From Standards to Qualifications and Curriculum

1. From Standards to Qualifications and Curriculum Sino-UK TVET Dialogue Beijing, 13-14 April 2010 Moira McKerracher Assistant Director UK Commission for Employment and Skills www.ukces.org.uk

2. What are National Occupational Standards? • NOS are the contribution that employers make to the skills system to ensure that skills needs are met and that qualifications are developed that reflect industry needs • NOS provide UK-wide, demand-led, evidence-based benchmarks of competent performance • NOS underpin vocational learning and development and vocational qualifications across all sectors, occupations and parts of the UK • NOS provide employers with a tool for workforce development and quality control .

3. How are NOS developed? • In the UK, NOS are developed by Sector Skills Councils to describe what an individual needs to do, know and understand in order to carry out a particular job role or function • They are statements of competence which set out the skills, knowledge, understanding and performance standards that individuals must achieve when carrying out functions in the workplace • SSCs define standards of competence for their sector through extensive consultation and workshops with individuals who actually do the job – a process known as functional analysis

4. A whole system approach, involving... • Analysis and prioritisation of the current and future needs of the sector/occupation and how NOS can be used to address needs • Drilling down to define the key purpose of the sector/ occupation and a detailed analysis to identify all the functions that individuals need to carry out in order to achieve this key purpose • Systematic development and revision of NOS in line with agreed quality criteria to ensure they remain relevant and current, and deletion of NOS which are no longer required or have been superseded; • Promotion and support of NOS for training, development, qualifications and the range of human resource management and strategic business purposes which are required by the sector/occupation • Evaluation of the usage of NOS and their effectiveness in addressing the identified needs of the sector/occupation.

5. What are National Occupational Standards used for? • NOS are used by Awarding Organisations, Further Education (FE) and Higher Education (HE) institutions, professional bodies and private training organisations as benchmarks from which to develop programmes of learning and qualifications • They are also used by employers to support human resource management and organisational development processes • In some sectors, demonstration of competence against NOS is required by law or industry regulation in order to run a business or practise a craft or profession eg licence to practise • Where to find NOS?See http://www.ukstandards.org.uk/

6. Standards-based qualifications in the context of a Skills Strategy • Qualifications provide formal quality-assured recognition and certification for skills training and development • Qualifications are a means to an end – they must provide progression into and on in work, or further training • Skills are a major contributor to economic development from which other social and personal benefits flow – they benefit companies, individuals and society • Employers who train their staff are less likely to fail and more likely to improve productivity • Individuals who gain skills are more likely to be in employment and the higher their skills levels are, the higher their earnings are over their lifetime • Skilled people who are in work are less likely to commit crime and experience better health and wellbeing

7. Designing qualifications and curricula that are demand led The aim and purpose (or demand) of the qualification or training programme can vary: - full job competence - preparation for employment - employability… - articulation with higher education?

8. Issues for designers to consider Decide the aim and purpose of the qualification This determines: • The stakeholders to be involved in its design • To what degree you draw directly on the occupational standards/employment specification • Whether national priorities need to be embedded – eg foreign languages, soft skills, employability, citizenship.

9. Case Study: preparation for employment In Scotland, SQA is the national body for the development of Qualifications – known as an “awarding body/organisation” in the UK The Scottish Government asked SQA to: ‘Deliver a new course and qualification in learning about skills for work for 14–16 year olds by 2007’.

10. Skills for Work Courses were designed to help learners develop: • skills and knowledge in a broad vocational area • core skills • an understanding of the workplace • positive attitudes to learning • skills and attitudes for employability • The ability to review own skills and abilities and set targets for improvement

11. Skills for Work course in Hospitality (Level 4) - summary of Course content • The Course provides a broad, experiential introduction to hospitality professions. • The focus is on experiencing the professional kitchen and restaurant; learning about the different roles and responsibilities in hospitality professions and beginning to develop vocational skills and knowledge.  • Practical experience of working in a realistic working environment is included. Skills involved in preparing, cooking, presenting and serving food and drinks are developed, and working front-of-house is included.  • The Course places emphasis throughout all Units on the employability skills and attitudes which will help to prepare candidates for the workplace.   

12. Skills for Work course in Hospitality (Level 4) • The competence, knowledge and understanding achieved by learners broadly reflect the NOS for hospitality. • Course Specifications, prepared by SQA plus industry and subject representatives, highlight the links to NOS and identify progression opportunities • The areas where these standards are reflected are: • knowledge of and adherence to health and safety and food hygiene procedures • establishing effective relationships with team members and customers • developing basic practical skills in a hospitality environment • reviewing own skills and abilities and setting targets for improvement

13. Skills for Work course in Hospitality (Level 4) OUTCOME 1 Carry out a range of table settings for specified styles of service while working as a member of a team Performance Criteria • Select all equipment required to correctly undertake specific place settings. • Correctly carry out the specified setting for the given number of customers. • Co-operate with others in the team to complete specified settings. • Complete the activity complying with current health and safety and food hygiene procedures.

14. Linking learning to the workplace • Individuals learning through practical experience and through reflecting at all stages of the experience • Opportunities for developing employability skills and attitudes are highlighted in the course specifications. • Learners must be given direct access to workplace experiences or, through partnership arrangements, sample different learning environments and experiences which simulate aspects of the workplace. • Experiences might include visits, visiting speakers, role play and other practical activities

15. Implications for schools who teach this Hospitality course • Centres require hospitality facilities including a professional kitchen and restaurant. Both need to be equipped with sufficient equipment, tools and commodities to replicate that found in the industry.    • Personal protective clothing is essential for all learners when working in the kitchen including chef’s whites and hat. Learners must also adhere to the house standard for restaurant uniform, including black trousers, white long-sleeved shirt, black shoes and socks and a bow tie.  • Centres should carry out risk assessments for all activities as required. • In order to provide the appropriate environment, facilities and expertise, it is likely that the Course will be delivered in a partnership which could involve schools, colleges and employers.

16. Implications for teaching and learning Teaching/learning programmes should include some or all of the following: • ⎯ learning through practical experience in real or simulated workplace settings • ⎯ learning through role play activities in vocational contexts • ⎯ carrying out case study work • ⎯ planning and carrying out practical tasks and assignments • ⎯ preparing and planning for the experience • ⎯ taking stock throughout the experience — reviewing and adapting as necessary