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Competence Based Qualifications and Core Skills

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Educational Research
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1. Why Take NVQs? (1993)
Gilly McHugh, Alison Fuller & David Lobley

The two main aims of this report were to identify the factors which influence and motivate individuals to take-up NVQs and to identify how TECs can help to increase individual take-up. Researchers carried out qualitative interviews with 144 NVQ candidates from 4 occupational sectors, namely Engineering, Business Studies, Retailing and Tourism & Leisure. The report contains lists of identified barriers to take-up, which affect individuals, employers, colleges and other training providers. It may be of particular interest to those involved in the achievement of NETTs as it also contains an Action Plan designed to help TECs increase NVQ take-up.

Publications and reports:

Barriers to Individual Take-up of NVQs (1993)

Gilly McHugh, in Skills Focus, Issue 3

Why Take NVQs? Perceptions of Candidates in the South West (1993)

Gilly McHugh, Alison Fuller & David Lobley

Funded by TEED and commissioned by the TECs in Avon, Devon & Cornwall, Dorset, Gloucester, Somerset and Wiltshire, 1993.

2. Research and Evaluation on competence-based qualifications in the industrial and commercial sectors.
Murray Saunders, Alison Fuller, Joan Machell, David Lobley

a) A study conducted for United Distillers into its employees' attitudes to vocational qualifications and case studies examining early implications of the Company's vocational qualifications scheme.

b) An intensive study of the development of competence-based qualifications for a Building Society.

3. Emerging Issues in the Utilisation of NVQs

Murray Saunders, Alison Fuller & David Lobley.

This report was the outcome of interviews with employees in thirteen companies to explore perceptions of training which form the context for NVQ development. The authors argue that the use and exchange value of training will affect the seriousness and commitment with which the learner tackles the exercise - in other words, training outcomes are strongly affected by learners' motivation.

Commissioned by NCVQ, 1989

4. The Moving Target: Developing Achievement-Led Systems in Construction and Care
Gill Helsby

This study is based upon an evaluation of a North West development project designed to develop strategies and to investigate the transferability of various models in the implementation, delivery and assessment of NVQs in Construction and Care. Rooted in a partnership between four FE Colleges and the North West FE Centre (CENTRA), the report highlights both the considerable advantages of, and the constraints to, continued cross-institutional collaboration in this area.

Commissioned by CENTRA, 1992

5. Core Skills (1993)
Gill Helsby

The purpose of this study was to investigate staff and student perceptions of the importance and effectiveness of the development of students' core skills in an FE College. A series of one-to-one and group interviews were conducted with a representative sample of students and staff from four sectors with a view to identifying key issues for further discussion and development.

Publications and reports:

Competing Priorities: The Development of Core Skills at Bolton College. (1993) Gill Helsby

Funded by Bolton TVEI.

6. NCVQ Review of 100 NVQs
Gilly McHugh and Joan Machell, 1995

A team from CSET was asked to contribute to the national review of 100 NVQs which was directed by Geoffrey Beaumont. The purpose of the review was to inform government policy on the future development of NVQs and of vocational training and education in general within the UK. The CSET team completed qualitative research on the take-up of NVQs in Security Guarding, Agriculture, Horticulture, Forestry and Caring for Animals.

Funded by the DfEE and commissioned by NCVQ.

7. Review of Core Skills and Key Skills delivery to employees in the LAWTEC area
Fiona Frank

A Mapping Exercise charting the extent of delivery of training to employers and people in employment by training providers in the Lawtec area.

Publications and Reports

Report to Lawtec, March 1997

Funded by the DfEE through LAWTEC