qualifications.

They take the broadest definition of occupational roles and responsibilities including all the primary tasks and activities performed in the workplace. They cover key aspects of health, safety and environmental protection as well as other forms of legal and business compliance. The knowledge base covers all the technical aspects of the work role as well as wider underpinning skills valued by employers and which ensure a flexible workforce. They are developed by industry experts drawn from across the industry and thus provide rigorous and objective statements of occupational competence.

NVQs and SVQs are made up of discrete Units of Competence which define a primary work role. Each Unit then consists of one or more Elements of Competence which describe the sub-competences that go to make up achievement of the function defined in the Unit title.

Units can be of several types:

Mandatory – all of these units must be achieved to obtain an award
Optional Units – some units must be selected from theses Units to make up an Award and these are sometimes arranged into clusters or groups or sets from which units can be selected.

There is much greater flexibility in how NVQs and SVQs can be written as well as how units can be brought together to make up an award. There will be increased use and recognition of individual units or clusters of units to better reflect work roles. For further information on the new flexible approach click here.

Each NVQ must fit into the National Qualifications Framework (NQF). This has been revised following extensive consultation in 2003. From 1st September 2004 the NQF moved to a nine level structure with Entry Level and seven further levels which allows for clearer links to the framework for higher education qualifications (FHEQ). For more information on this structure click here.

Each NVQ and SVQ is placed within one of the eleven areas of competence and at an appropriate level within the framework (currently five) and is accredited for a maximum of five years and sometimes for three. To see the current level descriptors click here. The relationship between different types of qualification within the National Qualifications Framework for England, Wales and Northern Ireland can be found by clicking here.

In Scotland there is the Scottish Credit and Qualifications Framework (SCQF) which has 12 levels and which describes qualifications, including SVQs, by the level of outcomes of learning and by the volume of outcomes in terms of the number of credits they are given within the SCQF. Further details can be found by visiting www.sqa.org.uk and selecting SCQF from the left-hand menu.

Within reason, NVQs and SVQs do not have to be completed within a specified period of time. They can be taken by full-time employees or by school and college students with a work placement or part-time job that enables them to develop and demonstrate the necessary competences. There are no age limits or special entry requirements.

NVQs and SVQs are normally assessed by means of on-the-job observation and questioning by an assessor who has experience of the work area. Candidates produce evidence to prove competence and the assessor then ensures that the candidate has the necessary knowledge, understanding and work-based performance to demonstrate full competence. Candidates are given support to identify what they can do already and what activities will enable them to develop their knowledge and skills.

Candidates are encouraged to collect appropriate evidence which need not necessarily mean a paper-based portfolio but candidates are encouraged to cross-reference evidence rather than attempt to always generate separate evidence by element of performance criterion. Equally, assessors are encouraged to use a variety of assessment methods to judge competence linked to careful assessment planning and a clear audit trail of assessment records.

Assessments made by assessors are checked through a process of internal verification which is aimed at ensuring the accuracy and consistency of assessor judgements against the requirements of the standards. The internal quality assurance process is then checked by means of external verifiers from the relevant Awarding Body.