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Title: The place of underpinning knowledge and understanding in National Vocational Qualifications : a case study in beauty therapy.
Author: Taylor, Robert W.
Awarding Body: University of Huddersfield
Current Institution: University of Huddersfield
Date of Award: 2000
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This thesis is concerned with the analysis and comparison of the science underpinning knowledge and understanding (UKU) component of the City and Guilds of London Institute (CGLI) programme in Beauty Therapy and its replacement, the National Vocational Qualification (NVQ). NVQs are primarily concerned with practical competence, this being specified solely in terms of outcomes or outputs. The perceived predominance of practical skills over theoretical UKU within NVQs has led to concerns that trainees would no longer be able to solve problems, or deal with novel or non-standard situations as they arise in the workplace. The research includes both qualitative and quantitative research tools used to evaluate the amount and depth of UKU learned by CGLI and NVQ trainees within five Further Education colleges. Although the amount of science taught on the CGLI programme was judged to be greater and more demanding than the NVQ, it was largely taught and assessed in terms of pure theory rather than practical application. In contrast, the science UKU taught and assessed in the NVa programme was specified alongside each of the practical skills; however, it was found that NVQ trainees were less able to deal with real-life problems that might be encountered in the workplace. The ability of both cohorts to apply the UKU learned to workplace problems was impeded by their lack of problem solving skills, this being a major deficiency of both programmes. The conclusion is that a new framework is required for the derivation and speCification of UKU within NVQs, which incorporates both learning input and assessment output. A proposed format for the NVQ programme, which specifies the relevant science UKU in terms of each practical skill and the overall programme, is put forward as the blueprint for al\ NVQs. Problem solving skills should also be directly incorporated into NVQ standards. The results obtained are discussed in the light of potential philosophical and epistemological paradigms associated with the NVQ model.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: NVQ's; City and Guilds; CGLI; Colleges Education