NVQs and approaches to competence in the UK: Contexts, issues and prospects

Hdl Handle:
http://hdl.handle.net/10034/607751
Title:
NVQs and approaches to competence in the UK: Contexts, issues and prospects
Authors:
Stokes, Peter
Abstract:
Chapter 15. NVQs and approaches to competence in the UK: Contexts, issues and prospects. Peter Stokes, University of Chester, UK Abstract Competence frameworks are a long-standing part of the (United Kingdom) UK training and development environment (Chang et al. 2013; CIPD, 2007, 2013, 2014; Sparrow and Bognanno, 1994). In the British context, competence-based approaches and qualifications evoke strong reactions both in terms of supporters and detractors regarding their worth, viability and relevance. Nevertheless, they have been repeatedly employed by governments and employers’ bodies as a means of responding to skills gaps in business sectors and the national economy. The Chapter examines these tensions and surfaces the underlying paradigms and drivers contributing a novel insight into competence in the UK context. The Chapter identifies prevalent characteristics in the UK competence domain. It explains these features through the impact of hegemonic modernistic and positivistic paradigms built on British socio-political traditions of empiricism, pragmatism and the valuing of the experiential. These, in turn, dominate large areas of management, organization thinking and competence approaches operating in connection with processes of commodification, marketization and socio-political issues. This context is illustrated with an ethnographically-styled case study on the implementation of a competence framework in a British semi-skilled employee organizational setting. Overall, the Chapter, in identifying and contextualising the paradigms which operate at the heart of competence in the UK, reveals implications linked to individual meaning, social class and professional identity and, also, potential future trajectories of competence in an increasingly complex world.
Affiliation:
University of Chester
Citation:
Stokes, P. (2016). NVQs and competency approaches in the UK: Contexts, issues and prospects. In M. Mulder, & J. Winterton (Eds.), Competence-based vocational and professional education: Bridging the world of work and education. New York, NY: Springer.
Publisher:
Springer
Publication Date:
4-Oct-2016
URI:
http://hdl.handle.net/10034/607751
Type:
Book chapter
Language:
en
ISSN:
other
ISBN:
978-3319417110
Appears in Collections:
Chester Business School

Full metadata record

DC FieldValue Language
dc.contributor.authorStokes, Peteren
dc.date.accessioned2016-05-03T15:47:58Zen
dc.date.available2016-05-03T15:47:58Zen
dc.date.issued2016-10-04en
dc.identifier.citationStokes, P. (2016). NVQs and competency approaches in the UK: Contexts, issues and prospects. In M. Mulder, & J. Winterton (Eds.), Competence-based vocational and professional education: Bridging the world of work and education. New York, NY: Springer.en
dc.identifier.isbn978-3319417110-
dc.identifier.issnotheren
dc.identifier.urihttp://hdl.handle.net/10034/607751en
dc.description.abstractChapter 15. NVQs and approaches to competence in the UK: Contexts, issues and prospects. Peter Stokes, University of Chester, UK Abstract Competence frameworks are a long-standing part of the (United Kingdom) UK training and development environment (Chang et al. 2013; CIPD, 2007, 2013, 2014; Sparrow and Bognanno, 1994). In the British context, competence-based approaches and qualifications evoke strong reactions both in terms of supporters and detractors regarding their worth, viability and relevance. Nevertheless, they have been repeatedly employed by governments and employers’ bodies as a means of responding to skills gaps in business sectors and the national economy. The Chapter examines these tensions and surfaces the underlying paradigms and drivers contributing a novel insight into competence in the UK context. The Chapter identifies prevalent characteristics in the UK competence domain. It explains these features through the impact of hegemonic modernistic and positivistic paradigms built on British socio-political traditions of empiricism, pragmatism and the valuing of the experiential. These, in turn, dominate large areas of management, organization thinking and competence approaches operating in connection with processes of commodification, marketization and socio-political issues. This context is illustrated with an ethnographically-styled case study on the implementation of a competence framework in a British semi-skilled employee organizational setting. Overall, the Chapter, in identifying and contextualising the paradigms which operate at the heart of competence in the UK, reveals implications linked to individual meaning, social class and professional identity and, also, potential future trajectories of competence in an increasingly complex world.en
dc.language.isoenen
dc.publisherSpringeren
dc.subjectComptencesen
dc.subjectNVQen
dc.titleNVQs and approaches to competence in the UK: Contexts, issues and prospectsen
dc.typeBook chapteren
dc.contributor.departmentUniversity of Chesteren
dc.date.accepted2016-05-01en
or.grant.openaccessNoen
rioxxterms.funderUnfundeden
rioxxterms.identifier.projectUnfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2216-05-05en
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