Assessment and verification of national vocational qualifications: policy and practice

Abstract

The design and delivery of National Vocational Qualifications (NVQs) in the United Kingdom have suffered from both conceptual operational problems.This article identifies two ways of dealing with these problems that are based on wider research findings.The first approach is to move from a narrow model of quality control to a Total Quality Management approach.The European Quality Foundation model for Total Quality Management is suggested as an appropriate approach.This model is then analysed against the current approaches to assessment verification of NVQs.The approach of developing 'situated learning in communities of practice' is used to focus on the weaknesses of the existing system.The specific issues of simulation and sampling analysed are covered in some depth, with improved approaches suggested.Finally, the article explores the implications of the adoption of radically different quality criteria, with built-in continuing professional development based on collaborative and situated learning.These implications include substantial modernisation of existing policy and practice, and allocation of appropriate resources, as well as the development of an approach to the implementation of change consistent with these findings. ContextThe development of the system of United Kingdom national qualifications is rooted in the major reform of the Vocational Education and Training (VET) systems.These reforms began with the New Training Initiative of 1981 as the first stage in another attempt to improve the effectiveness of VET.This issue has been a recurring theme in public policy debates for over a century (Konrad, 1995).The context of this article is that the credibility and consistency of assessment of the National Vocational Qualifications (NVQs) depends in Knowledge SpecificationAvailability of resources to meet requirements.How to apply the appropriate regulations to use of materials, software and equipment.How to apply manufacturer's and supplier's instructions for preparing equipment for use.How to select and access software to meet requirements.How to find sources of data and identify access restrictions.Areas of own responsibility and relevant reporting authorities.How to convert data between different software formats.Knowledge should be demonstrated in situations defined by the range statements (Table III).