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This report looks at various aspects of the role that certification systems, understood in the broad sense, can play in the very different ways in which competences are recognised in enterprise or in the labour market. There is undoubted interest in these certification systems in the European Union. Faced with the ‘maze’ of education systems and the fact that the certificates that they award are felt to be unable to adapt to new qualification needs, the problem of identifying competences is raising increasingly urgent questions as regards certification systems. Being able to identify the learning acquired from occupational experience and providing the best possible match between individuals and production functions, while ensuring that they are still adaptable, and therefore more employable, seem to be the current expectations. The answers that the various systems are providing in this respect are examined below from both an institutional and a methodological point of view: from an institutional point of view, the report looks at the role that the state has played in the past in constructing systems responsible for education and training and certification, and goes on to examine contemporary developments that are tending to make certification more independent from education and training with the result that skill identification is tending to make these skills independent from formal learning routes; this therefore raises new methodological problems. First, defining competences through performance standards raises the question of how and to what extent actual work can be taken into account. Second, the construction of assessment standards, analysed here using the accreditation of prior learning as an example, must include thinking about the nature of the competences that are being validated and the legitimacy of validation bodies. Competences are certified and recognised in different ways, depending on national traditions, but the procedures used in all cases have to address the same kind of problem: they must be precise enough to enable efficient adjustment and socially legitimate enough to pave the way for their general validity.

Published abstract reprinted by permission of the copyright owner.

The volume from which this chapter is taken is indexed at TD/TNC 66.507. Volumes two and three are indexed at TD/TNC 66.508 and TD/TNC 66.509. Individual chapters from the three volume set are indexed from TD/TNC 66.510 to TD/TNC 66.540.

The first background report, published in two volumes, is indexed at TD/IRD 88.38 and TD/INT 58.286. Show less

This article plots the development of Management National Vocational Qualifications (NVQs) and the progress made by the Luton Business School at the University of Luton in assessing managerial competence, (particularly at Levels 4 and 5 within the NVQ framework) to the national standards laid down by the former Lead Body - the Management Charter Initiative. It highlights the difficulties encountered in providing equitable assessment of managers within a diverse range of organisations and describes the innovative process which has evolved in the development of middle managers - both in terms of skill enhancement and their consequent performance within sponsoring organisations. It reflects on the first year of operation using the new Management Standards.

Published abstract reprinted by permission of the copyright owner. Show less

The article considers the introduction of Training Packages. The author raises concerns about the future of curriculum in the light of the changes being brought about by the introduction of Training Packages. Show less

This report is one of a series that explore a number of the most important issues currently impacting the skills ecosystem in Canada. Whether it's new technology or global events driving the pace of change, Canadians are being asked to adapt in the workplace. Canada needs an essential skill framework that includes and looks beyond simple literacy and numeracy. It needs to include the 'soft skills' that industry leaders say are key to success and other essential skills that will help Canadians adapt, no matter what comes their way. Each needs to be measured and tracked to ensure Canadians remain globally competitive, and this paper argues that renewing Canada's Essential Skills framework is the place to start.

Key messages are: (1) it is estimated that half of working-aged adults are without the literacy skills required to perform well in the majority of jobs in the economy or to learn the skills required for new ones; (2) there is growing demand not only for technological skills, but also 'soft skills', such as resilience, emotional stability, flexibility and adaptability; and if skills and competencies are the new workplace 'currency', we need shared approaches to understanding how to define, evaluate and develop them; and (3) in spite of evidence of the positive impact and return on investment from literacy and essentials skills upgrading, the private sector is not stepping up; Canadians lag behind a number of countries in participation of many forms of adult education and literacy training; and a lack of employer investments in essential skills training is an important barrier for many adults with low literacy rates.

Edited excerpts from publisher's website. Show less

This document aims to provide a record of the elements of training reform, in the context of the recent initiatives taken by Commonwealth and State Ministers for vocational education and training to improve Australia's training system in order to improve economic prospects and competitiveness. The National Training Reform Agenda (NTRA) is defined and components identified: competency based training; competency standards; recognition of training; curriculum, delivery and assessment; entry level training; training market; funding training; and access and equity. Attachments are: (1) acronyms and committees; (2) Commonwealth policy; (3) national policy; (4) mandated policy; (5) key events and documents in the National Training Reform process; (6) management structures; and (7) comparison between National Training Board first and second edition policies. It is suggested that the NTRA is developing into a workable system but that there are concerns that components are falling short of goals and are not fully meeting the needs of clients. Show less

This introductory guide describes how organisations can improve their potential for learning through a competence-based approach and provides practical strategies for managers to use in helping their organisations develop into 'learning organisations'. The author examines how to organise the learning environment, make use of flexible learning materials, develop systems and procedures, use techniques from quality management, and establish a learning resource centre. The guide includes short case studies and checklists, and demonstrates how various competence-based standards such as Investors in People (IiP) and National Vocational Qualifications (NVQs) can provide the basic framework for successful learning organisations. Part one examines the structures within organisations that can be harnessed to develop and nurture a learning organisation; Part two addresses human resource development within the organisation; and Part three examines how the initiatives outlined in parts one and two can assist in gaining external recognition for the organisation and its staff through NVQ, IiP and ISO 9000 certification. Show less

This paper looks at a range of possible approaches to competency assessment in the professions. Wider issues associated with competency-based assessment, and the advantages and disadvantages of various assessment approaches are discussed. The chapters are: Overview; Conceptualising occupational competence: implications for assessment; Setting standards: implications for assessment; Choosing methods of assessment; Maintaining an assessment system.

A companion paper, ‘Establishing competency-based standards in the professions’ is indexed at TD/TNC 87.1474. Show less

The purpose of this study was to obtain a self-design project learning-based practical learning model so that it becomes an alternative learning model to improve work skills. The research method used is design based research. Steps taken to obtain data include FGDs with industry practitioners, vocational school teachers from the mechanical engineering expertise program and professional certification bodies, further limited and extensive testing will be conducted on vocational students. The results of this study obtained the composition of integrative material which is a guide to improve student competence. The steps of this integrative material are able to make learning an industrial nuance. The concept of vocational education is expected to produce students who master competencies according to their fields and match the demands of industrial competence. So that the learning used must be effective and efficient to produce graduates who have the competencies required by industry. Learning using a self-designed project learning model requires students to function as industrial workers who work carefully and produce competencies that are in line with the industry.

Published abstract. Show less

Supervisors are often reluctant to make an adverse assessment of the student's performance during work placements, which leads to a phenomenon known as 'failure to fail'. This Australian study evaluated resources designed to enhance the management of students who fail to meet the required standard of performance during work placements. Staff from a range of health disciplines evaluated the training program comprised of a half-day workshop and written guide using a questionnaire and semi-structured interviews. Staff reported renewed confidence in working with underperforming students, increased comfort with failing students who did not reach the required standards. The Staff Guide was seen as useful with all students undertaking work placements, not just underperforming students. The Student Guide was perceived as relevant to the student experience. The findings of this research are important to university educators engaged with work placements, work placement supervisors, and students who undertake work placements.

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The international benchmarking project has been beneficial and rewarding by contributing towards implementation of 'best practice' throughout the UK electricity supply industry competence assessment process. The report highlights a series of enhancements to the current occupational standards initiatives within the UK electricity supply industry. These enhancements are being achieved in Australia and New Zealand as a result of the considerable levels of commitment, cooperation and support of the many individuals, sector organisations and authority partners who all share a firm belief in sustaining a skilled, flexible and competitive workforce.

The report presents: (1) a review of 'Strand 3: overseas study report'; (2) the role of knowledge within occupational standards; (3) analysis of overseas occupational standards pilot: generation units; (4) analysis of overseas occupational standards pilot: distribution units; (5) New Zealand analysis of UK ERP unit 510 'operate local generation systems'; and (6) Australian and New Zealand qualifications mapping exercise.

Excerpts from publication. Show less