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Explains that the Sultanate of Oman is the only country in the world, other than the UK, to have adopted the national vocational qualification (NVQ) as its national system for vocational training. Assesses the extent to which centres in Oman have been successful in implementing the NVQ, and the extent to which the NVQ has contributed towards achievement of the Omani Government’s objective of omanisation (replacing expatriate labour with Omani nationals). Discusses feedback from centres, which should be of interest to the Omani Government, the UK awarding bodies and others with an interest in the implementation of competence‐based training. Concludes that the NVQ has been fairly successful in Oman, although local culture and context have not been adequately considered and catered for, and that the generally low competence of candidates in English is hindering their learning and skills development.

Presents a critical account of the implementation of the Management NVQ in three case study companies. Deals with two main themes: first, the way in which the candidates reacted to the management standards, reinterpreting their own roles and adopting the concept of a “real” manager, and second, the way working towards the NVQ changed the candidates’ work practices. The “paradox of consequences” inherent in the qualification is highlighted as the apparently rational and “relevant” competences result in distinctly irrelevant activities and it is argued that, rather than representing a model of best practice the “management competences” are, at best, irrelevant and at worst, actively harmful.

Compares individual perceptions of management development across two groups of students who had achieved either an academic management qualification or a National Vocational Qualification (NVQ) in Management. Also examines the experience of candidates on the vocational qualification (VQ). Reports that perceptions of the extent to which management development had occurred were similar between the two groups, although the NVQ group had a higher proportion of non‐developers on some dimensions. Significant differences were found only for development of written and numerical ability, where the academic programme was rated more highly, and for team management, where VQ candidates rated more highly. Also reports that similar patterns of development were perceived by the two groups. Self‐understanding by NVQ candidates appears to have been enhanced through development of openness to feedback, leading to greater awareness of own management style, sensitivity to others and personal confidence. Managerial development centred on task analysis and prioritization, and awareness of the organization’s micro and macro environments.

National Vocational Qualifications (NVQs) have been introduced and developed within a competency framework by successive UK governments. Potential benefits are listed as improved skills, less skills shortages and more appropriate job‐employee fit. However, there has been considerable and sustained criticism of NVQs from employers, employees and academics. Criticisms include excessive bureaucracy, overly complex terminology and a lack of credibility of the competence concept. This case‐based study examines the implementation of NVQs in an organisation based on 60 semi‐structured interviews with those involved. The findings reveal that NVQ is seen as a training regime within the organisation and that there are no clear links to improved business performance or employee morale. Moreover, there were contextual problems in applying the standard.

Outlines the findings of a study designed to inform current practice in developing UK National Vocational Qualifications (NVQ) and Scottish Vocational Qualifications (SVQ). Explores the link between an individual’s cognitive style and their successful management and completion of such a structured award. Adopts the Kirton Adaptation‐Innovation (KAI) instrument, as this represents an inventory designed to explore problem‐solving and information management styles. Provides insights to illuminate particular coping strategies and methods using candidates’ profiles and reports from interviews. The KAI results indicate that both adapters and innovators showing a low efficiency score managed more effectively with the storyboard and whole NVQ process. Points to the likely benefits for both candidates and organisations of appropriate supportive mechanisms to enhance the developmental aspects of gaining an NVQ.

In 2000 a survey was undertaken in an attempt to establish a sustainable, coherent database of empirical information on NVQ level 3, 4 and 5 activity in English and Welsh higher education institutions (HEIs). As a result of this work a report was produced, The Utilisation of NVQs in Higher Education in England and Wales, which set out the survey findings. The article reviews the findings of the data collection and highlights a range of issues concerned with accurate and consistent reporting of data by organisations charged with this responsibility. The penetration of NVQs into higher education is discussed and reference made to a number of case studies. These studies offer valuable insights into the ways in which various institutions have addressed the problems of the integration of NVQs into higher education provision.

Reports the findings and conclusions of a study of five small businesses in the hotel and catering sector which had adopted national vocational qualifications (NVQs). Using an open system model, a comparative case study design and a range of data sources and methods of data collection within each organization, traces the preconditions, processes, outcomes and problems/issues associated with NVQ adoption and implementation. In a small business context, this is shown more likely to be successful where there is an existing training culture and infrastructure; where on‐the‐job training is positive, supportive and monitored; and where there is a senior management NVQ “champion” and an enthusiastic cadre of in‐house trainers and potential assessors. Shows that NVQs give a sharper focus to training activity, improve candidates’ perceived job satisfaction, morale and career prospects; enhance work flexibility and performance; and have a perceived, if hard‐to‐measure payoff in terms of business performance.

This article describes research into the understanding and use of the system of National Vocational Qualifications by middle managers in local authority social services departments. It highlights the barriers that must be overcome if this system is to make a positive impact on the quality of care.

One of the most prominent developments in vocational education and training in recent years has been the development of National Vocational Qualifications (NVQs) in England and Wales, based on the assessment of an individual’s competence at work. However, the initial implementation of the NVQ policy generated a considerable amount of criticism. The standards of occupational competence on which the NVQs are based were attacked for being too narrow; employers appeared reluctant to take up the new qualifications; and the introduction of NVQs appeared to exacerbate, rather than mitigate, the “jungle” of vocational qualifications. Drawing on in‐depth interviews with key informants and an analysis of relevant documentation this article ascribes the initial failure of the NVQ initiative to progress in the manner that its planners had originally anticipated to the existence of certain institutional constraints: the political imperative to manage high levels of youth unemployment; inadequate accountability and supervision in policy implementation; the presence of a renewed ethos of voluntarism in UK labour market policy; and the weakness of employers’ representative structures.

Summarizes the quality assurance requirements, criteria and processes of the National Council for Vocational Qualifications (NCVQ), with those for two NVQ awarding bodies active in management education in UK higher education. Describes the effects of these on the quality assurance systems of one large accreditation centre and sets out some implications for the future.