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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 purpose of the project was to develop ways of formulating examination exercises which shed light on various aspects of competence to perform occupational activities. The first part of the project, which sought to establish how far this can be achieved by programmed exercises, is now complete. The approach was to be so general that its applicability was limited neither to certain subject matter nor to specific forms of examinations and exercises. Show less

A study conducted by the Group Training Association of Victoria (GTAVic) into the information required by employers from vocational and education and training (VET) students reports on results when recruiting applicants. GTAVic conducted a survey of employers across a range of industries. The key messages from the report include: (1) employers' information needs from certification and student results are pragmatic; they scan certification and results reporting to see the highest level of schooling achieved, whether any subjects or units are relevant to the job and if there have been any practical elements to the learning, for example, a work placement; (2) information in VET certificates and related student reporting is only one element, and often a minor one, in a comprehensive range of the information needed by employers; and (3) overwhelmingly, the employers responding to this survey confirm that certification is not accepted as a stand alone indicator of a candidate's ability. It is regarded as a signal of the potential for further learning and skill development, but not usually as a signal of immediate competence. 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

This report was developed in the context of many changes in the technical and vocational education and training (TVET) system. Focusing on cooperation with the business sector in vocational education and training (VET), the report reflects the following key findings: (1) Numerous guiding documents on the implementation of the VET Law were issued yet the implementation process of policies on cooperation with the business sector still encounters many difficulties; (2) The labour market had a strong effect on the TVET system; (3) The network of TVET institutes was considerably expanded, which means a need for the network restructure to ensure efficient operations of TVET institutes; (4) Admissions to TVET institutes increased in 2016 compared with 2015 but the number of admissions had not reached the planned target - TVET graduation and job placement achieved over 70 per cent; (5) The number of TVET teachers increased because of the unification of the TVET system, the qualification of the teachers was improved, yet teachers' occupational skills, computer skills and foreign language competencies were still limited; (6) There was still a limitation in the development of National Occupational Skill Standards (NOSS) and examinations and assessments of National Occupational Skills (NOS); (7) VET quality accreditation was inactive due to a lack of legal guidance for implementation; (8) Though financing VET has become a matter of concern, financial resources allocated to TVET institutes remain limited in practice; and (9) Cooperation with the business sector in vocational education and training was challenging for various reasons, however several pilot models of cooperative training have achieved certain successes.

Besides the foreword and key findings, the report consists of the following nine chapters: (1) Overview of vocational and education training policies; (2) Vocational education and training for the labour market; (3) Network of TVET institutes; (4) TVET admissions and graduations; (5) TVET teachers and management staff; (6) National occupational skills standards, assessment and certification of national occupational skills; (7) Accreditation and quality assurance; (8) Financing vocational education and training; and (9) Cooperation with enterprises in vocational education and training.

Edited excerpts from publication. Show less