This qualification is not listed on the DfE 16 – 19 performance tables because it is not designed to meet the requirements of the Key Stage 5 performance tables.
Vocational qualifications are either work-related qualifications designed to enable learners to gain the skills required to perform a particular job, or qualifications that may be taken as part of a wider study programme or an apprenticeship.
Schools and colleges may offer qualifications that are not included in the DfE performance tables, if approved for teaching to 16-19 year olds by the Secretary of State for Education in England under Section 96, where this is in the best interests of individual learners.
This qualification is designed to provide students with a structured and challenging individualised learning programme that supports their development and progression in line with their future career plans.
It is the substantial qualification component of the study programme and aims to develop learners’ understanding of the skills and qualities needed to work in a uniformed service role. It will enable learners to prepare to make a recruitment application, or to progress to the entry qualifications required for employment in a uniformed service of their choice.
Learners will develop generic, transferable skills, such as leadership skills, conflict management and personal protection.
In addition, the requirement to complete optional units means that learners are able to develop more specialist knowledge such as the use of telecommunication in the uniformed services and planning for emergency situations in the uniformed services.
For those who wish to study at a higher level, the qualification will enable them to develop higher level learning skills such as independent working, research, self-reflection and collaborative learning.
This qualification has been developed in partnership with employers, universities and other subject experts to ensure that the content is current and relevant.
This qualification is designed for post-16 learners and falls under the oversight of the Department of Business, Energy and Industrial Strategy (BEIS) and the Education and Skills Funding Agency (ESFA). A significant number of learners will undertake these qualifications post-19.
Following its 2012 review of post-19 qualifications the ESFA removed 1,800 qualifications from public funding and a further 1,000 in 2014. In March 2014 the government published a Reform Plan for Vocational Education.
This qualification has not been subject to the same reforms as Applied General and Tech Level qualifications (which are specifcially designed for 16-19 year old learners), however the ESFA has implemented a new set of business rules for the approval of qualifications for funding, based on the 2013 Review of Adult Vocational Qualifications in England. These rules recognise that adults may have different needs, aspirations and ambitions to younger people and include that qualifications should be:
- relevant to individuals and employers and affordable for all sizes of business and for individuals
- rigorous and based on a robust future-looking occupational standard designed and assessed by the sector
- recognised as worthy of investment, giving a clear signal of the economically valuable skills, knowledge and understanding required in an occupation now and in the future.
Regulation of vocational qualifications
The regulation of vocational qualifications is the responsibility of the respective regulators in each UK country – Ofqual (England), CCEA Regulation (Northern Ireland) SQA (Scotland) and Qualifications Wales (Wales). The regulatory approach undertaken for vocational qualifications is different from A levels. This is because there are no specific qualification criteria for vocational qualifications, as there currently are for GCSEs, AS and A levels. Vocational qualifications must comply with the regulator’s general rules, as is the case with all regulated qualifications.
This qualification forms part of a study programme. Study programmes normally include substantial academic or applied and technical qualifications, non-qualification activity including work experience, and the study of English and mathematics where students do not hold a GCSE graded A* – C in these subjects.
Learners must successfully complete all five units in Group A and three units from Group B.
Group A units
- Prepare for employment to a chosen uniformed service (K/505/8980)
- Develop aspects of physical fitness for entry to the uniformed services (L/505/8986)
- Develop leadership skills (J/505/8985)
- Understand conflict management and personal protection (A/505/8983)
- Participate in uniformed service routine (T/505/8982)
Group B units
- Carry out map reading and navigation across open country (F/505/8984)
- Understand how the government, international organisations and media impact on the work of the uniformed services (D/505/8989)
- Participate in a sports coaching session (M/505/8981)
- Assist in planning and leading adventurous activities (R/505/8990)
- Explore the use of telecommunication in the uniformed services (M/505/9130)
- Understand planning for emergency situations in the uniformed services (R/505/8987)
- Level 3
Level 3 qualifications are regulated to the Regulated Qualifications Framework (RQF) in England and Northern Ireland and the Credit and Qualifications Framework for Wales, though many may be offered on a three-country basis.
Level 3 is broadly aligned to the Scottish Credit and Qualifications Framework (SCQF) Level 6 / 7.
The qualification is graded Pass, Merit, Distinction and Distinction*.
The unit grades are aggregated to form the final overall qualification grade. A Distinction* grade will be awarded to learners who have consistently achieved a Distinction grade in every unit.
Assessment is by an internally assessed and externally quality assured portfolio of evidence.
Learners are set assignments. These may be in the form of briefs, scenarios, problem solving exercises and research investigations. They are contextualised using realistic scenarios. The assessment may require students to write a report, write a business proposal, deliver a presentation, or make conclusions based on extensive research into a practical investigation.
All assessment is criterion-referenced, based on the achievement of specified learning outcomes.
Each unit within a qualification has specified assessment guidance.
100% of the overall assessment is by the internally assessed and externally quality assured portfolio of evidence.
To achieve the NCFE Level 3 Diploma for Entry to the Uniformed Services, learners must successfully demonstrate their achievement of all learning outcomes of the units as detailed in the qualification specification.
Learners who aren’t successful can resubmit work within the registration period.
380 – 410 GLH. 460 hours Total qualification time (TQT).
NCFE Level 3 Diploma for Entry to the Uniformed Services
There are a number of key considerations for HEPs when reviewing vocational qualifications that are not listed on the DfE 16 – 19 performance tables for England:
- Some of these qualifications are occupational, and may not be designed specifically for progression to HE.
- Applicants holding these qualifications may be school or college leavers, however, some may be more mature learners who are likely to have other relevant experience alongside these qualifications.
- These qualifications may have been taken as part of a wider study programme or an apprenticeship.
- If they are presented for admission to HE it is likely to be in conjunction with other qualifications.
Learners may combine the Level 3 Diploma for Entry to the Uniformed Services with other qualifications e.g. A levels or other vocational qualifications.
Learners are assessed throughout their programme of learning and may submit their portfolio of evidence at any point.
Results are provided on a rolling basis.
This qualification is current.
The results of this qualifications are reported to UCAS through Awarding Body Linkage (ABL).
Certification of this qualification is reported on the basis of the number of certificates achieved over a 12-month period.
Learners will develop the understanding, skills and qualities needed to work in a uniformed services role.
Level 3 criteria require learners to analyse, draw conclusions, interpret or justify, which are all examples of higher level skills. These are skills that support progression to higher education.
Progression to higher education will generally be in conjunction with other qualifications.
View the qualification specification: NCFE Level 3 Diploma for Entry to the Uniformed Services (601/2455/6)