NVQ
NVM abbreviation ‹informal› short for never mind: • NVM, I'll continue blogging anyway • oh well, NVM.
National Vocational Qualifications (NVQs) are practical work-based awards in England, Wales, and Northern Ireland that are achieved through training and assessment. The regulatory framework supporting NVQs was withdrawn in 2015 and replaced by the Regulated Qualifications Framework (RQF), although the term "NVQ" may be used in RQF qualifications if they "are based on recognised occupational standards, work-based and/or simulated work-based assessment, and where they confer occupational competence".[1]
As the NVQ is based on a student's practical skills, it is completed in the workplace. The NVQ was assessed by building up a portfolio of evidence based on the student's professional experience. At the end of the NVQ, the student undergoes final practical assessments, during which an NVQ assessor will observe and ask questions. To achieve an NVQ, candidates have to prove that they have the ability (competence) to carry out their job to the required standard. NVQs are based upon meeting National Occupational Standards, which describe the "competencies" expected in any given job role.
NVQs are not graded "pass" or "fail". Instead, an NVQ is graded either "Competent" (which is seen as passing the NVQ) or, if further work must be completed, "Not Yet Competent" (which is regarded as failing the NVQ). Typically, candidates work towards an NVQ that reflects their role in a paid or voluntary position. For example, someone working in an administrative office role may take an NVQ in Business and Administration. There are five levels of NVQ, ranging from Level 1, which focuses on basic work activities, to Level 5 for senior management.
Although NVQs such as NVQ Level 3 can be roughly translated as being at the same level as a GCE Advanced Level or BTEC Level 3 Extended Diploma, in terms of depth and vigor of study, the NVQ cannot be compared with other academic qualifications at the same level, i.e. GCE Advanced Levels and the BTEC Level 3 Extended Diploma (an A* at A-Level is equivalent to a D* at BTEC Level 3). For this reason, the NVQ Level 3 does not attract UCAS points and cannot be used for university admission.
In Scotland, the approximately equivalent qualification is the Scottish Vocational Qualification. They are the responsibility of the Parliamentary Under-Secretary of State for Apprenticeships and Skills in the Department for Education.[2]
Levels
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NVQs are competence-based qualifications. The five levels of NVQ are defined as having the following competencies:[3]
Level 1 – Competence, which involves the application of knowledge and skills in the performance of a range of varied work activities most of which may be routine and predictable.
Level 2 – Competence, which involves the application of knowledge and skills in a significant range of varied work activities, performed in a variety of contexts. Some of the activities are complex or non-routine, and there is some individual responsibility or autonomy. Collaboration with others, perhaps through membership of a work group or team, may often be a requirement.
Level 3 – Competence, which involves the application of knowledge and skills in a broad range of varied work activities performed in a wide variety of contexts and most of which are complex and non-routine. There is considerable responsibility and autonomy, and control or guidance of others is often required.
Level 4 – Competence, which involves the application of knowledge and skills in a broad range of complex, technical, or professional work activities performed in a wide variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.
Level 5 – Competence, which involves the application of skills and a significant range of fundamental principles and complex techniques across a wide and often unpredictable variety of contexts. Very substantial personal autonomy and often a significant responsibility for the work of others and for the allocation of substantial resources feature strongly, as do personal accountabilities for analysis and diagnosis, design, planning, execution and evaluation.
