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Sets out the issues peculiar to the Scottish workforce in sport and fitness, play and the outdoor sectors. Provides an exploration of the development of vocational education in the form of sector skills training for these sectors in opposition to that formal education provided at further and higher education level. Draws on empirical research gathered as part of a report produced on each of the above sectors and written by the above authors. The report was supported by the Scottish Skills Fund in a grant to SPRITO, the national training organisation for these sectors. Although labour market intelligence suggests there are various skills shortages in these sectors and a lack of qualified personnel, the tension between the role of formal education and vocational work‐based learning qualifications is palpable. Solutions to apparent incommensurability of the two positions are offered, designed to ensure that these sectors achieve competitive advantage from a workforce that is both competent and reflective in their work practice.

Discusses the results of three studies investigating the reception of Scottish/ National Vocational Qualifications (S/NVQs) in the information and library sector. Examines the views of managers and workers towards the qualifications. Although managers generally feel that S/NVQs are a useful way of accrediting the skills of those without professional library qualifications, concerns remain about their bureaucratic and time‐consuming nature. Among library workers, a considerable lack of knowledge still exists although there is enthusiasm for a flexible and accessible qualification that can be acquired on the job. The evidence suggests that attitudes towards S/NVQs in the information and library sector remain equivocal and that a degree of confusion and lack of understanding prevails.

Contextualises a number of concerns related to the usage of National and Scottish Vocational Qualifications by both employers and employees in Britain. It provides an analysis of the main factors that are likely to affect the ways in which the newly formed Learning and Skills Council interacts with this well established, but controversial system of vocational qualifications.

This paper reports the findings of a case study undertaken in the Scottish hospitality industry of which the process of accrediting competencies has been positively experienced by employees and managers of Montpelier (Edinburgh) Ltd. The paper begins by reviewing some of the British and American theoretical and practical literature on the accreditation of competencies to raise some of the issues which are addressed by our data. The study draws on both quantitative and qualitative methodologies in order to evaluate the value of Scottish vocational qualifications (SVQs) to both the employee and employer. The findings suggest that, on balance, the competence approach has proven to be a popular and useful method of job and career development for those people participating in the programme and provides a useful development framework for the employer.

Outlines the emergence and principal characteristics of the contemporary Scottish educational system and compares it with that of other parts of the UK. Identifies problems of post‐16 education, together with the various recent reforms which have been introduced in Scotland to deal with the deficit in the amount and quality of vocational education. Though recognizing that it is too early to make any conclusive evaluation of these, makes a number of pertinent observations which reflect on the significance of what has been undertaken with regard to various issues, including certification, the parity of vocational qualifications with others, post‐school training, specific Scottish considerations, the LECs and SCOTVEC.

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.

The development of competence‐based assessment in the UK has been strongly influenced by the introduction, in the 1980s, of National Vocational Qualifications (NVQs) and Scottish Vocational Qualifications. The introduction of these qualifications has raised the profile of competence‐based assessment and, arguably, its credibility. But it is responsible for creating some misconceptions. Attempts to centralise and prescribe criteria and processes have stifled innovation and have restricted the wider application of and involvement in competence‐based assessment, particularly at the higher levels. This article describes the background of competence‐based assessment and NVQs and identifies some of the misconceptions which exist in this area. Taking the Association of Accounting Technicians as a case study, the article aims to correct these misconceptions and demonstrate the real potential of competence‐based assessment in vocational and professional contexts.

Outlines the development of the UK′s system of National Vocational Qualifications (NVQs), discussing the rationale for NVQs and considering some of the criticisms of these qualifications made by industrialists, economists and educators. Goes on to offer some new evidence on the early take‐up of NVQs showing that some trainees do not receive the award for which they are aiming. Although more people are becoming qualified, it seems that there is significant underrepresentation of particular groups, occupations and industries.

This paper aims to describe a programme that will see some 250 British Energy apprentices trained at the Royal Navy's training partner, Flagship, over the next seven years.

The paper details the background to the contract, the organization and content of the programme and the prospects for the apprentices when they are qualified.

The paper reveals that each intake will spend the best part of two years undertaking the Flagship programme, followed by an additional two years at their home power stations until they are fully qualified. Apprentices are appointed into the maintenance departments at each of the company's sites. Their training covers electrical, mechanical or instrumentation skills, plus life skills. Following successful completion of their first year, all apprentices are streamed into their three separate engineering disciplines and focus on trade‐specific training and completion of academic qualifications. Upon completion of the four‐year apprenticeship, they are awarded a modern apprenticeship as well as a National Vocational Qualification or Scottish Vocational Qualification level 3 and a National Certificate qualification, which may lead to the option to continue to Higher National Certificate (HNC) level.

The paper provides a good example of a partnership working.

The paper emphasizes that the programme is as much about apprentices' ability to make judgements and to challenge things as about the technical side.

British employers have welcomed the development of National Vocational Qualifications and Scottish Vocational Qualifications. Aims to examine the implications of S/NVQs for the university schools of librarianship and information studies. Also discusses post‐qualification training, showing similarities between the post‐course needs of university and S/NVQ students, and the scope of the Information and Library Studies Lead Body′s work.