Glossary of terms

14-19 Diplomas

Exciting new qualifications which will uniquely combine essential skills, practical learning and general functional skills.

By providing young people with clear progression routes, it will enable them to make well informed career choices within higher or further education or employment. The content of these diplomas have been devised in collaboration with employers to identify and establish their needs and how young people can be much more prepared in the work place to achieve these objectives. There will be 14 diplomas, with the first phase available for teaching in 2008.

Apprenticeships

Apprentices learn on the job, building up knowledge and skills, gaining qualifications and earning money all at the same time. There are different levels of Apprenticeship available, but they all lead to a National/Scottish Vocational Qualification (S / NVQ), key skills qualifications, a technical certificate which gives the underpinning knowledge necessary to achieve the S / NVQ and other qualifications or requirements as specified by the particular occupation. See also (M)ASE

Businesslink

This regional network of business advisors offer advice and guidance for employers. As brokers for training courses through Learndirect they also have a range of bespoke packages that employers can purchase to improve their efficiency.

Centres of Vocational Excellence (CoVE)

CoVEs are specialist areas of vocational provision characterised by close links between colleges, other providers, business partners, other employment interests and communities. They aim to produce appropriately qualified and skilled workers with excellent employment and career prospects which meet the needs of the economy

Continuing professional development (CPD)

A planned process to acquire knowledge, experience and skills and develop personal qualities throughout a persons working life. CPD is more than just a training plan but as the name suggests, ensures a continuous process.

Competencies

These are simply skills that people possess that allow them to complete tasks. National Occupational Standards use competencies to demonstrate a level of understanding that must be reached.

Department for Education and Skills (DfES)

This government department delivers on a range of issues through working closely with other government departments and cross-departmental bodies such as the new unit working on early years and childcare issues and the children and young people's unit. The DfES deals with policy for young people, employers, higher education, local education authorities, adult learners, learning and skills, parents, school governors and teachers.

Framework for regional employment and skills action (FRESA)

The framework by which the Learning and Skills Council and regional development agencies determine the key economic drivers within a region. Consequently this establishes the sectors (e.g. – sport and recreation) that will be prioritised for funding by the LSC and RDA.

Hard-to-fill vacancies

A vacancy that is hard-to-fill is self-explanatory and can be attributable to one or more reasons including poor terms and conditions, not enough people applying, lack of work experience or skills. Hard-to-fill vacancies may be due to an absolute labour shortage i.e. not enough people in the labour market available to fill the available vacancies.

Job Centre Plus

Jobcentre Plus offices are set up to help people of working age and can help:

• Employers find the right person to fill their vacancies
• People find a job plus give advice about training and in work benefits
• People wanting to make a new claim for benefit.

Jobcentre Plus deals with benefits for people of working age.

Learndirect

Learndirect advice is a free and confidential telephone helpline and website for adults looking for impartial information and advice on courses and careers. 200 qualified advisors can give information on around one million courses, plus advice on funding, planning a career, apprenticeships or writing a CV.
They can also advise on:

• Updating your skills
• Choosing a course
• Childcare options
• Paying for your learning

Learning and Skills Council (LSC)

The organisation responsible for funding and planning education and training for over 16-year-olds in England. Through their 47 local branches and one national office, they have four key aims:

• To develop skills needed for the economy
• To encourage personal development
• To develop a climate of lifelong learning
• To address social exclusion through widening participation

The Department for Education, Lifelong Learning and Skills (DELLS)

DELLS is the principal advisory body to the National Assembly for Wales on all aspects of the school curriculum, examinations, assessment and vocational qualifications.

Scottish Enterprise

Scottish Enterprise is Scotland's main economic development agency, funded by the Scottish Executive.

Department for Employment & Learning Northern Ireland (DELNI)

DELNI is responsible for third level education, training and a range of employment measures, all aimed at giving people the skills, knowledge and opportunities to work.

Advanced Apprenticeship in Sporting Excellence AASE

A new Apprenticeship framework has recently been developed in this sector aimed specifically at those young people ‘who have the realistic potential to achieve excellence in their sport and are seeking to perform at the very highest level as their main career goal’.

National Occupational Standards

National Occupational Standards (NOS) define the knowledge and understanding, skills and level of competence expected of individuals to perform key tasks in particular areas of work. They can be used to create job descriptions, develop training plans, identify skills shortages and define performance standards. They provide the framework against which vocational qualifications can be mapped and form the structure of the (Scottish) National Vocational Qualifications (S / NVQs).

National Qualifications Framework (NQF)

The NQF for England, Wales and Northern Ireland is developed and maintained by the QCA and sets out the levels at which qualifications can be recognised. It helps learners make informed decisions on the qualifications they need, by comparing the levels of different qualifications and identifying clear progression routes to their chosen career.
It aims to :

• Promote access, motivation and achievement in education and training, strengthening international competitiveness
• Promote lifelong learning by helping people to understand clear progression routes
• Avoid duplication and overlap of qualifications while making sure all learning needs are covered
• Promote public and professional confidence in the integrity and relevance of national awards.

Only qualifications that have been accredited by the regulatory authorities are included in the NQF

Scottish Credit and Qualifications Framework (SCQF)

The SCQF takes account of the range of qualifications available in Scotland

Credit and Qualifications Framework for Wales (CQFW)

The CQFW embraces all post-16 and higher education in Wales and is being established jointly by the Welsh Assembly Government and the Higher Education Funding Council for Wales (HEFCW).

(Scottish) / National Vocational Qualifications (S / NVQs)

A vocational qualification that relates directly to a person's ability to do work. It includes assessment of the practical aspects of work relevant to a particular area of employment. S / NVQs are not about going on courses, studying or sitting exams, they are about assessment at the normal workplace, to national standards, which have been developed by industry and commerce to confirm how competently someone does the job.

Personal development plan (PDP)

A PDP is used mainly in education although it is becoming more widely used in industry to identify the aims of an individual not just professionally but including leisure time to develop a ‘holistic’ approach to personal development.

Professional development board (SkillsActive)

The SkillsActive PDB is a group representative of the sector with attendees from ILAM. ISRM, NASD, scUK, CCPR, UK Sport, BST, YST, Sport England and Home Countries Sports Councils. The PDB will help to direct and focus the work of SkillsActive to ensure it meets the needs of the sector and its employers.

Training

A qualification may not be offered as a result of training and there are many different ways of receiving training, such as distance learning, the internet, mentoring, modular and the more traditional, formalised delivery, face to face with a tutor. Some training will offer a certificate at the end of the course or day but this does not constitute a qualification.

Qualifications

Anybody undergoing training could obtain a qualification at the end of the training. However, the relevance and importance of the qualification to the industry can only be gauged by how widely recognised the qualification is.

Qualifications and Curriculum Authority (QCA)

The public body that maintains and develops the national curriculum and associated tests and examinations and accredits and monitors qualifications in colleges and at work. S / NVQs are approved by the QCA.

Scottish Qualifications Authority (SQA)

SQA is an executive non-departmental public body (NDPB) sponsored by the Scottish Executive Education Department.  It is the national body in Scotland responsible for the development, accreditation, assessment and certification of qualifications other than degrees.

ACCAC

ACCAC is the National Assembly for Wales's principal advisory body on matters relating to education and qualifications. All external qualifications in Wales are regulated by ACCAC with the exception of NVQs for  which QCA is responsible for.

The Council for the Curriculum, Examinations and Assessment (CCEA)

CCEA is a unique educational body in the UK, bringing together the three areas of curriculum, examinations and assessment. CCEA places itself at the heart of the Northern Ireland community ensuring its products and services meet the needs of all learners.

Regional Development Agencies (RDA)

The nine RDAs set up in the English Regions are non-departmental public bodies. Their role is as strategic drivers of regional economic development in their regions. Each Agency has five statutory purposes, which are:

• To further economic development and regeneration
• To promote business efficiency, investment and competitiveness
• To promote employment
• To enhance development and application of skill relevant to employment
• To contribute to sustainable development

Skills gaps

This is said to exist when the people in work do not possess the required skill levels to perform their role (also known as a training gap). An example of this would be a sports development officer earning a promotion to a management position but not having any experience of managing people. This person has a skills (or training) gap and will require training to become a competent manager.

Skills shortages vacancies

Skills shortages occur when there is an insufficient supply of skills across the labour market to meet the required demand. A hard-to-fill vacancy that is due to applicants lacking the required skills, qualifications or experience is called a skills shortage vacancy. An example of this would be the recruitment of a fitness instructor and an applicant who has never taught a class. If someone is recruited who has a skills shortage this will become an internal skill gap as they lack the skill required to do their job and will require training.

Sector Skills Council (SSC)

SkillsActive is the Sector Skills Council for Active Leisure and Learning. There will be 25 sector skills councils by the end of 2005 representing industries such as media, construction, ITC and retail. The development of sector skills strategies was an aim of the government white paper skills strategy ‘21st Century Skills, Realising Our Potential’.

Sector Skills Development Agency (SSDA)

The SSDA funds, supports and champions the UK-wide network of the 25 sector skills councils, underpinning their work, providing a forum and promoting effective working between the sectors. The Skills for Business Network has been widely advertised and this consists of all sector skills councils and the SSDA.

Sector Skills Agreement (SSA)

The SSA is an agreement between employers, partner organisations, the government and SkillsActive on how to take action to address the skills, education and training issues and challenges impacting upon the sector. SkillsActive has undertaken the SSA process between March 2005 and June 2006.

A result of the government’s Skills White Paper in 2003 and further endorsed in the 2005 Skills White Paper which put employers’ needs at centre stage in the design and delivery of training outlining SSAs as a key process to achieve this.

Skills strategy

Launched in July 2003, the strategy entitled ‘21st Century Skills, Realising Our Potential’, the strategy aims to strengthen the UK's position as one of the world's leading economies by ensuring that employers have the skills to support the success of their business, and that employees have the necessary skills to be both employable and personally fulfilled.

Workforce development

This is basically education and training for paid and unpaid staff and means developing skills in the workplace to ensure that all staff possess the skills to complete their work.

Workforce development plan

This is a development plan for an organisation that identifies where the organisation is in terms of developing the skills of its staff, where it wants to go and how it intends to get there. This will involve recognising the current competencies of the workforce and any skills gaps or shortages that need to be addressed.