INTRODUCTION A new vocational qualification framework was established in the United Kingdom in the late 1980s in response to the requirement for an overall qualification system that is understood, recognized and valued throughout Europe and the rest of the world. In the United Kingdom, it is called the National Vocational Qualifications (NVQs). NVQs are broad-based qualifications that not only cover the knowledge and skills needed to carry out specific tasks, but also include the wider aspects of performance necessary to complete tasks effectively in real work environments. NVQs form a framework of workbased qualifications from the applications of basic skills to the highest levels of professional understanding The framework provides a system of professional development for effective performance in employment. The qualification framework specifies the performance requirements that must be attained, the activities to be completed, and the performance evidence to be demonstrated. This framework provides a good structure to build a system of professional qualifications which: allows people to build areas of competence relevant to their employment. provides professional qualifications recognized and valued by employers. helps people to identify personal improvement plans. enables people to respond positively to foreseeable changes in technology, working methods, markets and employment patterns and practices.  >top  THE COMPONENTS OF COMPETENT PERFORMANCE Competence is knowledge and skills applied in real work situations that meet laid down performance requirements Competent performance requires the ability to apply the knowledge in an appropriate manner. The ability to do or perform is what matters. Competence requires the ability to perform one’s overall work role, not just the tasks. In contrast to academic learning by instruction, the work-based approach to learning requires the action skills necessary to perform work competently in real work environments.  >top  PERFORMANCE REQUIREMENTS For each level of qualification, a set of Performance Requirements is defined by means of Units of Competence. In order to achieve the performance required by the specific Unit of Competence, you need to develop a work-based project. Performance Evidence is generated as a result of carrying out a work activity of the work-based project. A Unit of Competence is the performance requirement in a work activity. The number of units contained in each level of qualification varies. A Work-Based Project is a work direct study used to gain new learning experiences.  >top  ACCREDITATION OF PRIOR LEARNING This system allows a candidate to put forward his or her past experience or prior leaming as evidence of competence. When this evidence is submitted for assessment, the process is known as an “Accreditation of Prior Learning” (APL). The assessor will judge the APL evidence against the perfomiance requirements, question the candidate as necessary, and decide whether competence has been proven.  >top  PERFORMANCE GAP The Performance Gap is the difference between what the performance requirements require and what you have achieved. For example, in Level 3 of professional qualification, there are eight units of competence. Based on your past experience and learning, you have achieved 3 units of competence. The performance gap is 5 units of competence.  >top  PERSONAL IMPROVEMENT PLAN After identifying the areas where you are not yet competent by APL (performance gap), you need to set up your “Personal Improvement Plan” for the attaimnent of the remaining units of competence. Your learning needs and goals are defined by the relevant Unit of Competence. For each Unit of Competence (learning goal), you need a Work-based Project. The Unit of Competence define what you need to perform in the work-based project, and the Performance Evidence defines the come out of your learning.  >top  WORK-BASED PROJECT Work-based project is an action project carried out in a work environment. The following checklist may be useful for the development of a work-based project: What is the title of your project? Why is it need? How will success be measured? What methods will be used?  Where will it take place? What factors or people that can help you to achieve the target? What are the assisting forces? How to eliminate or reduce their effect? What resources are required? What are the procedures to carry out the work?  What is be performance evidence?  >top   A PORTFOLIO OF EVIDENCE The Performance Evidence for assessment is derived from reports and/or projects carried out in a work activity. Candidates should place their Performance Evidence into a Portfolio of Evidence, in a suitable format to be presented for assessment. Each piece of evidence you collect and put into your portfolio must be annotated and described to show that you have performed to the required standard. Collect and include evidence selectively, using the minimum number of good quality examples to show competence.  >top  ASSESSMENT PROCEDURE Assessment is the evaluation of achievement. There are no examinations; no marks are awarded. You are judged to be competent by what you can do; in other words, Whether you can perform to the required Performance Requirement. The portfolio is assessed by a qualified assessor. The assessment procedures are as follows: Candidate Registration Portfolio Assessment of Prior Leaming Possible Development Personal Improvement Plan Collecting Evidence Portfolio Building Assessment Unit or Full Certification >top  STEP 1-7 STEP 1 - COMPARING EXPERIENCE TO PERFORMANCE REQUIREMENTS One of the major benefits of our assessment system is that you are not required to repeat learning achievements you have already obtained. You can put forward evidence of the experience or learning to show that you already meet a defined Unit of Competence. To do so, you have to collect all sorts of evidence from a single work activity related to a unit. Use the following checklist to identify the different types of evidence that can be generated. Review the Performance Requirements. 1.1 Have I read the performance requirements? 1.2 What is the unit of competence required? 1.3 What are the action skills required? 1.4 What are the requirements of performance evidence?  Identify a Work Activity Related to the Unit of Competence. 2.1 Can I identify a work activity related to a particular Unit of Competence? 2.2 Have I identified the action skills needed? 2.3 Have I identified what I need to know? 2.4 Have I identified what is expected? 2.5 Have I identified who else is involved or affected?   STEP 2 - GATHERING THE EVIDENCE To prove that you have the competence for the defined performance requirements, you need to prove it. Proof usually involves finding documentary evidence that establishes you have performed to the required requirements. This involves researching your past experience, sorting through your files for relevant documents and asking others to provide testimonials of past competence performance. Your potential sources of evidence are as follows: ITEM DETAIL Action Plans Completed and signed Agendas of Meetings Your name highlighted, purpose of meeting, your input Appraisal Records Signed and dated, your name highlighted Assessment Plans Completed, signed, dated Assignments Note of elements and performance criteria covered Briefing Notes Witnessed, dated, signed, details of context Checklists Purpose Diaries Dated and signed Certificates Type and duration Professional Membership Awarding body Testimonials Signed and dated by third parties   STEP 3 - DOCUMENTING THE EVIDENCE BY THE PORTFOLIO METHOD A portfolio is a collection of evidence to demonstrate that you have satisfied the performance requirements. Portfolio information is normally contained in an A4 ring-binder. There are no hard and fast rules about the way in which evidence should be documented. It is very much a matter of personal choice. However, its contents are likely to include some or all of the following information: Title Page Contents Page Glossary and Abbreviations Introduction Curriculum Vitae Organization Profile Identification of Working Experience and Prior Learning Summary of Evidence (Credit for Work Experience and Prior Learning) Performance Gap Analysis Personal Improvement Plan Work-based Projects Statement of Competence Summary of Achievement Index of Performance Evidence  STEP4 - ORGANIZING YOUR EVIDENCE Because there will be a great deal of paper to organize, you need to have a system. It is suggested that you arrange the performance evidence in sequence, e. g. Performance evidence for Unit l Performance evidence for Unit 2 You have to label each item of evidence clearly so that your assessors can see it at a glance. Formatting evidence is concerned with: Sequencing and Identifying Dating Annotating Explaining  STEP 5 - UNDERSTANDING THE PERFORMANCE GAP The assessment system allows you to put forward your past leaming as evidence of achievement. When this evidence is submitted for assessment, the process is known as” accreditation of prior achievement” (APL). This allows you to gain some Units of Competence quickly for the qualification. However, for those units where you have been assessed as not yet competent, you need to draw up a Personal Improvement Plan of learning and practical activities that will help you to generate evidence to prove you are competent. This is likely to involve establishing an work-based project with your employer or advisors.  STEP 6 - DEVELOPYOU PERSONAL IMPROVEMENT PLAN Your Personal Improvement Plan can be developed by the PDCA (Plan-Do-Check-Act) cycle. PLAN 1.1 Be aware of areas where you are not yet competent after accreditation of prior leaming. 1.2 Define job competence in terms of the job output and personal behavior, based on the specific unit of competence. 1.3 Establish leaming needs and goals for the attaimnent of the unit of competence. 1.4 Draw up a personal improvement plan to achieve each goal which includes a series of work-based project to make up the units of competence. DO 2.1 Learn the action skills required to perform the work activities. 2.2 Discuss the work activities with your Manager, Supervisor or Trainer to agree on the work activities. 2.3 Once you have completed the personal improvement plan, agree on a target date with your Manager, Supervisor or Trainer for reviewing your progress, and a date for completing the unit of competence. CHECK 3.1 Use the Sample Sheets, as necessary, to remind you of any key points. 3.2 Check if the work-based project can generate the necessary evidence. ACT 4.1 Carry out the work activities according to your work-based project and generate suitable evidence to show that your performance has met the job and unit of competence. 4.2 Once you consider you have met a performance requirement, you should put the evidence into your portfolio. 4.3 Submit portfolio for assessment. 4.4 Gain credit for competence. 4.5 Do it over again if the assessment process has established that you have not met the performance criteria.   STEP 7 - ENTERING EVIDENCE INTO PORTFOLIO You should always record you major work activities to acquire evidence which you can use to demonstrate your competence. When your performance meets the requirements, you should put evidence into your portfolio. Each piece of evidence you collect and put into your portfolio must be annotated and described to show that you have performed to the requirement. Collect and include evidence selectively using the minimum number of good quality examples to show competence. Use the same checklist of evidence and procedures for documenting your evidence. Following the assessor’s assessment of your evidence, you will be informed as to which units you are judged to be competent in. Following the certification, you will receive the status report of the units where you have demonstrated competence.   APPENDIX 1 - CANDIDATE CHECKLIST FOR GENERATING EVIDENCE FROM You can generate and collect all sorts of evidence from a single work activity. Use this checklist to identify the different types of evidence that can be generated and collected. 1. Major Evidence: 1.1 Examples of actual work I products or artifacts produced plans and program of work reports and documents designs and drawings computer programs financial data letters from customers, suppliers, etc. performance appraisals inspection and testing health and safety programs quality programs marketing and selling 1.2 Observation of work This may be the direct observation of a particular work activity or the general observation of performance over a period of time. 1.3 Simulation of work project case study assigmnent exercise skill test   2. Supplementary Evidence 2.1 Testing off-the-job This evidence comes from the tests or challenge examinations which demonstrate knowledge, understanding and projected performance. 2.2 Questioning This evidence comes your answers to questions put to you by the assessor when other fonns of evidence are insufficient to prove performance.   3. Testimonials Testimonials are statements from employers, customers, suppliers and other people in authority testifying to your level of performance. It normally has the following features: It is on the company’s official stationary. It states the name, period of service and position held by the person reported on It lists the competence being claimed and attests that the writer has seen and understood the relevantperformance requirements. It describes the context in which the competence has been demonstrated. It states the performance criteria. It is signed and dated by the person in authority, with their name and job title or P position in the company. 4. Witness Testimony This evidence comes from other people who were involved in the activity and can confirm your performance.   5. Published Materials Published materials includes all audio, video and written material about you, or written reports in journals, books, newspapers and magazines.   6. Awards and Professional Membership This includes awards and prizes and other forms of recognition that you have received. P They usually recognize an exceptional level of perfonnance, or attest that a set level of performance has been attained.   7. Prior Learning Degree, diploma or certificate, company training, workshops, conferences and conventions, lectures, courses on radio or television, non-credit correspondence courses, etc.   8. Others Volunteer work, recreational activities and hobbies, homemaking and any other evidence which helps develop your skills can be included under others. >top

Introduction The Components Of Competnt Performance Performance Requirements Accredit of prior learning Rerformance Gap Personal Improvement Plan Work-Based Project A Portfolio Of Evidence Assessment Procedure Step 1-7 Appendix