NVQs: An Assessment of the ‘Outcomes’ Approach to Education and Training

Abstract

Abstract This paper introduces the assessment procedures which are currently being utilised by the NCVQ. The emphasis on the performance of the Trainee is suggested as a major variable and Trainee competence is shown to revolve around being seen to perform efficiently. Two theoretical positions are shown to underpin the NCVQ version of competence assessment. Functionalism and behaviourism in their more basic forms are very near to the surface of NVQ accreditation. It is demonstrated that both of these theoretical approaches are evident in the developing and emerging NVQ model. Finally, the question of suitability is raised. That is, it is suggested that the model of competence assessment currently being used in Further Education and soon to be introduced into Higher Education, may be unsuitable except perhaps at the more basic level.