Competence Framework
During the period 1999 - 2002 the VSC and the Local Government National Training Organisation completed the development of a competence framework for staff in LEAs. This has now been revised to reflect the move to Chidren's Services.
A competence framework is made up of a 'functional map' and a complete set of 'occupational standards'. Appendix 1 is a glossary of terms to help those who are unfamiliar with the terminology.
The functional map in English and Welsh is complete and can be viewed
at Appendix 2. The associated standards are now available to VSC subscribing
LAs. These standards are needed to assess performance both in the work
place and through nationally validated qualifications such as NVQs.
Essentially competences are a language that can be used to describe jobs
and the level of performance that is required to do them successfully.
As such they have a wide range of uses. They can be used for job descriptions,
performance appraisal, individual development plans and for designing training/development
programmes to meet identified needs.
The functional map can already be used for these purposes albeit with
less precision than will be possible when the final standards are published.
All VSC accredited training events state the intended learning outcomes
together with those elements of the competence framework being addressed
by the course/event content. A number of the partner universities have
already designed their Masters' programmes to reflect the competence framework.
Appendix 1
VIRTUAL STAFF COLLEGE
OCCUPATIONAL STANDARDS: COMPETENCE
Glossary of Terms
Competence - being able to perform 'whole' work roles to the standards
expected in employment in real work environments.
Key Purpose - an all-encompassing statement designed to capture all the
unique features of a sector, and will normally represent activities to
which hundreds or thousands of people contribute.
Functional Map - the range of functions that are carried out within a specified
occupational sector (in this case education and children's services management)
Key areas, Key roles, Functional Units, Functional Elements - successive
sub-divisions of roles and functions, until they are expressed at a level
which individuals either alone or in teams will carry out directly.
Standards - external (to individuals reference points describing what he/she
would have to do to demonstrate competence in a particular functional area.
(Note: these can be national reference points as in occupational standards
and NVQs or local within a particular organisation setting out what level
of performance is required in that specific context).
Performance Criteria - more detailed descriptions of the evidence that
is required to demonstrate competence.
Appendix 2
View and save an English (UK) Word version
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View and save a Welsh Word version
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View and save a English (Wales) Word version
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