What are NVQs?

National Vocational Qualifications (NVQs) are work-based qualifications that assess the skills and knowledge that people need to perform their job role effectively. The qualifications are based on national occupational standards, which define what employees, or potential employees, must be able to do and know, how well they must do these things and the circumstances in which they have to use the skills or carry out the activities. The standards are usually defined by national training organisations (NTOs), which are made up of representatives from the relevant industrial sector. Each NVQ is divided into units around functional roles.

Who can do NVQs?

NVQs are open to all. There are no entry requirements, no prescribed methods of delivery, no time constraints for completion and no age limits. On occasions, special assessment arrangements may be needed in order to provide equal opportunities to learners with special needs.

How long does it take to achieve an NVQ?

A learner may begin their NVQ at any time, provided the necessary preparations and plans have been made. There is no limit on the time a learner may take to gain the whole qualification or individual unit(s). Some learners will take longer than others, depending on their understanding of the award, their work setting and personal circumstances. Learners do not have to achieve their NVQ all at once; unit accreditation is available for those wishing to achieve an NVQ unit by unit over a period of time.

What levels of NVQ are there?

NVQs are available at five levels, which reflect the range of technical and supervisory skills, knowledge, and experience that employees should have as they progress in their industry. Each NVQ is designed to fit into a broad qualifications framework, which allows for the comparison of different qualifications in the UK and throughout Europe.

How do NVQs compare with academic qualifications?

Occupational and academic qualifications are different in terms of measuring knowledge and skills. It is better to think in terms of broad comparability rather than equivalency between occupational and academic qualifications. If you wish to see how NVQs compare to other qualifications, please ask and we will send you a Comparison Grid.

The assessment

Assessment is the key to achieving NVQs. An assessor's role is vital in helping learners to achieve their award and in ensuring that the requirements of the occupational standards are met. In deciding whether a learner should be awarded an NVQ, an assessor will need to go through the following stages:

• Becoming familiar with the standards
• Planning for assessment
• Collecting evidence of the learner's performance
• Judging the learner's evidence against the NVQ standards and making an assessment decision and recording the assessment decision

What is the assessor's role?

The assessor must:

• Ensure that learners understand what is expected of them, what is to be assessed and how it is to be assessed
• Ensure that the conditions and materials required for assessment are available
• Observe and record learners carrying out the activities described in the standards – records should say what has been observed, how is was carried out, and what it demonstrated
• Know who will act as an internal verifier
• Question learners and record results
• Help learners to gather and provide evidence
• Judge evidence
• Authenticate the evidence learners provide
• Record achievement
• Identify gaps or shortfalls in learners’ competence
• Provide feedback to learners

What methods of assessment are there?

All methods of assessment fall under one of three categories: observation, product evaluation and questioning. Observing performance is the most common method used in assessing NVQs and this can be organised in a variety of ways, and is considered to be the most valid and reliable method of assessment. Product evaluation involves judging products that learners produce during the course of their work and will be used a great deal. Questioning is a powerful means of checking the knowledge and understanding that lies behind performance and is also a useful tool for exploring why a learner acted in a certain way, or for identifying what they would have done if circumstances had been different.

What types of supporting evidence are acceptable?

On most occasions the learner can provide supporting evidence, such as witness and personal testimony, work products, assignments and projects. Statements from other people (witness testimonies), who have seen a learner working, can be useful sources of evidence for the NVQ as they can describe each activity in detail, and generally they are used to support other evidence produced. A number of work products can be produced by learners as evidence, but must be wholly or partially the result of work undertaken by the learner. Assignments and projects are also useful ways to collect evidence and can be a useful way for a learner to track the course of their work over a period of time, being particularly appropriate for units that link a series of activities such as planning, implementation and evaluation.

Can simulation be used?

Throughout the NVQ, the emphasis is on the learner being able to carry out real work activities, so assessment is normally carried out in the workplace itself. In some cases, it is difficult to collect evidence through a real work situation, the real work environment or within an acceptable time frame and therefore, simulation may be accepted. Such instances where simulation is permitted are specified within the Assessment Strategy of and/or the National Occupational Standards for each individual NVQ.

Simulations will usually deal with contingencies such as unexpected problems, emergencies, or other incidents which will not necessarily occur frequently.

What is accreditation of prior learning?

Accreditation of prior learning (APL) involves the use of evidence from past achievement. In assessing learners for an NVQ, evidence relating to past performance can be used as well as that relating to current performance. In recent years, the concept of APL has developed as a way of ensuring that the past experiences and learning of mature people is recognised and validated. Nevertheless, NVQs are awarded on the basis of assessment of performance against current standards.

What are Occupational Standards?

National Occupational Standards are statements of performance which describe what competent people in particular occupations are expected to be able to do. 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 which underpins competent performance.

The above information is to give you an over view on the NVQs please do not hesitate to contact SDH if you have any further queries. All application forms and grids for NVQ comparisons will be provided upon request.

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