Kevyn Burns, Skills for Justice Developing new qualifications for the workplace Datblygu cymhwyster newydd i’r gweithle

Session Overview What is a qualification? Why use qualifications? Qualification design: Sources of information Size vs complexity Structure Components Format Common pitfalls Lets have a go!

Formal outcome of an assessment and validation process Determined by a competent body Recognition that an individual has achieved learning outcomes to given standards What is a qualification?

Why use qualifications? Recruitment and retention tool Workforce development / investment Standardisation / inter-operability Demonstration to external audiences of staff competence Staff mobility

Design: source of information National Occupational Standards (NOS) Existing training materials Other existing organisational material (policies, procedures, etc.) National guidelines Existing qualification units Practitioners

Design: size v complexity “Credit” – how big / volume of learning: 1 credit = 10 hours of learning Learning can be guided, individual, on or off the job Award (1-12 credits) Certificate (13-36) Diploma (37+) “Level” – how difficult / demand on learner: A qualification may contain a mixture of units at different levels

Design: structure Units Mandatory / optional 8 x mandatory units 3 x mandatory units 3 x units from a list of 5 Pathway 1 1 x unit Pathway 1 1 x unit Pathway 2 2 x units from 4 options Pathway 2 2 x units from 4 options Qualification AQualification B

Design: components Units Learning outcomes: Do Know Assessment criteria: Know or understand something Do something to something to a standard

Design: format Example “do” learning outcome: The learner will be able to treat casualties suffering cold weather injuries and high altitude illness Example “understand” learning outcome: The learner can understand principles of life saving and first aid techniques for use in mountainous and open country Example assessment criteria: The learner can complete accident reports in line with organisational procedures

List the typical contents of a mountain first aid kit Explain how to administer CPR Analyse the physiological changes to the human body operating at altitude Lower level, e.g. L2 Higher level, e.g. L5+ Design: format

Design: common pitfalls Can it be assessed? Observable? Measurable? Behaviours / values Over-detailed...”Not everything that can be counted counts, and not everything that counts can be counted.” Albert Einstein Compound statements: “Gather and evaluate information in line with...” “Gather information in line with...” “Evaluate information in line with...”

A scenario The quality of tea and coffee making within your organisation has dramatically declined... In an attempt to avert a crisis, your boss asks you to: Identify and standardise good practice Put in place a qualification to accredit those that meet a set standard

Please consider: Possible qualification structure What the learner needs to know What the learner needs to do A scenario...

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