David Cracknell EPC CIC

					The Relationship Between
Learning Outcomes,
Competency &
National Occupational Standards

David Cracknell

Director of Skills and Lifelong Learning

Construction Industry Council
                    The Education Perspective
• Individual empowerment and opportunity
• Development of talents and capabilities
• Preparation for work – ‘employability’

• Route to competence:
• Vocational curricula – influenced by perceived need,
  industry consultation, peer review, QAA, PI requirements
• Express achievement in LOs– what a learner should know,
  understand or be able to do as a result of a learning
  process (specified & supported study)
• Learning programme (classroom/research/work-
  related/based) - examine/test against LOs
• Successful graded qualification achievement =
  occupational competence/preparedness
                The Employment Perspective

• Job competence model:
• Work activities; Managing contingency (resolving
  problems); Task management (co-ordinate
  activities in context) + flexibility/adaptability

• Route to competence:
• Job competence expectations – defined in job
  descriptions/standards
• Reflected in recognised qualifications (learning-based
  (eg. HNC/Degree) and performance-based (eg. NVQ/PI)
• Workplace practice & development
• Reactive CPD
                   The Professional Institution
                                  Perspective
• Technical ability
• Ethical practice – fiduciary
• Judgement on complex indeterminate situations –
  reflective practice
• Communicate technical information & advice
• Contribute to advancing practice/ CPD

• Route to competence:
• Define technical & experience requirements (eg. UKSpec)
• Validate/approve required learning qualifications
• Assess against technical & experience requirements
  (portfolios, professional interview etc.)
• Require ongoing CPD
Recognising competence
                 Input
              development




              Personal study

              Some Perf.
              Mainly K & U


               Workplace

               Mainly Perf.
               Some K & U



                Training
               Programme
               Some Perf.
               Some K & U


               Academic
              Programme
              Some Perf.
              Mainly K & U
Recognising competence
      Assessment          Input
      of evidence      development
        against
       outcomes


        Personal       Personal study
      Perf. / K & U
                       Some Perf.
          Peer         Mainly K & U
          Perf.

        Employer        Workplace
          Perf.
                        Mainly Perf.
       NVQ/SVQ          Some K & U
      Perf. / K & U

      Training qual.
      Perf. / K & U      Training
                        Programme
     CSCS (H & S)       Some Perf.
         K&U            Some K & U

      Acad. Qual.
         K&U            Academic
                       Programme
      Prof. Practice   Some Perf.
      Perf. / K & U    Mainly K & U
                  Recognising competence
 Recognition            Assessment          Input
     &                  of evidence      development
Requirements              against
                         outcomes


     CV                   Personal       Personal study
                        Perf. / K & U
                                         Some Perf.
                            Peer         Mainly K & U
  Employer
   profile                  Perf.

                          Employer
                                          Workplace
    CSCS                    Perf.
                                          Mainly Perf.
                         NVQ/SVQ
                                          Some K & U
 Prof. Body             Perf. / K & U
    IPD
                        Training qual.
                        Perf. / K & U      Training
 Prof. Body                               Programme
   CPD                 CSCS (H & S)
                                          Some Perf.
                           K&U            Some K & U
Project/ Client
                        Acad. Qual.
                           K&U            Academic
                                         Programme
  QA, IiP,              Prof. Practice
Benchmarking                             Some Perf.
                        Perf. / K & U    Mainly K & U
                                                        Recognising competence
 Recognition      Occupational                               Assessment          Input
     &             Standards                                 of evidence      development
Requirements      (Performance                                 against
                   and K & U)                                 outcomes


     CV                                                        Personal       Personal study
                                                             Perf. / K & U
                                                                              Some Perf.
                                                                 Peer         Mainly K & U
  Employer
   profile                                                       Perf.
                   Mapping to Occupational Standards
                    covering all industry disciplines

                                                               Employer
                                                                               Workplace
    CSCS                                                         Perf.
                                                                               Mainly Perf.
                                                              NVQ/SVQ
                                                                               Some K & U
 Prof. Body                                                  Perf. / K & U
    IPD
                                                             Training qual.
                                                             Perf. / K & U      Training
 Prof. Body                                                                    Programme
   CPD                                                       CSCS (H & S)
                                                                               Some Perf.
                                                                K&U            Some K & U
Project/ Client
                                                              Acad. Qual.
                                                                K&U             Academic
                                                                               Programme
  QA, IiP,                                                   Prof. Practice
Benchmarking                                                                   Some Perf.
                                                             Perf. / K & U      Mainly K & U
           National Occupational Standards
                            What are they?
• Define the workplace competence needed in
  employment
• Cover:
  - work function performance requirements
  - range/scope of situations/circumstances
  - evidence that demonstrates competence
  - underpinning knowledge
• Developed in most industries by SSCs
• “Diagnostic, developmental & qualifying”

  NVQs/SVQs are qualifications based on National
  Occupational Standards (NOS) that demonstrate
  competence in a particular occupation
             National Occupational Standards
                   What is their significance?
• Identified from Functional Mapping
• Benchmark of industry specified best practice of
  skills performance and underpinning knowledge
• Incrementally changed; balancing current best
  practice, innovation & change & future skills needs
• Multi-purpose tool for the sector, organisational and
  individual skills development
• Informs education, training & qualification provision
  about industry needs
• ‘Common currency’ to inter-relate academic,
  vocational and professional qualifying systems
                         Linking qualifying
                                  systems


“An opportunity exists to form an inter-
  locking system for the whole industry with
  National Occupational Standards being
  the common currency, enabling clear
  paths of progression between the
  qualifying systems..ie. academic,
  vocational and professional”
Qualifying systems
          Inter-linking
qualification systems
                Harmonising Qualification
                           Systems Using
          National Occupational Standards

• A Potential Model:
• Dual-value assessment of knowledge & some
  performance for matched academic
  qualifications. + some NVQ units
• Dual-value assessment of performance & some
  knowledge for Professional Membership + some
  NVQ Units
• Assessment of performance & some knowledge
  to complete NVQ(s) + structured CPD
                   Learning Outcomes & NOS

• LOs can, with advantage, be informed (not
  dictated) by NOS (specified industry needs)
• Identify areas of learning need (across functions)
• Indicate how learning needs to be applied + depth
• Needs educational expertise to unpack
• Map/ align LOs with NOS
• Parallel delivery with NVQ/SVQ &/or IPD (for year
  out, work-related or work-based course aspects)
• Assessed learning/experience mapped to
  NVQ/SVQ &/or IPD
• Helps streamline accreditation processes
           Initial Professional Development
                                      & NOS
• IPD can, with advantage, be informed (not
  dictated) by NOS (specified industry needs)
• Identify new/changed functions & learning needs
• Map/ align IPD with NOS
• Helps streamline accreditation processes
• Helps streamline IPD assessment processes
  (learning and technical performance)
• NOS for ‘professional’ aspects of competence to
  inform professional review process
                     Continuing Professional
                        Development & NOS
Many existing approaches focus on:
• Amount of CPD to be carried out; recorded hours
  or points - inputs & methods, which may not be
  competence based or assessed
• Forms of CPD recognised; formal & informal
  learning methods
Developing output focused CPD
• Focusing on outputs - achievements (what people
  can do and know)
• Using benchmarks such as Professional and
  National Occupational Standards
Learning and development can then be structured,
  increasing confidence that the benefits aimed for
  will be worthwhile and achieved
                       Employers, Practitioner
                         Development & NOS
• Individual development can, with advantage be
  informed (not dictated) by NOS (specified industry
  needs)
• Organisational & project skills benchmarking
• Employer job descriptions, staff appraisal, training
  needs for new/changed functions
• Employer structuring and support for year out,
  work experience
• Practitioner IPD and CPD structuring

				
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posted:3/29/2012
language:English
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