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This report presents the findings of a research project which looked at the roles of internal verifiers in relation to the organisations that employ them in connection with the operation of National Vocational Qualifications (NVQs). The research was designed to look at the tangible benefits that accrue to the organisations when their employees act as internal verifiers, and the benefits that accrue to the individuals themselves. The project considered the operation of NVQs in colleges, training providers and workplaces, in the construction, business, retail and engineering sectors. Show less

The Department for Education and Skills (DfES) commissioned this study to investigate the extent of, and reasons for, younger worker drop-out from National Vocational Qualification (NVQ) units and full NVQs for which they are registered. The study relates to three of DfES's themes: the inclusion of the younger work group; access and participation; and, enhancing skills and employability. Existing DfES and Further Education Funding Council (FEFC) statistics and research were examined to identify the proportion of younger workers who commence training awards towards an NVQ, but do not achieve the units of full NVQ for which they are registered. This data was supplemented by the collection of quantitative information through quantitative and qualitative investigations with a sample of employers, awarding bodies, careers advisory bodies and individual candidates. The report identifies reasons for non-completion and makes recommendations on how DfES and other national partners might address the barriers identified. The major conclusion of the research is that NVQ non-completion is not caused by the learning structure of the NVQ and most learners appreciate that the NVQ offers an opportunity to work and gain a qualification at the same time. Key factors leading to non-completion include changing employer or occupation for one with better prospects, insufficient employer involvement and support, and inadequate quality, consistency and frequency of trainer and assessor support. Show less