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The educational framework at NIVE draws on the important features of some of the best education systems in the world, including that of the Quality and Curriculum Authority (QCA) in the UK. This framework provides for systematic classification and organisation of all vocational qualifications. | The aims of the Quality and Curriculum Authority are to:
- Rationalise the system of vocational qualifications in line
with the latest principles and practices.
- Enable consumers in the industrial, commercial, service
and other sectors to contribute to the setting up of
educational standards.
- Provide clear, well-defined paths of progression from one
level of qualification to another.
- Widen access to educational opportunities and to
promote a culture of education.
| NIVE’s vocational education framework offers opportunities for all to realise their full potential. The framework is also flexible and responsive. It does not present barriers and provides tangible and measurable support for all those who enter the system. The vocational education provision provides a meaningful experience for the individual and provides a credible alternative to university without duplication and wasteful competition.
The framework consists of five levels of competencies and operation for each skill area. Each level provides students with well-defined knowledge, ability and skills necessary to perform safely and effectively in commerce and industry. The student is provided with a mapped path of progression through education, experience and competency assessment. The Key Skills areas are:
- Communication
- Information Communication Technology
- Application of Numbers
- Working with Others
- Improving own Learning
- Problem Solving
| The levels of competency are:
Level 1: Competence in a range of work activities, mostly routine and predictable.
Level 2: Competence in a variety of work activities, some complex and non-routine, in differing situations, with ability to take some individual responsibility or work in collaboration with others. Competence in a variety of work activities, some complex and non-routine, in differing situations, with ability to take some individual responsibility or work in collaboration with others.
Level 3: Competence in a broad range of work activities mainly complex and non-routine in a wide variety of situations, often involving the guidance or supervision of others. Level 4: Competence in a broad range of complex technical or professional work activities in a wide variety of situations often with responsibility for others and allocation of resources.
Level 5: Competence in the application of a significant range of fundamental principles and complex techniques in a wide and often unpredictable variety of work situations with substantial autonomy and responsibility for the work of others, allocation of resources, analysis, diagnosis, planning and evaluation.
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