skillsfirst awards centre handbook september 2013 c… · fort dunlop fort parkway birmingham b24...

Suite 215Fort DunlopFort ParkwayBirminghamB24 9FD www.skillsfirst.co.uk

Skillsfirst Awards

Centre Handbook

September 2013

2 Doc ref: Centre Handbook BD018V7 – 260913

Contents

Section 1 – Introduction 4 Section 2 - Customer service 2.1 Skillsfirst Awards core values 5 2.2 Our commitment to our customers 5 2.3 General enquiries 5 2.4 Complaints 5 2.5 Contact us 5

Section 3 – Equality and accessibility 6 Section 4 – Introduction to Quality Management Information System 7 Section 5 - Centre recognition and qualification information 5.1 Centre recognition 8 5.2 Qualification approval 9 5.3 Processing centre recognition and qualifications approval applications 10

Section 6 – Conflicts of interest 6.1 Definition of a conflict of interest 11 6.2 Managing potential conflicts of interest that may arise 11 6.3 Dealing with conflicts of interests and/or breaches to the

procedures outlined in this policy 12

Section 7– Data 7.1 Data protection statement 13 7.2 Data requirements 14

Section 8 - Registration and certification

8.1 Registration 15 8.2 Confirming the identity of the learner 15 8.3 Certification 15 8.4 Unit credit 15 8.5 Ten week rule (SVQ’s) 15

Section 9- Assessment and verification 9.1 Assessment 16 9.2 Internally set and marked assignments 17 9.3 Reasonable adjustments and special consideration 18 9.4 Internal verification 18 9.5 External verification 20 9.6 Sampling 22 9.7 External verification reports 23 9.8 Sanctions 24 9.9 Lost learner portfolios 25


Section 10 – Appeals 27 Section 11 – Malpractice and maladministration 11.1 Definition of malpractice 28 11.2 Definition of maladministration 28 11.3 Centres’ responsibilities 28 Section 12 – Language of assessment 29 Section 13 – Withdrawal of qualifications 30

Appendices:

Appendix 1 Policies and forms 31 Appendix 2 Recognition of prior learning in QCF qualifications 32 Appendix 3 Glossary of terms for technical certificates 35 Appendix 4 Learner guide to qualifications 39


Section 1

Introduction

1.1 Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas.

1.2 Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff – reliably qualified to recognised industry standards.

1.3 This handbook provides our potential and existing centres with all the information required for recognition and maintenance of a successful Skillsfirst centre. The handbook is a live document and will be continually updated. Centres will be informed electronically when changes are made and it will be the responsibility of any potential and existing centre to ensure the most up to date version of the handbook is used. The document provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications. The handbook is available on the Skillsfirst Awards website via the following link http://www.skillsfirst.co.uk/Skillsfirst.aspx?id=148&hid=0

1.4 This document is copyright but can be copied for the purpose of applying for centre recognition and for use by any of our recognised centres.

http://www.skillsfirst.co.uk/Skillsfirst.aspx?id=148&hid=0


Section 2 Customer service

2.1 Skillsfirst Awards core values

Integrity – we will be reliable and honest in our work, delivering on our promises and respecting each other and our customers

Ambition – we will be the best we can be, with drive and determination to exceed our goals, demonstrating a ‘can-do’ attitude in our approach

Openness – we will be open at all levels from director to administrative support, sharing concerns transparently to improve the business and the work environment

Accountability – we will be accountable for the tasks we undertake, ensuring that we provide the highest standards in our work and in support of the work of our colleagues

2.2 Our commitment to our customers

It is the aim of Skillsfirst Awards to ensure our customers receive a quality service which meets their needs while complying with the stringent requirements of our regulators. As such we have a customer service statement which details our commitment to our customers. This is available on the Skillsfirst website as referenced in Appendix 1.

2.3 General enquiries Skillsfirst encourages its customers to seek answers to enquiries from our website. However if you have an enquiry that cannot be clarified via this method, you should complete the enquiry form in QMIS (our online quality management information system, see Section 4), call our Customer Service Team on 0121 270 5100 or alternatively email them at [email protected]

2.4 Complaints Skillsfirst will endeavour to operate its policies and procedures correctly at all times and to provide excellent customer service. However, if any customer feels they have a reason to make a formal complaint, please see our Complaints Policy which is available on the Skillsfirst website as referenced in Appendix 1. If a centre choses to use their own complaints policy rather than adopt the Skillsfirst one, reference must be made to the Skillsfirst’s policy. This will be monitored by the Skillsfirst external verifier.

2.5 Contact us website: www.skillsfirst.co.uk email: [email protected] Tel: 0121 270 5100 Fax: 0121 747 4102 In writing to: Skillsfirst Awards Ltd Suite 215, Fort Dunlop Fort Parkway Birmingham B24 9FD

mailto:[email protected]

http://www.skillsfirst.co.uk/



Section 3 Equality and accessibility

3.1 Skillsfirst is committed to complying with all current and relevant equalities legislation. We aim to deliver a service and range of qualifications that are fair, accessible and do not include any unnecessary barriers to entry. Where there are features of a qualification that could disadvantage a group of learners, they will be listed in the qualification handbook in

the learner entry requirements section and the justification given.

3.2 Skillsfirst will ensure that none of its qualifications or units has any feature that would disadvantage learners because of their age, disability, gender reassignment, pregnancy or maternity, race, religion or belief, sex and sexual orientation in England, Wales and Scotland. If the qualification or unit is to be offered in Northern Ireland we shall take into account the characteristics of age, disability, marital status, racial group, religious belief, sex, sexual orientation, political opinion and persons with and without dependants.

3.3 Skillsfirst expects its centres to deliver its qualifications in accordance with equalities law, enabling learners to have equal access to training and assessment for qualifications irrespective of the characteristics noted above. Assessment must similarly be undertaken without discrimination. Centres (including sub-centres and assessment sites) are required to have in place a policy to ensure that such discrimination does not occur either directly or indirectly.

3.4 Where complaints relating to issues of inequality cannot be satisfactorily resolved by the

centre, learners must be made aware of their right to appeal using the arrangements outlined in our appeals policy which is available on the Skillsfirst website as referenced in Appendix 1.

3.5 Skillsfirst is regulated by Ofqual in England and Northern Ireland, by SQA Accreditation in

Scotland and the Welsh Government in Wales 3.6 The Skillsfirst equality and accessibility is available on the Skillsfirst website as referenced in

Appendix 1.


Section 4 Introduction to Quality Management Information System

This section will be added once QMIS is available on-line. The system will mirror the requirements laid down in the following sections. In the meantime, please contact the customer services team to obtain a copy of the form(s) you require on 0121 270 5100 or [email protected]

Changes to the delivery of qualifications

Centres must inform Skillsfirst Awards of any changes to personnel, sites and locations, quality assurance arrangements and centre contact details via QMIS.



Section 5 Centre recognition and qualification approval

It is the responsibility of Skillsfirst Awards, as an awarding organisation, to ensure that any

potential and existing centre has the necessary resources, systems, commitment and expertise to support the consistent delivery, assessment and quality assurance of unit(s) and qualification(s) before being approved to offer them. The regulators1 also require us to have an enforceable agreement with all our centres covering those areas that are essential to offer regulated qualifications. This also includes centres assisting Skillsfirst in carrying out any reasonable monitoring and moderation activities and visits to your centre and assisting all regulators should they carry out any monitoring/investigation activities in relation to the delivery of regulated qualifications or Skillsfirst activities

5.1 Centre recognition

5.1.1 Centres wishing to offer Skillsfirst qualification(s) will need to complete a Centre Recognition Application Form if they are applying to offer a Skillsfirst qualification for the first time. This application includes the enforceable agreement which sets out the responsibilities of each party.

5.1.2 Before submitting a formal application for recognition, any potential centre should contact us

on 0121 270 5100 or [email protected] and we will put you in contact with a member of our Business Development Team. They will be able to provide you with information about the recognition requirements and the application process. The application itself will be completed via our online system QMIS to which we will give you access (see Section 4).

5.1.3 We will offer support and guidance to centres to assist with the recognition process through

a free consultation visit from a member of the Business Development Team. Many centres will already have the systems in place to meet the requirements of other quality assurance regimes and it is important that in order to avoid duplication and reduce bureaucracy, these are used where appropriate.

5.1.4 When applying for centre recognition, centres must appoint a named contact (head of centre) who will be accountable for the:

• overall quality assurance, management and administration of each qualification • evidence that the centre meets recognition requirements • declaration of any previous application refusals or withdrawal of approved status,

including the awarding organisation involved and the reasons for the decision

5.1.5 Skillsfirst Awards will visit a centre applying for centre recognition to authenticate the information provided in the application. If, after the visit, it is deemed all criteria have been met, recognition will be granted. If, however, not all of the criteria are met, an action plan will be produced for the centre, outlining what has still to be done, by when and by whom. The recognition decision will be reviewed once the action plan has been completed. .

5.1.6 Skillsfirst may accept centre recognition by other awarding organisations as a fast track for Skillsfirst centre recognition. This may be suitable for organisations which are not recognised

1 Skillsfirst is regulated by Ofqual in England and Northern Ireland, SQA Accreditation in Scotland and

the Welsh Government



to offer Skillsfirst qualifications, but are recognised to offer qualifications on behalf of other awarding organisations. Requests will be taken into consideration on an individual basis. If accepted, the following documents would be required by Skillsfirst:

awarding organisation centre recognition approval letter

the two most recent EV visit reports for all qualifications the centre is applying for

5.2 Qualification approval

5.2.1 It is important to note that qualification approval must be obtained by:

new centres wishing to offer Skillsfirst qualifications for the first time whilst applying for centre recognition

existing centres wishing to extend the range of Skillsfirst qualifications they offer

5.2.2 Centres can find qualification handbooks for all Skillsfirst qualifications on our website. It is important that centres review the qualification handbook for each qualification they wish to offer prior to applying for qualification approval, to ensure they can meet the assessment arrangements. The qualification handbook details the scope, principles of assessment and external quality control established by the relevant sector body. It will also ensure that assessment requirements can be consistently interpreted, specifying: • which aspects of the standards must always be assessed through performance in the

workplace • when simulated working conditions may be used and to what extent; any

characteristics that the simulation should have, including what would constitute a realistic work environment for the qualification concerned

• the occupational expertise assessors, independent assessors and internal verifiers must have, according to the relevant sector body

• what constitutes acceptable evidence • the strategy for the external quality control of assessment

5.2.3 Centres wishing to apply for qualification approval should complete a Qualification Approval Application Form. This must be completed via QMIS (see Section 4).

5.2.4 In the case of existing Skillsfirst centres, Skillsfirst Awards will consider • the centre’s record in managing its existing qualification provision • its ability to comply with qualification specific requirements, including occupational

competence of assessors and internal verifiers • the centre’s ability to provide learners with assessment opportunities in deciding whether an EV visit is necessary before making the qualification approval decision.

5.2.5 Once approval to offer the qualification has been given, the centre will be informed in writing. Learners may not be registered for a qualification until the centre has received this written approval. It is important to note that successful completion of this process allows registration only. Full certification rights will be given following the first successful external verification visit for each qualification.

5.2.6 Skillsfirst may accept qualification approval by other awarding organisations as a fast track for Skillsfirst qualification approvals. This may be suitable for organisations which are not already recognised to offer a Skillsfirst qualification, but are approved to offer the qualification on behalf of another awarding organisation. Requests will be taken into

http://www.skillsfirst.co.uk/skillsfirst.aspx?id=50&hid=50


consideration on an individual basis. If accepted, the following documents would be required by Skillsfirst:

awarding organisation qualification approval letter

the two most recent EV verification reports for all qualifications the centre is applying for

5.3 Processing centre recognition and qualifications approval applications 5.3.1 The information you provide is important and will be relied upon by Skillsfirst to consider your

application. If your application is accepted, but you then fail to comply with any of the requirements set out in the application forms, or if any of the information you have given is not true, accurate or is misleading, Skillsfirst can terminate your recognition by written notice to you, effective from the date stated in that notice.

When you fill in any application form, please ensure that you complete all sections of the form and supply supporting evidence where applicable. Failure to do so will delay your application being processed.

Subject to compliance with applicable laws, acceptance of your application is in the absolute discretion of Skillsfirst and Skillsfirst is entitled to reject your application, without providing any reason.

NVQ code of practice 2006


Section 6 Conflicts of interest

6.1 Definition of a conflict of interest

A conflict of interest exists in relation to Skillsfirst where:

its interests in any activity undertaken by it, on its behalf, or by a member of its staff have the potential to lead it to act contrary to its interests in the development, delivery and award of qualifications in accordance with regulatory2 requirements,

a person who is connected to the development, delivery or award of qualifications at Skillsfirst has interests in any other activity which have the potential to lead that person to act contrary to his or her interests in that development, delivery or award in accordance with regulatory requirements,

an informed and reasonable observer would conclude that either of these situations was the case.

6.2 Managing potential conflicts of interest that may arise The following areas have been identified where there could be a potential conflict of interest

in the context of Skillsfirst’s centres.

Potential conflict of interest Reasonable steps to ensure that no conflicts of interest

have an adverse effect (as defined by Ofqual) and/or that such effects are mitigated as far as possible

Allocating External Verifiers to centres where they may have a conflict of interest such as:

has worked for the centre

has worked for a competitor centre

has a family member working at the centre

has a financial stake or shares in the centre

Skillsfirst will record the details of any actual/potential conflicts of interest in the EV’s profile record and this will be checked when centres are allocated to ensure an EV is not allocated to a centre at which they have had or have a personal interest. Where this cannot be avoided the Lead EV will scrutinise the work of the EV at the centre to ensure no conflicts have occurred.

Ensuring that Internal Verifiers do not sign-off work they assessed.

EVs will check this aspect when reviewing assessment arrangements at centres and will record details of any such checks/conflicts recorded in the associated centre engagement reports. If such conflicts cannot be avoided (eg due to a lack of competent staff at the centre), the EV will make arrangements for the relevant part of the assessment to be subject to scrutiny by another person and in doing so will

2 Skillsfirst is subject to Ofqual’s General Conditions of Recognition and SQA Accreditation’s Regulatory

Principles and Criteria for Accredited Qualifications


seek approval for such arrangements with Skillsfirst’s Head of Operations.

Ensuring that centre assessors do not have any personal interest in the result of any assessment they undertake.

Centre assessments are subject to internal and external verification to ensure objectivity. Centres should make it clear to their assessors that they cannot assess anyone they are related to or have any other dealings with that might affect the assessment decision.

6.3 Dealing with conflicts of interests and/or breaches to the procedures outlined

in this policy

If centre staff realise or suspect that there is a possible conflict of interest they should immediately inform their line manager and/or head of centre. Should the line manager and/or head of centre believe there has been a breach of this policy or unforeseen conflicts of interest emerge, an investigation must be carried out immediately along with a review of the associated procedures. Such reviews should be led by the head of centre (unless they are under investigation), in which case the investigation would be led by a nominated person and the outcomes reported to Skillsfirst. If the breach affects learners, qualifications standards or public confidence in qualifications, the head of centre must immediately inform Skillsfirst, who will inform the relevant regulator (Ofqual if the issue is in England or Northern Ireland, the Welsh Government if the centre or learners are in Wales or SQA if it is an SQA accredited qualification) of the reasonable steps that are being taken to prevent, correct or mitigate the situation, including details of any reviews to be carried out.


Section 7 Data Skillsfirst Awards takes the protection of data seriously and to this end has developed a data protection statement outlining how we will ensure that Skillsfirst, and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards.

7.1 Data protection statement

7.1.1 Skillsfirst Awards is committed to protecting the privacy and confidentiality of recognised centres, learners and any related third party.

7.1.2 Recognised centres operate as an 'agent' for Skillsfirst when collecting data. Therefore, when collecting any data, they are required to:

Provide a statement to any person whose data is collected to ensure awareness is raised relating to the sharing of their data with Skillsfirst

Clearly identify themselves and/or the organisation(s) on behalf of which the data is being collected, prior to the collection of any personal data

Refrain from holding any personal data for any purpose other than that which has been stated, which must be relevant and not excessive

Ensure personal data is only used for the expressed purpose for which permission has been provided in advance by the supplier of the data. The learner induction should be used by the centre to explain the importance of sharing information and obtain learner agreement

7.1.3 The Data Protection Act also requires centres to ensure that the personal data and sensitive

personal data held is accurate and up-to-date. Centres should therefore update records on a regular basis i.e. at least once a quarter, starting from when centre approval was given and notify us accordingly:

if there is any change or correction to any personal data or sensitive personal data which was previously disclosed to Skillsfirst

any personal data or sensitive personal data relating to a data subject in respect of whom we also have records is deleted or archived

if there is any exercise of an ‘opt in’ or objection to direct marketing

if there is any refusal of processing by a data subject centres should note that they will be responsible to Skillsfirst for any loss we may suffer because of their failure to ensure compliance with the Act, or any of the obligations set out in this section.


7.2 Data requirements

7.2.1 When an organisation becomes a Skillsfirst Awards recognised centre it will be given a unique centre number (UCN) and confirmation of each unit/qualification for which approval was given. Once recognised, each centre is required to maintain the reliable and auditable systems it established for recording assessment decisions. Centres must keep auditable records ensuring learner progress can be tracked and that independent authentication of certification claims can take place.

7.2.2 As a minimum, Skillsfirst Awards centres will be expected to keep lists of all learners registered for each qualification offered, including: • learner name • date of birth • contact address • workplace address and contact details • assessor(s) name(s) • QA/internal verifier(s) name(s) • date of registration with the awarding organisation • Skillsfirst learner number • unique learner number (ULN) – issued by the Learning Records Service

7.2.3 Learner assessment/tracking records should detail: • unit/element assessed, date of assessment and name of assessor the assessment

decision • the assessment methods used for each unit/component • the location of the supporting evidence

7.2.4 Records of internal verification/quality assurance activity should also be retained, detailing:

• who verified what and when • details of the sample selected and its rationale • internal verifier standardisation meetings • assessor support meetings • assessor and verifier competence and the monitoring of assessor/internal verifier

progress towards achievement of the required qualifications • requirements for the retention of learner evidence • records of certificates claimed – including unit certificates – who claimed them and

when

7.2.5 All records must be maintained for a minimum of three years. These records must be made available to the regulators if requested.

7.2.6 If a Skillsfirst Awards recognised centre fails to comply with the requirements for maintaining auditable records and cannot substantiate claims made on behalf of learners, Skillsfirst Awards will impose the appropriate sanction. Skillsfirst Awards will then be required to inform the regulators and start agreed investigative procedures.


Section 8

Registration and certification

8.1 Registration Once centres are approved to offer qualification(s), they will be given access to the REG (Registration/Certification Electronic Gateway) system through which they can register their learners, maintain records of their achievements and eventually claim their certificate(s). Ideally learners will be registered by the centre at commencement of the course. Where this is not possible, learners should be registered on the relevant qualification as soon as possible thereafter.

8.2 Confirming the identity of the learner It is the centre’s responsibility to take all reasonable steps to confirm the identity of the learners. Skillsfirst will assume that the centre has seen sufficient personal data when it completes the on-line registration file. Following submission of registration information, REG will issue a learner number that will identify the learner throughout the Skillsfirst assessment process. It is the centre’s responsibility to obtain a government-issued Unique Learner Number (ULN) where required and input it to REG. Effective from April 2013 Skillsfirst Awards are committed to providing learner achievement for all Skillsfirst learners to the PLR. Skillsfirst Awards’ centres are responsible for informing learners of their registration status.

8.3 Certification

All claims for certification must be authenticated by an appropriately qualified and occupationally expert internal verifier. If a newly approved or small centre has no qualified internal verifier, a Skillsfirst Awards’ external verifier will closely monitor the decisions of unqualified internal verifiers. Such monitoring will be carried out by sampling the internal verifier’s decisions and validating all claims for certification. It should be noted it is likely there will be a charge for this service.

8.3.1 Full details of the process for electronic registration of learners and for certificate claims will

be provided to recognised centres.

8.4 Unit credit Centres and learners must be aware of the value and availability of unit credit accumulation where QCF qualifications are offered.

8.5 Ten week rule (SVQ's)

Skillsfirst Awards centres must ensure all learners working towards SVQ qualifications must be on the Skillsfirst Awards registration system for a minimum of 10 weeks before a claim for certification can be made. This rule is to allow Skillsfirst Awards sufficient time to carry out a quality assurance intervention if appropriate, should a claim for certification be made in less than 10 weeks from the point of registration.


Section 9 Assessment and verification

9.1 Assessment

9.1.1 All Skillsfirst Awards centres must appoint assessors to carry out internal assessment. Assessors will be responsible and accountable for: • managing the assessment system, from assessment planning to making and recording

assessment decisions as required by the awarding organisation • assessing evidence of learner competence against the specified requirements of the

qualification • ensuring that learners’ evidence is valid, reliable, authentic and sufficient • maintaining accurate and verifiable learner assessment and achievement records as

required by Skillsfirst.

9.1.2 Centres must ensure that assessors are competent to perform their role and provide appropriate training and development opportunities to ensure that assessors: • either hold the qualifications needed to carry out assessment – D32, D33, A1, A2 or

the relevant Assessment and Quality Assurance (TAQA) qualification – or within 18 months of commencing their role achieve the relevant TAQA qualification or any qualifications subsequently specified by the relevant bodies.,(except where this requirement is replaced by equivalent measures contained within an approved assessment strategy)

• carry out assessment to the appropriate standards to meet the requirements laid down

in Skillsfirst’s qualification handbooks which will reflect any sector assessment strategy • have the occupational expertise specified in the relevant assessment strategy before

commencing their role and maintain the currency of this expertise for the duration of their role

• know the awarding organisation requirements for recording assessment decisions and

maintaining assessment records.

9.1.3 Skillsfirst centres must ensure that the assessment decisions of unqualified assessors are checked, authenticated and countersigned by an assessor or internal verifier who is appropriately qualified and occupationally expert for the unit/qualification in question. The internal verifier must sample an increased proportion of assessment decisions by unqualified assessors. The internal verifier is also responsible and accountable for arranging the checking and countersigning process. Internal verifiers may only verify evidence that they did not assess.

9.1.4 Centres must ensure that assessors and learners provide a written/recorded declaration on each unit that learner evidence is authentic and that assessment has taken place under the conditions or context set out in the assessment specification. Failure to do this constitutes grounds for the suspension or withdrawal of approved status for the unit/qualification in question.


9.1.5 Skillsfirst Awards will ensure centres provide appropriate training and development opportunities to enable assessors to meet their responsibilities and gain a common understanding of relevant standards and other assessment requirements. A centre’s compliance with this will be monitored therefore centres will be required to keep records of all such staff development.

9.1.6 Skillsfirst Awards will ensure that assessment arrangements at their recognised centres comply with those detailed in the assessment specification. In developing their internal assessment arrangements for knowledge-based qualifications, centres may find it useful to refer to the Glossary of Terms for Technical Certificates in Appendix 3. In developing the arrangements and methodologies for the external quality control of assessment for each unit/qualification, Skillsfirst Awards will follow the agreed strategy for external quality control as established by the relevant sector body.

9.1.7 To comply with the requirements for the QCF, recognised centres must incorporate

recognition of prior learning (RPL) into the design of their assessment strategies for these qualifications, especially at the initial assessment, to facilitate the recognition of competence and learning from previous experience. The centre recognition application form specifies the need for new centres to meet the above requirements (for further information on RPL see appendix 2)

9.1.8 Centres’ internal assessment processes and practices must be effective and support the integrity and consistency of the occupational standards in the award. This is achieved through internal verification, undertaken by the approved centre and external verification undertaken by Skillsfirst Awards.

9.2 Internally set and marked assignments 9.2.1 Where the centre produces any sort of assessment materials, which could include tests,

assignments, projects, or other such assessment tools, they must be reviewed by the Skillsfirst external verifier to ensure they are fit for purpose and comparable across different assessment methods, over time and across centres. Where stimulus materials are provided by the centre as part of the assessment process, their use should also be reviewed through the external verification process, to ensure they, and the language they use are appropriate.

Centres should be reminded that if they set projects, assignments, tests or other such assessment tools for Skillsfirst qualifications (excluding Functional Skills), they should only use appropriate language and stimulus materials that:

o enable learners to demonstrate their level of attainment o require knowledge, skills and understanding which are required for the

qualification o are clear and unambiguous (unless ambiguity forms part of the assessment) o are not likely to cause unnecessary offence to learners

In considering whether language and stimulus materials for an assessment are appropriate, centres and EVs must take into account:

o the age of learners who may reasonably be expected to take the qualification o the level of the qualification o the objective of the qualification o the knowledge, skills and understanding assessed for the qualification o if it contains language or content which could lead a group of learners who

share a common attribute or circumstance to experience an unreasonable


disadvantage in the level of attainment that they are able to demonstrate in the assessment – because of that attribute or circumstance

Centres should check and edit the draft papers/materials before formal sign-off is given, ideally by someone not responsible for compiling the paper/material. The Skillsfirst external verifier is responsible for the initial sign-off of the assessment arrangements to ensure they are fit for purpose, appropriate for the content of the qualification and consistent with the specification for the qualification. The arrangements will be monitored through the external verification process. Centres must notify the external verifier if any changes are made to the materials following formal sign-off.

9.3 Reasonable adjustments and special consideration In order to comply with equalities law, Skillsfirst has in place clear arrangements to make

reasonable adjustments in relation to its qualifications so that a disabled learner is able to demonstrate his or her knowledge, skills and understanding to the levels of attainment required by the qualification. A reasonable adjustment is any action that helps to reduce the effect of a disability that places the learner at a substantial disadvantage in the assessment situation. Reasonable adjustments are approved or set in place before the assessment activity takes place; they constitute an arrangement to give the learner access to the assessment. The use of a reasonable adjustment will not be taken into consideration during

the assessment of a learner’s work. In addition Skillsfirst gives special consideration to a learner who has temporarily experienced illness, injury or some other event outside their control which may affect the outcome of an assessment. Special consideration can be applied after an assessment if there was a reason the learner may have been disadvantaged during the assessment, for example by injury or illness or some other event outside their control. It is centres’ responsibility to apply to Skillsfirst for reasonable adjustments or special consideration on behalf of their learners. The necessary forms can be found in QMIS and full details are in our Reasonable Adjustments and Special Consideration Policy which can be found on our website as referenced in Appendix 1.

9.4 Internal verification

9.4.1 Centres must operate explicit, written internal verification procedures to ensure:

• the accuracy and consistency of assessment decisions between assessors operating at the centre

• assessors are consistent in their interpretation and application of the requirements of

the qualification.

9.4.2 Centres must appoint internal verifiers or quality assurers who will be responsible for: • regularly sampling evidence of assessment decisions made by all assessors across all

aspects of unit/qualification assessment. Sampling must include direct observation of assessment practice. Sampling of evidence across all assessment sites, elements and units, assessment methods, learners and assessment records.


• maintaining up-to-date records of internal verification and sampling activity and ensuring that these are available for external verification

• establishing procedures to ensure that all assessors interpret the national occupational

standards in the same way • monitoring and supporting the work of assessors • facilitating appropriate staff development and training for assessors • providing feedback to the external verifier on the effectiveness of assessment ensuring

that any corrective action required by the awarding organisation is carried out within agreed timescales.

9.4.3 Centres must ensure that internal verifiers are competent to perform their role. Centres must

therefore provide appropriate training and development opportunities to ensure that internal verifiers:

• either holds the qualifications needed to carry out internal verification – D34, V1 or the

relevant TAQA qualification – or within 18 months of commencing their role achieve the relevant TAQA qualification or any qualification subsequently specified by the relevant bodies, except where this requirement is replaced by equivalent measures contained within an approved assessment strategy.

• carry out internal verification to the appropriate standard laid down in the Skillsfirst

qualification specification which will reflect the requirements of any sector assessment strategy

• have the occupational expertise specified in the relevant assessment strategy before

commencing their role and maintain the currency of this expertise for the duration of their role

• understand the content, structure and assessment requirements for the awards they

are verifying

9.4.4 Centres must ensure that the decisions of unqualified internal verifiers are checked, authenticated and countersigned by an internal verifier who is appropriately qualified and occupationally expert as specified by the relevant sector body. Centres must therefore provide evidence of their internal verifiers’ development activities and qualifications. Skillsfirst Awards will monitor a centre’s compliance with these requirements.

9.4.5 Internal verifiers may undertake assessment at the centre. In such circumstances the internal verifier must have the qualifications and occupational expertise specified for assessors by the relevant sector body. Internal verifiers may verify only evidence they did not assess. In exceptional circumstances, internal verification may be carried out by an external verifier. Skillsfirst Awards may charge a centre for providing this service in line with their published costs and charges. In such cases Skillsfirst Awards will ensure that the external verifier is competent to carry out internal verification and that the decisions and work of this person are subject to independent scrutiny by a different external verifier. Skillsfirst Awards must be able to show that these arrangements are effective.


9.4.6 Skillsfirst Awards will monitor a centre’s internal verification process through its external

verification arrangements. Centres must provide evidence demonstrating the effectiveness of such internal verification procedures. Failure to meet these means that the integrity of assessment decisions at the centre is at risk, therefore Skillsfirst will impose the appropriate sanction.

9.5 External verification

9.5.1 External verifier visits to centres will be an integral part of Skillsfirst’s quality assurance strategy. Skillsfirst Awards will ensure that external verifiers visit only centres in which they have no direct or indirect personal or financial interest.

9.5.2 The minimum frequency of external verification visits to centres is once per year. The exact

frequency and duration of external verifier visits will reflect the centre’s performance, taking account of: • number of assessment sites • number and throughput of learners • number, turnover and experience of assessors • number, turnover and experience of internal verifiers • centre performance including action plans and/or sanctions that may have been applied • information received from other awarding organisations or the regulators

9.5.3 Skillsfirst Awards’ external verifiers will: • ensure, through appropriate sampling/moderation, that assessment arrangements are fit

for purpose and are being delivered in accordance with the requirements specified for

each qualification.

• ensure the centre is taking all reasonable steps to prevent the occurrence of malpractice

or maladministration.

• confirm that previously identified action points have been met.

• confirm that centres continue to meet the criteria against which they were recognised.

• confirm that assessments are conducted by appropriately qualified and occupationally

expert assessors.

• confirm all learners undertake an initial assessment in order to identify barriers to

assessment, exemptions, equivalences and/or recognition of prior learning (RPL).

• confirm that assessment decisions are regularly sampled, through internal verification,

for accuracy against the national standards.

• check that claims for certification are authentic, valid and supported by auditable records

• ensure that the centre is retaining appropriate records of assessment and internal

verification decisions for three years.

• ensure that the centre is meeting Skillsfirst’s requirements for learner data retention as

set out in the Centre Handbook.

• advise and support centres on the interpretation of national standards, learning

outcomes and assessment criteria.

• provide centres with up-to-date information and advice in line with Skillsfirst and

regulatory guidance and requirements.

• advise and support centres on Skillsfirst’s requirements and procedures, including

equality of access to assessment and appeals against Skillsfirst decisions. • recommend the imposition of appropriate sanctions in line with our Sanctions Policy (see

Section 8.9), on centres that fail to meet the requirements.


9.5.4 In order to make decisions on the matters listed, the external verifier should see samples of the following:

• evidence that there is an effective selection and induction process in place for assessors and internal verifiers

• evidence that assessors and internal verifiers have appropriate qualifications and experience to meet the assessment strategy for the awards/units they assess/verify

• evidence of continuous professional development (CPD) for assessors and internal verifiers and appropriate records

• evidence that learners have fair access to assessment • evidence of valid claims for exemptions and equivalences

• evidence that learners undergo an initial assessment to inform recognition of prior learning (RPL) where appropriate, possible barriers and any reasonable adjustments required

• evidence of valid claims for RPL • evidence that assessment is structured effectively in terms of planning, assessing,

review and feedback • assessment instruments or tasks, including learner portfolio or other evidence • evidence that assessors are taking part in standardisation activities • internal verification and assessment records including feedback to assessors • learner registration and certificate claim records for credit and qualifications • internal verification strategy and sampling records • details of any appeals, reasonable adjustments or special consideration • evidence that the centre has an equality and diversity policy and that it is being

monitored appropriately

• an assessment taking place

9.5.5 External verifiers will inform the centre in advance of planned activity such as a centre visit, to agree the scope of the visit and the verification and sampling activities that will take place. Skillsfirst Awards will provide external verifiers with some information they need to carry out the verification process effectively and to verify certification claims. Centre will be required to provide external verifiers with additional information. Centres are obliged to comply with any requests for access to premises, people and records for the purposes of external verification. If a centre fails to provide access, Skillsfirst will impose the appropriate sanction.

9.5.6 If a centre cancels a pre-arranged external verification visit at short notice the EV will contact Skillsfirst who must be satisfied that there was a legitimate reason for the cancellation. If this cannot be established, Skillsfirst may impose a sanction (see Section 9.8) until a monitoring visit is completed.

9.5.7 Centres should be aware that the awarding organisation and reserves the right to carry out visits at short notice or without notice, to minimise the risk of unsubstantiated claims for certification. The regulators may also undertake visits as part of their monitoring and investigation activities.

9.5.8 If Skillsfirst Awards external verification shows that a centre is failing to meet its

requirements, it will take action to maintain the integrity of its qualifications. The level of action taken will be in proportion to the problem and there will be deadlines set for the problem to be resolved. The actions available to Skillsfirst are laid out in its Sanctions Policy (Section 9.8).

9.5.9 Where the nature of a centre’s failure requires Skillsfirst Awards to withdraw approval for a

particular unit/qualification, Skillsfirst Awards will inform the relevant regulators and any other awarding organisations that may be affected by the decision.


9.6 Sampling

9.6.1 Skillsfirst will provide external verifiers with information on a centre’s registration and certification of learners to assist them to carry out the sampling process effectively. Other information will be sought by the EV from the centre prior to the visit.

9.6.2 In developing a sampling strategy an EV will take into account the specific circumstances of the centre. Particular factors which will be considered in determining the scope of a sample include:

number of registered learners

time on the learning programme

number of certificates claimed

assessor and internal verifier qualifications including expected achievement dates for those not yet qualified

learner/assessor ratios

internal verifier/assessor ratios

the number of sub centre/satellite sites and their geographical dispersion

the centre’s track record in complying with the recognised centre criteria and any agreed action points

rate of staff turnover 9.6.3 Inexperienced or unqualified assessors may not be familiar with the assessment methods or

standards. As they will need careful monitoring until they develop the necessary expertise, a sample must contain a larger proportion of their assessment decisions than those by more experienced assessors. Similarly where a centre has a number of assessment sites, the sampling plan must enable the EV to verify that assessment and internal verification practices are maintained with equal rigour at all locations.

9.6.4 Whatever the precise plan used, the final sample must be sufficient for the EV to:

confirm the consistency, comparability and authenticity of assessment decisions

confirm the validity of claims for certification

provide evidence to support their conclusions

9.6.5 If the sample shows that the centre is not applying the required standards, the EV will:

identify and record the specific area of concern

confirm if they had to overturn assessment decisions made by the centre

give feedback immediately to the internal verifier and/or the centre representative and request a further sample to ascertain the extent of the non-compliance

record their findings and include them in the recommendation of sanctions, if appropriate, and the formulation of their action plan which might include:

o the re-assessment of further evidence by another assessor if one assessor is

found to be inconsistent, and a development plan agreed, or o the re-internal verification of further evidence by another internal verifier if one

internal verifier is found to be inconsistent, and a development plan agreed, and/or o the immediate arrangement of a standardisation activity to resolve the

inconsistencies and a re-assessment and re-internal verification of all submitted evidence followed by an additional visit.


9.6.6 EVs will record the sample and the rationale behind his/her selection so that Skillsfirst can monitor the characteristics of selected samples over time, as well as the effectiveness of the sampling carried out by its external verifiers. Over time, the strategy must sample:

the assessment decisions of all assessors

all assessment methods

all assessment locations

assessment records

the decisions and records of all internal verifiers

learners at different stages of their qualification

9.6.7 EVs will ensure that their sampling strategy involves not only the inspection of evidence, but also meetings with internal verifiers, assessors and learners so that they can confirm whether the process of assessment, as well as the standards being used to judge learner competence, are consistent and meet national standards. The sampling strategy will also reflect the specific quality assurance needs of each centre. If external verification indicates that the consistency of assessment decisions and practices against the national occupational standards is at risk, the EV will increase the sample.

9.6.8 EVs will also ensure that the selection of learners, assessors and internal verifiers for

sampling is not left solely to the discretion or convenience of the centre and they will select some learners without prior notification to the centre to minimise the risk of unsubstantiated claims for certification. If a centre fails to make available those learners selected for either a face-to-face or telephone interview, the EV will inform Skillsfirst. The centre must provide proof that these learners exist, if this cannot be clearly established, Skillsfirst will take action as outlined in its Malpractice and Maladministration Policy. This is available on the Skillsfirst website as referenced in Appendix 1.

9.7 External verifier reports

9.7.1 External verifiers will provide feedback to centres at the end of each visit. This will be

followed by an electronic report available through QMIS that: • records the date of the visit • details the monitoring and verification activities undertaken, including information on the

sample, any audits conducted and who was interviewed • details any changes in centre staff or their competence since the last visit • provides explicit feedback to the centre on the quality and consistency of its assessment

process and the effectiveness of internal verification arrangements • highlights areas of good practice against the centre recognition criteria • specifies what actions the centre must take if its performance does not meet the

requirements, when these actions must be completed and who is responsible for completing them

• confirms whether the centre has carried out any previously agreed action points

9.7.2 Skillsfirst Awards will use external verifier reports as a key component of its on-going monitoring work with centres. If a centre’s external verifier changes, Skillsfirst Awards will provide the new verifier with a copy of that centre’s most recent report and action plan.

9.7.3 If a centre is consistently failing to meet the centre recognition criteria or has failed to implement previously agreed actions, external verifiers are responsible for recommending that the Skillsfirst impose the appropriate sanction.


9.7.4 Skillsfirst Awards will maintain rigorous quality assurance and control arrangements that

ensure accurate and consistent assessment decisions against the standards specified in the qualification specification, both within and between centres approved to offer a unit/qualification

9.7.5 Skillsfirst Awards will monitor the performance and judgements of their external verifiers for accuracy and consistency. This will include the use of performance review systems, supervised external verifier visits and the monitoring of centre feedback, external verifier reports and consistency in applying sanctions. The frequency of such monitoring will reflect the prior experience and performance of the individuals concerned. If the accuracy or consistency of external verifier decisions is in doubt, Skillsfirst Awards will act promptly to safeguard the integrity of the verification process.

9.7.6 Skillsfirst Awards has a clear appeals procedure should a centre appeal against an external verifier’s decision (see Section 9).

9.8 Sanctions

The Skillsfirst sanctions policy is aimed at centres delivering Skillsfirst approved qualifications or units and who have failed to meet aspects of our delivery requirements and/or the standards laid down by the regulators in respect of regulated qualifications and units. It sets out the sanctions Skillsfirst may impose on centres in such situations and also where we have any cause to believe that malpractice or maladministration may have occurred.

9.8.1 Centre’s responsibility

It is important that your staff involved in the delivery of our qualifications are fully aware of the contents of the policy and its possible implications on your centre should you fail to comply with requirements specified by Skillsfirst in relation to the delivery of our qualifications. The full sanctions policy is available on the Skillsfirst website as referenced in Appendix 1.

9.8.2 Approach to sanctions

Skillsfirst has a range of sanctions that can be imposed on a centre depending on the seriousness of the situation, the level and track-record of the centre’s non-compliance and the risk to the interests of learners and the integrity of the qualifications and units. Skillsfirst aims to work with centres to prevent situations occurring that would warrant a sanction being imposed. We will assess the risk posed by each qualification at each centre and will manage the centre according to the outcome. Where issues arise at centres, we will aim to agree appropriate action plans that will reduce the need to impose sanction. The sanctions available to Skillsfirst are shown below together with examples of situations that may lead to these sanctions and the effects of each sanction on the centre. Please note this is not an exhaustive list. Any situation that could lead to an adverse effect (prejudice to learners, inability of Skillsfirst to comply with its conditions of recognition, reduction in qualification standards or loss of public confidence in qualifications) could give rise to a sanction.


Sanction Reason imposed Examples of when it might be imposed

Level 1 Removal of direct claims status

Close scrutiny of

the integrity of

assessment

decisions required

EV needs to check

all claims for

certification

Previously agreed action plans not implemented

Assessors have insufficient time, resources or

authority to perform their role

Insufficient qualified internal verifiers

Records of assessments insufficient to allow

monitoring

Inconsistent assessment decisions

Equalities requirements not met

No recognition of prior learning arrangements

Level 2 Suspension of registration/ certification

Threat to learners

Loss of integrity of

assessment

decisions

Danger of invalid

claims for

certification

Corrective measures for a level 1 sanction not

implemented

Failure to provide access to requested records,

information, learners and staff

Failure to assist the regulators in carrying out

monitoring or investigations

Serious anomalies in records of assessment

Unfair assessments that disadvantage learners

Assessment standards not maintained

Evidence is not authentic

Certification claims made before assessments

complete

Level 3 Withdrawal of approval for specific qualifications

Irretrievable

breakdown in

management and

quality assurance

of specific

qualifications

Corrective measures for a level 2 sanction not

implemented

Significant faults in the management and quality

assurance of the qualifications which result in an

on-going failure to meet the core requirements for

the conduct of assessment

Maladministration or malpractice has taken place

that could lead to an adverse effect

Level 4 Withdrawal of centre recognition

Irretrievable

breakdown in

management and

quality assurance

of all qualifications

at the centre

Corrective measures for a level 2 or level 3

sanction not implemented

Significant faults in the management and quality

assurance of all qualifications

Malpractice or maladministration has taken place

at centre level that has or has the potential to lead

to an adverse effect

9.9 Lost learner portfolios Centres have a requirement to maintain assessment and internal verification records independently of a learner’s portfolio. If a portfolio is lost and these records are complete, an external verifier can interview the learner if necessary and there is no need to recreate the portfolio. If assessment records exist, but no internal verification has taken place, fully documented question and answer sessions or written statements can be used to confirm a learner’s competence. If no assessment records exist, the portfolio should be recreated as


far as possible, be assessed and internally verified and the external verifier should be informed prior to certification being claimed. Centres have a requirement to maintain assessment and internal verification records independently of a learner’s portfolio. If a learner portfolio is lost, these records can be used to confirm the learner’s competence, together with the learner’s evidence records. If internal verification of the lost evidence had not taken place, the reconstructed evidence would include a record of questions put to the learner and the answers provided. It is suggested that for learners at levels 1 and 2, an oral question and answer session should be initiated with both the questions and answers being fully documented by the assessor. For levels 3 and above, the learners should be given the opportunity to offer written statements in response to the assessor questions or to complete a professional discussion. There should also be a written statement to supplement the records detailing the circumstances of the loss of the portfolio, so that a new learner portfolio would effectively be created. It is important to note that the centre must keep its own assessment and internal verification record of the learner, independently of this new portfolio. Evidence that has not been assessed by the assessor (or where there are no assessment records) will have to be recreated by the learner and re-submitted for assessment. This situation can arise if assessors are not assessing learner evidence frequently. The external verifier may agree to the use of witness and assessor statements and documented learner responses to in-depth question and answer sessions as a means of recreating a partially completed portfolio, which has not been assessed by the assessor. The learner would also be expected to recreate some of the evidence that was lost, but with less detail. For example, providing only one piece of evidence when three are required and had been presented by the learner previously. There should also be a written statement by the assessor or internal verifier, detailing the circumstances of the loss of the original portfolio of evidence to support this. A portfolio recreated because evidence has been lost should be internally verified. The records of internal verification should be included as part of the assessment record for the learner whose portfolio was lost. The external verifier may wish to interview the learner to confirm competence. The centre may be charged a fee for any additional work undertaken by the external verifier.


Section 10 Appeals

10.1 Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst.

If a centre choses to use their own appeals policy rather than adopt the Skillsfirst one, reference must be made to the Skillsfirst’s policy. This will be monitored by the Skillsfirst external verifier.

10.2 The Skillsfirst Awards appeals policy and process can be accessed on our website as referenced in Appendix 1. The policy covers:

Appeals from learners3 and/or centres relating to an assessment result/decision

Appeals from centres relating to a Skillsfirst decision concerning a centre’s

application to become a Skillsfirst centre or to offer a Skillsfirst qualification

Appeals from centres relating to a Skillsfirst decision to decline a request to make

reasonable adjustments or give special considerations

Appeals from centres relating to the application by Skillsfirst of a sanction/action

following a verification or investigation activity

Appeals from centres or learners relating to a Skillsfirst decision to take action

against them following an investigation into malpractice or maladministration or a

decision to amend a learner/set of learners results following a

malpractice/malpractice investigation

Please note that an appeal can only be made on the basis that Skillsfirst did not apply its procedures consistently or that procedures were not followed properly and fairly.

10.3 Centres must have internal appeal arrangements which learners can access if they wish to appeal against a decision taken by the centre. This policy should explain that learners are only able to appeal internal assessment decisions with the centre, although it is possible, with Skillsfirst’s agreement, that the external verifier could be the final point of arbitration. This policy forms part of the original centre recognition process and its implementation will be monitored by the external verifier

3 Appeals against assessment results can only be made to the organisation that took the decision. Where internal assessment is used, a learner can only appeal a result with their centre; where external assessment is used, a learner can appeal to Skillsfirst but only when the centre believes there is a reasonable basis for an appeal. In such cases, the centre should take the appeal forward on behalf of the learner(s).


Section 11 Malpractice & maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice and maladministration (including cheating, copying and plagiarism) on the part of learners, centre staff and any others involved in providing the qualification. All cases of malpractice will be reported to the appropriate regulator. The full malpractice and maladministration policy can be viewed on the Skillsfirst website as referenced in Appendix 1.

11.1 Definition of malpractice

Malpractice is essentially any activity or practice which deliberately contravenes regulations and compromises the integrity of the development, delivery, internal or external assessment process and/or the award of Skillsfirst qualifications. The term also covers misconduct and forms of unnecessary discrimination or bias towards learner(s).

11.2 Definition of maladministration Maladministration is essentially any activity or practice which results in non-compliance with administrative regulations and requirements and includes the application of persistent mistakes or poor administration within a centre (eg inappropriate learner records).

11.3 Centres’ responsibilities It is important that centres have arrangements in place to prevent and investigate instances of malpractice and maladministration. Centres’ compliance with both Skillsfirst’s policy and their own arrangements including how they take reasonable steps to prevent and/or investigate instances of malpractice and maladministration will be reviewed by Skillsfirst periodically through on-going centre monitoring arrangements. If a centre identifies malpractice or maladministration, it must report it to Skillsfirst using the relevant form within QMIS. A failure to report suspected or actual malpractice/ maladministration cases, or to have in place effective arrangements to prevent such cases, may lead to sanctions being imposed on your centre (see Section 9.8) If you wish to receive guidance/advice from us on how to prevent, investigate, and deal with malpractice and maladministration, please contact us.


Section 12 Language of assessment

12.1 All qualifications and assessment materials will be expressed in English. Should there be demand from customers for specification and assessment materials in Welsh or Irish, Skillsfirst Awards will consider the viability of providing such materials. It is the intention to meet customer needs within financial constraints. If it is determined to use Welsh or Irish then an external consultant/translator will be contracted to provide translation and monitoring services.

12.2 If your centre proposes to assess learners in a language other than English in England, Welsh and/or English in Wales or Irish and/or English in Northern Ireland, please contact Skillsfirst for approval before any assessments take place. Please note that this can only be permitted where the qualification supports a job role where proficiency in English is not required for that role.


Section 13 Withdrawal of qualification(s)

13.1 A centre may opt to no longer offer one or more of Skillsfirst’s qualifications or Skillsfirst may withdraw its approval for a centre to offer one or more qualifications. In the first case, the centre should inform us using the qualification withdrawal form in QMIS. The notification will include details of the withdrawal, the rationale, the timescale and details of any learners that may be affected. In the second case, the centre will be informed as part of the application of the Sanctions Policy (see section 9.8). As described in the Centre Agreement, the centre is required to co-operate fully with us during any the withdrawal in order to protect the interests of learners, even if the withdrawal is not voluntary on its part. Full details of this policy and the processes involved can be found in the policies section of the Skillsfirst website referenced in the Appendix 1.


Appendix 1 Policies and forms Skillsfirst Awards will ensure that all documents, policies and processes in use are up to date and in line with regulatory requirements. All Skillsfirst Awards policies and handbooks can be found on the website (www.skillsfirst.co.uk). The forms required by centres and referred to in this handbook are available on QMIS (see Section 4). It will be the responsibility of the centre to ensure the most up to date version of each policy or form is in use. A list of Skillsfirst documents, policies and procedures can be found following this link http://www.skillsfirst.co.uk/skillsfirst.aspx?id=62&hid=0 • Appeals

• Complaints • Customer Service • Data Protection • Equality & Accessibility • Malpractice & Maladministration • Privacy • Reasonable Adjustments and Special Considerations • Sanctions • Terms and Conditions


http://www.skillsfirst.co.uk/skillsfirst.aspx?id=62&hid=0


Appendix 2

1 Definition

A method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills that they already possess and do not need to develop through a course of learning The term 'RPL' can also be defined as “The process of documenting, assessing, validating and certificating learning gained outside the formal education and training system”

2 The aim of RPL The purpose of RPL is to allow individuals to claim credit for achievements that have not been previously certificated. This focus on 'previously uncertificated' or ‘informal’ learning is central to the definition of RPL. Where previous achievements have been certificated then this same principle operates either through credit transfer (for achievements certificated in the QCF), through unit certification (for SVQs) or through exemption (for other certificated achievements outside the QCF).

3 Skillsfirst’s response The Regulatory Arrangements for the QCF place obligations on Skillsfirst to ensure that its centres offer RPL, where appropriate, to learners. Section 5.6 of the QCF regulations states that: “The awarding organisation must have in place the necessary systems and procedures and resources to ensure…achievement is recognised through the recognition of prior learning (RPL) where this is appropriate” Section 5.11 then goes on to require that each centre Where appropriate, has in place arrangements that allow for the recognition of prior learning (RPL) In effect this means that Skillsfirst need to have in place a set of arrangements for offering RPL and all its centres must be able to make an offer of RPL to those learners that wish to make use of this facility (i.e. 'where appropriate'). Skillsfirst therefore requires all its recognised centres to incorporate RPL into the design of to facilitate the recognition of competence and learning from previous experience. The centre recognition application form specifies the need for new centres to meet the above requirements.


4 Practical use of RPL

RPL may be used in three ways, all of which are supported by Skillsfirst: a) as a diagnostic tool to ensure that the learners are guided to the right units of learning b) as an assessment vehicle for individual learner or a cohort of learners c) to determine the appropriate format of a learning programme for that applicant. RPL may be used to assess all units of competence, thus providing a qualification via this route.

5 Stages in the achievement of a qualification using RPL

Please see the following flow chart showing the stages in achieving a unit(s)/qualification using RPL mapped to the QCF recommendation for claiming credit.


Stages in the achievement using Recognition of Prior

Learning

Contact made by Employer/Recognised Centre to

Skillsfirst

Information,

advice and

guidance

provided to

the learner

regarding

claiming

credit

Counselling of learner(s) at the recognised centre

Identification of learner’s knowledge, skills and

competences

Learner submits portfolio of evidence to support

the RPL claim

Assessment and quality assurance of all evidence

submitted in portfolio

Feedback to learner by the assessor

RPL approved for part or all of the qualification

If gaps are identified an action plan should be

agreed to enable the learner to complete the unit/

qualifcation

Unit/Qualification awarded

Gathering

evidence and

giving

information

Assessor will

review the

documentation

of RPL evidence

Awarding of credit

If the learner/

centre are

unsatisfied with

the decision an

Appeal against

the decision can

be made

If all evidence meets

the requirements


APPENDIX 3 – Glossary of terms for technical certificates

Key Word Descriptor Possible Assessment Method/Evidence

Demonstrate to present; to show or illustrate something through example, work products or physical demonstrations, observation

Observation of performance, expert witness testimony, work product, witness testimony

Perform to act on so as to accomplish or bring to completion; execute; carry out (a task, process, etc.)

Observation of performance, expert witness testimony, work product, witness testimony

Categorise allocate to a group or category; name defining attributes

Work product, Project, Assignment

Define: term Give the meaning(s), explain the scope and uses of a term

Oral and/or written questions, assignment, professional discussion

Define: problem define a problem, scope the problem area, describe the challenges and issues encompassed

Professional discussion, evidence of group discussion, oral explanation, presentation

Describe: entity present the features or components of an object, person, place, system etc.

Oral explanation, presentation, professional discussion, assignment

Describe: process Give an account of how something works, happens or is done

Oral or written explanation, presentation

Describe: theory or idea

present a theory, idea, methodology etc. that has already been established

Written explanation, presentation


List describe a number of items or attributes in turn Work product, assignment, oral explanation

Narrate or report describe events in sequence Oral/written explanation, presentation, work product

Arrange present information according to a specific rule, or for clarity

Presentation, work product, observation of performance, witness testimony

Outline or draft give brief, general description or summary; offer an initial sketch or rough version

Presentation, work product, oral or written explanation, professional discussion

Present set out data or information in readable form Work product, presentation, oral or written explanation, witness testimony, observation

State State as fact Oral explanation, professional discussion, written explanation, presentation

Analyse Explain: part in terms of whole, instance in terms of general rule, findings in terms of hypothesis, example in terms of theory, incident in terms of context…

Evidence of research, oral explanation, assignment

Apply apply a theory, methodology, protocol, explanation etc. to a given problem

Presentation, oral or written explanation, professional discussion, observation, expert witness testimony, witness testimony

Argue or debate set out a position with clear reasoning and justification: support and/or refute a position

Observation of group discussion, presentation, assignment, expert witness testimony, witness testimony

Compare identify similarities and differences between two objects, ideas, situations or processes

Oral/written explanation, assignment, presentation, professional discussion

Contextualise consider in terms of surrounding information such as Oral/written explanation, assignment,


location, time, roles, trends presentation, professional discussion

Explain give reasons for, illustrate the meaning of, account for (in terms of a theory or rationale), make clear and intelligible


Explore expand on a given statement, situation or position, introducing new considerations


Assess or appraise

form a judgement based on evidence or triangulation of different perspectives


Conclude make a judgement or decision, or summarise main arguments at the close of a text


Critique: an argument or position

discuss points for and against, offering evidence; elaborate the argument or position if appropriate

Assignment, professional discussion

Critique: a text or other creative work

discuss how effects are achieved; assess how specific features support (or fail to support) the overall creative endeavour

Assignment, professional discussion, observation of group discussion, witness testimony, expert witness testimony

Discuss present a range of information/views with comments and judgements: argue the case for and against

Observation of group discussion, professional discussion, assignment, expert witness testimony, witness testimony

Develop present new aspects of an argument or position; consider in greater detail

Observation of group discussion, assignment, task, project

Evaluate assess the value or impact of, considering evidence from a range of perspectives

Professional discussion, assignment, oral/written explanation

Interpret explain possible meanings of, make clear and explicit (usually using your own judgement)

Professional discussion, assignment, oral/written explanation, presentation

Propose or recommend

make a recommendation for future action based on arguments or evidence presented

Presentation, assignment, professional discussion, observation of group discussion, expert witness, witness testimony


Reflect consider from a personal perspective including beliefs, intentions, feelings, judgements and memories; consider the learning experience itself

Oral/written explanation, professional discussion, reflective account, assignment

Synthesise combine several arguments or sources of evidence to reach a more complex or holistic assessment

Assignment, professional discussion, assignment

Introduce bring forward information for initial consideration; provide signposting at the start of a piece of writing

Presentation, oral/written explanation, assignment, expert witness testimony, witness testimony

Link make logical or rhetorical connections between parts of a piece of writing, e.g. in building a line of argument

Assignment, Presentation of a piece of research – written and/or power point

Signpost explain how a piece of writing is ordered; locate reader within a piece of writing; refer to other parts of the writing as appropriate

Assignment, presentation, oral/written explanation

Summarise briefly review main points; provide signposting at the end of a piece of writing

Assignment, reflective account, annotation of a piece of writing

Evidence put forward information to support argument(s), e.g. examples, quotations, references, data

Assignments, work products, presentation of a piece of research, annotation of quotations and/or references, data

Reference correctly refer to or recognise a source of information Assignment, essay, presentation, annotation of a piece of research

Clarify use the clearest and simplest expressions possible to express ideas

Assignment, oral/written explanation, observation of group discussion, presentation


Appendix 4

Skillsfirst Awards

Learner Guide to Qualifications

Skillsfirst Awards Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD Tel - 0121 270 5100 Fax - 0121 747 4102


1. Introduction

Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas.

As a learner starting a unit/qualification through a Skillsfirst Awards centre the following will give you an insight into what you can expect. Your Skillsfirst Awards centre has gained recognition from Skillsfirst by meeting a very strict set of criteria and is required to continue to meet these criteria over time. Skillsfirst, along with your centre, will ensure you have a pleasing and organised journey through your qualification.

2. Customer service It is the aim of Skillsfirst Awards to ensure our learners receive a quality service which meets their needs and as such we have a customer statement which details our commitment to our learners. This statement and our performance indicators can be accessed by you on our

website www.skillsfirst.co.uk. We will encourage our centres to obtain your feedback on the service and the assessment practice they offer and we may ask you for feedback on the centre practice as part of our quality management process. It is important that Skillsfirst, and your centre, ensure all regulatory requirements are met and to establish customer satisfaction levels. Information on Skillsfirst Awards services and the cost of these services is freely available on the Skillsfirst website.

3 Equality and accessibility

Skillsfirst Awards expects our centres to treat all learners and potential customers equally at all times as required by equalities law and to allow access to qualifications to all able to achieve. Your centre will have equality and reasonable adjustments and special considerations policies, copies of which will be given and explained to you at your induction to the centre and the qualification.

4 Data protection

Your centre will ask you for certain personal information eg as a minimum your name, date of birth, contact address, workplace address and contact details and your government-issued unique learner number (ULN). You may be asked for other personal details and certain information on your progress through the qualification will be retained. Your centre is required (as part of their centre recognition approval) to have a policy on data protection to ensure the confidentiality of your personal details. Your centre operates as an 'agent' for Skillsfirst Awards when collecting data. Therefore, when collecting any data, they are required to:

Provide a statement to you to ensure you are aware they will share their data with Skillsfirst.

Clearly identify themselves and/or the organisation(s) on behalf of which the data is being collected, prior to the collection of any personal data



Refrain from holding any personal data for any purpose other than that which has been stated, which must be relevant and not excessive

Ensure personal data is only used for the expressed purpose for which permission has been provided in advance by the supplier of the data.

The Data Protection Act also requires your centre to ensure that the personal data and sensitive personal data held are accurate and up-to-date. Your centre should therefore update your records on a regular basis.

5 Certification and unit credit When you have successfully completed the correct rules of combination including units and credit values, your centre will apply for a qualification certificate. It may be that for a variety of reasons, you have been unable to complete your full qualification, but have completed a unit or units. In such a situation, your centre will apply for a certificate of unit credit to enable you to accumulate and transfer the units you have completed, so allowing you to complete your qualification at a later date. The certificate and the certificate of unit credit belong to you. Your centre should forward them to you as soon as they are received from Skillsfirst.

6 General enquiries

It will always be the aim of Skillsfirst Awards to ensure our learners receive a first class service and that our commitments to our customers are met. If you have any questions about Skillsfirst, your qualification or certificate you should first of all ask your assessor or other staff in your centre. However, if you feel your questions have not been answered you can contact Skillsfirst direct as follows.

Any enquiries to Skillsfirst Awards will be dealt with in a timely manner in line with our performance indicators. All enquiries should initially be made to: Customer Services Skillsfirst Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD Tel - 0121 270 5100 Fax - 0121 747 4102 Email- [email protected] Our customer services department will endeavour to deal with your enquiry immediately or will assist in referring your enquiry to the relevant person.

7 Enquiries regarding decisions, complaints and appeals There may be times when you are not happy with the service you have obtained from your centre. Your centre will have a complaints procedure which you should access and follow. If you are still not happy with the response you can contact Skillsfirst Awards at the above address. It is important that you discuss your complaint with the centre staff first, following the centre policy.


8 Appeals Your centre will aim to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when you may wish to question a decision made. Your centre will have an appeals policy and process which clearly indicates your rights to appeal against assessment decisions taken by your centre. Your assessor will discuss the appeal policy with you at your induction. You will find a copy of the Skillsfirst Awards appeals policy on the Skillsfirst website.

9 Use of English, Welsh and Irish languages All qualifications and assessment materials will be expressed in English. However, should there be demand from learners for specification and assessment materials in Welsh or Irish, Skillsfirst Awards will consider the viability of providing such materials. It is our intention to meet customer needs within financial constraints. If it is determined to use Welsh or Irish then an external consultant/translator will be contracted to provide translation and monitoring services. If you would like to be assessed in a language other than English, Welsh or Irish, please request that your centre contact Skillsfirst for approval before any assessments take place. Please note that this can only be allowed where the qualification supports a job where it is not necessary to speak English.

10 Your qualification This is a regulated vocational qualification which has been written by industry, for industry. You are required to work in a job that relates to the units within the qualification and which allows you to gather evidence to show you are competent and have the skills and knowledge to meet the standards. If you are following a QCF qualification, it will recognise achievement through the awarding of credit for units and qualifications and will allow you to study at a pace, place and time that suits your individual circumstances and that of your employer. All units use the same unit template, consisting of learning outcomes (what you need to know, understand or do) and assessment criteria (which specify if you have met the outcomes to a defined level). QCF qualifications are made up of units which have a credit and a level value depending upon the number of hours it takes an average learner to complete all the learning outcomes of that unit and the level of knowledge, understanding and responsibility required by that learner to complete that unit. QCF qualifications containing one or more units with a total credit value of 12 or less are called “Awards”. Qualification containing units with a total credit value of 13 to 36 are called “Certificates” and qualifications containing units with a total credit value of 37 or more, are called “Diplomas”. QCF qualifications can be a mix of different units at different levels; however, at least 50% of the units must be at the level of the qualification. If you live in Scotland, you will be working towards an SVQ or a Skillsfirst other qualification. Again, you will be able to earn credit within the Scottish Credit and Qualifications Framework and your qualification will be at a level defined by the SCQF.


11 Important people We have mentioned the assessor before and it is important that you know who the people are who are involved in the qualification process.

11.1 Assessor Your assessor will be qualified and be experienced in your area of work. The assessor will:

• initially explain the qualification to you and what is required • discuss any training you need • agree an assessment plan with you on the evidence you can gather and how

you will be assessed against the unit or qualification’s assessment criteria • discuss with your line manager, or others, any requirement for you to gain more

experience for the qualification and what that experience is • carry out your assessment, feed back to you on whether or not you are

competent and what the next stage will be.

11.2 Mentor A mentor is someone who offers you support and advice. It is likely this will be someone in your workplace and the mentor is also someone who may be asked to give a witness testimony on how you have performed.

11.3 Witness

A witness is someone who has seen you carry out a task/job and who is therefore able to give you a witness testimony on what they have seen – either on a particular occasion or over time. Your assessor will advise you on when a witness testimony is applicable and who should offer the testimony. Witnesses can be for example your colleagues, a customer, and a line manager. An expert witness is the most useful, as they are competent at doing the job themselves and are in a position to understand what the assessment criteria of the units or qualification require. An expert witness is likely to be your line manager. A customer for example is a useful witness, but is likely to be classed a non expert witness.

11.4 Internal verifier An internal verifier is responsible for the quality of the work in the centre. The internal verifier will monitor and check the work of the assessors and that all judgements have met the standards. Again the internal verifier will be qualified as an internal verifier and have occupational knowledge of your sector.

11.5 External verifier

The external verifier is a representative of Skillsfirst Awards and will visit the centre as part of a quality process to make sure it is carrying out all the requirements for delivering qualifications. The external verifier may look at your portfolio of work or talk to you about your experience while working on the qualification.


12 The qualification process

12.1 Initial assessment

Your assessor will carry out an initial assessment with you by: • confirming you are going to work on an appropriate qualification and at the right level • discussing the units that are the most appropriate for you • confirming what you already know and can do, what you need to learn or gain more

experience in. This is called a skills scan • discussing the opportunity for the recognition of prior learning (RPL) where

appropriate • discussing the likely evidence you can collect for both RPL and your portfolio

12.2 Induction

Once the qualification and level have been agreed and the assessor has carried out your skills scan, your assessor will then induct you to the qualification and to the centre policies and procedures. Your induction will cover the following: • the content of the qualification and the assessment process • your responsibilities • the centre’s health and safety and equal opportunities policies • fair access to assessment including applying reasonable adjustments if you are

disabled • complaints and appeals • who’s who in the process • how to build a portfolio of evidence Your assessor will ask you to sign an induction checklist to confirm the induction has been covered and that you understand the contents.

12.3 The assessment process Skillsfirst Awards has produced handbooks on each qualification which contain full details of the standards expected and the assessment requirements for your qualification. This will be issued and explained to you by your assessor. There may also be some documents you will be required to complete, including a written/recorded declaration on each unit that your evidence is authentic and that assessment has taken place under the conditions or context as described within the qualification handbook.

Good luck. Skillsfirst hopes you have an enjoyable learning journey through your qualification.

skillsfirst awards centre handbook september 2013 c… · fort dunlop fort parkway birmingham b24...

Documents