NVQ's - National Vocational Qualifications - are a very significant part of the UK training and development landscape. Introduced first in 1986 by the specially formed National Council for Vocational Qualifications, NVQ's have enabled millions of people of all ages in pretty well all imaginable trades and professions to achieve formal qualifications. Many NVQ awards are also at a seriously high level of competence, comparable to anything a top university might offer equivalent to degree and beyond.
For many people NVQ's are simply a replacement for whatever previous qualification system applied for their particular skill, but for very many other people NVQ's have provided an opportunity to gain formal qualifications that hitherto would have been unavailable or inaccessible or simply non-existent. Not everyone loves NVQ's however. Some people, and some organisations just don't get on with them. This can be for various reasons.
Love them or hate them, if you can contribute helpfully to this section about NVQ's, and particularly how best to achieve and manage and provide NVQ's, please get in touch.
To help understand why some people embrace NVQ's more happily than others, take time separately to look at the notes on multiple intelligence types and learning styles, also Kolb's learning styles, and the big section on personality types and models. NVQ's imply (although they do not necessitate) a certain approach or methodology towards learning and accreditation, so naturally they suit some people but not others.
NVQ's are not just qualifications - NVQ's are a system of learning and accreditation as well, which is itself open to a variety of interpretations.
Appropriate support is critical for learners who are not immediately attracted to the style of the NVQ structure and methodology. Again, if you'd like to share particular ideas and suggestions in this area please send them.
Certainly in the early years the NVQ industry was largely populated by 'NVQ-type' people - strong administrators, logical thinkers, very structured, very detailed - very left-side brain (again, separately, see the stuff about personality types and especially Jung and Benziger).
This was fine for learners and trainees with strong left-side brains - process-strong, clear logical thinkers - but a nightmare for all the touchy-feely intuitive types (right-brainers as Benziger might say), who took one look at the mountains of bloody paperwork and reams of grids and definitions and ran for the nearest fire exit.
NVQ's don't generally suit kinesthetic learners for example, particularly if delivery and assessment methods make no allowance for folk who are not naturally inclined to the structured and strongly administrative bias that NVQ accreditation typically demands. This is not to say that NVQ's are no good for touchy-feely people - it means the NVQ administrators and assessors need to help people find other ways to demonstrate competence. For some people lots of detail and paperwork, which is how NVQ's can appear, can be very off-putting.
"You want evidence for how many units, and each one's got how many elements?... Holy Mother of Mary that's bloody thousands. And you want evidence for all those behaviours as well as skills? Are you having a laugh? I'll need a bleeding filing cabinet for it all. Portfolio my arse..."
Fortunately things have improved. Delivery, and assessment and accreditation methods became more tolerant and translatable for most normal learning styles, and now NVQ's have been embraced all sorts of people - by right-brainers and obviously loads of left-brainers too (actually loads of front and back brainers as well, but that's unnecessary detail at this stage - separately take time to read properly about personality types and multiple intelligence types and learning styles - which all forms the basis of learning and training itself).
Despite early misgivings, several million NVQ certificates have now been awarded since the then NCVQ (National Council for Vocational Qualifications) first introduced NVQ's in 1986.
Incidentally since 1997 and as at 2006, NVQ's now come under QCA, the Qualifications and Curriculum Authority. Which brings us on to the history of NVQ's and an explanation of how the system works.
The notes below are essentially official guidance from QCA, plus my own comments, hopefully which clarify points of possible confusion and gobbledegook where required.
"NVQ's? Gobbledegook? Confusion?...," I hear you say, "You dare to use those expressions in the same sentence?"
I'm afraid so. We are talking here about a system of accredited learning that spans about a thousand different job types, many different levels of competence from accomplished beginner to CEO or academic lecturer, managed by a bloody great big institutional agency, interpreted and delivered through a distribution network that's got almost as many permutations as DNA, and the whole shooting match is targeted at the effective total working population of the UK and all conceivable types of organisations and employers, and millions of college students and educational establishments too: it'll therefore be a bit more complex than a pub quiz.
This NVQ explanation deals simply with NVQ's and makes no particular reference to GNVQ's (G stands for General - GNVQ's are/were vocational qualifications based on NVQ principles available via schools and colleges), since GNVQ's are being phased out and are intended for complete withdrawal by October 2007 (according to QCA, who are responsible for all these state curriculum-based accredited learning and qualifications systems).
See also:
N.B. These notes from QCA and NVQ listing are the most recent available as at January 2006. To check if QCA has updated its policies and statistics, etc., visit the QCA website.
Up-to-date NVQ and NQF's (National Qualifications Framework) other qualifications are available from www.dfes.gov.uk/section96 or www.dfes.gov.uk/section97
National vocational qualifications (NVQ's) are work-related, competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that a candidate is competent in the area of work the NVQ framework represents.
NVQ's are based on national occupational standards. These standards are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation, including current best practice, the ability to adapt to future requirements and the knowledge and understanding that underpin competent performance.
Within reason, NVQ's do not have to be completed in a specified amount of time. They can be taken by full-time employees or by school and college students with a work placement or part-time job that enables them to develop the appropriate skills. There are no age limits and no special entry requirements.
[While NVQ's technically stipulate no time limit, within reason, it is worth bearing in mind that setting time targets and limits is usually an important part of achieving goals of any sort. It's not helpful to drift aimlessly towards qualification 'one day' or 'sometime in the future', which under such vague circumstances often never actually comes. Also it's helpful to avoid potential confusion for candidate and assessment alike resulting from NVQ job 'standards' being reviewed and changed prior to completion, which they are apt to do if qualification achievement takes an inordinately long time. Best idea is to set and agree clear achievable and staged time targets.]
NVQ's are achieved through assessment and training. Assessment is normally through on-the-job observation and questioning. Candidates produce evidence to prove they have the competence to meet the NVQ standards. Assessors sign off units when the candidates are ready. The assessor tests candidates’ knowledge, understanding and work-based performance to make sure they can demonstrate competence in the workplace.
When new candidates start an NVQ, the assessor will usually help them to:
At this point, candidates might take a course if that seems the best way to learn what they need. Or they might agree with their employer or supervisor to do slightly different work to gain the evidence of competence they need.
Candidates compare their performance with the standards as they learn. They look at what they have achieved, how much they still need to do and how they should go about it, until they are assessed as competent for a unit or a whole NVQ. The system is right for candidates who already have skills and want to increase them, but also for those who are starting from the beginning. As the system is so flexible, new ways of learning can be used immediately.
The Review of Vocational Qualifications in England and Wales (RVQ) Working Group report in April 1986 recommended the introduction of NVQ's to address weaknesses in the then current systems of vocational qualifications. Amongst the weaknesses it identified were:
The solution the working group proposed was that a clear, coherent and comprehensive system of vocational qualifications should be developed that would be directly relevant to the needs of employment and the individual. These national vocational qualifications (NVQ's) should be:
"a statement of competence clearly relevant to work and intended to facilitate entry into, or progression in, employment, further education and training… incorporating the assessment of -
In 1986, following the publication of the White Paper Working together: education and training, the National Council for Vocational Qualifications (NCVQ) was set up. NCVQ developed a framework of NVQ's that consisted of five levels and 11 occupational areas. In parallel, the government funded the Industry Training Organisations to develop the occupational standards on which NVQ's are based, with awarding bodies developing the assessment and quality assurance arrangements to criteria set by NCVQ.
The May 1994 White Paper Competitiveness: helping business to win quoted the CBI as finding that a majority of employers were either using or expected to benefit from NVQ's and that 40,000 managers were undertaking NVQ's as evidence of lifetime learning. It also said that 'to ensure NVQ's and SVQs remain up to date and continue to observe strict standards', the content and structure of all NVQ's and SVQs would be reviewed by April 1996. Gordon Beaumont subsequently undertook this review.
The review found widespread support for the concept of NVQ's amongst employers with over 80% considering competence-based standards right for vocational qualifications. The Review report identified the following areas where there was room for further development:
There were concerns about how external assessment might affect access to the qualifications definitions of the roles, service and performance levels of those involved in delivering NVQ's. Tensions between the DfEE responsibility for funding standards development and NCVQ/SCOTVEC's responsibility for accrediting qualifications had led to some narrow and overlapping qualifications.
The Dearing review in March 1996 recommended that NVQ designers consider what key skills requirements were appropriate for their NVQ's.
Developments since 1996:
By 1994 there were 500 NVQ's covering 150 occupations, representing 80% of all jobs.
At the end of March 2001 just over 3.2 million NVQ certificates had been awarded with 60% of the total being at level 2 and 19% at level 3.
[See the QCA updated figures below for statistics up to 2003]
It is estimated that around 12% of the national workforce have attained an NVQ. However, the level of penetration is not uniform across industrial sectors, approximately 75% of certificates were awarded to those in engineering, providing business services and providing goods and services. In the three months ending 31 March 2001 nearly 1.8 million candidates were working towards an NVQ. NVQ's are an essential component of the new Modern Apprenticeship schemes which could have a positive impact on take up at levels 2 and 3. It is at levels 4 and 5 where the interest in NVQ's is far less, the certification figure has stayed at around 3% of the total with the majority being awarded for NVQ's in management.
There have been considerable efforts made by NTO's (national training organisations) to rationalise the provision of NVQ's particularly through the mechanism of mandatory and optional units in NVQ design. In September 1997 there were 976 titles which had reduced to 762 by March 2001. The development of NVQ's during the last twelve years did not bring the envisaged coherence to the system of vocational qualifications, rather it added a further much needed framework of competence based qualifications. The National Qualifications Framework developed by QCA, particularly the introduction of regulated vocationally-related qualifications, should help to take forward the 1986 aim for a coherent and comprehensive system of vocational qualifications.
[The QCA explains that] These messages and principles about portfolios of evidence are for awarding bodies and external verifiers. Their purpose is to encourage approaches to the collection and presentation of portfolios of evidence of competence that minimise bureaucracy and reduce the burden of assessment without compromising quality.
[In using the sub-heading 'NVQ Portfolios' above, QCA is actually describing the crucial 'assessment of competence' area, which since NVQ's first appeared, has by default implied a bloody great big folder full of papers, examples, statements, all sorts of paperwork as might provide evidence of a candidate's competence, against each given element of skill, behaviour or underpinning knowledge, within the 'standards' that apply to the NVQ level and particular NVQ type or title. In this sense, this section deals with evidence of competence - not just 'portfolios'.]
[In addition, the fact that the QCA sees the importance of providing these guidelines to NVQ awarding bodies and external verifiers - two uppermost layers in the NVQ system - and internal verifiers and assessors - confirms the unavoidable tendency of NVQ's to be administratively burdensome - heavy on paperwork in other words. The notes in this sub-section provide useful guidance to those involved in organising and providing NVQ's, and also provide helpful insights to prospective NVQ candidates about what to expect and ask for in terms of set-up and support, notably in the area of providing evidence of competence, which remains the most challenging aspect of the NVQ system: if evidence of competence (method thereof) is designed and supported well and appropriately, then candidates have an enjoyable ride; on the other hand, if provision of evidence is not considered properly by NVQ delivery people, then candidates are commonly left to drown in a sea of paperwork and confusing detail, because that's the default - mountains of paperwork. As stated in the introduction to all this, NVQ's are inherently detailed and administratively demanding, and these processes will not suit people who are not strong in the process/detail/routine behavioural and skills areas. As with any training delivery it is very important to understand first (measure if necessary using appropriate instruments - it's not difficult) the candidates' naturally preferred learning styles (see Kolb's learning styles, Howard Gardner's Multiple Intelligence theory and free test, the VAK learning styles theory and free test, and the section on personality types) and then to design the training and assessment methods accordingly, to suit the people's styles and preferences. Naturally detailed and process-oriented people will often take to NVQ's very readily; whereas for example naturally intuitive, creative conceptual personalities will need a lot of help in designing how best to provide evidence of competence.]
['Key messages' from QAC are:]
Awarding bodies and external verifiers are placing [let's say instead 'often tend to place'] too much emphasis on paper portfolios at the expense of other evidence.
A range of methods should be used to assess NVQ's, driven by candidates' normal activities in the workplace. External verifiers must be prepared to sample various types of assessment decisions, including those made at the place where the evidence is located, instead of relying too heavily on portfolio based decisions.
[What QCA means here really is that assessors and verifiers need to use their imagination in devising methods for evidencing (proving or demonstrating) competence. Don't leave it to the poor candidate to struggle with the assumption that a filing-cabinetful of signed witness statements and workplace examples are the only way to prove competence. Observation, results, customer feedback, video, audio, and anything else that proves competence in the relevant areas is potentially admissable (allowable), as QCA goes on to explain here.]
Awarding bodies should review their assessment guidance to ensure that centres are advised of the full range of assessment techniques and methods of presenting evidence that are acceptable in the occupational sector(s) under consideration. The review should aim to reduce reliance on paper portfolios and associated paperwork, while ensuring that centres keep up to date, auditable records of assessment and internal verification. Guidance should take into account the nature of the occupational competences associated with specific NVQ's, as well as other issues such as confidentiality, which will influence the way assessment is conducted.
External verifiers should encourage centres to adopt a range of approaches to assessment, consistent with awarding body guidance, and consider alternatives to paper-based portfolios for the presentation of evidence. Sources of evidence can include:
[Hallelujah!.... this is good stuff, and there's more..]
It is not necessary to keep copies of all the evidence produced in one place, ie., in a portfolio.
Evidence of competence, where it is in paper or other material form, can be kept where it is naturally located, eg., in the filing cabinet, desk or workshop. If this approach is adopted, a record of assessment must be kept which shows the evidence produced, the assessment decision, and where the evidence is located.
[QCA's 'key messages' are:]
Verification has tended to concentrate on paperwork and the process of assessment; to improve quality, verification must focus more on assessors' judgements.
Verifiers must be able to interrogate assessors' judgements by focusing on those critical features that distinguish between competent and not yet competent candidates.
External and internal verifiers should focus on the accuracy and consistency of assessors' judgements against the requirements of the national standards. Internal verifiers must ensure that accurate, auditable records of assessment are maintained. For each assessment decision, the following information is required:
This information should be endorsed with the candidate's and assessor's signatures and dates. Records of assessment must be audited by the external verifier and must be held by the centre until the awarding body authorises their release.
| N.B. These notes from QCA are the most recent available as at January 2006. To check if QCA has updated its policies and statistics, etc., visit the QCA website. |
[QCA's 'Key messages':]
The term 'collecting evidence' may have been interpreted too literally in the past [you are not wrong there matey..] and this has led to the [false and unhelpful] notion of the portfolio as a means [the only means] of collecting evidence. The primary role of assessors is to make accurate decisions about the competence of candidates against the national standards, and they must be able to justify their decisions.
Assessors must be able to make sound and consistent judgements about the acceptability of evidence. Centres have a responsibility for ensuring the competence of the assessors they employ, so that trust can be placed in the assessment decisions of assessors without the need to insist on paper evidence to back up every assessment decision. When planning assessment, assessors should make use of a combination of assessment methods.
Candidates should be encouraged to cross-reference and avoid an element by element approach to collecting evidence, whether or not a paper portfolio is used for presenting evidence.
'Evidence rich' activities, 'project' or 'event' approaches to collecting evidence can contribute to a reduction in the overall amount of evidence collected.
The presentation of evidence should not be confined to paper-based portfolios, but assessors must keep auditable assessment records.
Candidates need to understand what constitutes actual evidence of competence. Where paper-based material is presented for assessment, candidates should avoid the inclusion of reference documents, training materials and other evidence that does not demonstrate competence.
Proper assessment planning can help candidates to relate their activities to the requirements of the NVQ.
[I'd add to this once more the need to identify and understand candidates' learning styles before designing and agreeing evidence methods with candidates. If you are an assessor please consider this. If you are a candidate I'd urge you to discover or confirm your own preferred learning and personality style and then discuss with your assessor what types of evidence and assessment methods are available that will best suit your style and preferences.]
A number of organisations are involved in the process of developing, delivering, awarding and preserving the quality of NVQ's:
QCA will [has responsibility to] ensure that NVQ qualifications meet particular criteria and are broadly comparable across different sectors. QCA accredits (formally recognises) proposals for NVQ awards developed by sector bodies and awarding bodies, and quality assures and audits the activity of awarding bodies. For more about accreditation, see accreditation of qualifications.
Sector bodies
The new [as was new] sector skills councils (SSC's), overseen by the Sector Skills Development Agency (SSDA), will [has responsibility to] identify, define and update employment-based standards of competence for agreed occupations. These are approved against criteria by a group made up of the regulatory authorities and the UK administrations. National occupational standards form the basis for NVQ's. NVQ's are accredited against NVQ criteria by QCA.
Awarding bodies
Awarding bodies have a dual role. With sector bodies, they are jointly responsible for the assessment methods of NVQ's based on the assessment strategy of the Sector bodies, and they are also responsible for the implementation of individual NVQ's. They approve centres who wish to offer assessment for NVQ's. Awarding bodies monitor the assessment process and award NVQ's and unit certificates. They undertake external verification to ensure that candidates are being assessed fairly and consistently across all centres.
Training providers and further education colleges
Many candidates pursuing the NVQ route to qualifications will gain their qualification at work or through a programme provided by a further education college or some other training provider. To find out who is offering NVQ's in your region, [QCA recommends that you] contact your:
Scottish Qualifications Authority (SQA)
In Scotland, where the system of vocational education and training differs from that of the rest of Britain, the Scottish Qualifications Authority (SQA) accredits all Scottish Vocational Qualifications (SVQ's). Contact details: Scottish Qualifications Authority (SQA), Hanover House, 24 Douglas Street Glasgow. G2 7NQ Tel: 0141 248 7900. Web: sqa.org.uk
accreditation of qualifications
Why are qualifications regulated? Qualifications are regulated because the public - learners, employers and others who use qualifications - wants qualifications that are appropriate, of high quality, valued and respected by others in the community and understood by those who take them and use them. The public wants standards to be maintained across awarding bodies over time, awarding bodies to be competent and a right of appeal if something goes wrong. Only qualifications that satisfy these conditions are accredited and accepted into the National Qualifications Framework (NQF). QCA carries out accreditation jointly with its regulatory partners in Wales (ACCAC) and Northern Ireland (CCEA) and manages the process for them. There are now (as at 12 May 2004) 114 awarding bodies offering 4,000 qualifications. These include vocational qualifications that are based on national occupational standards as well as qualifications such as GCSE's, A levels and national vocational qualifications.
The total number of NVQ certificates awarded to 31 March 2003 was 4,033,465 (an increase of 11 per cent on the total awarded to 31 March 2002). The number of NVQ certificates awarded in the 12 months to 31 March 2003 was 386,256 (an increase of 7 per cent on the 12 months ended 31 March 2002). There were increases in the growth of three NVQ levels in the 12 months to 31 March 2002 compared to the preceding 12 months, ranging from 4 per cent for level 4 to 11 per cent for level 3. Level 5 showed a decrease of 10 per cent. The fastest growing framework areas were constructing, providing health and social and protective services, where the numbers of NVQ certificates awarded in the year ended March 2003 were 14 per cent and 25 per cent higher respectively than the number awarded in the 12 months to March 2002. Of the remaining nine framework areas, four showed an increase in growth on an annual basis. There were 758 NVQ titles current in the framework at the end of March 2003. This information will be updated with details to 30 June 2003 in September 2003.
| N.B. These notes from QCA are the most recent available as at January 2006. To check if QCA has updated its policies and statistics, etc., visit the QCA website. |
The primary purpose of the national qualifications framework (NQF) is to create a coherent classification for NVQ's and to facilitate transfer and progression, both within areas of competence and between them.
The areas of competence within the NVQ framework result from an analysis of work roles and provide the initial organising structure for competence-based qualifications. Further refinements to the system are being made as the qualifications are developed and routes for progression/transfer are identified.
NVQ's are accredited [for use and delivery by relevant bodies] for a maximum of five years and sometimes for three and, as a result, new and revised NVQ's are constantly becoming available.
The following definitions of NVQ levels provide a general guide and are not intended to be prescriptive. [See the qualifications comparisons table below for correlations and comparisons between NVQ's and other qualifications including diplomas and degrees, etc.]
Level 1 Competence which involves the application of knowledge and skills in the performance of a range of varied work activities, most of which may be routine or predictable.
Level 2 Competence which involves the application of knowledge and skills in a significant range of varied work activities, performed in a variety of contexts. Some of the activities are complex or non-routine, and there is some individual responsibility and autonomy. Collaboration with others, perhaps through membership of a work group or team, may often be a requirement.
Level 3 Competence which involves the application of knowledge and skills in a broad range of varied work activities performed in a wide variety of contexts, most of which are complex and non-routine. There is considerable responsibility and autonomy, and control or guidance of others is often required.
Level 4 Competence which involves the application of knowledge and skills in a broad range of complex, technical or professional work activities performed in a wide variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.
Level 5 Competence which involves the application of skills and a significant range of fundamental principles across a wide and often unpredictable variety of contexts. Very substantial personal autonomy and often significant responsibility for the work of others and for the allocation of substantial resources feature strongly, as do personal accountabilities for analysis and diagnosis, design, planning, execution and evaluation.
Available NVQ's are listed by area of competence and show:
Some individual NVQ entries may show an expiry date that has passed. These are likely to be reaccredited, but had not been reaccredited at the time of posting this information. More information about particular NVQ's is available from the awarding body or bodies listed with each entry.
Here is the list of qualifications [including NVQ's] and awarding bodies, (1.3MB Excel file, January 2006).
Up-to-date listing of qualifications accredited by QCA can be found at www.dfes.gov.uk/section96 or www.dfes.gov.uk/section97 (text download).
© Main content on this webpage is chiefly QCA Crown Copyright. Contextual material, points of clarification and comments are © Alan Chapman, and may not be reproduced without permission.
| N.B. These notes from QCA are the most recent available as at January 2006. To check if QCA has updated its policies and statistics, etc., visit the QCA website. |
Each accredited qualification has an NQF level. If qualifications share the same level this means that they are broadly similar in terms of the demand they place on the learner. However, qualifications at the same level can still be very different in terms of content and duration.
The following table shows a selection of individual qualifications and how they appear in the current NQF.
It also highlights how these more precise levels broadly compare to the Framework for Higher Education Qualification (FHEQ) levels.
QCA uses examples of qualifications in the table below that were previously at levels 4 to 5 but now have more precise levels.
| National Qualifications Framework (NQF) | Framework for Higher Education Qualifications (FHEQ) | |
|
Previous levels and examples |
Current (2006) levels and examples |
Levels and examples |
|
Level 5 Level 5 NVQ in (for example) Construction Level 5 Diploma in (for example) Translation |
Level 8 Specialist awards |
D
(doctoral)
Doctorates |
|
Level 7 Level 7 Diploma in (eg) Translation |
M
(masters)
Masters degrees, postgraduate certificates and diplomas |
|
|
Level 4 Level 4 National Diploma in (eg) Professional Production Skills Level 4 BTEC Higher National Diploma
in (eg) 3D Design Level 4 Certificate in (eg) Early Years Practice |
Level 6 Level 6 National Diploma in Professional Production Skills |
H
(honours)
Bachelor degrees, graduate certificates and diplomas |
|
Level 5 Level 5 BTEC Higher National Diploma in 3D Design |
I
(intermediate)
Diplomas of higher education and further education, foundation degrees and higher national diplomas |
|
|
Level 4 Level 4 Certificate in Early Years Practice |
C
(certificate)
Certificates of higher education |
|
|
Level 3 Level 3 Certificate in (eg) Small Animal Care Level 3 NVQ in (eg) Aeronautical Engineering A levels |
||
|
Level 2 Level 2 Diploma for (eg) Beauty Specialists Level 2 NVQ in (eg) Agricultural Crop Production GCSEs Grades A* - C (see note below) |
||
|
Level 1 Level 1 Certificate in (eg) Motor Vehicle Studies Level 1 NVQ in (eg) Bakery GCSEs Grades D-G |
||
|
Entry level Entry Level Certificate in (eg) Adult Literacy |
||
* Revised levels are not currently being implemented for NVQ's and a small number of related qualifications.
For current information and to identify modules and details of individual qualifications please refer to the openQUALS website.
The Framework for Higher Education Qualifications (FHEQ), for England, Wales and Northern Ireland, was published by the Quality Assurance Agency (QAA) in January 2001. This framework applies to degrees, diplomas, certificates and other academic awards (other than honorary degrees and higher doctorates) granted by a university or higher education institute. Broad comparisons with NQF levels can be seen in the table above. For further details, visit the QAA website.
Here is the list of qualifications [including NVQ's] and awarding bodies, (1.3MB Excel file, January 2006). Up-to-date listing of qualifications accredited by QCA can be found at www.dfes.gov.uk/section96 or www.dfes.gov.uk/section97 (text download).
© Main content on this webpage is chiefly QCA Crown Copyright. Contextual material, points of clarification and comments are © Alan Chapman, and may not be reproduced without permission.
| N.B. These notes from QCA are the most recent available as at April 2006. To check if QCA has updated its policies and statistics, etc., visit the QCA website. |
See also:
And see also:
training and developing people
N.B. Up-to-date NVQ's listing and other National Qualifications Framework qualifications are available from www.dfes.gov.uk/section96 or www.dfes.gov.uk/section97 (text download)
and see the many other materials for developing people and organizations on the main businessballs website
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