Standards at work

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Occupational standards and qualifications structures have been developed and taken through to accreditation as NVQs (in partnership with another consultancy) for the travel and tourism industries and the events sector, most recently in 2009.

As an accredited DACA (Development and Accreditation Adviser) Peter has worked with:

• industry organisations to develop occupational standards for Travel Services, Tourism and The Events industry
• colleagues at the NCVQ (National Council for Vocational Qualifications) to develop national specifications for work-related learning in schools and colleges, for key and core skills (Communication, number, ICT, Working with others, etc.) and for national standards for assessors and verifiers.
• Sector Skills Councils to develop frameworks for apprenticeships and Diploma programmes for 16-18 Diplomas.
• regulatory authorities to structure and accredit National Vocational Qualifications (NVQs) based on such standards

Standards for learning - core and key skills
Integral was entrusted with the task of developing specifications for the "core" skills (Communication, Application of number, IT, Working with others, Problem solving and Improving own learning and performance). These were developed by the National Council for Vocational Qualifications (NCVQ) to form a component of GNVQ qualifications which were under development at the same time. The core skills evolved into the key skills - an area of particular interest to us an in which we are still very active.Standards for training and development have only been around for a relatively short time yet have had a huge impact on the way practitioners operate.
Integral was commissioned by NCVQ to join a core team to develop occupational standards for training and development.

As an accredited DACA (Development and Accreditation Adviser) we have worked with:

• industry organisations to develop occupational standards for Travel Services, Tourism and The Events industry
• colleagues at the NCVQ (National Council for Vocational Qualifications) to develop national specifications for work-related learning in schools and colleges, for key and core skills (Communication, number, ICT, Working with others, etc.) and for national standards for assessors and verifiers.
• Sector Skills Councils to develop frameworks for apprenticeships and Diploma programmes for 16-18 Diplomas.
• regulatory authorities to structure and accredit National Vocational Qualifications (NVQs) based on such standards