HNCD in Public Services L4 Specification

BTEC Higher Nationals
Guidance and units
Edexcel Level 4 BTEC Higher Nationals in Public Services

July 2003
London Qualifications is one of the leading examining and awarding bodies in the UK and throughout the world. It incorporates all the qualifications previously awarded under the Edexcel and BTEC brand. We provide a wide range of qualifications including general (academic), vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, our centres receive the support they need to help them deliver their education and training programmes to learners. For further information please call Customer Services on 0870 240 9800, or visit our website at www.edexcel.org.uk
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Authorised by Peter Goff Publications Code B013371 All the material in this publication is copyright London Qualifications Limited 2003
EDEXCEL LEVEL 4 BTEC HIGHER NATIONALS IN PUBLIC SERVICES
BTEC Higher National Certificate in Public Services BTEC Higher National Diploma in Public Services
Contents
Qualification titles covered by this specification Edexcel qualifications in the National Qualifications Framework Introduction Structure of the qualification
BTEC Higher National Certificate BTEC Higher National Diploma
1 2 3 3
3 3
Key features
National Occupational Standards Qualification Requirement Higher-level skills BTEC Higher National Certificate BTEC Higher National Diploma
6
7 7 7 7 8
Teaching, learning and assessment

Unit format Learning and assessment Grading Higher National units Grade descriptors Accreditation of Prior Learning (APL)
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9 10 10 12 14
Quality assurance of BTEC Higher Nationals

Centre and programme approval Monitoring centres internal quality systems Independent assessment: the role of the external examiner
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14 15 15
Programme design and delivery

Mode of delivery Resources Delivery approach Meeting local needs
16
16 17 17 17
Locally-devised specialist units Limitations on variations from standard specifications
18 18
Access and recruitment

Restrictions on learner entry Learners with particular requirements
18
19 19
The wider curriculum

Spiritual, moral, ethical, social and cultural issues Environmental issues European developments Health and safety issues
19
19 20 20 20
Useful publications
How to obtain National Occupational Standards
20
21
Professional development and training Further information Units

Unit 1: Entry and Enquiry into Public Services Unit 2: Managing People in Public Services Unit 3: Financial Resources in Public Services Unit 4: Management of Health and Safety in Public Services Unit 5: Government and the Public Services Unit 6: Independent Research into the Public Services Unit 7: Sociological Aspect of the Public Services Unit 8: Psychology and Human Behaviour Unit 9: Equal Opportunities Unit 10: Human Resources in the Public Services Unit 11: Stress Management in the Public Services Unit 12: Global Socio-Political Issues Unit 13: Technology and Public Services Unit 14: Criminology and Safer Communities Unit 15: Justice and Punishment Unit 16: Managing Disaster
21 21 23
25 31 37 43 49 55 61 67 73 79 87 93 99 105 115 123
Unit 17: Activity Management Unit 18: Managing Physical Activity Unit 19: Personal Outdoor Skills Unit 20: Arts and Entertainment Unit 21: Heritage Management
131 139 145 153 159
Annex A
Qualification codes QCA codes Edexcel codes QCA and Edexcel codes
165
165 165 165 165
Annex B
Qualification Requirement for BTEC Higher Nationals in Public Services
167
167
Annex C
Wider curriculum mapping
173
173
Annex D
National Occupational Standards
175
175
Qualification titles covered by this specification

Edexcel Level 4 BTEC Higher National Certificate in Public Services Edexcel Level 4 BTEC Higher National Diploma in Public Services These qualifications have been accredited to the National Qualifications Framework (NQF). The Qualification Accreditation Numbers (QANs) for these qualifications are listed in Annex A. These qualification titles are as they will appear on the learners certificate. Learners need to be made aware of this when they are recruited by the centre and registered with Edexcel. Providing this happens, centres are able to describe the programme of study leading to the award of the qualification in different ways to suit the medium and the target audience.
B013371 Guidance and units Edexcel Level 4 BTEC Higher Nationals in Public Services Issue 1 July 2003
Edexcel qualifications in the National Qualifications Framework

NQF level
BTEC Professional Award, Certificate, Diploma Key skills level 5 NVQ level 5
BTEC Higher National Diploma BTEC Higher National Certificate BTEC Professional Award, Certificate, Diploma BTEC National Diploma BTEC National Certificate BTEC National Award BTEC Diploma in Foundation Studies (Art and Design) BTEC Award, Certificate, Diploma BTEC First Diploma BTEC Award, Certificate, Diploma BTEC Introductory Certificate BTEC Introductory Diploma BTEC Award, Certificate, Diploma Entry Level Certificate in Skills for Working Life Entry Level Certificate in Personal Skills Level 2 Certificate in Adult Numeracy Level 2 Certificate in Adult Literacy Level 1 Certificate in Adult Numeracy Level 1 Certificate in Adult Literacy Entry Level Certificate in Adult Numeracy Entry Level Certificate in Adult Literacy
Key skills level 4
NVQ level 4
Key skills level 3
GCE A Level GCE AS Level VCE AEA
NVQ level 3
Key skills level 2
Key skills level 1
GCSE (A* C) GCSE (Double Awards) (A* A* CC) GCSE (Short Courses) (A* C) Intermediate GNVQ GCSE (D G) GCSE (Double Awards) (D G) Foundation GNVQ Entry Level Certificates
NVQ level 2
NVQ level 1
Introduction
This document contains the units and associated guidance for the National Qualifications Framework (NQF) Edexcel Level 4 BTEC Higher Nationals in Public Services. Each unit sets out the required outcomes and content and includes advice regarding appropriate delivery and assessment strategies. The guidance contains further details of the teaching, learning, assessment and quality assurance of these qualifications. It includes advice about Edexcels policy regarding access to its qualifications, the design of programmes of study and delivery modes.
Structure of the qualification

BTEC Higher National Certificate
The BTEC Higher National Certificate Public Services is a 10-unit qualification of which six are core units. The BTEC Higher National Certificate programme must contain a minimum of five units designated at H2 level.
BTEC Higher National Diploma

The BTEC Higher National Diploma in Public Services is a 16-unit qualification of which eight are core units. The BTEC Higher National Diploma programme must contain a minimum of eight units designated at H2 level.
Structure of Edexcel Level 4 BTEC Higher National Certificate in Public Services
Unit No Core units all six units must be taken 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Entry and Enquiry into Public Services Managing People in Public Services Financial Resources in Public Services Management of Health and Safety in Public Services Government and the Public Services Independent Research into the Public Services Specialist units choose four units Sociological Aspects of the Public Services Psychology and Human Behaviour Equal Opportunities Human Resources in the Public Services Stress Management in the Public Services Global Socio-Political Issues Technology and Public Services Criminology and Safer Communities Justice and Punishment Managing Disaster Activity Management Managing Physical Activity Personal Outdoor Skills Arts and Entertainment Heritage Management
Unit level H1 or H2 H1 H1 H1 H1 H2 H2 H2 H2 H2 H2 H1 H2 H2 H2 H1 H2 H1 H1 H1 H1 H1
The BTEC Higher National Certificate programme must contain a minimum of five units designated at H2 level.
Structure of Edexcel Level 4 BTEC Higher National Diploma in Public Services
Unit No Core units all eight units must be taken 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Entry and Enquiry into Public Services Managing People in Public Services Financial Resources in Public Services Management of Health and Safety in Public Services Government and the Public Services Independent Research into the Public Services Sociological Aspects of the Public Services Psychology and Human Behaviour Specialist units choose eight units Equal Opportunities Human Resources in the Public Services Stress Management in the Public Services Global Socio-Political Issues Technology and Public Services Criminology and Safer Communities Justice and Punishment Managing Disaster Activity Management Managing Physical Activity Personal Outdoor Skills Arts and Entertainment Heritage Management
Unit level H1 or H2 H1 H1 H1 H1 H2 H2 H2 H2 H2 H2 H1 H2 H2 H2 H1 H2 H1 H1 H1 H1 H1
The BTEC Higher National Diploma programme must contain a minimum of eight units designated at H2 level.
Key features
BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to professional body requirements and National Occupational Standards where appropriate, with a strong work related emphasis. The qualifications provide a thorough grounding in the key concepts and practical skills required in their sector and their national recognition by employers allows progression direct into employment. BTEC Higher Nationals offer a strong emphasis on practical skills development alongside the development of requisite knowledge and understanding in their sector. Learners are attracted to this strong vocational programme of study that meets their individual progression needs whether this is into employment or to further study on degree or professional courses. A key progression path for BTEC Higher National Certificate and Diploma learners is to the second or third year of a degree or honours degree programme, depending on the match of the BTEC Higher National units to the degree programme in question. BTEC Higher Nationals in Public Services have been developed to focus on: providing education and training for a range of careers in public services providing opportunities for public service employees to achieve a nationally recognised level 4 vocationally specific qualification providing opportunities for full-time learners to gain a nationally recognised vocationally specific qualification to enter employment in public services or progress to higher education vocational qualifications such as a full-time degree in Criminology or related area developing the knowledge, understanding and skills of learners in the field of public services providing opportunities for learners to focus on the development of higher level skills in a public services context providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life. equipping individuals with knowledge, understanding and skills for success in employment in the public services industry enabling progression to an undergraduate degree or further professional qualification in public services or related area providing opportunities for specialist study relevant to individual vocations and contexts supporting individuals employed or entering employment in the public services industry developing the individuals ability in the public services industry through effective use and combination of the knowledge and skills gained in different parts of the programme developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enabling learners to make an immediate contribution to employment providing flexibility, knowledge, skills and motivation as a basis for future studies and career development in public services.
This qualification meets the needs of the above rationale by:

BTEC Higher Nationals in Public Services are designed to relate to the National Occupational Standards in the sector at Level 4. BTEC Higher Nationals do not purport to deliver occupational competence in the sector, which should be demonstrated in a work context. However, the qualifications provide underpinning knowledge for the National Occupational Standards, as well as developing practical skills in preparation for work and possible achievement of NVQs in due course. There are currently no National Occupational Standards for public services. However, some units in the Higher Nationals in Public Services relate to Management NVQ units. Links to Management National Occupational Standards are indicated in each unit.
Qualification Requirement
Edexcel has published Qualification Requirements as part of the revision of BTEC Higher Nationals. Qualification Requirements set out the aims and rationale of the qualifications and provide the framework of curriculum content. They also identify the higher-level skills associated with the qualifications and any recognition by relevant professional bodies. The Qualification Requirement for BTEC Higher Nationals Public Services is given in Annex B. Edexcel standard specifications titles are developed from the Qualification Requirements. Licensed centres comply with Qualification Requirements when developing BTEC Higher Nationals under these standard titles. Qualification Requirements provide consistent standards within the same vocational area and clearly identify the skills and knowledge that can be expected of any holder of an identical BTEC Higher National. This will allow higher education institutions, employers and professional bodies to confidently provide progression opportunities to successful learners.
Higher-level skills
Learners will be expected to develop the following skills during the programme of study: analysing, synthesising and summarising information critically the ability to read and use appropriate literature with critical understanding the ability to think independently and solve problems the ability to take responsibility for their own learning and recognise their own learning style obtaining and integrating several lines of subject-specific evidence to formulate and test hypotheses applying subject knowledge and understanding to address familiar and unfamiliar problems recognising the moral and ethical issues of enquiry into public services and appreciating the need for ethical standards and professional codes of conduct designing, planning, conducting and reporting on investigations.
BTEC Higher National Certificate

The 10-unit BTEC Higher National Certificate in Public Services provides a specialist workrelated programme of study that covers the key knowledge, understanding and practical skills required in the public services sector and also offers particular specialist emphasis through the choice of specialist units.
BTEC Higher National Certificates provide a nationally recognised qualification offering career progression and professional development for those already in employment and opportunities to progress into higher education. The qualifications are mode free but they are primarily undertaken by part-time learners studying over two years. In some sectors there are opportunities for those wishing to complete an intensive programme of study in a shorter period of time. This specification provides centres with a framework to develop engaging programmes for higher-education learners who are clear about the area of employment that they wish to enter. The BTEC Higher National Certificate in Public Service mainly offers a progression route for learners who are employed in the public service sector.
BTEC Higher National Diploma

The 16-unit BTEC Higher National Diploma provides greater breadth and specialisation than the BTEC Higher National Certificate. Higher National Diplomas are mode free but are followed predominately by full-time learners. They allow progression into or within employment in the public services sector, either directly on achieving of the award or following further study to degree level. The BTEC Higher National Diploma in Public Services provides opportunities for learners to apply their knowledge and practical skills in the workplace. Full-time learners have the opportunity to do this through formal work placements or their part-time employment experience. The qualification prepares learners for employment in the public services sector and will be suitable for learners who have already decided that they wish to enter this area of work. Some adult learners may wish to make the commitment required by this qualification in order to enter a specialist area of employment in public services or progress into higher education. Other learners may want to extend the specialism that they followed on the BTEC Higher National Certificate programme.
Teaching, learning and assessment

Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher National Certificate and all 16 units to be awarded a BTEC Higher National Diploma. The assessment of BTEC Higher National qualifications is criterion-referenced and centres are required to assess learners evidence against published learning outcomes and assessment criteria. All units will be individually graded as pass, merit or distinction. To achieve a pass grade for the unit learners must meet the assessment criteria set out in the specifications. This gives transparency to the assessment process and provides for the establishment of national standards for each qualification. The units in BTEC Higher National qualifications all have a standard format which is designed to provide clear guidance on the requirements of the qualification for learners, assessors and those responsible for monitoring national standards.
Unit format
Each unit is set out in the following way. Unit title, learning hours and NQF level The unit title is accredited by QCA and this form of words will appear on the learners Notification of Performance. In BTEC Higher National qualifications each unit consists of 60 guided learning hours. Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectual demand, complexity and depth of study, and learner autonomy. At H1 level the emphasis is on the application of knowledge, skills and understanding, use of conventions in the field of study, use of analytical skills and selection and organisation of information. At H2 level the emphasis is on application and evaluation of contrasting ideas, principles, theories and practices, greater specialisation in the field of study, and an increasing independence in systematic enquiry and analysis. Description of unit A brief description of the overall purpose of the unit is given, together with the key areas of study associated with the unit. Summary of learning outcomes The outcomes of the unit identify what each learner must do in order to pass it. Learners must achieve all the outcomes in order to pass the unit. Content This section picks up highlighted words from the outcomes and amplifies the content coverage required when addressing the outcomes. The content section will often provide lists of topics. Please note all aspects of the listed topics should be covered, except those that begin with eg, where items listed are merely indicative. Outcomes and assessment criteria Each unit contains statements of the evidence that each learner should produce in order to receive a pass. Guidance This section is not prescriptive but provides additional guidance and amplification related to the unit to support teachers/deliverers and assessors. Its subsections are given below. Only those subsections which apply to the unit will appear. Delivery offers guidance about possible approaches to delivery. The guidance is based on the more usual delivery modes and is not intended to rule out alternative approaches. Assessment provides advice about the nature and type of evidence that learners are likely to need to produce. This subsection should be read in conjunction with the assessment criteria and the generic grade descriptors. Links sets out the links between units. Provides opportunities for integration of learning, delivery and assessment. Any links to the National Occupational Standards will be highlighted here.
Resources identifies the specialist resources likely to be needed to allow learners to generate the evidence required by each unit. The centre will be asked to ensure that this resource requirement is in place when it seeks approval from Edexcel to offer the qualification. Support materials identifies, where appropriate, textbooks, videos, magazines, journals, publications and websites that may support the delivery of the unit.
Learning and assessment

The purpose of assessment is to ensure that effective learning of the content of each unit has taken place. Evidence of this learning, or the application of the learning etc, is required for each unit. The assessment of the evidence relates directly to the assessment criteria for each unit, supported by the generic grade descriptors. The process of assessment can aid effective learning by seeking and interpreting evidence to decide the stage that learners have reached in their learning, what further learning needs to take place and how best to do this. Therefore, the process of assessment should be part of the effective planning of teaching and learning by providing opportunities for both the learner and assessor to obtain information about progress towards learning goals. The assessor and learner must be actively engaged in promoting a common understanding of the assessment criteria and the grade descriptors (what it is they are trying to achieve and how well they achieve it) for further learning to take place. Therefore, learners need constructive feedback and guidance about how to improve, capitalising on strengths, with clear and constructive comments about weaknesses and how these might be addressed. Assessment instruments are constructed by centres. Assessment instruments should collectively ensure coverage of all assessment criteria within each unit and should provide opportunities for the evidencing of all the grade descriptors. It is advised that assessment criteria and contextualised grade descriptors are clearly indicated on each assessment instrument to provide a focus for learners (for transparency and to ensure that feedback is specific to the criteria) and to assist with internal standardisation processes. Tasks/activities should enable learners to produce evidence that relates directly to the assessment criteria and grade descriptors. When centres are designing assessment instruments, they need to ensure that the instruments are valid, reliable and fit for purpose, building on the application of the assessment criteria. Centres are encouraged to place emphasis on practical application of the assessment criteria, providing a realistic scenario for learners to adopt, making maximum use of work-related practical experience and reflecting typical practice in the sector concerned. The creation of assessment instruments that are fit for purpose is vital to achievement and their importance cannot be over-emphasised.
Grading Higher National units

The assessment of BTEC Higher National qualifications will be at unit level and there will be no overall grade for either the Certificate or the Diploma. This means that learners are able to access the qualification through a unitised approach. Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. Merit and distinction grades are awarded for higher-level achievement. The generic merit and distinction grade descriptors listed on pages 12 13 are for grading the total evidence produced for each unit and describe the learners performance over and above that for a pass grade.
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The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequential or holistic mode, to reflect the nature of the sector concerned. Each of the generic merit and distinction grade descriptors can be amplified by use of indicative characteristics. These give a guide to the expected learner performance, and support the generic grade descriptors. The indicative characteristics should reflect the nature of a unit and the context of the sector programme. The indicative characteristics shown in the table for each of the generic grade descriptors are not exhaustive. Consequently, centres should select from the list or may construct other appropriate indicative characteristics for their sector programme which may be drawn from the appropriate higher-level skills. It is important to note that each assessment activity does not need to incorporate all the merit and/or distinction grade descriptors. Contextualising the generic grade descriptors The generic merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria for pass within each individual unit. The relevant generic grade descriptors must be identified and specified within an assignment and the relevant indicative characteristics should be used to place the required evidence in context.
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Grade descriptors
Pass grade A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit. Merit grade Merit descriptors In order to achieve a merit the learner must: identify and apply strategies to find appropriate solutions Indicative characteristics The learners evidence shows: select/design and apply appropriate methods/ techniques present and communicate appropriate findings effective judgements have been made complex problems with more than one variable have been explored an effective approach to study and research has been applied relevant theories and techniques have been applied a range of methods and techniques have been applied a range of sources of information has been used the selection of methods and techniques/sources has been justified the design of methods/techniques has been justified complex information/data has been synthesised and processed appropriate learning methods/techniques have been applied the appropriate structure and approach has been used coherent, logical development of principles/concepts for the intended audience a range of methods of presentation have been used and technical language has been accurately used communication has taken place in familiar and unfamiliar contexts the communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used
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Distinction grade Distinction descriptors In order to achieve a distinction the learner must: use critical reflection to evaluate own work and justify valid conclusions Indicative characteristics The learners evidence shows: take responsibility for managing and organising activities demonstrate convergent/lateral/ creative thinking conclusions have been arrived at through synthesis of ideas and have been justified the validity of results has been evaluated using defined criteria self-criticism of approach has taken place realistic improvements have been proposed against defined characteristics for success autonomy/independence has been demonstrated substantial activities, projects or investigations have been planned, managed and organised activities have been managed the unforeseen has been accommodated the importance of interdependence has been recognised and achieved ideas have been generated and decisions taken self-evaluation has taken place convergent and lateral thinking have been applied problems have been solved innovation and creative thought have been applied receptiveness to new ideas is evident effective thinking has taken place in unfamiliar contexts
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Accreditation of Prior Learning (APL)

Edexcel encourages centres to recognise learners previous achievements and experience through the Accreditation of Prior Learning. Learners may have evidence that has been generated during previous study, in their previous or current employment or whilst undertaking voluntary work that relates to one or more of the units in the qualification. Assessors should assess this evidence against the Higher National standards in the specifications in the normal way. As with all evidence, assessors should be satisfied about the authenticity and currency of the material when considering whether or not the outcomes of the unit have been met. Full guidance about Edexcels policy on APL is provided on our website (www.edexcel.org.uk).
Quality assurance of BTEC Higher Nationals

The quality assurance system for BTEC Higher National qualifications, as higher-level vocational qualifications at Level 4 on the NQF, will comprise three main components. approval process a control measure to confirm that individual centres (and programme teams) are appropriately resourced and competent to deliver a BTEC Level 4 programme of study. monitoring of centres a method of monitoring centres internal quality systems to ensure ongoing fulfilment of initial requirements and, where appropriate, enhancement of those requirements to accommodate new qualifications. independent assessment a measure that provides independence within the assessment process, so that the certificated outcomes for each learner are not reliant on determinations by individuals or groups with a vested interest in the outcome. This measure should be consistent and reliable over time, and should not create unnecessary barriers.
Centre and programme approval

Approval to offer BTEC Higher National qualifications will vary depending on the status of the centre. Centres that have a recent history of delivering BTEC Higher National qualifications and have an acceptable quality profile in relation to their delivery will be able to gain approval through an accelerated process. Centres that are new to the delivery of BTEC Higher National qualifications will be required to submit evidence to demonstrate that they: have the human and physical resources required for effective delivery and assessment understand the implications for independent assessment and agree to abide by these have a robust internal assessment system supported by fit for purpose assessment documentation have a system to internally verify assessment decisions to ensure standardised assessment decisions are made across all assessors and sites.
Such applications have to be supported by the head of the centre (principal, chief executive, etc). We communicate all approvals in writing to the head of centre in the form of a qualification approval letter. The approval letter will also contain a programme definition for each qualification approved. The programme definition clearly states to the centre all units that comprise the qualification for which the centre is approved.
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Monitoring centres internal quality systems

Centres will be expected to demonstrate ongoing fulfilment of approval criteria across all programme areas. This should include the consistent application of policies affecting learner registrations and appeals, together with the effectiveness of internal examination and standardisation processes. Centres may opt for a review of their provision under the quality verifier/quality reviewer arrangements, which already apply to all further education centres. Alternatively, centres may present evidence of their operation within a recognised code of practice, such as that of the Quality Assurance Agency for Higher Education. Edexcel reserves the right to confirm independently that these arrangements are operating to our satisfaction.
Independent assessment: the role of the external examiner

Supporting consistency and appropriateness of centre assessor decisions For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appoint appropriately qualified subject-specific external examiners to the programme in each centre. Edexcel will define the selection, appointment and training process, together with the roles and responsibilities of the external examiners and will communicate the details to centres in a centre handbook. The function of the external examiner will be to review and evaluate objectively the assessment process and standards of learner attainment by independently reviewing, in the first year of the programme, a sample of learner work (including the centre-designed assignments on which the samples are based) selected by the external examiner, from across the programme. When they visit centres, external examiners must be afforded reasonable access to the assessed parts of the programme, including evidence of learner performance on placement. They are required to: verify that standards are appropriate for the qualification and its elements assist institutions in the comparison of academic standards across similar awards nationally.
Should any disparity occur between the judgement of centre assessors and that of the external examiner, this will be reported to the centre and to Edexcel by the external examiner. The centre will be required to agree appropriate corrective action as a result of this report. Independence in confirmation of certificated outcomes In the final year of the programme, the external examiner will revisit the centre in order to independently assess learner work and to evaluate centre assessor decisions on final outcomes. This process of evaluation may focus upon work in units, selected by the external examiner, that present the most appropriate evidence for this exercise. The work of all learners not already sampled in the first year of the programme will be reviewed. Resolution of assessments will normally be handled at the centres final programme review board. The external examiner will be expected to endorse the outcomes of assessment before certification can be authorised. Should the external examiner be unable to provide such endorsement, certification will be withheld until appropriate corrective action has taken place. (The senior subject examiner may become involved in such instances). The external examiner will be required to prepare a written report after each visit. The report will include comments from the external examiner on: academic standards and programme specification academic standards and learner performance academic standards and assessment
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the assessment process assessment meetings physical resources comments of learners meetings with staff external examiner practice issues arising from previous reports details of sampling general points, areas of good practice and major issues action points.
The external examiner report provides the mechanism by which the external examiner independently verifies learner ability, endorses the validity of the assessment process and releases certification for a cohort. The report is a confidential document between Edexcel, the appointed external examiner, and the centre to use for internal/external quality assurance processes. It provides the centre with feedback on the external examining process and on the judgements that determine the external examiners decisions on endorsement, or otherwise, of learner outcomes.
Programme design and delivery

The qualifications consist of core units (which are mandatory) and specialist units. These specialist units will be mostly optional and are designed to provide a specific focus to the qualification. Required combinations of specialist units are clearly set out in relation to each qualification in the defined qualification structures provided in this document. In BTEC Higher National qualifications each unit consists of 60 guided learning hours. The definition of guided learning hours is a notional measure of the substance of a qualification. It includes an estimate of time that might be allocated to direct teaching, instruction and assessment, together with other structured learning time such as directed assignments or supported individual study. It excludes learner-initiated private study. Centres are advised to consider this definition when planning the programme of study associated with this specification.
Mode of delivery
Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres are free to offer the qualifications using any mode of delivery that meets the needs of their learners. This may be through traditional classroom teaching, open learning, distance learning or a combination of these. Whatever mode of delivery is used, centres must ensure that learners have appropriate access to the resources identified in the specifications and to the subject specialists delivering the units. This is particularly important for learners studying for the qualification through open or distance learning. Full guidance on Edexcels policies on distance assessment and electronic assessment are provided on our website.
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Learners studying for the qualification on a part-time basis bring with them a wealth of experience that should be utilised to maximum effect by tutors and assessors. Assessment instruments based on learners work environments should be encouraged. Those planning the programme should aim to enhance the vocational nature of the BTEC Higher National qualification by: liaising with employers to ensure that the course is relevant to the specific needs of the learners accessing and using non-confidential data and documents from learners workplaces including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment linking with company-based/workplace training programmes making full use of the variety of experiences of work and life that learners bring to the programme.
Resources
BTEC Higher National qualifications are designed to prepare learners for employment in specific sectors. Physical resources need to support the delivery of the programme and the proper assessment of the outcomes and, therefore, should normally be of industry standard. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. Centres will need to meet any specialist resource requirements when they seek approval from Edexcel. Please refer to the resource section in individual units for specialist resource requirements.
Delivery approach
It is important that centres develop an approach to teaching and learning that supports the specialist vocational nature of the BTEC Higher National qualifications. The specifications contain a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector. Maximum use should be made of the learners experience.
Meeting local needs

Centres should note the qualifications set out in these specifications have been developed in consultation with centres and employers. The units are designed to meet the skill needs of the sector and the specialist units allow coverage of the full range of employment. Centres should make maximum use of the choice available to them within the specialist units in these specifications to meet the needs of their learners, as well as the local skills and training needs identified by organisations such as Regional Development Agencies and Local Learning and Skills Councils. Centres may not always be able to meet local needs using the units in this specification. In this situation, centres may seek approval from Edexcel to make use of units from other standard NQF BTEC Higher National specifications. Centres will need to justify the need for importing units from other specifications and Edexcel will ensure that the vocational focus of the qualification has not been diluted.
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Locally-devised specialist units

There may be exceptional circumstances where even the flexibility of importing units from other specifications does not meet a particular local need. In this case, centres can seek permission from Edexcel to develop a unit with us to meet this need. The cases where this will be allowable will be very limited. Edexcel will ensure that the integrity of the qualification is not reduced and that there is a minimum of overlap and duplication of content of existing units. Centres will need strong evidence of the local need and the reasons why the existing standard units are inappropriate. Edexcel will need to validate these units.
Limitations on variations from standard specifications

The flexibility to import standard units from other BTEC Higher National specifications and/or to develop unique locally-devised specialist units is limited to a maximum of four units in a BTEC Higher National Diploma qualification and a maximum of two units only in any BTEC Higher National Certificate qualification. The use of these units cannot be at the expense of the core units in any qualification.
Access and recruitment

Edexcels policy regarding access to its qualifications is that: the qualifications should be available to everyone who is capable of reaching the required standards the qualifications should be free from any barriers that restrict access and progression there should be equal opportunities for all wishing to access the qualifications.
Centres are required to recruit learners to BTEC qualifications with integrity. This will include ensuring that applicants have appropriate information and advice about the qualifications and that the qualification will meet their needs. Centres should take appropriate steps to assess each applicants potential and make a professional judgement about their ability to successfully complete the programme of study and achieve the qualification. This assessment will need to take account of the support available to the learner within the centre during their programme of study and any specific support that might be necessary to allow the learner to access the assessment for the qualification. Centres should also show regard for Edexcels policy on learners with particular requirements. Centres will need to review the profile of qualifications and/or experience held by applicants, considering whether this profile shows an ability to progress to a Level 4 qualification. For learners who have recently been in education, the entry profile is likely to include one of the following: a BTEC National Certificate or Diploma in Public Services or Business, or similar discipline an AVCE/Advanced GNVQ in an appropriate vocational area a GCE Advanced level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at A* to C other related Level 3 qualifications an Access to Higher Education Certificate awarded by an approved further education institution
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related work experience.
Mature learners may present a more varied profile of achievement that is likely to include extensive work experience (paid and/or unpaid) and/or achievement of a range of professional qualifications in their work sector.
Restrictions on learner entry

The majority of BTEC Higher National qualifications are accredited on the NQF for learners aged 16 years and over. Learners aged 15 and under cannot be registered for a BTEC Higher National qualification.
Learners with particular requirements

Edexcel recognises that some learners, when studying vocationally-related qualifications, will have coped with the learning demands of a course but may find the standard arrangements for the assessment of their attainment presents an unfair barrier. This would apply to learners with known and long-standing learning problems and to learners who are affected at, or near to, the time of a time-constrained assessment. Edexcel will seek to approve alternative arrangements that: meet the needs of learners with particular requirements do not confer advantage over other learners are commensurate with the proper outcomes from the qualification.
Details of the allowable arrangements for such learners are given in Assessment of Vocationally Related Qualification: Regulations and Guidance relating to Learners with Special Requirements (Edexcel, 2002).
The wider curriculum

The study of the BTEC Higher Nationals in Public Services provides opportunities for learners to develop an understanding of spiritual, moral, ethical, social and cultural issues and an awareness of environmental issues, health and safety considerations, and European developments. These wider curriculum opportunities are indicated in the units as appropriate. Mapping of wider curriculum opportunities issues is provided in Annex C.
Spiritual, moral, ethical, social and cultural issues

The specification contributes to an understanding of: spiritual issues through an appreciation of the spiritual dimension to public services, particularly when public service is seen through a historical context, for example in Units 2 and 11 moral and ethical issues are encountered throughout the BTEC Higher Nationals in Public Services as dealing with people will always involve the learner engaging in moral and ethical issues. A more detailed analysis is given in certain units such as Units 5, 7, 9, 12 and 16 social and cultural issues are encountered throughout the BTEC Higher Nationals in Public Services.
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Environmental issues
Learners are led to appreciate the importance of environmental issues as they engage in public services study as well as through experience of the public services industry, in Units 1, 4, 6 and 16.
European developments
Much of the content of the BTEC Higher Nationals in Public Services is applicable throughout Europe owing to its international nature, even though the context of delivery is within the UK. The European dimensions of public services are specifically addressed in Unit 6.
Health and safety issues

The BTEC Higher Nationals in Public Services are practically based and so health and safety issues are encountered throughout the courses. Learners will develop awareness of the safety of others as well as themselves in all practical activities. Learners will also explore health and safety issues across the public services industry, particularly in Unit 18.
Useful publications
Further copies of this document and related publications can be obtained from: Edexcel Publications Adamsway Mansfield Nottinghamshire NG18 4FN Tel: Fax: Email: 01623 467 467 01623 450 481 publications@linneydirect.com
Related publications include: the current Edexcel publications catalogue and update catalogue Edexcel publications concerning the quality assurance system and the internal and external verification of vocationally-related programmes may be found on the Edexcel website and in the Edexcel publications catalogue.
NB: Most of our publications are priced. There is also a charge for postage and packing. Please check the cost when you order.
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How to obtain National Occupational Standards

The National Occupational Standards Management NVQ at level 4 are currently available from: The Management Standards Centre (MSC) 2 Savoy Court Strand London WC2R 0EZ Tel: Fax: Email: Website: 020 7240 2826 020 7240 2853 management.standards@imgt.org.uk www.management-standards.org
Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory or through customised training at your centre. The support we offer focuses on a range of issues including: planning for the delivery of a new programme planning for assessment and grading developing effective assignments building your team and teamwork skills developing student-centred learning and teaching approaches building key skills into your programme building in effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on the Edexcel website (www.edexcel.org.uk). You can request customised training through the website or by contacting one of our advisers in the Professional Development and Training Team on telephone number 020 7758 5620 to discuss your training needs. The training we provide: is active ideas are developed and applied is designed to be supportive and thought provoking builds on best practice.
Our training will also underpin many areas of the Higher Education Staff Development Agency (HESDA)/FENTO standards for teachers and lecturers working towards them.
Further information
For further information please call Customer Services on 0870 240 9800, or visit our website at www.edexcel.org.uk. 21
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Unit 1:
Learning hours: NQF level 4:
Entry and Enquiry into Public Services

60 BTEC Higher National H1
Description of unit
This unit is designed to help learners to develop the analytical skills required for current and future study. Using a range of research methods, the unit has a practical focus that provides learners with the opportunity to develop the skills required before undertaking small-scale projects. When they undertake small-scale research projects in the field of public services, learners will use both qualitative and quantitative methods of research, including statistical analysis. Information technology should be used for both the research and analysis of data.
Summary of learning outcomes

To achieve this unit a learner must: 1 2 3 4 Examine different research strategies Identify and evaluate a range of research methods with regard to suitability Explore a range of ethical issues which might impact on small-scale research Undertake a small-scale project using a range of qualitative and quantitative methods.
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Content
Strategies Strategies: empirical, intervention/non-intervention, positivist/non-positivist, action research, qualitative, appropriateness
Research methods Primary: researcher ie participant/non-participant, intervention/non-intervention; questionnaire design and application, eg wording, sequence, bias interviews, case study sampling, eg size of sample, response time and rate, manual or computer analysis, judgmental, quota, random, stratified, probability, focus groups, internet surveys, types of interview eg structured/unstructured, in-depth, individual/group, appropriateness; questions eg open/closed, setting up and managing the interview, recording information Secondary: criteria parameters, key words, relevance, validity, sufficiency, currency Types: written eg books, journals, magazines, articles, newspapers, reports, minutes of meetings, transcripts of speeches, theses; audio-visual eg video/audio tapes, diagrams, drawings, charts, tables, films, television; sources eg libraries, internet, CD ROM, government publications, media organisations; record of data techniques, index cards, databases, specialist computer programs, description of content, bibliography Quantitative: measured by scientific techniques; analysis by numerical and statistical methods; coding/values, manual/electronic, specialist software, presentation of data Qualitative: focuses on the interpretations made by individuals within a social setting; interpreting transcripts, coding techniques, categorisation, relationships, trends, use of computers, presentation of data Data: storage, access
Ethical issues Code of ethics: negotiating access, openness of purpose, method and reporting method of research, informed consent Ethical practice: issues of reliability, honesty, access, confidentiality, anonymity, voluntary participation, validity, reliability, authenticity, peer review, research aim, acknowledging sources, plagiarism, data protection, copyright, gender, socially and morally unacceptable material
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Qualitative and quantitative methods Qualitative: small-scale project, a project which is likely to yield useful original findings within the area of study but which is intentionally limited, data collection methods survey, questionnaire, samples, non-response, interview, notes, tape-recording, case study, diaries, observation, logs Secondary: review literature eg books, journals, library search, use of IT; review published data and statistics eg Office for National Statistics; variety of sources eg media, internet; evaluation should include reflection on the conduct of the project itself and recommendations for future activities, further questions which could be asked around the area of original enquiry Quantitative: small-scale project a project which is likely to yield useful original findings within the area of study but which is intentionally limited; analysis first order and second order constructs, category methods, assumptions; hypothesis specification of null and alternative hypotheses; analysis of data dependent and independent variables, compare means, correlation, compare proportions; graphical methods eg bar chart, scatter graph, line graphs, pie charts, tables, distribution graphs, use of IT; written methods eg use of third person, appropriate language
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Outcomes and assessment criteria
Outcomes
Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:
Examine different research strategies
identify a range of different strategies that are employed in research in the public services explain at least four different strategies that are employed in research in the public services analyse four different research strategies used in the public services explain and use primary and secondary methods of research analyse and evaluate appropriate uses of qualitative and quantitative research methods justify methods to be used for the project prepare a code of ethics to be used in an original research project identifying suitability for this particular project provide a rationale for ethical practice in research design a research question undertake a small-scale project using qualitative and quantitative methods justify the use of the chosen methodology formulate a hypothesis and test it using original data analyse the findings and decide whether to accept or reject the hypothesis evaluate the project and make recommendations for future studies
Identify and evaluate a range of research methods with regard to suitability
Explore a range of ethical issues which might impact on small-scale research Undertake a small-scale project using a range of qualitative and quantitative methods
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Guidance
Delivery This unit may be delivered in a number of ways. Centres may wish to consider front loading delivery in the form of an induction. It may also be integrated with the delivery of other modules. In order to provide learners with the opportunity to progress to Unit 6: Independent Research into the Public Services in the second year of study, this unit will need to be completed within the first year. Delivery methods should include lectures, discussions, practical workshops, IT workshops, individual tutorials, project supervision and group tutorials. Peer review should be used as a strategy in order to give learners practical experience of research practices. Assessment Most of the evidence for the outcomes will be generated through the preparation for and completion of the project. The project should be relevant to the public services sector and designed to yield useful findings. Assessment should focus primarily on the practical applications of techniques. The project which must be agreed with the learners should be designed to facilitate the practical applications and should therefore remain uncomplicated in design. Learners should apply statistical techniques either manually or by using a computer application. Links This unit can be linked successfully with: Unit 3: Financial Resources in Public Services Unit 4: Management of Health and Safety in Public Services Unit 6: Independent Research into the Public Services Unit 8: Psychology and Human Behaviour Unit 9: Equal Opportunities Unit 11: Stress Management in the Public Services.
Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: when learners are exploring a range of issues which might impact on their research social and cultural: when learners are exploring a range of social and cultural issues which might impact on their research.
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Delivery of this unit can also raise learners awareness of, environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: environmental issues: when learners are undertaking a small scale project involving environmental issues health and safety: when learners are undertaking a small scale project involving health and safety issues European developments: when learners are undertaking a small scale project involving European issues.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners will need access to a library with a variety of texts and journals associated with their project, as well as access to the internet and the relevant software applications. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. Bell J Doing your Research Project (Open University Press, 1993) ISBN 0335190944 May T Social Research: Issues, Methods and Process (Open University Press, 2001) ISBN 0335206123 Robson C Real World Research: A Resource for Social Scientists and Practitionerresearchers (Regional Surveys of the world) (Blackwell, 2001) ISBN 0631213058
Websites Websites that support the development of this unit include those of public services associations and employers. The following may be useful: Office for National Statistics www.ons.gov.uk Learners should use information obtained from the internet with caution. Not all the information found in web pages can be verified.
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Unit 2:
Managing People in Public Services

Description of unit
This unit focuses on the principles of management appropriate to management of people and team leadership within public services. It offers the opportunity to explore the management skills and techniques required to work effectively within the public services sector. The unit explores organisational structures and cultures commonly found within public services, emphasising the importance of people as a key resource. It sets this resource within the context of employment legislation and processes. Finally, the unit explores the concept of leadership within a management context and the need for different approaches and management skills, according to the context and personnel involved.

To achieve this unit a learner must: 1 2 3 4 Examine the structure and culture of a public service Investigate a range of management models appropriate to management of staff in a public service Examine how a public service handles human resources in terms of people and processes Examine the nature of leadership and the use of multi-disciplinary aspects in public services.
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Content
Structure and culture Public services: central and local government, Army, Royal Navy, Royal Marines, Royal Air Force, Police, Emergency Fire Services, Her Majestys Prison Services (HMPS), Youth Justice sector Structure: types of organisational structures, the typical public service hierarchical structure, communications and issues, span of control Culture: history, tradition and culture in the public services, use of humour, attitudes towards customers, institutional attitudes, perceptions of public services, custom and practice, development of culture in uniformed and non-uniformed public services eg employment and integration of women
Management models Approaches: the scientific approach, behavioural approach, management science approach, systems approach, contingency approach Techniques: management by objectives, management by exception, golden rule management, management by consensus, scientific management, work study, the balance between autocracy and democracy Issues: managers born or trained? The rights of managers and rights of workers, psychometric testing, motivation theories
People and processes People: the human resource function in a range of uniformed and non-uniformed public services organisations, attitudes of staff to human resourcing Processes: selection procedures, consultative procedures, Joint Consultative Committees, disciplinary, grievance and dispute procedures, principles and practice, role of trade union/ staff association, relationships between the manager and staff representatives, the nature of representation, differences between uniformed and non-uniformed public services Legislation: Employment Protection Acts, Equal Opportunity legislation, Health and Safety at Work Act 1974, Trade Union legislation, industrial tribunals
Leadership Leadership: leadership styles in the public services eg laissez-faire, dictatorial, consultative, autocratic, the value of choice of leadership style, measurement of leadership style, difference in leadership styles between uniformed and non-uniformed public services Teams: multi-disciplinary bodies, the need for a multi-disciplinary approach, lead bodies in a complex environment, resolution of conflicting needs
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Outcomes
Examine the structure and culture of a public service
present a critical analysis of the organisational structure relative to a public service of their choice analyse the general culture of a public service related to its history and development evaluate at least three different recognised management models used in three public services analyse the personal qualities and training required which enable good management in the public services summarise the basic principles of human resource management including relevant legislation analyse examples of disciplinary and grievance procedures, their purpose and practice within a given public service evaluate the role of trades unions or staff associations within a given public service analyse at least four different styles of leadership appropriate to managing within a public service evaluate the need for a multi-disciplinary approach within a public service and describe how this can be achieved
Investigate a range of management models appropriate to management of staff in a public service
Examine how a public service handles human resources in terms of people and processes
4 Examine the nature of leadership and the use of multi-disciplinary aspects in public services
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Guidance
Delivery Discussion groups may be useful in generating avenues of discovery. Variety in delivery can be achieved by the use of role-play in suitable areas of the unit. The learners own critical appraisal is central to the achievement of the learning outcomes and the delivery of the unit should encourage an investigative approach. Assessment Evidence of outcomes may be in the form of any of the following: an investigation into a public service organisation: its structure, culture, history and development a critical appraisal of investigated models of management an investigation into the personal qualities and potential training requirements of a manager in a public service assessed role-play of both management and staff associations in such processes as disciplinary hearings, grievance procedures, counselling interviews learner-led seminars on leadership styles appropriate to public services written assignment evaluating the use of multi-disciplinary teams.
It is recommended that assessment criteria are combined into one or two written or orally presented assignments. Links This unit can be linked successfully with, and provides an introduction to, human resource issues within public services, which may be explored further in Unit 10: Human Resources in the Public Services. It also complements Unit 8: Psychology and Human Behaviour, Unit 9: Equal Opportunities, Unit 11: Stress Management in the Public Services, Unit 16: Managing Disaster and Unit 18: Managing Physical Activity. Other management issues are examined in Unit 3: Financial Resources in Public Services and Unit 4: Management of Health and Safety in Public Services and Unit 17: Activity Management. This unit also relates directly to units in the NVQ level 4 in Management, particularly: Unit A4: Contribute to improvements at work Unit C5: Develop productive working relationships Unit C8: Select personnel for activities Unit C10: Develop teams and individuals to enhance performance Unit C15: Respond to poor performance in your team.
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Links to wider curriculum Delivery of this unit can contribute to the learners understanding of spiritual, moral, ethical, social and cultural issues in the following ways: spiritual: when learners are discussing history, tradition and culture in the public services moral and ethical: when learners are investigating the use of management models social and cultural: when learners are examining how a public service handles its human resources in terms of people and processes.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Written resource material can be found in library texts such as those listed below. It would be useful to include visits from speakers from human resource management, trades unions, managers in public services and representatives of other organisations interacting with a given public service eg a health service, magisterial or risk management expert. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. Huczynski A and Buchanan D Organisational Behaviour: An Introductory Text (Prentice Hall, Oxford, 1999) ISBN 0877781265 Mullins L J Management and Organisational Behaviour 5th Ed (Financial Times/Pitman Publishing, London, 2001) ISBN 0273651471 Tyson S and York A Human Resource Management Made Simple 3rd Ed (ButterworthHeinemann, Oxford, 1996) ISBN 0750620390 Tyson S and York A The Essence of Organisational Behaviour (Prentice Hall International (UK) Ltd, Exeter, 1992) ISBN 0132848376 Advisory Conciliation and Arbitration Services Articles and statistics Bi-monthly journal of the Chartered Institute of Personnel and Development Chartered Institute of Personnel and Development website with a range of learning resources Commission for Racial Equality Disability Rights Commission Employment questions and answers Equal Opportunities Commission Health and Safety Executive www.acas.org.uk www.personneltoday.com www.peoplemanagement.co.uk www.cipd.co.uk
Websites
www.cre.org.uk www.drc.gb.org.uk www.compactlaw.co.uk www.eoc.org.uk www.hse.gov.uk
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Link to news items and reports Up to date intelligence on employment issues (Incomes Data Services)
www.guardian.co.uk www.incomesdata.co.uk
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Unit 3:
Financial Resources in Public Services

Description of unit
The aim of this unit is to introduce learners to the issue of funding and its importance to public service organisations, as well as the financial constraints placed on public service organisations. It is a broad-based unit providing a general overview of funding sources, and the issues which influence funding. Learners will examine the sources of finance and learn how to interpret and use financial information in the day-to-day management of public service organisations. The unit will develop the learners abilities to identify sources of financial information and how these can be used in the decision-making process. Learners will examine financial control within the services and how the external influences and requirements for financial accountability are managed. The unit also equips learners with an understanding of the political context in which public service organisations must function. This will involve an evaluation of the impacts of the external operating environment and the need to adopt organisational strategies to ensure effective service delivery. Additionally, it provides for the development of a solid base for understanding how public service organisations operate. This can be built on in other units.

To achieve this unit a learner must: 1 2 3 4 Examine the sources of finance available to public service organisations Investigate the use of financial information within a variety of differing public service organisations Investigate the impact of external influences on the day-to-day financial management of public services Examine the levels of financial accountability, which regulate the provision of public services.
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Content
Sources of finance Financial: definition, uses, purpose Government: central government grants, direct central government funding, departmental budgets, voted money, specific grants Local authority: local authority finance eg Standard Spending Assessment, fees and charges, precepts and European funding, local taxation eg Community Charge and the Uniform Business Rate Private sector: contract income, Private Finance Initiative Budgets: economic stability, central government budgetary cycle, funding levels, service provision, annual reviews, policy reviews, councillors and officers Benefits/limitations: management structure, local democracy, policy initiatives, strategic planning, financial control, standing orders, levels of accountability, capping levels, ultra vires Impact: corporate plan, decision-making process, management team, service levels, decentralisation, allocation of resources, European funding
Financial information Financial information: published budgets, annual reports, statistical returns, internal accounts, performance indicators, financial records, financial regulations Audit: right of inspection, external monitoring reports, District Auditor, Local Government Ombudsman, National Audit Office, National Audit Commission Purpose/uses: regulatory framework, legal requirements, disclosure of interest, performance measurement
External influences Political environment: national/regional/local politics, central government policies and departmental initiatives Public: public opinion, media, client groups, professional associations, trade unions, pressure groups Issues: value for money, best value, privatisation, contracting out and Public and Private Partnership, accountability
Financial accountability Budgets: capital, revenue, incremental, rational and zero-based Accountability: financial reporting, managerial, performance analysis and internal audit
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Outcomes
Examine the sources of finance available to public service organisations
describe the major sources of finance available to public service organisations identify and discuss the benefits and limitations of sources of finance on organisational performance assess the future impact of funding levels on the decision-making processes within two public service organisations explain the purpose and use of different forms of financial information explain the legal and regulatory influences on the production of financial information compare and contrast financial information for two public service organisations comprehensively review all the external influences which could impact upon the financial management of public services critically evaluate the range of current financial initiatives available to support service levels within three public service organisations define the different types of budgets, their purpose and use explain the importance of financial reporting and the need for managerial responsibility in order to ensure the effective use of financial resources analyse the different types of performance analysis used to assess levels of service delivery in public service organisations
Investigate the use of financial information within a variety of differing public service organisations
Investigate the impact of external influences on the day-to-day financial management of public services Examine the levels of financial accountability, which regulate the provision of public services
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Guidance
Delivery Learners should be exposed to a variety of real problems or case studies to gain knowledge of different aspects of financial management. Role-plays can be used to enable learners to understand the difficulties surrounding the provision of services to client groups within constantly changing political and financial constraints. Learners will need to gain an understanding of the political environment in which public service organisations operate, and will need to be able to identify the external pressures and constraints placed upon their operations. They are not required, in this unit, to actually construct financial reports or carry out auditing practices and procedures. Assessment Evidence of outcomes may be in the form of written or oral assignments. Evidence is likely to be produced at outcome level although opportunities exist for covering more than one outcome in an assignment. Evidence of outcomes may be in the form of any of the following: an investigation into a specific public service organisation: its sources of finance, published budgets, external influences and levels of accountability assessed role playing of the financial management and decision-making processes associated with the preparation of an annual budget for a public service organisation an individual or group-written assignment based around investigations of real problems or case-study materials learner-led discussions on financial information and accountability appropriate to public services a critical appraisal of investigated models of financial management within public sector organisations.
Learners will need to analyse financial information from a variety of public services to assess the present political climate and the impact of government policies and initiatives. Learners must investigate how public service organisations interact with the external environment. Links This unit can be linked successfully with Unit 1: Entry and Enquiry into Public Services, Unit 2: Managing People in Public Service, Unit 5: Government and the Public Services and Unit 6: Independent Research into the Public Services. This unit also relates directly to units in the NVQ level 4 in Management, particularly: Unit B3: Manage the use of financial resources Unit D4: Provide information to support decision making.
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Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral and ethical issues in the following ways: moral and ethical: when learners are discussing financial accountability of the public services
Delivery of this unit can also raise learners awareness of European developments consistent with relevant international agreements in the following ways: European developments: when learners are examining the sources of finance available to public service organisations.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners should have access to a learning resource centre with a good range of financial and political texts. Journals, newspapers, annual reports and government statistics should support the texts. Tutors will need to ensure that learners have up-to-date information about funding levels, government policies and local initiatives. Learners should obtain published financial reports from individual public service organisations and central government departments. Much of the information required is also published via the internet. Government quangos, monitoring bodies, professional bodies, trade unions and pressure groups can be useful sources of information. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. This is a practical unit and textbook materials should be used for reference purposes only. There is a range of general textbooks that relate to this unit, including the following. Blake R and Mouton J The Managerial Grid 3 (Gulf Publishing, 1994) ISBN 0884152529 Blundell B and Murdock A Managing in the Public Sector (Butterworth-Heinemann, 1995) ISBN 0750621958 Castles F G Comparative Public Policy: Patterns of Post-War Transformation (Edward Elgar Publishing, 1999) ISBN 1858988233 Chapman D and Cowdell T New Public Sector Marketing (FT Prentice Hill, 1998) ISBN 0273623478 Colebatch H K Policy (Open University Press, 2002) ISBN 0335209718 Day P and Klien R Accountabilities: Five Public Services (Tavistock, 1987) ISBN 0422793507 Flynn N Public Sector Management (Prentice Hall, 2001) ISBN 0273646346 Harrison M Principles of Operation Management (FT Prentice Hall, 1998) ISBN 0273614509 Hill T Essence of Operations Management (Prentice Hall, 1993) ISBN 0132848457
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Hill M The Policy Process in the Modern State (Prentice Hall, Europe, 1997) ISBN 0132692260 Issac-Henry et al Management in the Public Sector: Challenge and Change (Thomson, 1996) ISBN 0412737507 Jones B and Pendlebury M Public Sector Accounting (Prentice Hall, 2000) ISBN 0273646265 Lucey T Management Information Systems (Continuum International, 2001) ISBN 0826454070 Mallabar N Local Government Administration (Business Education Publishers Limited, 1991) ISBN 0907679382 Pinches G Essentials of Financial Management (Longman, 1995) ISBN 06739820X Pye K and Yates R British Politics Ideas and Concepts (Nelson Thornes, 1990) ISBN 074870227X Ranson S and Stewart J Management for the Public Domain (Macmillan, 1994) ISBN 0333495578 Walsh K Public Services and Market Mechanisms (Macmillan Press, 1995) ISBN 033358807X
Websites Websites that support the unit include those of public services associations and employers. Audit Commission Home Office Institute for Public Policy Research Metropolitan Police Her Majestys Prison Service Stationery Office This is Britain (80 local newspapers) www.audit-commission.gov.uk www.homeoffice.gov.uk www.ippr.org.uk www.met.police.uk www.hmprisonservice.gov.uk www.official-documents.uk www.thisisbritain.co.uk
Learners should use information obtained from the internet with caution. Not all the information found in web pages can be verified.
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Unit 4:
Management of Health and Safety in Public Services

Description of unit
This unit will raise awareness of health and safety and its role within public services. It is important for learners to identify and understand the different health and safety requirements in the various public service organisations. The unit will allow learners to examine relevant legislation and understand the responsibilities placed on individuals and organisations. Learners will apply their knowledge and understanding by undertaking risk assessment and proposing strategies for accident prevention.

To achieve this unit a learner must: 1 2 3 4 Examine the importance of the management of health and safety in public service organisations Review relevant legislation and evaluate its role in a named public service Apply the legislation in practice by undertaking risk assessment in a named public service Propose strategies for health and safety and accident prevention in a named public service.
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Content
Public service organisations Public service organisation: eg central and local government, Army, Royal Navy, Royal Marines, Royal Air Force, Police, Emergency Fire Services, Her Majesties Prison Service, Youth Justice sector Importance: legislative requirements, ethical and moral considerations, financial matters, provision of a safe working environment for all employees, visitors and contractors: identification of risks and taking appropriate steps to reduce the risk of injury and ill health, managing safety more effectively, contribution to the overall safety of the organisation
Legislation Legislation: purpose, use, employee duties, co-operation, purpose and role of safety representatives, safety committees; implications for non-employees, temporary workers, controllers of premises Regulatory instruments: the Health and Safety at Work Act 1974, the Management of Health and Safety at Work Regulations 1999; The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR); HSG65 Successful Health and Safety Management; role of the Health and Safety Executive, Factory Inspectorate, Local Authority Inspections, national and local policies, the Institute of Occupational Health and Safety (IOSH) Consequences: eg accidents, injuries, incidence rates, epidemiological analysis, accident investigation, investigation procedures, interviews, compensation, working days lost, changes in the working environment Policies: health and safety policy, organising workplace precautions, planning and implementation, measuring performance, reviewing performance, audit procedures for health and safety performance Responsibilities: individuals, organisations, shared, roles, documents, procedures, costs
Risk assessment Risk assessment: definition, types, hazards, risks, risk control, workplace precautions, working safely, risk control hierarchy, risk control systems, risk reduction, documentation, inventories, recording risk assessments, audit procedures Responsibility: civil and criminal eg reasonable care, negligence, levels of duty, personal competence, training, senior management, line managers, supervisors, trained employees, procedures, assessing risks, audit; outcomes eg penalties Methodology: inside, outdoors, specific regulations, methods of documentation, action plans
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Accident prevention Prevention: specialist knowledge, creative thinking, planning, co-ordinating, what/when/ where/why/who, common factors, solutions, safe systems of work, permits to work, Personal Protective Equipment (PPE), active monitoring, checklists Definition: eg fatality, major injury, minor injury, ill health, damage to property, near miss, hazard, environment, production loss or increased liabilities Incidents: definition, attention scale, planning and prevention, relationship to accident, risk rating, likelihood, severity, calculating risk Investigations: types, purposes, uses, investigation procedures, human factors, observation and recording, site visits, interviewing, establishing rapport, recording interviews, drafting reports, designing remedial actions, giving feedback
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Outcomes
Examine the importance of the management of health and safety in public service organisations Review relevant legislation and evaluate its role in a named public service
explain the importance of managing health and safety in at least two contrasting public services ie, one uniformed, one non-uniformed explain the function of the Health and Safety Executive evaluate the importance of health and safety legislation investigate and evaluate the cost to a public service of accidents, injuries and compensation explain the roles of individuals and organisations in relation to the duty of care undertake risk management assess correctly a given risk evaluate the implications with regard to a public service respond to the outcomes using the correct documentation for a specified public service assess accident prevention in relation to health, injury, property, the environment and lost working days for a public service prepare a strategy for health, safety and accident prevention in a public service describe in detail how incidents can be investigated
Apply the legislation in practice by undertaking risk assessment in a named public service
Propose strategies for health and safety and accident prevention in a named public service
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Guidance
Delivery This unit can be delivered in a variety of ways. Case studies, videos, role-plays, student-centred learning and live data, can all be used to enhance the delivery and student learning within this unit. This approach can be applied to all the outcomes of the unit. Assessment Evidence of outcomes may be in the form of the following: a learner pack, which would involve the learner investigating the relevant legislation and answering set questions and liaising with a public service department in order to understand local policies and procedures an investigation into a public service organisation, its policies, procedures and roles and responsibilities an investigation into a major incident involving health and safety issues and the resulting enquiry a group assignment which would include a risk assessment of a given location.
Links This unit can be linked successfully with Unit 1: Entry and Enquiry into Public Services, Unit 2: Managing People in Public Services, Unit 9: Equal Opportunities, Unit 10: Human Resources in the Public Services, Unit 11: Stress Management in the Public Services, Unit 16: Managing Disaster and Unit 17: Activity Management. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: when learners are examining the importance of the management of health and safety in public service organisations social and cultural: when learners are discussing the roles of individuals in health and safety.
Delivery of this unit can also raise learners awareness of, environmental issues and health and safety considerations in the following ways: environmental issues: when learners are assessing accident prevention in relation to the environment health and safety: when learners are discussing health and safety legislation throughout the entire unit.
Mapping of wider curriculum opportunities is provided in Annex C.
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Resources Companies such as Video Arts (www.videoarts.com), and local enterprise centres provide a variety of videos, which may assist in covering the topics. Public service websites are useful in providing information and case studies. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. There are a large number of textbooks and publications, which cover the unit content. Examples are: Chandler P An A-Z of Health and Safety Law (Kogan Page, 1999) ISBN 0749430680 McGuiness P and Smith L Health and Safety Handbook: A One-Step Guide for Managers: Practical Handbook Series (Spiro Press, 1999) ISBN 1858355907 Health and Safety Executive Essentials of Health and Safety at Work: Guidance Booklet (HSE, 1994) ISBN 071760716X
Booklets
Websites Websites that support the development of this unit include those of public services associations and employers. The following may also be useful: Chartered Institute of Environmental Health Health and Safety Executive Information on radiation and waste safety International Atomic Energy Agency International Commission on Non-Ionising Radiation Protection NIOSH National Institute for Occupational Safety and Health Nuclear Energy Agency Radiation Safety The International Commission on Radiological Protection World Health Organisation www.cieh.org.uk www.hse.gov.uk/hsehome.htm www.iaea.org/ns/resanet/index.html www.iaea.org www.icnirp.de www.cdc.gov/niosh/homepage.html www.nea.fr/web.html www.radiation.org.uk www.icrp.org www.who.int
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Unit 5:
Government and the Public Services

Description of unit
This unit has been designed to provide learners with an understanding of governmental structures, and the associated legislative and policy-making powers. It examines this at various levels of governmental authority, ranging from the European Union through national and regional authorities to local government. Learners will examine public policy making and current political issues. The unit will place these within the context of macroeconomic policy objectives, and the instruments for achieving them. Learners will also focus on local and regional policies which affect public service organisations.

To achieve this unit a learner must: 1 2 3 4 Investigate various levels of governmental structure and their powers Evaluate public policy-making at national government level and its impact on public service organisations Evaluate the implications of macroeconomic policy for public sector funding Examine local and regional economic policies and evaluate their effects on public service organisations.
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Content
Levels of governmental structure Institutions: European, national, regional, local government Responsibilities: European, national, regional, local government Issues: co-operation and conflict, democratic mandates, democratic deficit, subsidiarity
Public policy-making Government decisions: political pressure, pressure groups eg trade unions; key media pressure concerning public policy, parliamentary process, lobby impact, ideology and policy, civil service, spending rounds Impact on public services: financial, organisational, short term, long term, medium term, implications of sector related public policy for the funding of selected public sector industries eg Emergency Fire Services, Bain Report
Macroeconomic policy Policy objectives: economic growth, balance of payments stability, full employment, price stability, budget balance eg meeting Euro convergence criteria; policy tradeoffs Instruments: fiscal policy eg boost to NHS; monetary policy eg exchange rates, interest rates in collaboration with Bank of England Effects: short-term, medium-term, long-term Implications for public sector organisations: budgetary stability; trend towards Private Finance Initiatives (PFI) eg hospitals, London Underground, schools; impact on planning horizons
Local and regional economic policies Policy: local, regional, urban, rural, inner city Agencies: regional development agencies, regional government offices, regional chambers of commerce, local authorities, Training and Enterprise Councils, development agencies, other agencies Programmes: European Social Fund, European Regional Development Fund, other programmes eg Education and Learning Wales (ELWa) Public services: relationship with other agencies, role in policies and programmes, impact on operations
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Outcomes
Investigate various levels of governmental structure and their powers
demonstrate four levels of governmental authority analyse responsibilities and roles at each level analyse the differences between the powers and authority of each level, with particular regard to public services analyse the impact of public policy on the work of three selected government departments analyse the impact of public policy on three elected public service organisations explain the main principles of macroeconomic policy explain the effect of instruments on achievement of policy goals analyse the short- and long-term effects of policy decisions evaluate the effectiveness of policy instruments for achieving economic objectives in the United Kingdom analyse two local, and one regional economic policy objectives explain the processes and agencies involved evaluate the impact of local/regional economic policy on a public service organisation at both regional and local level
Evaluate public policymaking at national government level and its impact on public service organisations Evaluate the implications of macroeconomic policy for public sector funding
Examine local and regional economic policies and evaluate their effects on public service organisations
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Guidance
Delivery This unit can be delivered in a variety of ways: case studies, videos, student-centred learning and live data can all be used to enhance the delivery and learning within this unit. Assessment Evidence of outcomes may be in the form of the following: a learner pack which would involve the learner investigating the relevant government structures and policies an investigation into the impact of structures and policies on public service organisations case studies evaluating the effects of structures and policies on public service organisations.
Links This unit can be linked successfully with Unit 3: Financial Resources in Public Services and Unit 12: Global Socio-Political Issues. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: when learners are discussing public policy making social and cultural: when learners are examining local and regional economic policies.
Delivery of this unit can also raise learners awareness of European developments consistent with relevant international agreements in the following ways: European developments: when discussing for example the European Social Fund and the European Regional Development Fund.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Sufficient library resources and access to public services must be available to enable learners to achieve this unit. Texts should be supported by the use of broadsheet newspapers and political journals. Appropriate television and radio programmes should also used where possible. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. Griffiths A and Wall S Applied Economics 9th Ed (FT Prentice Hal1, 2001) ISBN 0273651528
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Myers D, Maunder P, Wall N Economics Explained (Harper Collins, 2000) ISBN 0003277585 Stiglitz J and Walsh C Economics (WW Norton and Company Ltd, 2003) ISBN 0393977585
Websites Websites that support the development of this unit include those of public services associations and employers. The following may be useful: Bank of England Financial Times Office for National Statistics Policies of the European Union Sociology Update www.bankofengland.co.uk www.ft.com www.statistics.gov.uk http://europa.eu.int www.updates.co.uk
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Unit 6:
Independent Research into the Public Services

Description of unit
This unit is designed to allow learners to progress from the skills and techniques acquired in Unit 1: Entry and Enquiry into Public Services. The unit allows learners to undertake a detailed study into an area of personal interest within the public services sector, such as the current culture and operation and the issues which impact strongly on the service. The study should use both primary and secondary sources of information, and should be an exploration of a current major issue facing a service. The study undertaken should build on knowledge, skills and understanding achieved in other units. Tutor approval should be sought before commencing study.

To achieve this unit a learner must: 1 2 3 4 Prepare a research proposal relating to a specified area of the public services Carry out the research project into a specified area of the public services Conduct research using primary and secondary sources of information Present and evaluate the findings with regard to the initial proposal.
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Content
Research proposal Hypothesis: definition, suitability, skills and knowledge to be gained, aims, objectives, terms of reference, duration Methodology: choice and rationale in terms of the research question or hypothesis Action plan: activities, task dates, review dates, monitoring/reviewing process, strategy
Research project Preparation: identifying ideas/topics/areas of investigation, research question(s), scope and feasibility, hypothesis, literature search, agreeing the process, action plan, timetable and procedure, monitoring and revision Methodology: literature search eg library, internet, sector data sources; pure and applied research, developmental, longitudinal, survey, case study, action research, research and development, concepts and theories, terminology, validity and reliability, primary and secondary research Qualitative data analysis: application interpreting transcripts, coding techniques, categorisation, relationships, trends, use of computers; presentation of data Quantitative data analysis: use of coding/values, manual/electronic methods, specialist software; presentation of data eg, bar/pie charts, graphs, statistical tables, comparison of variables, trends, forecasting
Primary and secondary sources Primary: questionnaires type, layout, distribution, data gathered by original research by the learner; itineraries types, bias, selecting, interviews, heading and verification, time, place, style, codes of ethics Secondary: books, journals, library search, use of IT, internet, media
Present and evaluate Presentation: accepted written report format, by viva voce or oral presentation, written report, diagrammatic or graphical figures Criteria: purpose, editing, format, sequencing success Methodology: critiques of the methods used in the study Critically analyse: evidence of the findings Recommendations: recommendations for the future conduct of the service chosen Areas for future research: any further areas for study, which the project has identified Presentation: IT, audio, visual aids, time, pace, delivery Evaluation: planning, objectives, focus, benefits, difficulties
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Outcomes
Prepare a research proposal relating to a specified area of the public services
identify a research question or hypothesis and justify choice state the chosen methodology and justify it in terms of the research question prepare an action plan with target dates and methods for monitoring and updating prepare the research project and agree process and action plan with supervisor monitor and revise schedule when required collect and review data using appropriate methods, including primary and secondary research techniques analyse and interpret appropriate qualitative and quantitative data review the literature and other secondary sources used relating to the proposal chosen undertake primary research relating to the proposal devise a code of ethics for the conduct of the study describe and justify the chosen methodology present and summarise the findings using suitable methods evaluate the methodology used and critically analyse the findings propose recommendations based on the findings which identify and justify areas for future research
Carry out the research project into a specified area of the public services
3 Conduct research using primary and secondary sources of information 4 Present and evaluate the findings with regard to the initial proposal
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Guidance
Delivery Relevant formal delivery for this unit should have been given in Unit 1: Entry and Enquiry into Public Services. It is therefore, envisaged that most of the delivery for this unit will be in workshops, discussion groups, group tutorials and individual tutorials. A programme of individual tutorial support sessions should be scheduled. It is also recommended that learners establish a system of peer review and support to provide all parties with the opportunity to exercise sound critical judgements on the studies provided. Assessment Evidence for this unit should be generated through a written assignment/report, demonstrating a sound understanding of research methods and protocol. The study should show evidence of both primary and secondary research. It should look at the present day and the current culture and operation of the service, with a view on the issues which impact most strongly on the service. There should be an appreciation of historical events which impact most strongly on current structure and operations. Learners will need to demonstrate the ability to work independently, and to provide evidence of an individual approach in the finished work. Learners will require close supervision and organised tutor support in order to design a study which is realistic, achievable and economically viable within the scope of the unit. The tutors approval should be given before learners start the study. Links Learners should have successfully achieved Unit 1: Entry and Enquiry into Public Services, before commencing this unit. The unit also links with Unit 3: Financial Resources in Public Services. This unit offers learners the opportunity to develop their interest in a particular service and links may be established with all other units on the programme. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: could be covered when learners are carrying out their research project social and cultural: could be covered when learners are carrying out their research project.
Delivery of this unit can also raise learners awareness of, environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: environmental issues: could be covered when learners are carrying out their research project health and safety: could be covered when learners are carrying out their research project European developments: could be covered when learners are carrying out their research project.
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Resources Tutors will need to establish availability of the required resources to support the independent study before allowing the learner to proceed with the proposal. Where learners are engaged in primary research, the tutor must check that access has been negotiated and that ethical research procedures are being followed. Learners should have access to IT and to appropriate public service professionals for example Police, Fire Service, Ambulance Service, Armed Services or Local Government. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and should use the latest editions where available. Relevant books must be made available, for example. Bell J Doing your Research Project (Open University Press, 1993) ISBN 0335190944 Lock D Project Management (Gower Publications, 2000) ISBN 056608225X Robson C Real World Research: A Resource for Social Scientists and Practitionerresearchers (Regional Surveys of the world) (Blackwell, 2001) ISBN 0631213058
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Unit 7:
Sociological Aspect of the Public Services

Description of unit
The aim of this unit is to develop awareness of the influences society has on individuals and groups, and to focus on learners abilities to make decisions for themselves. Learners will examine structural influences and their impact on individuals and groups. This will enable them to apply this knowledge to public service organisations. The unit will involve an evaluation of how social structures impact on individual agencies. It will develop learners understanding of how workplace cultures can influence employees and service delivery.

To achieve this unit a learner must: 1 2 3 Examine the social development of individuals and groups Examine the construction of a range of social structures in society Investigate public service cultures and critically assess how they influence service delivery.
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Content
Individuals and groups Individuals: conscious and self-conscious thinking actors, agency, reflexivity, and the ability of the individual to influence outcomes; compliance, negotiation and deviancy Groups/cultures: special structure, the alloy of structure and agency through which individuals form the norms, values and rules in a group; rewards and sanctions that groups use to pressure actors to conform and the choices actors must make; does culture stand still? Structural influences: nature and nurture; childhood, family and environment; education and paid work; consumption and leisure activities Public services: structure, types of organisational structures, the typical public service and practice
Social structures Cultural: nationality, ethnicity, religion, age, wealth/class, divisions The family: nuclear, extended, single parent, fostering, orphans Sexualities: bisexual, celibate, heterosexual, lesbian/gay, transsexual, transvestite Gender: the social construction of masculinity and femininity; feminism and patriarchy, divisions
Public service cultures Working cultures: the development and implementation of formal and informal cultural norms, values and rules in the workplace Influences: formal and informal culture in the public services eg cop or canteen culture; Police Federation, fire brigades union, institutional racism and the outcome for ethnic minority communities, stereotyping, sexism and homophobia and the outcome for youth and other groups, Home Office targets for recruitment of ethnic minorities and females, community policing and reactive fast response policing, tradition, honour, inter-service rivalry
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Outcomes
Examine the social development of individuals and groups Examine the construction of a range of social structures in society Investigate public service cultures and critically assess how they influence service delivery
analyse how structure and agency impact on the social development of individuals evaluate the social construction of groups evaluate major structural social divisions in society analyse how the individual can react to social structures evaluate how public service cultures develop critically assess how public service cultures impact on the service and delivery in at least one public service
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Guidance
Delivery Whenever possible, the links between academic theory and real outcomes for the individual in society should be examined. One way of doing this would be to trace, through a series of case studies, how society influences the individual and their behaviour. In particular, it is hoped that considerable emphasis will be placed on the choices that individuals can make when they are confronted by cultural influences in their day-to-day living and at work. The delivery of the unit should encourage an investigative approach in order to facilitate the learning process. Relevant television and radio programmes, videos, role-plays, individual tutorials, discussion groups, group tutorials, live data and direct consultation with appropriate sections of public services may also prove to be useful in generating avenues of discovery. Learners will need to gain an understanding of the political, economic, social and structural influences under which public service organisations are required to operate, and they will need to identify their impact on individuals and groups. Visits to relevant public services should be used to underwrite the reality of political and economic influences on the delivery of public services. Visiting speakers can also be used to forge links with appropriate public services in order to widen participation in the learning process. Assessment Evidence of outcomes could be in the form of written assignments or projects. The assignments could be based on real issues or case studies. Learning and assessments can be across units, at unit level or at outcome level. Evidence could be at outcome level although opportunities exist for covering more than one outcome in an assignment. Evidence of outcomes may be in the form of the following: a learner pack, which would involve the learner investigating the social development of individuals and groups and which would focus on the availability of individuals to make decisions for themselves an investigation into structural influences and their impact on individuals and groups role-plays and structured critiques identifying and evaluating the construction of a range of social cultures in society a group assignment, which would involve learners investigating public service cultures and their impact on service delivery analyses and evaluative reports resulting from reflective practices and self-assessment to identify the influences on individuals and groups case studies on the Home Office targets for recruitment, community policing and reactive fast response policing research into chosen fields of public service cultures assessing, analysing and comparing formal and informal cultural norms, values and rules in the workplace.
Links This unit can be linked successfully with Unit 9: Equal Opportunities, Unit 14: Criminology and Safer Communities and Unit 15: Justice and Punishment. 64
Links to wider curriculum Delivery of this unit can contribute to the learners understanding of spiritual, moral, ethical, social and cultural issues in the following ways: spiritual: when learners are discussing the social development of individuals and groups moral and ethical: when learners are discussing social structures social and cultural: when learners are discussing the social development of individuals and groups and public service culture.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Sufficient library resources and access to the public services must be available to enable learners to achieve this unit. Texts should be supported by use of broadsheet newspapers and political journals. Television and radio programmes should also be used where appropriate. Support materials General literature Bilton T et al Introductory Sociology 4th Ed (Macmillan, 2002) ISBN 0333945719 Giddens A Sociology (Polity, 2001) ISBN 0745623115 Marsh I et al Making Sense of Society: Introduction to Sociology (Longman, 1996) ISBN 0582228956
Service specific Dawson G Soldier Heroes (Routledge, 1994) ISBN 0415088828 Graef R Talking Blues (Harper Collins, 1989) ISBN 0002724367 Macpherson W The Stephen Lawrence Inquiry (The Stationery Office, 1999) ISBN 0101426240 Young M An Inside Job: Policing and Police Culture in Britain (Open University Press, 1991) ISBN 019825296X
More specialised Collinson D L and Hearn J (eds) Men as Managers, Managers as Men: Critical Perspectives on Men, Masculinities and Management (Sage, 1996) ISBN 0803989296 Cockburn C and Campling J In the Way of Women: Mens Resistance to Sex Equality in Organisations (Macmillan, 1991) ISBN 0333549120 Donald J and Rattansi A Race Culture and Difference (Sage, 1992) ISBN 0803985800 Hearn J The Violences of Men: How Men Talk About and How Agencies Respond to Mens Violence to Known Women (Sage, 1998) ISBN 0803979401 HMI Equality and Fairness in the Fire Service: A Thematic Review by HM Fire Service Inspectorate (Home Office, 1999) Walby S Theorising Patriarchy (Blackwell, 1990) ISBN 0631147691
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Websites Public service associations and employers websites would be useful for this unit. Sociology websites such as www.socresonline.org.uk provide many current debates on cultural influences including public service cultures, particularly those involving racism and sexism. All UK legislation/publications online American Psychology Association Association of Police Authorities Central Police Training & Development Agency Central Office of Information Commission for Racial Equality Devon College Libraries Psychology Directory of Emergency Services Equal Opportunities Commission Government Information/Communication Service HM Prison Service Home Office Directorates & Lists Home Office Research & Statistics Directorate Information on local police forces Institute of Occupational Safety and Health Keeping children safe on the internet Metropolitan Police Service National Drugs Helpline National Statistics (Official UK Statistics) National Youth Agency Official Government booklets and publications Transport & General Workers Union Trades Union Congress Unison (The Public Sector Union) Yahoo psychology/sociology Youth Justice Board www.tsoonline.co.uk www.apa.org www.apa.police.uk www.centex.police.uk www.coi.gov.uk www.cre.gov.uk www.pcfe.ac.uk www.emergency.com www.eoc.org.uk www.gics.gov.uk www.hmprisonservice.gov.uk www.homeoffice.gov.uk/direct.htm www.homeoffice.gov.uk/rds/index.htm www.police.uk www.iosh.co.uk www.wiseuptothenet.co.uk www.met.police.uk www.ndh.org.uk www.staistics.gov.uk www.nya.org.uk www.ukop.co.uk www.tgwu.org.uk www.tuc.org.uk www.unison.org.uk www.yahoo.org www.youth-justice-board.gov.uk
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Unit 8:
Psychology and Human Behaviour

Description of unit
This unit will enable learners to examine psychological theories and practices in relation to public service work. The unit develops an understanding of people, and how they inter-relate with each other and with organisations. Learners will be able to evaluate their own personal development and the unit offers opportunities for demonstrating skills in interpersonal communication. The unit also requires the learner to explore a range of motivation theories and to investigate the factors that lead to effective teamwork.

To achieve this unit a learner must: 1 2 3 4 Examine different approaches to psychology relating to the workplace Examine how psychology can be used to benefit the individual and the organisation Investigate interpersonal skills in relation to oppressive practices and behaviour Appraise the range of psychological theories of motivation at work.
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Content
Approaches to psychology Approaches: cognitive, humanistic, behaviourist eg observational learning, modelling Psychology: human and interpersonal relationships, development of organisational culture Organisation and individual: perception, work behaviour, ability Individual behaviour: personality eg Hans Eysenck personality theory, traits and types, understanding self and others
Benefit the individual and the organisation Benefits to individual: communication submissive, assertive, aggressive, techniques; learning behaviourism and learning theory; styles eg Kolb (1976), Piaget, Bandura social learning theory, Julian Rotter Organisation: conflict management need to know yourself, levels of conflict, systematic approaches; attitude Bataris Box/Conflict Cycle, origins of attitude, benefits, costs, group psychodynamics = psychodynamic theories of group tensions, studies of in groups and out groups eg Caron (1980) work on group performance, Isabel Menzies
Oppressive practices and behaviour Prejudice: Allports Scale of Discrimination, organisation and individual, origins of prejudice, conscious and unconscious discrimination, modern racism scale eg McConahay (1986)
Theories of motivation at work Motivation theories: Maslows Hierarchy of Needs, drive-reduction, arousal, incentive, cognitive theories eg expectancy theory, equality theory, goal-setting theory; reinforcement theories eg positive, negative Teambuilding: John Adairs Circles, I/we/it three circles approach to leadership, teamwork Cohesion eg Caron (1980) Group Performance, Steiner (1972), The Ringleman Effect, Social Loafing Leadership: theories eg the great man theory, power and influence theory, behaviourist theory, situational theory, contingency theory, transactional theory, transformational theory Rewards: decision-making, decentralised and centralised, electronic supervision, job clarity, role conflict, job enrichment
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Outcomes
Examine different approaches to psychology relating to the workplace
describe the main approaches to psychology examine human and interpersonal relationships evaluate how perception and work behaviour can affect individuals and the organisation examine individual behaviour in a public service apply different styles of communication apply a systematic approach to conflict management explain how attitude can affect individuals and the organisation evaluate Allports Scale of Discrimination on individuals and the organisation evaluate own prejudices in a public service explain the different motivation theories and their application within a public service critically evaluate how teambuilding, leadership and motivation are linked analyse the factors that lead to effective teamwork
Examine how psychology can be used to benefit the individual and the organisation Investigate interpersonal skills in relation to oppressive practices and behaviour Appraise the range of psychological theories of motivation at work
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Guidance
Delivery This unit can be delivered in a variety of ways. Case studies, videos, role-plays, student-centred learning and live data, can all be used to enhance the delivery and student learning within this unit. This approach can be applied to all the outcomes of the unit. Assessment Evidence of outcomes may be in the form of the following: assignments researching interpersonal behaviour in a given public service context role-plays demonstrating communication styles and attitudes group tasks evaluating different approaches to psychology and their usefulness within a public service an assessment outlining the range of psychological theories of motivation at work.
Links This unit has links with Unit 1: Entry and Enquiry into Public Services, Unit 2: Managing People in Public Services, Unit 9: Equal Opportunities, Unit 10: Human Resources in the Public Services, Unit 11: Stress Management in the Public Services and Unit 15: Justice and Punishment. This unit also relates directly to units in the NVQ level 4 in Management, particularly Unit C5: Develop productive working relationships. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of spiritual, moral, ethical, social and cultural issues in the following ways: spiritual: when learners are examining different approaches to psychology moral and ethical: when learners are investigating oppressive practices and behaviour social and cultural: when learners are investigating oppressive practices and behaviour.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Companies such as Video Arts (www.videoarts.com), Flex Learning Media and local Enterprise centres provide a variety of videos, which may assist in covering the topics. Relevant websites are useful in providing information and case studies.
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Support materials There are a large number of textbooks that cover the areas contained within this unit. Examples are: Banyard P and Hayes N Psychology: Theory and Application (Nelson Thornes, 1994) ISBN 0412464403 Baron R and Byrne D Social Psychology (Allyn and Bacon, 1999) ISBN 0205298044 Bartol K and Martin D Management (Irwin/McGraw-Hill, 1994) ISBN 00071152067 Coolican H et al Applied Psychology (Hodder and Stoughton, 1996) ISBN 0340630922 Eysenek M W Perspectives on Psychology (Principles of Psychology Series LEA, 1994) ISBN 0863772552 Wetherell M Identities, Groups and Social Issues (Sage Publications, 1996) ISBN 0761950389 Management in Context: Managing People (National Extension College, 1999) ISBN 185356818X Video Arts www.videoarts.com
Websites
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Unit 9:
Equal Opportunities
Description of unit
The aim of this unit is to enable learners to identify and critically discuss the sociological problems caused by prejudice and discrimination within society today. Learners will focus on the analysis and assessment of provisions and protection in current legislation and include organisational policies and anti-discriminatory practices. This will enable learners to understand why prejudice and discrimination have no place within the public services.

To achieve this unit a learner must: 1 2 3 4 Investigate the causes and consequences of prejudice and discrimination Evaluate the protection provided to individuals by current legislation Review and evaluate a range of organisational policies and Anti-Discriminatory Practices (ADPs) Describe and evaluate equality and how it can be achieved.
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Content
Prejudice and discrimination Prejudice: definition, types, where, when, why, individual control, causal factors, identifying forms and listing types Discrimination: definition, types, individual control, manifestation, perpetual behaviour, effects, victim behaviour Self-reflection: values, beliefs and judgements; influence of family, peer groups, media and tradition; cause and effect of stereotyping Causes and consequences: coping strategies Theories and models: G W Allport showing escalation of behaviour as response to discrimination; responses to dominance (acquiesce, resist, withdraw); coping strategies
Current legislation Legislation: Sex Discrimination Act 1975, Equal Pay Act 1970 and The Equal Pay (Amendment) Act 1983, Race Relations Act 1976, Disability Discrimination Act 1995, Disabled Persons Employment Act 1944 and 1958, Disabled Persons Act 1981, The Crime & Disorder Act 1998, Durability Discrimination Act 1998 Context: employment legislation (overview), racially motivated crime, discrimination, prejudice and inequality (who is affected but not protected), gaps in current legislation Advisory services: eg Advisory, Conciliation and Arbitration Service (ACAS), Citizens Advice Bureau, Commission for Racial Equality, Rights for Women, Royal Association for Disability and Rehabilitation (RADAR), Runnymede Trust, Trade Union Congress, Stonewall Procedures: areas protected, areas with no protection
Organisational policies and anti-discriminatory practices Organisational policies: from a range of public services eg Police, Emergency Fire Services, Armed Services, Local Government Equal opportunity: reasons, rationale, purpose (why do public services need such a document); operation (how does the policy provide protection for an individual); accountability (who is accountable the employer or the perpetrator); effect on current or future workers Trade unions: role support, legal aspects, ethos, history, provision and support for members, effect on employees and working standards, future prospects Grievance procedures: impact, working models including process, timescales, impact, effectiveness; effects on victim (psychological, self-esteem, future in public service), effects on perpetrator (psychological, self-esteem, future in public service), effects on organisation Anti-discriminatory practices: as used by the public services eg Police, Emergency Fire Services, Armed Services, Local Government Definitions: terminology, victim, perpetrator
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Equality and how it can be achieved Equality: definition and understanding, need for equality in public services, requirements, including working practices, literature, job opportunities; codes of practice and ethics for achievement of equality in public services Discrimination and harassment: effects on victim (psychological, self-esteem, future in public service), effects on perpetrator (psychological, self-esteem, future in public service), effects on organisation, public perception and customer base Work place culture: language eg canteen culture and office banter, humour and practical jokes, challenging inappropriate behaviour, coping strategies New provisions: legislation, directives
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Outcomes
Investigate the causes and consequences of prejudice and discrimination
critically analyse how prejudice occurs describe the forms of prejudice and the effects of prejudice and discrimination describe the coping strategies used by the victims of discrimination and prejudice critically analyse and evaluate how an individual would comprehend and control their own prejudices critically discuss the provisions set out in legislation to protect people from discrimination, on the grounds of race, sex or disability evaluate the procedures open to victims of discrimination, critically analysing the results of topical case studies explain where discrimination exists in other sections of society and identify those areas where there is no protection provided by current legislation critically analyse and assess the policies of two chosen public services critically evaluate the reasoning and rationale for these policies describe the role of the trade union or like organisation and evaluate the support that may be given to a victim of discrimination describe and evaluate the impact that the grievance procedure may have on the victim, the perpetrator(s) and the organisation evaluate the term equality taking into account organisation and individual interpretations and needs analyse the effects that prejudice and discrimination have on the victim, the perpetrator(s), the organisation, the customer/service user evaluate equality in public service and propose adaptations, improvements and new provisions
Evaluate the protection provided to individuals by current legislation
Review and evaluate a range of organisational policies and Anti-Discriminatory Practices (ADPs)
Describe and evaluate equality and how it can be achieved
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Guidance
Delivery This unit can be delivered in a variety of ways. Case studies, student-centred learning and direct consultation with selected areas of a public service can all be used to enhance the delivery and learning. Assessment Evidence of outcomes may be in the form of the following: assignments involving reading material outlining issues of discrimination and prejudice; discussing in written format your findings and understanding analyses and evaluative reports resulting from reflective practices and self-assessment to identify how culture and values impact upon behaviour research into legislation which provides protection to victims of discrimination case studies the outcome of industrial tribunals, assessing how this affects the decisionmaking process and provides guidelines for future cases research into chosen fields of public service assessing, analysing and comparing policies and procedures.
Links This unit can be linked successfully with Unit 1: Entry and Enquiry into Public Services, Unit 2: Managing People in Public Services, Unit 4: Management of Health and Safety in Public Services, Unit 7: Sociological Aspects of the Public Service, Unit 8: Psychology and Human Behaviour, Unit 10: Human Resources in the Public Services, Unit 11: Stress Management in the Public Services and Unit 17: Activity Management. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of spiritual, moral, ethical, social and cultural issues in the following ways: spiritual: when learners are investigating causes and consequences of prejudice and discrimination moral and ethical: when learners are investigating causes and consequences of prejudice and discrimination social and cultural: when learners are investigating causes and consequences of prejudice and discrimination.
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Resources There are numerous publications available in libraries, which may be useful research resources. Issues around discrimination remain high profile and are regularly documented in the media. The BBC has produced a number of training videos highlighting issues of discrimination, eg Skin and Cross-Culture Communication, which highlight issues of prejudice. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. Allport G W The Nature of Prejudice (Perseus Books, 1988) ISBN 0201001799 Clements P and Spinks T The Equal Opportunities Guide: How to Deal with Everyday Issues of Unfairness (Kogan Page, 1996) ISBN 0749421037 Collins H Equality in the Workplace (Blackwell, Oxford, 1995) ISBN 0631193936 Thimju N Croners Discrimination (Croner Publications) ISBN 1855243857
Other publications Equal Opportunities Commission: A Short Guide to Equal Opportunities for Employers (1986) A Short Guide to the Equal Opportunities Commission (1993) Women & Men in Britain (1993) BBC: Skin BBC: Cross-Culture Communication
Videos
Websites Websites that support the development of this unit and offers advice and information, relating to legislation and issues of human rights. The following may be useful: Commission for Racial Equality Disability Discrimination Act Equal Opportunities Commission Institute of Race Relations National Disability Council Stonewall (professional lobbying group for lesbian and gay equality in the UK) UK Employment Law www.open.gov.uk www.disability.gov.uk www.eoc.org www.homebeat.co.uk www.disability-council.gov.uk www.stonewall.org.uk
www.emplaw.co.uk
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Unit 10:
Human Resources in the Public Services

Description of unit
This unit provides an introduction to the concepts and practices of human resource management in the public services. The aim of this unit is to give learners an understanding of the personnel function through the consideration of systems and frameworks, which create and sustain the employment relationships within public services.

To achieve this unit a learner must: 1 2 3 4 Examine human resource management in the public services Evaluate the procedures and practices used to recruit suitable employees for the public services Establish the effectiveness of principles and procedures for monitoring and promoting employees Examine voluntary and involuntary forms of employee exit from the public services.
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Content
Human resource management Human resource: definition, purpose, aims, recruitment, staff planning, staff audit, job design Background: historical context, the welfare tradition, industrial relations tradition, control of labour tradition Theories: Hawthorn et al Current approach: introduction of term human resource management, difference between human resource and personnel; political, economic, social context of change; human resource management within public service organisational structures Organisational objectives: process of objective setting, formulation of objectives, hierarchy of objectives, timescales
Recruit Recruitment: recruitment policy, public service recruitment procedures, job analysis, job description, person specification, recruitment methods used across both uniformed and nonuniformed public services, use of media in public service recruitment Human resource planning: definitions, purpose, organisational objectives, corporate plan, forecasting, processes, limiting factors Selection: public service selection procedures, design of application forms, selection methods, offer of employment, induction, evaluation of process, entry tests, ethical and legal issues
Monitoring and promoting Appraisal: definition, purpose of appraisal, procedures and techniques, application of procedures, the appraisal interview Reward management: factors determining pay, incentive schemes, promotion requirements, legal framework on pay and benefits, motivation, leadership styles, performance evaluation Discipline and grievance: in uniformed and non-uniformed public services definition, model disciplinary procedure, disciplinary interviews, grievance procedures, grievance interviews Promotion: training and development
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Employee exit Employee protection: legal framework in the four countries of the United Kingdom and across the European Union, employer/employee rights, dismissal wrongful, unfair and justified, role of industrial tribunals in uniformed and non-uniformed public services Termination: retirement, resignation including specific issues relating to Armed Services, termination of contract, exit interviews, resettlement Human aspects: procedure for dismissal, notice of dismissal, re-training Redundancy: definition, selection criteria, outline of procedure, selection for redundancy, re-training (job enrichment, de-skilling) Exit procedures: questionnaires, interviews Dismissal: processes, procedures
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Outcomes
Examine human resource management in the public services Evaluate the procedures and practices used to recruit suitable employees for the public services
explain the historical development of human resource management in a chosen public service analyse organisational objectives involving human resource management for a chosen public service analyse the process for human resource planning in a chosen public service evaluate the systematic approach to recruitment for a chosen public service investigate and compare the selection procedures used for two different public service organisations evaluate the application of appraisal procedures for a chosen public service evaluate the effectiveness of disciplinary and grievance procedures used by two different public service organisations evaluate employee exit procedures used by two different public service organisations critically analyse the management of processes and procedures used for employee dismissal in two different public service organisations evaluate the selection criteria used for redundancy for a chosen public service
Establish the effectiveness of principles and procedures for monitoring and promoting employees
Examine voluntary and involuntary forms of employee exit from the public services
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Guidance
Delivery The unit can be delivered in a variety of ways. Case studies, role-plays and student-centred learning can all be used to enhance the delivery and learning within the unit. Investigations of human resource policies and practices within public service organisations and talks from human resource management practitioners within public services can both develop understanding and provide support for the knowledge-base established within the unit. Assessment Evidence of outcomes may be in the form of assignments, investigations of specific public service organisations or case studies. The following are suggestions, for possible methods of evidence collection: learners could use their own experience and possible public service connections as a basis for collection and analysis of human resource management policies and practices a group role-play assignment which simulates a panel selection interview, an individual role-play of an employee appraisal interview and an evaluation of the whole human resource process.
Links This unit can be linked successfully with Unit 2: Managing People in Public Services, Unit 4: Management of Health and Safety in Public Services, Unit 8: Psychology and Human Behaviour, Unit 9: Equal Opportunities, Unit 11: Stress Management in the Public Services and Unit 18: Managing Physical Activities. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: when learners are examining human resource behaviour social and cultural: when learners are discussing monitoring, promoting and voluntary and involuntary forms of employee exit from an organisation.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Journals are a valuable source of information, eg Police (monthly), Soldier (monthly), Police and Health Trust annual plans. Companies such as Video Arts (www.videoarts.com) and Melrose produce a variety of videos which may be useful in covering human resource topics. Relevant public service worldwide web user sites are also useful in providing information. Other sources of information can be provided by organisations, eg Advisory, Conciliation and Arbitration Service (ACAS) and the Institute of Personnel and Development (CIPD).
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Support materials Textbooks Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. There is a wide range of textbooks which cover the areas contained in the unit. Examples are: Armstrong M A Handbook of Personnel Management in Practice (Kogan Page, 1995) ISBN 0749415479 Barrington H and Reid M Training Interventions (CIPD, 1999) ISBN 0852928041 Beardwell I and Holden L HRM A Contemporary Perspective (FT Prentice Hall, 1997) ISBN 0273622307 Bee F and Bee R Training Needs Analysis and Evaluation (CIPD, 1994) ISBN 0852925476 Bolton T Human Resource Management An Introduction (BSS) (Blackwell, 1994) ISBN 0631196269 Bratton J and Gold J Human Resource Management: Theory and Practice Macmillan Business (Macmillan, 1999) ISBN 0333732073 Brookes J Training, Development and Competence A Practical Guide to Levels 3 and 4 NVQs in Training and Development (Kogan Page, 1995) ISBN 0749414626 Cole G A Management Text Books: Personnel Management (Continuum International Publishing, 1997) ISBN 1858051673 Dransfield R et al Human Resources Management for Higher Awards (Heinemann, 1996) ISBN 0435455281 Foot M and Hook C Introducing Human Resource Management (Prentice Hall, 2002) ISBN 0273651439 Graham HT Human Resource Management (Pitman, 1998) ISBN 0273637673 Hackett P Introduction to Training: Training Essentials (CIPD, 1997) ISBN 0852926332 Marchington M and Wilkinson A Core Personnel and Development: People and Organisations (CIPD, 2000) ISBN 0852928084 Martin M and Jackson T Personnel Practice: People and Organisations (CIPD, 2002) ISBN 0852929412 Reid M and Barrington H Training Interventions: Promoting Learning Opportunities (CIPD, 1999) ISBN 0852928041 Thompson R and Mabey C Developing Human Resources (Institute of Management, Butterworth-Heinemann, 1994) ISBN 0750618248 Torrington D and Hall L Personnel Management HRM 3rd Ed (Prentice Hall, 1995) ISBN 0132157829 Tyson S and York A Human Resource Management (Longman, 1996) ISBN 0750620390 Weightman J Managing Human Resources (CIPD, 1993) ISBN 0852925204 Human Resource Management Business Basics (BPP Publishing, 1995) ISBN 0751720763
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Magazines and journals Employment Gazette Human Resource Management Journal International Human Resource Management Journal People Management Personnel Review Police Police and Health Trust Annual plans Solider Training and Development Journal Training Officer Chartered Institute of Personnel and Development (CIPD) Video Arts www.cipd.co.uk www.videoarts.com
Websites
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Unit 11:
Stress Management in the Public Services

Description of unit
The aim of this unit is to enable learners to recognise symptoms of stress and its associated behaviour. Learners will investigate the origins of stress and its relationship to the public services. Learners will have the opportunity to examine the work and theories of experts in the area. They will be able to evaluate their own personality and relate this to their own levels of stress, as well as that of others. Learners will acquire the skills necessary to cope with stressful situations, and with their own stress, by using stress management techniques.

To achieve this unit a learner must: 1 2 3 4 Examine what stress and stressors are Critically analyse physical and mental symptoms of stress Investigate a range of personality types Evaluate and apply stress management techniques.
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Content
Stress and stressors Stress: different definitions, life experiences, post-traumatic stress, individual or organisational, good stress v bad stress Stressors: origins including work problems, life map, relationship difficulties, financial worries, emotional and mental, physical and environmental Organisation and individual: relationships, self-esteem
Symptoms of stress Symptoms: mental, emotional, physical, behavioural Theories: eg work of Dr Hans Selye Stages: General Adaptation Syndrome, alarm, resistance and exhaustion, fight or flight
Personality types Types: A, B, or C Characteristics: associated behaviour, fast operators, workaholism, social, marital, ambition, success, anger, aggressiveness Behavioural signs: marital, alcoholism, nervous disorders, insomnia Self: self-assessment, honesty, traits, behaviour
Stress management techniques Techniques: eg breathing exercise, communication, information, instruction, progressive muscle relaxation, meditation, visualisations Mental: self-esteem, cognitive behaviour therapy, medication and counselling Physical: breathing, relaxation, quick tips, fitness, eating, sleeping, assertiveness
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Outcomes
Examine what stress and stressors are
explain the main definitions of stress evaluate levels of stress analyse post-traumatic stress in relation to individuals and the organisation describe the origins of individual stress analyse the different stages of stress describe the mental, emotional and behavioural signs in relation to individuals within a public service investigate the three main personality types and describe the behaviour associated with each type analyse the problems with each type assess own personality type and evaluate its benefits/costs and disadvantages to a public service evaluate a range of stress management techniques and detail their effect on an individual and a public service summarise the main theories applied to stress management
Critically analyse physical and mental symptoms of stress Investigate a range of personality types
Evaluate and apply stress management techniques
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Guidance
Delivery The unit can be delivered in a variety of ways. Case studies, videos, role-plays, student-centred learning, live data, relevant television programmes, individual tutorials, discussion groups, group tutorials and direct consultation with appropriate personnel from public services organisations can all be used to enhance the delivery and learning within this unit. This approach can be applied to all of the unit. Learners will need to gain knowledge and understanding of the origins of stress and its relationship to public services. Visits to relevant public services should be used to further underwrite the reality of the potential levels of stress to be encountered by those who work within public services. Visiting speakers can also be used to forge links with appropriate public services in order to widen participation in the learning process. Assessment Evidence of outcomes may be in the form of the following: a learner diary which requires the learner to complete meditation techniques, answer questions, keep a record of stressful situations and how they have been dealt with an investigation into a public service organisation, its structure and culture, and the policies the personnel department has for dealing with stress an investigation into a major incident and its impact on the persons involved a group assignment, which could include an assessment and evaluation of personality types.
Links This unit can be linked successfully with Unit 1: Entry and Enquiry into Public Services, Unit 2: Managing People in Public Services, Unit 4: Management of Health and Safety in Public Services, Unit 8: Psychology and Human Behaviour, Unit 9: Equal Opportunities, Unit 10: Human Resources in the Public Services and Unit 16: Managing Disaster. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of spiritual, moral, ethical, social and cultural issues in the following ways: spiritual: when learners are discussing the mental symptoms of stress and personality types moral and ethical: when learners are discussing the mental symptoms of stress and personality types social and cultural: when learners are discussing the mental symptoms of stress and personality types.
Delivery of this unit can also raise learners awareness of, environmental issues in the following ways: environmental issues: when learners are discussing environmental stressors. Mapping of wider curriculum opportunities is provided in Annex C.
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Resources Companies such as Video Arts (www.videoarts.com), and local enterprise centres provide a variety of videos, which may assist in covering the topics in the unit. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and should use the latest editions where available. This is a practical unit and textbook materials should be used for reference purposes only. There are a range of general textbooks and work relating to this unit, including the following. Alexander D A, Walker L G, Innes G and Irving BL Police Stress at Work (The Police Foundation, 1993) ISBN 0947692304 Turkington C A Stress Management for Busy People (McGraw-Hill, 1998) ISBN 0070655359 White Dr A Treating Anxiety and Stress (John Wiley and Sons Ltd, 2000) ISBN 0471493066 Wilkinson G Understanding Stress (Family Doctor Publications) ISBN 1898205914 Video Arts
Video Websites Websites that support the development of this unit include those of public service associations and employers. The following may be useful in providing information and case studies: Advice on health matters Advice on mental health problems BBC news health related matters Critical psychiatry page Department of Health Health and Safety Executive Health scenarios for young people International Stress Management Association Mental health issues Mind in Manchesters home page Nottingham Trent University stress management Panic/anxiety disorders help and support Profile of work-related stress issues Provides information and practical tips on stress Stress Management Education Stress management techniques Student academic resource site www.channel4.com www.mentalhealth.org.uk www.bbc.co.uk/health/mental/stress www.dbdouble.co.uk www.doh.gov.uk www.hse.gov.uk www.leeds.ac.uk/ahead4health www.isma.org.uk www.advice@rethink.org www.poptel.org.uk www.ntu.ac.uk www.panicdisorder.miningco.com www.workstress.net www.teachhealth.com www.unl.edu www.mindtools.com www.arc.sbc.edu/time
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Student health and wellbeing The American Institute of Stress Trauma information page
www.cs3.brookes.ac.uk/student/services www.stress.org www.trauma-pages.com
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Unit 12:
Global Socio-Political Issues

Description of unit
This unit will develop learners knowledge and understanding of current global issues, many of which will have a direct impact on the public services. Learners will gain an understanding of how the institutions of the world work together, and the pressures put upon them. This knowledge is invaluable to learners seeking to enter the armed forces, and is also important to all public service managers in an increasingly international setting.

To achieve this unit a learner must: 1 2 3 Analyse the major economic and environmental issues facing the world, together with their implications for the future Examine the causes of current conflicts, and the changing role of the military Analyse different political systems, and how they are changing to meet global pressures.
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Content
Economic and environmental issues Major economic issues: globalisation and the growth of trans-national corporations, global communications and e-commerce, third world debt, the north/south divide, trade disputes eg between US and EU Major environmental issues: global warming and other global environmental threats, attempts at regulation and control, differing responses between states, governments and public eg pollution quotas and their trade, BNFL and nuclear reprocessing, Genetically Modified Organisms (GMOs). Public service involvement: public order and policing, disaster management, international co-operation
Causes of current conflicts Nationalism and religious fundamentalism: rise of nationalism eg Kosovo, East Timor, and former Yugoslavia; the rise of religious fundamentalism and its links with conflict eg Afghanistan, Iraq, Israel; the added effects of competition for resources eg water or oil in Middle East and diamonds in West Africa International terrorism: causes, effects, use by pariah states eg Iraq; effectiveness in achieving desired aims, emergence of Al Quieda and related organisations, changes in terrorism since 9/11/2001 Peacekeeping operations: control of multi-national military organisations, rules of engagement, impartiality, eg Bosnia, Kosovo, East Timor, Gulf War; the role of the UN eg war against Iraq The role of the media: engaging public in events, atrocities and war crimes, influence on political and military decisions, propaganda, eg Kosovo, Chechnya, Northern Ireland
Different political systems Military rule and influence: including recent examples such as Pakistan, Fiji, Indonesia, Iraq and Russia, where the military have control over, or significant influence on, policy; examples should cover a range from military dictatorships through to background pressure on civilian rulers Effectiveness of international organisations in dealing with global issues: a range of issues including multi-national military intervention, policing actions, dealing with refugees and influencing the internal affairs of problem states, eg Iraq; to include reference to the United Nations, North Atlantic Treaty Organisation (NATO), the World Trading Organisation (WTO) and other international organisations Recent political change: eg the collapse of communism and the break up of the Soviet sphere of influence, the rise of China, political change in Africa, change in the EU since German re-unification; other examples, both current and likely in the future could be substituted, eg Indonesia, Turkey, North Korea, Palestine
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Outcomes
Analyse the major economic and environmental issues facing the world, together with their implications for the future
explain the major economic issues analyse the effects of the world economy on developed and developing states describe the current main threats to the global environment compare the different approaches to current global economic and environmental problems, including their implications for the future describe the role of nationalism and fundamentalism in recent international conflicts investigate the causes and effects of international terrorism analyse the effectiveness of recent peace-keeping operations describe the role of the media in international conflict and its resolution examine the circumstances in which military rule occurs, with recent examples evaluate the effectiveness of international organisations in managing global issues analyse a recent example of political change and global pressure
Examine the causes of current conflicts, and the changing role of the military
Analyse different political systems, and how they are changing to meet global pressures
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Guidance
Delivery The unit can be delivered in a variety of ways. Case studies, role-plays and student-centred learning can all be used to enhance the delivery and learning within the unit. Examination of current global socio-political issues will produce case studies and opportunities for research. Use of media reports on current conflicts and political systems could lead to effective debate and analysis. Assessment Evidence of outcomes may be in the form of assignments, investigations of specific issues, conflicts or systems, or case studies. The following are suggestions that can be used to support the evidence collected: assignments written reports or accounts discussing findings and providing valid thorough conclusions case studies examining current conflicts and identifying the impact on the public services.
Links This unit can be linked successfully with Unit 5: Government and the Public Services and Unit 13: Technology and Public Services. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: when learners are analysing major economic and environmental issues facing the world social and cultural: when learners are analysing the causes of current conflicts.
Delivery of this unit can also raise learners awareness of, environmental issues and European developments consistent with relevant international agreements in the following ways: environmental issues: when learners are analysing major economic and environmental issues facing the world European developments: when learners are analysing and discussing differing political systems.
Mapping of wider curriculum opportunities is provided in Annex C. Resources This unit emphasises contemporary issues and successful delivery of the unit will depend on engaging learners in world affairs as they are reported. For this reason the majority of research and reading should take place using reputable news and current affairs sites on the internet, broadsheet newspapers and TV programmes such as Panorama and World in Action. Care should be taken that just one issue, eg terrorism since 9/11, does not hijack the whole unit. However, judicious use of a case study, such as the influence of Osama Bin Laden, could cover 96
a large part of the unit. Care should also be taken that the unit is delivered sensitively and does not either present a partisan point of view or upset learners from particular ethnic groups. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and should use the latest editions where available. As the emphasis of this unit is on contemporary issues any suggested list of readings, even for theoretical background will quickly become outdated. However, there is a great deal of contemporary writing post 9/11 that will remain relevant for a few years. Websites Websites that support the development of this unit include those of public services associations and employers. The following may be useful: American slant on the news Good news archives and search engine for international stories Typical of many newspaper sites, free registration For the other side of the economic argument. Foreign and Commonwealth Office site gives policy and current information NATO official site World Trade Organisation site UN website locator for UN and related organisations Comment and news on every kind of emergency from tornadoes to terrorists www.cnn.com www.bbc.co.uk www.telegraph.co.uk
The following are websites of useful organisations: www.greenpeace.org www.fco.gov.uk www.nato.int www.wto.org www.unsystem.org
The following website is also useful: www.emergency.com
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Unit 13:
Technology and Public Services

Description of unit
The aim of this unit is to develop learners understanding of the role of technology in the public services. It covers technological change in society at large, as well as developments within the services, examining how both benefits and difficulties are managed. The unit focuses on the effects of advancing technology on crime prevention, weapon systems and the design of public service equipment. Scientific concepts are covered at a basic level, the emphasis being on the practical way in which technology affects the functioning of the public service.

To achieve this unit a learner must: 1 2 3 4 Analyse the effect of technological advances on operations and training in the public services Analyse the effects of technological change on crime and crime prevention Investigate and explain the technological design criteria for public service equipment Analyse the effect of communications technology on the public services.
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Content
Operations and training Recent changes and their effects: operational effectiveness, reduced need for staff, recruitment and job descriptions, look at examples from all major services Training changes: initial training, upgrading and retraining, safety and liability, eg quick cuffs and CS sprays, paramedic equipment and training, Army Apache helicopters and the training needs of pilots Adverse effects: resistance to technological change, the implications of reliance on technological solutions to public service problems, increased demand from the public, cost
Crime and crime prevention Forensic science: crime detection and evidence gathering, DNA matching, intimate samples and civil liberties, expert witnesses and confused juries, reversing miscarriages of justice Computer crime: policing the internet, hacking, pornography and child abuse, financial computer crime, using computers in fighting crime, eg Holmes Technology and terrorism: terrorist devices, design and use; anti-terrorism and counter measures, terrorists and weapons of mass destruction Surveillance and detection: capabilities of modern surveillance systems, CCTV and privacy, phone tapping, civil liberties
Technological design criteria Procurement systems and design: trials, in-house design or off the peg, timescales, principles of design, technological life span, desirable versus essential elements Economic considerations: tendering, costs, supporting home industry and capabilities, the peace dividend, technological inflation
Communications technology Recent changes: satellite communications, GPS, secure radio equipment, monitoring, panic buttons, resistance to interference and jamming, range and frequency allocation Effects on operations: robustness of equipment, weight and portability, back up systems, interoperability with allies or neighbouring forces, security
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Outcomes
Analyse the effect of technological advances on operations and training in the public services
explain how the public services adapt to technological change evaluate how technological advances alter training, recruitment and employment opportunities in the public services analyse changes in service operations brought about by technological change explain the implications for the justice system of recent advances in forensic science explain the difficulties and opportunities given to crime investigators by the use of computers evaluate the threat posed by technologically advanced terrorists evaluate the moral issues surrounding the use of modern surveillance and detection systems examine and explain the design and procurement of an item of public service equipment explain the economic implications of technological advance in the public services explain and analyse recent changes in communications and related technology evaluate the effects of advances in communications on operations and training within the public services
2 Analyse the effects of technological change on crime and crime prevention 3 Investigate and explain the technological design criteria for public service equipment
Analyse the effect of communications technology on the public services
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Guidance
Delivery This unit can be delivered in a variety of ways. Case studies, videos, relevant television programmes, student-centred learning and live data can all be used to enhance delivery and learning. Assessment Evidence of outcomes may be in the form of the following: assignments written reports or accounts discussing findings and outlining the form of investigation conducted recording and analysing technological advances, change and design case studies analysing actual examples of technological advances and change.
Links This unit can be linked successfully with Unit 12: Global Socio-Political Issues, Unit 14: Criminology and Safer Communities and Unit 15: Justice and Punishment. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: when learners are discussing issues relating to crime and crime prevention social and cultural: when learners are discussing issues relating to crime and crime prevention.
Delivery of this unit can also raise learners awareness of, health and safety considerations and European developments consistent with relevant international agreements in the following ways: health and safety: when learners are discussing issues relating to safety and liability European developments: when learners are discussing the applications of technology across the world.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Sufficient library resources and access to the public services must be available to enable learners to achieve this unit. Texts should be supported by broadsheet newspapers and political journals. Television and radio programmes should be used as appropriate.
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Support materials Textbooks Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. Janes Weapon System: 1988-89 10th Ed (Janes Information Group, 1988) ISBN 0710608551 Miller H Traces of Guilt: Forensic Science and The Fight Against Crime (Simon and Schuster, 1996) ISBN 1575000067 Murphy S No Fire No Thunder: The Threat of Chemical and Biological Weapons (New York University Press, 1984) ISBN 0853456623 Waddington P Arming an Unarmed Police: Policy and Practice in the Metropolitan Police (The Police Foundation, 1988) ISBN 0947692096
Websites Websites that support the development of this unit include those of public services associations and employers. The following may be useful: The following are media sites: American slant on the news Good news archives and search engine for science and technology stories Typical of many newspaper sites, free registration Foreign and Commonwealth Office site gives policy and current information Home Office site for statistics and information on the emergency services North Atlantic Treaty Organisation official site for equipment, rationale and policy UN website locator for UN and related organisations A directory of all the emergency services web sites throughout the UK Comment and news on every kind of emergency from tornadoes to terrorists www.cnn.com www.bbc.co.uk www.telegraph.co.uk www.fco.gov.uk www.ho.gov.uk www.nato.int www.unsystem.org www.britishservices.co.uk/emergency www.emergency.com
The following are websites from useful organisations:
These are other useful sites:
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Unit 14:
Criminology and Safer Communities

Description of unit
The aim of this unit is to give learners an opportunity to understand the aspects of criminal behaviour and to examine and analyse the major criminal activity theories. This unit also focuses on the reporting, recording and interpretation of crime, as well as the efficiency of the judicial system. The unit also offers the opportunity to explore concepts of crime reduction and the multiagency approach to safer communities. Learners will be required to research and analyse current policies and strategies being used to combat crime and improve community safety. This should involve a range of agencies eg Community Policing Board, Constabularies, Local Authorities, County Councils, Social Services and businesses.

To achieve this unit a learner must: 1 2 3 4 5 Investigate the major theories of criminal behaviour and causal factors Analyse and evaluate the methods used to report, record and interpret crime Explore effects and evaluate the efficiency of the judicial system Examine the sociological effects of crime Investigate and evaluate current policies and strategies to combat crime and improve community safety.
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Content
Theories of criminal behaviour Theories: validity Research information: eg British Crime Survey, The MacPherson Report Perpetrators: forms of criminal proceedings, offender programmes, rehabilitation and support in relation to offender ethnicity Victims: victim support, social services, social pressures Causal factors: genetic, validity, parental and family Influences: peer pressure, fashion and trends Factors: social climate, environment (housing, schooling, further education) and financial influences, repeat victimisation, concepts of ethnicity
Report, record and interpret crime Report: UK police service record systems, crime reporting Record: current methods, use of information technology, regional variations Interpret: Home Office Directives Recording process: categories of crime Methodology: construction and interpretation of statistics, current and potential uses, crime pattern analysis procedures, positive and negative aspects Statistical information: actual and recorded crime
Judicial system System: processes, structure, composition, personnel, inter-relationships Juvenile and youth justice: current policies, methodology used to combat youth crime; The Crime and Disorder Act 1998; local authority role and responsibilities; fast tracking the Neary Report; repeat offending Prosecution of offenders: strategies of agencies involved; Crown Prosecution Service remit, focus, roles, responsibilities, Magistrates and Crown Courts: structure, features, sentencing; diversionary schemes and community alternatives, consequential deterrent effect on reoffending, Probation Service, Her Majestys Prison Service
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Sociological effects of crime Sociological: definition Victim issues: victimisation studies including: National Crime Survey; vulnerable members of society eg women, the elderly, gay men and lesbians, ethnic minorities, children Public feeling and perceptions: current systems effectiveness, gaps; media portrayal, community concerns Victim support: role of public service; statutory and voluntary agencies, support groups eg Victim Support, Witness Support, Rape Crisis, The Samaritans Public services: responses
Current policies and strategies Policies: local authorities, multi-agency and partnership approach purpose/focus, structure, funding Strategies: safer communities, crime reduction and crime prevention Legislation: Crime and Disorder Act 1998 (and subsequent UK/EU legislation)
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Outcomes
Investigate the major theories of criminal behaviour and causal factors
describe and critically evaluate the validity of relevant theories concerning criminal behaviour and deviancy analyse and evaluate the cultural aspects of criminal behaviour and explore factors effected by ethnicity explain the factors, which may account for criminal activity (i) by an individual or group of people (ii) in a specified area (iii) at a particular location
Analyse and evaluate the methods used to report, record and interpret crime
analyse current policing methodology and public expectations analyse and explain the differential between actual and recorded crime describe and evaluate the crime recording process evaluate the use of statistical information explain the use of information technology in crime detection explain the current policies for tackling juvenile and youth crime describe the processes required to take an offender through the judicial system explain the role of the Crown Prosecution Service and the structure and features of Magistrates and Crown Courts evaluate the alternative methods to deal with offenders and explain the consequential deterrent effect on re-offending
Explore effects and evaluate the efficiency of the judicial system
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Examine the sociological effects of crime
describe the key areas in victimisation studies analyse community concerns and safety issues and assess the needs of groups or individuals suffering victimisation evaluate public service responses to the victims of crime identify statutory and voluntary agencies or support groups and evaluate the services provided analyse the effect of media reporting on the public perception of crime explain the key issues within current legislation concerning crime reduction evaluate the workings, structure and funding of multi-agency groups or partnerships within the public service evaluate a range of strategies used to combat crime and improve community safety analyse a current crime problem within a chosen location and devise a crime reduction initiative involving a public service
5 Investigate and evaluate current policies and strategies to combat crime and improve community safety
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Guidance
Delivery This unit can be delivered in a variety of ways. Case studies, student-centred learning and direct consultation with selected areas of the public services can all be used to enhance the delivery and learning. External visits, for example to Magistrates and Crown Courts, are an effective way of helping learners to understand how processes and procedures are put into practice. Visiting speakers can also be used to forge links with the public services and to widen participation in the learning process. Learners will need to gain knowledge and understanding of the current policies and strategies being used to combat crime and improve community safety. Particular reference must be made to the range of organisations involved in both the Multi-Agency and Partnership Approaches. Assessment Evidence of outcomes may be in the form of written or oral assignments. Evidence is likely to be produced at outcome level although opportunities exist for covering one or more outcome in an assignment. Evidence of outcomes may be in the form of the following: assignments written reports or accounts discussing findings and outlining the forms of research conducted research into the provisions listed in legislation, requiring local authorities to take action taking into account local policies and aspects of funding case studies the introduction of community safety into local towns, business parks, residential areas and rural communities research into the agencies tasked to make the community a safer place.
Links This unit can be linked successfully with Unit 7: Sociological Aspects of the Public Services, Unit 13: Technology and Public Services and Unit 15: Justice and Punishment. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of spiritual, moral, ethical, social and cultural issues in the following ways: spiritual: when learners are discussing the major theories of criminal behaviour moral and ethical: when learners are examining the sociological effects of crime social and cultural: when learners are examining the sociological effects of crime.
Delivery of this unit can also raise learners awareness of environmental issues in the following ways: environmental issues: when learners are discussing environmental factors contributing to criminal behaviour.
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Mapping of wider curriculum opportunities is provided in Annex C. Resources Journals, newspapers, annual reports and government statistics should support texts. Television documentaries frequently cover issues in relation to criminology and community safety. Most local authorities and police services have websites offering information and advice concerning community safety and crime and disorder. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and should use the latest editions where available. Leng R, Taylor R and Wasik M Blackstones Guide to the Crime & Disorder Act 1998 (Blackstones Press, 1998) ISBN 1854318489 Maguire M et al The Oxford Handbook of Criminology (Oxford University Press, 1997) ISBN 0198764855 Guide to Forming Partnerships Home Office Crack Crime National Crime Survey
Magazines and journals
Websites Websites that support the development of this unit include those of public services associations and employers. The following may be useful: All UK legislation/publications online An introductory guide to the Crime and Disorder Act 1998 Archival projects in the United Kingdom Association of Police Authorities Beginners guide to prisons the England and Wales British Official Publications resource Central Office of Information Central Police Training & Development Agency Court Service in England & Wales Crime and Disorder Act 1998 Crime Prevention CCTV Initiatives Crime Prevention Strategies Crime Reduction Initiative Criminal Cases Review Commission www.tsoonline.co.uk www.homeoffice.gov.uk/cdact www.hmc.gov.uk www.apa.police.uk www.tphbook.dircon.co.uk www.soton.ac.uk www.coi.gov.uk www.centex.police.uk www.courtservice.gov.uk www.homeoffice.gov.cdact www.homeoffice.gov/crimprev/cctv www.homeoffice.gov/crimprev/cpindex www.crimereduction.gov.uk www.ccrc.gov.uk 111
Criminal Compensation Appeals Panel Criminal Injuries Compensation Authority Criminal Justice System Criminal Records Bureau Crown Prosecution Service Directory of Emergency Services Drugs Misuse information Forensic Science Service Government drugs strategy Government Information/Communication Service Her Majestys Courts Service Inspectorate Her Majestys Inspectorate of Constabulary Her Majestys Inspectorate of Prisons Her Majestys Stationery Office HM Prison Service Home Office Home Office directorates and lists Home Office research and statistics Directorate Human Rights Unit (Lord Chancellors) Information on local police forces Keeping children safe on the internet Law Commission For England & Wales Legal Advice Portal Lord Chancellors Department Magistrates Courts Service Inspectorate Metropolitan Police Service National Association for the Care and Resettlement of Offenders National Crime Squad National Criminal Intelligence Services (NCIS) National Drugs Helpline National Statistics (Official UK Statistics) National Youth Agency Official Documents Online
www.cicap.gov.uk www.cica.gov.uk www.cjsonline.org www.crb.gov.uk www.crownoffice.gov.uk www.emergency.com www.doh.gov.uk/drugs www.forensic.gov.uk www.drugs.gov.uk www.gics.gov.uk www.mcsi.gov.uk/home.htm www.homeoffice.gov.uk/hmic.htm www.homeoffice.gov.uk/hmipris www.hmso.gov.uk www.hmprisonservice.gov.uk www.homeoffice.gov.uk www.homeoffice.gov.uk/direct.htm www.homeoffice.gov.uk/rds/index.htm www.humanrights.gov.uk www.police.uk www.wiseuptothenet.co.uk www.lawcom.gov.uk www.justask.org.uk www.lcd.gov.uk www.mcsi.gov.uk/home.htm www.met.police.uk www.nacro.org www.nationalcrimesquad.police.uk www.ncis.goc.uk www.ndh.org.uk www.statistics.gov.uk www.nya.org.uk www.official-documents.co.uk
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Official Government booklets and publications Police Advisory Board Police Complaints Authority Police Information Technology Organisation Public Record Office Review of Criminal Courts Serious Fraud Office Strategic thinking and policy analysis Youth Justice Board UK On Line
www.ukop.co.uk www.home.uk.com/pab_review.cfm www.pca.gov.uk www.pito.org.uk www.pro.gov.uk www.criminal-courts-review.org.uk www.sfo.gov.uk www.strategy-unit.gov.uk www.youth-justice-board.gov.uk www.ukonline.gov.uk
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Unit 15:
Justice and Punishment

Description of unit
The aim of this unit is to develop learners understanding of the criminal justice system. This unit will develop knowledge and understanding of the system by examining how it deals with offenders. There is a particular focus on young offenders. The unit also allows learners to give a critical examination of current and developing strategies, at local and national level, aimed at reducing the number of young offenders. The unit develops knowledge of the links between groups and behaviour and the agencies working in the area. Learners will be required to research and review the impact of cross agency approaches in dealing with young offenders. This should involve a range of agencies eg Schools, Youth Justice Board, Police, Probation Service, Youth Court (Magistrates), Youth Offending Unit and Social Services.

To achieve this unit a learner must: 1 2 3 4 Examine the composition and roles of the judiciary and magistracy Explore the issues surrounding the ethical dilemmas in sentencing Develop, evaluate and review a strategy for the reduction of anti-social behaviour amongst young people Investigate the impact of cross-agency approaches in dealing with young offenders.
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Content
Judiciary and magistracy Judiciary: structure, social composition, processes of appointment, legal standing, authority, role, influence on policy, accountability, powers, guidelines Magistracy: structure, social composition, processes of appointment, legal standing, authority, role, influence on policy, accountability, powers, guidelines Relationships: between judiciary and magistracy, with state, with government, with other bodies, government policies to increase controls and impartiality
Ethical dilemmas in sentencing Sentencing policies: guidelines, issues of seriousness and severity, current policies, Criminal Justice Act 1991 (sec. 95) key issues and subsequent legislation where relevant Perspectives on punishment: goals/objectives, effectiveness, justification, deterrence, reform, prevention, retribution Sentencing trends: current trends, public confidence, risk management Costs: available resources physical, human, financial; costs of prosecution, sentencing, costs of imprisonment, other punishments including eg tagging Particular groups: criminal justice and gender issues, racial issues, vulnerable people, young offenders
Strategy for the reduction of anti-social behaviour Strategy: develop identify risks, risk reduction pre-crime and post-crime, control measures pre-crime and post-crime; performance targets, review practical application, performance targets, measurable outcomes, identification of provision, distribution of effort, feedback loop; evaluate opportunities for improvement, planning, proposing and implanting changes, analysis of wider impact of strategy Anti-social behaviour: definition, Law Commission proposals for tackling anti-social behaviour; legislation eg crime and Disorder Act 1998, Government White Papers eg Respect and Responsibility Taking a Stand Against Anti-Social Behaviour March 2003 Research: theories on anti-social behaviour, problem identification, cycle of anti-social behaviour; factors involved in introducing young people to the cycle of anti-social behaviour, present position, factors leading to crime, target outcome, previous approaches, agencies involved
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Cross-agency approaches Agencies: probation service, social services, prison service, national agencies eg Alcohol Concern When: pre-crime, post-crime, pre-conviction, post-conviction Who: partnerships available eg Crime and Disorder Patnerships, structures available, distribution of effort Approaches: the role of resettling of offenders Case disposal: cross-agency co-operation
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Outcomes
Examine the composition and roles of the judiciary and magistracy
describe the appointment procedures for judges and magistrates and their implications for judicial independence explain the control and accountability of the judiciary and magistracy with respect to justice and punishment evaluate the policies pursued by government to enhance measures of control over judicial impartiality analyse the key issues that arise from the implementation of sec.95 of the Criminal Justice Act 1991, and the impact they have on criminal justice critically evaluate the objectives of punishment in a modern society explain the relationship between sentencing trends and public confidence explain how the costs of prosecution and sentencing impact on available resources explain the main factors, which are likely to introduce young people to the cycle of anti-social behaviour explain and analyse and explain the relationship between those factors above and the factors leading to crime develop a strategy to have an impact on those risk factors demonstrate the ability to communicate effectively with the client groups and appropriate personnel explain the role of agencies involved and analyse how they are responding to pre-crime, post-crime, pre-conviction and post-conviction explain the role of agencies in young offender case disposal explain the role of the agencies involved in resettling the offenders
Explore the issues surrounding the ethical dilemmas in sentencing
3 Develop, evaluate and review a strategy for the reduction of anti-social behaviour amongst young people
4 Investigate the impact of cross-agency approaches in dealing with young offenders
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Guidance
Delivery This unit can be delivered in a variety of ways. Case studies, student-centred learning and direct consultation to relevant areas of public services can all be used to enhance the delivery. External visits to for example, Magistrates and Crown Courts are an effective way of helping learners to understand how processes and procedures are put into practice. Visiting speakers can also be used to forge links with the public services and to widen participation in the learning process. Learners will need to gain a knowledge and understanding of the impact made by cross-agency approaches being used to deal with young offenders. Particular attention must be paid to their interaction with young offenders and the approaches adopted during the course of their day-today operations. Assessment Evidence of outcomes may be in the form of written or oral assignments. Evidence is likely to be produced at outcome level although opportunities exist for covering one or more outcomes in an assignment. Evidence of outcomes may be in the form of: assignments written reports or accounts of findings and the research conducted research into the legislation, policies and guidelines involved in dealing with offenders case studies the impact of crime and disorder reduction strategies in local areas, eg rural, residential and business communities working with organisations involved in the reduction of crime and the resettling of offenders a strategy for the reduction of anti-social behaviour amongst a particular group of young people.
Links This unit can be linked successfully with Unit 7: Sociological Aspects of the Public Services, Unit 8: Psychology and Human Behaviour, Unit 13: Technology and Public Services and Unit 14: Criminology and Safer Communities. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: when learners are discussing issues surrounding ethical dilemmas in sentencing social and cultural: when learners are discussing anti-social behaviour.
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Resources There are several publications available as listed below, which would be useful research resources together with the use of a variety of relevant television programmes, deal with the issues considered in this unit. Particular reference should be made to the Government internet site www.open.gov.uk, which offers a great deal of information and advice concerning justice and punishment. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and should use the latest editions where available: Hudson B Understanding Justice (Open University Press, 1996) ISBN 0335193293 Criminal Justice System in England and Wales (Home Office Research and Statistics Department) Home Office Statistics publication under sec. 95 of the Criminal Justice Act (1991) Misspent Youth Young People and Crime (Audit Commission Report, 1996) Misspent Youth 98 The Challenge of Youth Justice (Audit Commission Report, 1998) Murray C et al Does Prison Work (Civitas: Institute for the Study of Civil Society, 1997) NACRO Annual Review Safer Society (NACRO Publication) The Governments Crime Reduction Strategy (Home Office Publication) Other publications
Websites Websites that support the development of this unit include those of public service associations and employers. The following may be useful: All UK legislation/publications online Association of Police Authorities Central Office of Information Central Police Training & Development Agency Court Service in England and Wales Crime and Disorder Act, 1998; Youth Justice Act, 1999; Criminal Justice Act, 1991 Crime Prevention CCTV Initiatives Crime Prevention Strategies Crime Reduction Initiative Criminal Cases Review Commission Criminal Compensation Appeals Panel www.tsoonline.co.uk www.apa.police.uk www.coi.gov.uk www.centex.police.uk www.courtservice.gov.uk www.hmso.gov.uk
www.homeoffice.gov/crimprev/cctv www.homeoffice.gov/crimprev/cpindex www.crimereduction.gov.uk www.ccrc.gov.uk www.cicap.gov.uk
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Criminal Injuries Compensation Authority Criminal Justice System Criminal Records Bureau Crown Prosecution Service Directory of Emergency Services Drugs Misuse Information Forensic Science Service Government Drugs Strategy Government Information/Communication Service Her Majestys Courts Service Inspectorate Her Majestys Inspectorate of Constabulary Her Majestys Inspectorate of Prisons Her Majestys Stationery Office Her Majestys Stationery Office Her Majestys Prison Service Home Office Home Office directorates and lists Home Office research and statistics Directorate Human Rights Unit (Lord Chancellors) Information on local police forces Keeping children safe on the internet Law Commission For England and Wales Legal Advice Portal Lord Chancellors Department Magistrates Courts Service Inspectorate Metropolitan Police Service National Association for the Care and Resettlement of Offenders National Crime Squad National Criminal Intelligence Services (NCIS) National Drugs Helpline National Statistics (Official UK Statistics) National Youth Agency
www.cica.gov.uk www.cjsonline.org www.crb.gov.uk www.crownoffice.gov.uk www.emergency.com www.doh.gov.uk/drugs www.forensic.gov.uk www.drugs.gov.uk www.gics.gov.uk www.mcsi.gov.uk/home.htm www.homeoffice.gov.uk/hmic.htm www.homeoffice.gov.uk/hmipris www.hmso.gov.uk www.hmso.gov.uk www.hmprisonservice.gov.uk www.homeoffice.gov.uk www.homeoffice.gov.uk/direct.htm www.homeoffice.gov.uk/rds/index.htm www.humanrights.gov.uk www.police.uk www.wiseuptothenet.co.uk www.lawcom.gov.uk www.justask.org.uk www.lcd.gov.uk www.mcsi.gov.uk/home.htm www.met.police.uk www.nacro.org www.nationalcrimesquad.police.uk www.ncis.goc.uk www.ndh.org.uk www.statistics.gov.uk www.nya.org.uk
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Official government booklets and publications Official Documents Online Police Advisory Board Police Complaints Authority Police Information Technology Organisation Prisons and policies Public Record Office Review of Criminal Courts Serious Fraud Office Strategic thinking and policy analysis Youth Justice Board
www.ukop.co.uk www.official-documents.co.uk www.home.uk.com/pab_review.cfm www.pca.gov.uk www.pito.org.uk www.hmprisonservice.gov.uk/news/search.asp www.pro.gov.uk www.criminal-courts-review.org.uk www.sfo.gov.uk www.strategy-unit.gov.uk www.youth-justice-board.gov.uk
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Unit 16:
Managing Disaster
Description of unit
The aim of this unit is to introduce learners to the roles and systems of the emergency services in the event of a disaster. The unit enables learners to achieve an understanding of the need to plan, review and update strategies and procedures. Learners will investigate contingencyplanning exercises carried out in advance of a major incident occurring. The unit also focuses on how incidents are dealt with and their possible effects. It also requires learners to develop a simulated disaster scenario for use in training exercises. Learners will design a major disaster, or incident, allocate roles and responsibilities to all the public services involved in order that the participants can look at ways in which agencies work together to provide the most effective response. They will also be required to analyse and evaluate the impact of such a disaster, or incident, on both individuals and the local community. An appropriate simulated disaster scenario could be developed by reference to recent disasters and major incidents such as the Cardiff floods, the Clapham rail crash, Flixborough, the capsize of the Herald of Free Enterprise ferry, the Kings Cross underground fire, Ladbroke Grove rail crash, Hillsborough Stadium disaster, the Lockerbie air crash, the Towyn floods, Hatfield rail crash and the Kegworth air crash.

To achieve this unit a learner must: 1 2 3 4 Analyse the roles of the emergency services in a range of disaster or major emergency situations Investigate the emergency planning system Develop a simulated disaster scenario Evaluate the medium- and long-term effects of a given disaster.
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Content
Roles of the emergency services Roles: definitions, requirements of the event, difficulties encountered which may require ad-hoc variations, multi-disciplinary requirements Emergency services: Police, Fire, Ambulance Service, Military, Local Government Disasters: floods, storms, earthquakes, landslides, air crashes, train crashes, explosions Command: gold, silver, bronze levels Legislation: eg Fire Services Act 1971, Appropriation Acts (revised annually), Greater London Authority Act 1999
Emergency planning system Planning: to pre-empt disaster, to deal with disasters, to deal with aftermath Causes of disaster: human error, technological, natural, combination crime scenes eg terrorist bomb, air crash, corporate manslaughter Levels: national, local, regional Roles: national, regional and local emergency planning officers, Emergency Planning College Incident exercises: values, purpose, aims, objectives Responsibilities: roles of organisations involved Exercises: full simulations, table-top exercises, paper exercises, partial exercises, the value and need for exercises
Simulated disaster scenario Scenario: the components that would need to be designed Design: scenario, which would, if presented as a tabletop exercise, stretch the ability of emergency service managers in solving the problems presented Roles: identities and roles of other agencies, voluntary services
Medium- and long-term effects Medium-term: sociological, individuals, families, local communities, environmental, emergency service personnel Long-term: survivors, the bereaved, public services personnel, public Post-major disaster: eg storm of 1987, floods in 2000, Lockerbie air crash, Paddington train crash, earthquake in Mexico Treatment: signs, symptoms and treatment of post-traumatic stress disorder (PTSD), counselling, lessons to be learned for future prevention
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Outcomes
Analyse the roles of the emergency services in a range of disaster or major emergency situations
critically evaluate, using video and media evidence, the role and organisation of the main emergency services in at least one recent disaster scenario explain the three levels of command and the subsequent interrelationship of the emergency services explain the causes of three recent disasters and analyse the variations in role and organisation of the main emergency services within each disaster review and evaluate how emergency planning is undertaken at national and local levels and define the responsibilities of each organisation involved critically evaluate the need and value of major incident exercises devise a simulated major incident scenario which would test the ability, in a table top exercise, of all agencies likely to be involved in such an incident, to respond to and deal with the situation explain the respective responsibilities of all agencies which could be involved in dealing with major incidents using examples of past major disasters, in the UK and abroad, analyse the medium- and long-term effects of three different disasters on the survivors, the bereaved, the members of the public services involved and the environment and consider the planning considerations for the future research and analyse the effects and treatment for post-traumatic stress disorder
Investigate the emergency planning system
3 Develop a simulated disaster scenario
Evaluate the medium- and long-term effects of a given disaster
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Guidance
Delivery This unit has a practical focus and encourages personal research and contact with officers from various public services. This can be achieved by arranging visits to public services to emphasise the reality of dealing with a major disaster or incident. Visiting speakers can also be used to forge links with appropriate public services. Case studies, videos, television news footage, television documentaries, role-play and live data can be useful in examining the causes of disasters and incidents and highlighting problems to be solved by the public services. The design of a major incident scenario could be used for learners to carry out as a practical exercise as well as offering an opportunity for learners to analyse the planning requirements for dealing with such a disaster. Discussion groups could be used to analyse and evaluate findings from a given scenario, with learners being encouraged to identify, and critically comment upon, the complex problems to be solved by the public services involved. Assessment Evidence of outcomes may be in the form of the following: an evaluation from video recordings of the roles and organisation of the emergency services a critique of the emergency planning system at local, regional and national level a design for a simulated disaster in table-top exercise form case study on a recent disaster, using research including interviews and available documentation, and written with appropriate conclusions and recommendations an analysis of short, medium and long-term effects of a range of recent disasters.
Critical appraisal is the method most likely to be effective in generating the necessary evidence by using researched factual material within an academically rigorous submission of evidence. Presentation can be in assignment or research project form, or as visually-aided oral presentations. Links This unit can be linked successfully with Unit 2: Managing People in Public Services, Unit 4: Management of Health and Safety in Public Services and Unit 11: Stress Management in the Public Services. Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: when learners are discussing the medium and long-term effects of disasters social and cultural: when learners are discussing the medium and long-term effects of disasters.
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Delivery of this unit can also raise learners awareness of, environmental issues, health and safety considerations and European developments consistent with relevant international agreements in the following ways: environmental issues: when learners are discussing the medium and long-term effects of disasters health and safety: when learners are discussing the role and responsibilities of the different public services during major disasters European developments: when learners are discussing legislation affecting the emergency services and the environment.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Resource material should include a copy of a local disaster plan for one or more of the emergency services as well as local emergency planning department plans. There are opportunities to include visiting speakers such as emergency planning officers, emergency service command staff, and voluntary agencies. The following may be of help when delivering this unit: publications, videos and training seminars from the Emergency Planning College www.underoak.co.uk literature, reports and live data from public services and local authority offices participation in civil protection exercises access to emergency facilities video recordings of actual disasters or media coverage of disasters will be essential.
Support materials Textbooks Guide to Emergency Planning (Paramount Publications, 1992) ISBN 094766503X Wallace W A Management of Disasters and their Aftermath (BMJ Publishing Group, 1994) ISBN 0727908413 Brook R An Introduction to Disaster Theory for Social Workers (Social Work Monographs, 1990) ISBN 0946751706
Other publications Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. Emergency Planning Guidance to Local Authorities (HMSO, 4 volumes various dates) HMSO Dealing with Disaster (HMSO, 1992) Dealing with Fatalities During Disasters: Report of the National Working Party (Home Office, 1994) Great Britain Disasters Working Party: Disasters, Planning for a Caring Response (HMSO, 1991) Rescue: A History of British Emergency Services (Channel 4 Television, 1994)
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Local Government Finance (England) Special Grant Report (No. 49) (Stationery Office, 1999) Health and Safety Executive A Guide to the Control of Major Accident Hazards Regulations 1999 (Sudbury, 1999) Emergency Planning College Crisis and the Media (Easingwold Paper No 2, 1991) Emergency Planning College Lessons Learned from Crowd-Related Disasters (Easingwold Paper No 4, 1992) Emergency Planning College Problems Associated with Large-Scale Evacuations (Easingwold Paper No 5, 1993) Emergency Planning College A Digest of Some Well-Known Disasters (Easingwold Paper No 8, 1994) A Caring Response to Major Disaster A Co-ordinated Response to Disaster Home Office Emergency Planning College N Wales (Towyn) Floods Response to Civil Disaster The Clapham Rail Crash Ambulance UK Disasters Fire Firefighter In Attendance On the Bell Police Review Home Office Emergency Planning for Nuclear Accidents UK Government Information on Emergencies and Disasters Maritime and Coastguard Agency Emergency Planning Society Association of Ambulance Trusts Emergency Planning College British Red Cross Disaster Counselling Materials Links to Relief Agencies Information on Major Emergencies www.homeoffice.gov.uk www.rpii.ie www.co-ordinate.gov.uk www.mcga.gov.uk www.emergplansoc.org.uk www.ambex.co.uk www.epcollege.gov.uk www.redcross.org www.act-intl.org www.nlm.nih.org
Publications and documents from the Emergency Planning College including: 128
Websites
Education in Emergencies and Disasters Department for International Development Community Safety Site Road Safety Site Royal Society for the Prevention of Accidents London Emergency Services Liaison Panel The Fire Service College Morton in Marsh National Safety Council Major Airline Disasters Tornado and Storm Research Organisation
www.unicef.org www.dfid.gov.uk www.derbyshire-fire-service.co.uk www.herts.police.uk www.rospa.co.uk www.leslp.gov.uk www.fireservicecollege.ac.uk www.nsc.org www.airdisaters.co.uk www.torro.org.uk
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Unit 17:
Activity Management
Description of unit
The aim of this unit is to enable learners to manage public service sector outdoor activities and residential experiences. The unit will enable learners to recognise the central role of an outdoor or a residential activity as a training event for personnel drawn from both operational and support areas across one of the public services. The unit focuses on the knowledge, skills and understanding required to oversee the management of an outdoor activity, residential or training event, from the planning stage through to implementation, review and evaluation. It also highlights the profile of such events with client groups. The unit will be achieved through a practical activity as well as through an element of research. The activity must demonstrate an in-depth knowledge of the theoretical and practical issues associated with this management function.

To achieve this unit a learner must: 1 2 3 4 Investigate relevant legislation and guidelines regarding the management of outdoor activities and residential experiences Take part in the strategic planning of outdoor activities or residentials Demonstrate the ability to manage, review and evaluate outdoor activities or residentials Investigate the impact of management, leadership and group work skills in the undertaking of outdoor activities or residentials.
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Content
Legislation and guidelines Legislation: UK legal and ethical framework of responsibility, licensing, permits, accreditation, health and safety, site inspection and selection Guidelines: National Governing Body (NGB), national guidelines, codes of practice, government circulars, personal and group responsibility, policies in support of people with particular needs
Strategic planning Planning: statutory requirements, identification and availability of resources, timescale planning, critical path analysis, contingency planning, risk assessment and monitoring, budgeting, liaison with service providers and suppliers Objective setting: corporate identity, mission statement, strategies, organisational policies and procedures, external influences, client needs, employee expectations
Manage, review and evaluate Manage: prioritising workloads, setting work objectives, time management, channels of communication, allocation of resources both physical and human, delegating responsibility, co-ordinating and controlling activities, working within organisational constraints and limitations, meeting objectives Review: practical application of procedures, the feedback loop, performance standards and indicators, information gathering, managing quality and monitoring systems, measuring and correcting performance, problem solving and decision making Evaluate: identifying opportunities for improvement, planning, proposing and implementing changes to improve operations, identifying the wider implications of change within the organisation
Management, leadership and group work skills Management: structuring tasks and groups, motivating people to work well, directing operations, co-ordinating the activities of individuals and groups, communicating instructions and receiving information Leadership: major categories of styles, effectiveness and appropriateness of each within different situations, contingency theories, motivation theories, internal and external factors Group work: identifying stages in group development, group dynamics, group roles and selection, conflict resolution, decision making, group behaviour and discipline to achieve goals, internal and external activities
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Outcomes
Investigate relevant legislation and guidelines regarding the management of outdoor activities and residential experiences
explain the main requirements of the various statutes affecting the management of outdoor and residential activities describe different forms of licensing bodies, accreditation centres, codes of practice and ethical frameworks of responsibility in relation to appropriate national guidelines explain how outdoor and residential activities can be adapted in order that people with particular needs may participate examine objectives of the activity or residential and document all research prepare a plan of events for a given activity or residential which responds to regulatory and resource requirements, identifies potential problems and includes appropriate contingency plans produce and explain a budget and timescales used for planning an activity or residential explain the term risk assessment prepare a risk assessment plan for a given activity or residential explain the appropriate management skills required to co-ordinate the activities of individuals and groups demonstrate the ability to communicate effectively with client groups and operational personnel produce appropriate documentation to gather client feedback analyse the findings and relate these to the implementation of future operations examine and evaluate the skills and attributes required to manage a group for a given activity or residential explain the basis of teamwork and models of leadership evaluate the leadership qualities needed to successfully manage a group undertaking an activity or residential 133
Take part in the strategic planning of outdoor activities or residentials
3 Demonstrate the ability to manage, review and evaluate outdoor activities or residentials
Investigate the impact of management, leadership and group work skills in the undertaking of outdoor activities or residentials
Guidance
Delivery This is an active unit, which ideally mixes the development of practical experience with theoretical input. Delivery methods should include lectures, discussions, case studies, videos, practical workshops, guest speakers, individual tutorials, project supervision and group tutorials. Wherever possible, visits to relevant destinations, eg outward bound centres, youth hostels, management centres and residential facilities are an effective way of enabling learners to fully understand the planning, management and review of an outdoor activity, residential or training event. This approach can be applied to all outcomes of the unit. Direct consultation with specialist personnel from public service organisations can be used to enhance both delivery and learning. Role-play can be used to enable learners to understand the difficulties surrounding the provision of services to client groups with a diverse range of needs. Learners should be encouraged to develop their skills and knowledge in a learning environment, and then in more realistic settings. Assessment In order to achieve evidence for this unit, learners should undertake the planning, implementation and evaluation of a series of outdoor activities or residentials. These should differ in nature, scope and size, and provide opportunities for learners to undertake a range of roles in a practical situation. They should involve both internal and external venues in order to provide appropriate experience. Evidence of outcomes may be in the form of any of the following: a learner information pack, which would involve the learner investigating the relevant legislation and guidelines regarding the management of outdoor activities and residential experiences a written report on a series of practical exercises which require learners to work with a local public service organisation to plan, run and review outdoor activities or residentials learners could in small groups or individually, plan and deliver a development and learning programme as an integral part of a substantial (ie two three day) outdoor activity or residential experience for a client group similar to themselves an investigation into the provision of services to client groups with a diverse range of needs assessed role-playing of the design, implementation, management and review of an outdoor activity, residential or training event a reflective logbook and portfolio of documentation generated will provide evidence of tasks and responsibilities undertaken.
Learners will require close supervision and organised tutor support in order to design an activity, residential or training event that is realistic and achievable within the scope and range of the unit. It is recommended that peer, self and client review could form a valuable addition to tutor observation and assessment.
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Links This unit can be linked successfully with Unit 2: Managing People in Public Services, Unit 4: Management of Health and Safety in Public Services, Unit 9: Equal Opportunities and Unit 18: Managing Physical Activity. This unit also relates directly to units in the NVQ level 4 in Management, particularly: Unit A2: Manage activities to meet requirements Unit A4: Contribute to improvements at work Unit B2: Manage the use of physical resources Unit B3: Manage the use of financial resources Unit C8: Select personnel for activities Unit C10: Develop teams and individuals to enhance performance Unit D4: Provide information to support decision making Unit G1: Contribute to project planning and preparation Unit G2: Co-ordinate the running of projects.
Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: when learners are discussing the management of individuals during outdoor activities or residentials social and cultural: when learners are discussing the management of individuals during outdoor activities or residentials.
Delivery of this unit can also raise learners awareness of, environmental issues, health and safety considerations in the following ways: environmental issues: when learners are investigating relevant legislation and guidelines for the management of outdoor activities and residentials health and safety: when learners are discussing the management of individuals during outdoor activities or residentials.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Learners should obtain information packs and guides on licensed outdoor activity and residential centres from local authorities and the Adventure Activities Licensing Authority. The internet provides a number of useful sites (in particular www.aala.org). There are many monthly publications focused on one or more outdoor activity, whose back issues form extensive reference material. Some examples include Horizons, High, Canoe Focus, Footloose and Climber and Rambler.
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Support materials Textbooks Dalley S Accommodation for Groups (Backpackers Press, 1997) ISBN 0952338165 Dubost S and Knight P Group Activities for Personal Development (Speechmark Publishing Ltd, 2001) ISBN 0863883370 Forsyth P Running An Effective Training Session (Gower Publishing, 1994) ISBN 0566076195 Graham J Outdoor Leadership Handbook (Mountaineers Books, 1997) ISBN 0898865026 Havens M Bridges to Accessibility (Russell Square House Publishing Ltd, 1996) ISBN 0840378912 Hickson A Creative Action Methods in Groupwork (Speechmark Publishing Ltd, 2001) ISBN 0863884075 Jones K Icebreakers (Gulf Publishing Company, 1997) ISBN 0884154076 McCann, Erickson and Windsor The Duke of Edinburghs Award Handbook (Duke of Edinburghs Award Scheme, 2000) ISBN 0905425154 Adventure Activities Licensing Authority (Cardiff) Guidance Documentation on the Above Legislation Adventure Education The Outdoor Source Book Christopher E and Smith L Leadership Training HMSO Publishing Five Steps to Risk Assessment (Health and Safety Executive) HMSO Publishing The Activity Centres (Young Persons Safety Act) (1995) HMSO Publishing The Adventure Activities Licensing Regulations (1996) Hunt J Ethical Issues in Experiential Education Hunt J and Hitchin P Residential Course Planner Nicholls D Health and Safety Manual Ogilvie K Leading and Managing Groups in the Outdoors Parker G and Kropp R Team Building: A Source of Activities for Trainers SCOPE Leisure and Outdoor Activities: Safety Guidelines Smart Dr P Evaluating Training St John Ambulance, British Red Cross First Aid Manual Volume 7 (Dorling Kindersley, 2002)
Other publications
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Magazines and journals Canoe Focus Climber Footloose High Horizons Rambler
Websites Websites that support the development of this unit include those of public service associations and employers. The following may be useful: Adventure Activities Licensing Authority Association for Outdoor Learning Black Mountain Activities British Red Cross Department for Employment and Education Devon County Council Ecotravel Health and Safety Executive Mountain Gear National Parks of the Southwest Outdoor Channel Outdoor World Magazine St John Ambulance The Duke of Edinburghs Award The Stationery Office World Outdoor Web www.aala.org www.adventure-ed.co.uk www.blackmountain.co.uk www.redcross.org.uk www.dfee.gov.uk www.devon-cc.gov.uk www.ecotravel.com www.hse.gov.uk www.mgear.com www.swparks.com www.outdoorchannel.com www.basspro.com/medial.com www.sja.org.uk www.theaward.org www.ukstate.com www.w-o-w.com
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Unit 18:
Managing Physical Activity

Description of unit
The aim of this unit is to develop learners understanding of the issues relating to physical fitness in the public services. The unit has a practical focus that provides learners with the opportunity to identify the differing standards of fitness required for continuing employment in the various public service organisations. This unit will allow learners to examine the principles of fitness training methods, design a fitness programme for a specific public service role and evaluate its overall effectiveness. Learners will further apply their knowledge and understanding by undertaking an analysis of how effective physical fitness programmes can benefit individual public services in general.

To achieve this unit a learner must: 1 2 3 4 Describe and compare fitness needs for public service personnel in their different roles Examine the components of physical fitness and explain the principles of the various fitness training methods Create a fitness programme suitable for a specified role in a public service and evaluate its effectiveness Explore how the implementation and use of effective physical fitness programmes can benefit the public services.
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Content
Fitness needs Public service fitness requirements for recruits: strength, power, flexibility, stamina, speed and agility; testing procedures for these areas and norms Specific public service roles: eg firearms officer, paratrooper, marine, firefighter The fitness needs for those roles: eg physical, mental, environmental and situational demands on individuals fitness
Components of physical fitness Fitness training principles: overload, specificity, variation, adaptability, reversibility applied to intensity, duration frequency and progression Fitness and the individual: gender, body type eg mesomorphic, composition of muscle for anaerobic and aerobic exercise, personality Types of fitness training programme: interval, fartlek, pyramids, plyometrics, long, continuous, circuits, stretching, resistance
Fitness programme Measuring fitness components: testing procedures for multi-stage fitness test, cooper, estrand, sit and reach, standing broad jump, sergeant jump, back extensions, chin-ups Exercise prescription and programme planning: group or individual programme, rewards and incentives, instruction style and quality including motivation; goal setting to achieve targets Causes of injuries whilst at work and training: job fatigue, safety, unfit for job requirements, over-worked and over-training; controversial and high risk exercises/activities, use of training equipment and free weights Methods of preventing injuries: safety guidelines, risk assessment, warm up, cool down, specific training and rest periods
Effective physical fitness programmes Physical and mental support: motivation, encouragement, awareness of others, competition Self-defence training programmes: building confidence, reaction to others and environment Barriers to effective training programmes: eg shift work, stress at work, personality Benefits of effective training programmes: increased fitness levels, muscle tone, reaction time, and concentration, decreased fatigue, weight, resting heart rate
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Outcomes
Describe and compare fitness needs for public service personnel in their different roles Examine the components of physical fitness and explain the principles of the various fitness training methods
describe the physical fitness requirements of recruits for at least two public services analyse and compare the fitness requirements of at least three different public service roles describe the various components of physical fitness training explain the important features of the principles of fitness training evaluate the benefits of using a variety of fitness training methods analyse fitness levels achieved in a public service fitness training programme develop a fitness programme for a specific role within the public services identify possible injuries to public service personnel and evaluate strategies for their prevention evaluate the benefits of effective physical fitness programmes for the public services explain how the public services could develop fitness training in the future evaluate and compare the welfare structures in at least two public services
Create a fitness programme suitable for a specified role in a public service and evaluate its effectiveness
Explore how the implementation and use of effective physical fitness programmes can benefit the public services
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Guidance
Delivery This is an active unit that ideally mixes the development of practical experience with theoretical input. Delivery methods should include formal lectures, case studies, videos, roleplay, individual tutorials, practical workshops, project supervision and group tutorials. Learners must be encouraged to actively contribute to their own learning experience through discussion seminars and through practical experience in researching and compiling a fitness programme for a specified role in a public service. Liaison with fitness specialists drawn from local and national public services is highly recommended. Wherever possible visits to relevant public service organisations to observe, and take part in, fitness programmes would be highly valuable. Guest speakers should be invited to add relevance and validity. Assessment The following examples of evidence are suggestions, included as a guide to possible methods of evidence collection. We encourage the integration of assignment methods wherever possible. Evidence of outcomes may be in the form of any of the following: a group research assignment, which demonstrates the fitness needs of personnel employed in the public services a case study, which explores the components of physical fitness and demonstrates the principles of training a presentation of the results of action research on the value of various fitness training methods a role-play, which evaluates fitness levels and demonstrates strategies for injury prevention.
Links This unit can be linked successfully with Unit 2: Managing People in Public Services, Unit 10: Human Resources in the Public Services and Unit 17: Activity Management. This unit also relates directly to units in the NVQ level 4 in Management, particularly Unit C10: Develop teams and individuals to enhance performance. Links to wider curriculum Delivery of this unit can also raise learners awareness of, environmental issues and health and safety considerations in the following ways: environmental issues: when learners are discussing environmental and situational demands on an individuals fitness health and safety: when learners are studying all aspects of this unit.
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Resources This unit can be delivered in a variety of ways. Case studies, videos, relevant television programmes, student-centred learning and live data can all be used to enhance the delivery and learning within this unit. Access to physical fitness training equipment is important, either onsite or through arranged visits. There are many monthly publications focused on personal fitness programmes, whose back issues form extensive reference material. Some examples include FHS Faster, Higher, Stronger; Leisure Manager; Leisure Management and Sport Psychology. Support materials Textbooks Bean A The Complete Guide to Sports Nutrition (A & C Black, 2003) ISBN 0713667419 Blaxter M Health & Lifestyles (Routledge, 1990) ISBN 0415001471 Day E and Day K Sports Fitness for Women (Batsford, 1986) ISBN 0713446927 Eshuys J (et al) Fundamentals of Health and Physical Education (Heinemann, 1991) ISBN 0435130005 Farrally M An Introduction to the Structure Of The Body (Coachwise, 1995) ISBN 1850601690 Grisogono V Sports Injuries: A Self-Help Guide (John Murray, 1989) ISBN 0719541115 Howley E T and Franks D B Health Fitness Instructors Handbook (Human Kinetics, 1997) ISBN 0873229584 Keay W Duke of Edinburghs Award: Expedition Guide (Ordnance Survey, 1995) ISBN 0319008967 Marieb E Essentials of Human Anatomy & Physiology (Benjamin Cummings, 2002) ISBN 0805353852 Ostrow A C Directory of Psychological Tests in the Sports and Exercise Sciences (Fitness Information Technology, 2002) ISBN 1885693400 Rosser M Body Fitness and Exercise (Hodder and Stoughton, 2001) ISBN 0340789565 Sprunt K An Introduction to Sports Mechanics (National Coaching Foundation, 1996) ISBN 0947850392 Watson A W S Physical Fitness and Athletic Performance (Longman, 1996) ISBN 0582091101 FHS Faster Higher Leisure Management Leisure Manager Sport Psychology Stronger
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Websites The following websites may be useful: British Olympic Association Department for Culture, Media and Sport Fitness Resource Sports Media physical education for everyone The Virtual Library of Sport Which independent magazine www.olympics.org.uk www.culture.gov.uk www.netsweat.com www.sports-media.org www.sportsvl.com www.which.net
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Unit 19:
Personal Outdoor Skills

Description of unit
This unit aims to develop learners basic technical skills in land and water-based outdoor activities. Through participation in a range of outdoor skills training, learners will become aware of, and begin to develop, the technical competencies that are required in the safe management of groups in the outdoors. Learners will understand the key issues essential to personal safety when participating in outdoor activities. They will consider these safety issues and their impact upon planning schedules, decision-making processes, and end decisions. Learners will demonstrate competence in basic first-aid skills, and consider the changing dynamics of administrating first aid and managing emergency procedures in the outdoors. Learners will also develop an understanding of the tools and frameworks used to critically evaluate themselves and others in the context of skill development in outdoor activities. They will complete a personal outdoor skills audit and within this understand the learning processes involved in the development of skill acquisition. Finally learners will complete an action plan for continued personal skill development. This will allow them to evaluate their current skill level in a variety of outdoor-based skills and identify personal progression in outdoor-based skill development.

To achieve this unit a learner must: 1 2 3 4 Demonstrate basic skills and techniques in water-based activities Demonstrate basic skills and techniques in land-based activities Examine the key issues in maintaining personal safety in an outdoor adventurous environment Evaluate personal skill development in outdoor adventurous activities.
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Content
Water-based Kayak: basic flat-water kayak strokes, safety techniques eg kayak rescues, eskimos rolls, river grading, analysis of strokes, handling of craft Sailing: handling of craft, basic sailing skills, safety techniques eg rescue and self assistance, rules of the road, weather and wind conditions, coastal environment, tidal systems Selection of equipment: appropriate equipment choice, safe management and storage of equipment, hazards of using equipment Water-based journey: journey planning, sustained skill performance, proficient use of equipment, managing self effectively, environmental awareness, efficient route finding, awareness of group, effective decision making
Land-based Navigation: map-reading skills, use of different maps, use of compass eg taking bearings, walking on bearings, navigation across varying terrain, micro-navigation skills eg identifying contour features, relocating position, pacing Climbing: belaying techniques, climbing route choice, basic rope work and rope care, various single pitch climbing, various indoor wall climbing, competence in basic climbing skills, awareness of climbing hazards Selection of equipment: appropriate equipment choice, safe management and storage of equipment, hazards of using equipment Overnight expedition: route planning, wild camping skills, proficient use of equipment, managing self effectively, environmental awareness, competence across different terrains, efficient route finding, awareness of group, effective decision making
Maintaining personal safety Personal safety planning: sources of reference eg guide books, national governing bodies, periodicals, magazines; understanding of route cards and similar planning tools, identification of limiting factors, interpretation of risk factors Decision making: consideration of factors such as weather, ability level, equipment, fitness, health problems and limitations, speed of change of variables, ability to manage risk assessments. First aid/emergency procedures: knowledge of appropriate procedures eg place and people, demonstrating competent decision making, appropriate use of emergency equipment, awareness of risk factors of outdoor environment eg weather, hypothermia, emergency distress signals
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Personal skill development Personal outdoor skills audit: evaluation of actual skill level, using self, peer and tutor assessment against agreed criteria and alignment with governing body skill assessment guidelines eg Mountain Walking Leader Training Board (MLTB), British Canoe Union (BCU) Outdoor skill development and acquisition: learning styles, aspects of skill acquisition, stages of skills learning and progression, Kolbs learning cycle Action plan: objective setting using SMARTER goals, building engrams and cognitive processing, attitudes to learning, progression of skills learning, awareness of governing body skills assessment criteria eg MLTB, BCU
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Outcomes
Demonstrate basic skills and techniques in water-based activities
demonstrate core competencies in managing self safely in different water-based environments demonstrate a range of basic kayak skills on flat water demonstrate a range of basic sailing skills select appropriate equipment for a range of waterbased activities plan and carry out a water-based journey demonstrate core competencies in managing self safely across different outdoor terrain demonstrate a range of basic skills in effective navigation demonstrate a range of basic skills in climbing safely select appropriate equipment for mountain-based expeditions and single pitch climbing plan and carry out an overnight expedition plan effectively a wide range of outdoor-based activities and journeys demonstrate effective decision making when participating safely in outdoor activities demonstrate First Aid key competencies demonstrate knowledge of emergency procedures in a wide range of outdoor activities produce a personal outdoor skills audit analyse the stages of outdoor skills development evaluate the learning process of outdoor skills acquisition produce an action plan for continued personal outdoor skills development
Demonstrate basic skills and techniques in land-based activities
Examine the key issues in maintaining personal safety in an outdoor adventurous environment
Evaluate personal skill development in outdoor adventurous activities
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Guidance
Delivery The unit provides the underpinning level of technical skills in outdoor activities that need to be achieved when working in an outdoors adventurous environment. This unit should, therefore, engage learners in their own skill development and be managed at the appropriate pace for individual learning needs. The teaching approach should ensure that, alongside teaching physical skills, care and attention is given to the psychological safety of participants. If the progression of skills is introduced too rapidly, learners will fail to gain the underpinning confidence and motivation required to continue skill development, as required in outdoor adventurous activities. Alignment with National Governing Body Awards may be appropriate, however, this should not provide the focus for achievement in this unit. Instead the core competencies required in approaching participation in a wide range of outdoor activities should be achieved, for example personal safety, equipment choice, evaluation of personal skill, and appropriate skill development. It would be useful for learners to consider risk assessment issues in the outdoor activities they participate in. This will give them an understanding of how outdoor adventurous activities can be managed safely. Although this unit is about individual performance, the dynamics of the groups process still need to be attended to, and it would also be useful for learners to translate their own experience of learning outdoor skills to approaches taken to teaching in an outdoor environment. Assessment Learners should develop practical outdoor skills in a variety of outdoor-based activities. They should demonstrate an ability to themselves competently and safely in a variety of outdoor adventure environments. This should include at least one land-based and one water-based activity. They should be aware of the variety of factors that affect the completion of outdoor activities. Learners should be demonstrating a growing level of understanding and confidence in the performance of outdoor skills, alongside detailed awareness of the changing dynamics of a variety of outdoor adventurous environments. This unit is essentially practical and an appropriate assessment may include a learning log, which would contain an initial assessment, comments on skill development and a concluding action plan with appropriate goals. Alongside this would be a written assignment that gives a detailed plan of a land-based expedition or water-based journey. This would then ensure that learners are not just assessed merely on their physical competence. This would also allow learners to demonstrate, along with skill performance, competence in the stages of effective planning strategies, equipment choice, risk assessment and decision-making skills. In the acquisition of outdoor skills learners should demonstrate an ability to break down skill development into progressive stages and evaluate their own levels of skill learning. They should be able to demonstrate an ability to manage themselves independently in a variety of outdoor environments. This requires them to make appropriate equipment choices, appropriate choices of outdoor venues, and an ability to be self-sufficient.
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Learners should examine the variety of National Governing Body Awards that provide qualifications in outdoor activities and consider their own skill competencies in correlation to these skill and assessment criteria. Learners would benefit from completing a recognised firstaid qualification and need to demonstrate knowledge of how first aid techniques are managed in outdoor adventure environments. Where appropriate, learners may work towards the achievement of National Governing Body Awards, however, this should not become the key goal of this units study. Links Links to wider curriculum Delivery of this unit can also raise learners awareness of, environmental issues and health and safety considerations in the following ways: environmental issues: when a learner is planning and carrying out overnight expeditions health and safety: when learners are studying all aspects of this unit.
Mapping of wider curriculum opportunities is provided in Annex C. Support materials Textbooks Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. Andrews R. Dinghy Sailing (Crowood, 1995) ISBN 1852239018 Annat M Canoeing: The Outward Bound Handbook (Ward Lock, 1995) ISBN 0706373081 Bond B The Handbook of Sailing (Pelham Books, 1992) ISBN 0720720168 Fyffe A and Peter I The Handbook of Climbing (Pelham Books, 1997) ISBN 0720720540 Graham J Outdoor Leadership: Technique, Common Sense and Self-confidence (Seattle: The Mountaineers, 1997) ISBN 0898865026 Goddard D and Neuman U Performance Rock Climbing (Stackpole Books, 1994) ISBN 0811722198 Keay W Land Navigation (Ordnance Survey, 1994) ISBN 0319008452 Mcneill C, Cory-Wright J and Renfew T Teaching Orienteering: Human Kinetics (Harvey House Publications, 1997) ISBN 0880118040 Rowe R Canoeing Handbook (Bromley Books) ISBN 0953139565 British Mountaineering Council: Climbing Rock British Mountaineering Council: Safety on Mountains
Videos
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Magazines and journals Canoe Focus Canoeist Climber High Horizons
Websites The following websites may be useful: The British Mountaineering Council Royal Yachting Association www.thebmc.co.uk www.rya.org.uk
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Unit 20:
Arts and Entertainment

Description of unit
This unit is designed to give an over arching view of the arts and entertainment industry with a particular emphasis on the management, operation and funding of live performance. The unit explores the industrys dynamic structure through an identification of trends in the public, private and voluntary sectors involvement in the world of the arts and entertainment. A range of activities and venues and the corresponding levels of public usage and support are explored. This will provide the learner with an insight into the management and operation of a range of activities and venues; the influence of contrasting financial practices and the underlying trends in all three sectors of the arts and entertainment industry. This unit has links with professional qualifications such as the Institute of Leisure and Amenity Management Certificate and Diploma.

To achieve this unit a learner must: 1 2 3 4 Investigate the range of activities offered by the public, private and voluntary sectors Examine the influence of contrasting financial practices Examine the management and operation of different types of venues Investigate current and future trends in the arts and entertainment industry.
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Content
Range of activities Activity: by type eg public, private, voluntary; by performers eg professional, semiprofessional, amateur; by venue eg venue-specific, touring, festivals; by art forms eg live performance including music, opera, theatre, dance, cabaret, comedy; visual arts and crafts eg exhibitions; film and video eg recording, photography Audiences: national usage figures, age and socio-economic breakdown, spectator and participatory activity, widening choice Venues: dedicated spaces eg theatres, concert halls, arts centres, clubs, cinemas, galleries; non-dedicated spaces eg streets, schools, pubs, homes, outdoor spaces, community halls; urban rural provision
Contrasting financial practices For-profit sector: (private) areas of provision eg cinemas, West End theatre, popular music and recording industry, bingo, television, clubs; opportunity-led provision, commercial sponsorship Not-for-profit sector: (public and voluntary) the role of the Government and funding agencies, non-statutory provision, Arts Council, regional arts boards, local authorities, voluntary organisations eg 'Friends'; principles of revenue and capital subsidy, the National Lottery, arts sponsorship; direct and indirect economic benefits
Management and operation Influences: status ie for-profit, not-for-profit; direction eg programming, scheduling; administration eg staffing, budgeting, resource planning Audience and performance needs: front-of-house operations, box office, security, cleaning and maintenance, catering and bars, technical and production staff, performers Marketing needs: publicity, promotion, point-of-sale, media relations
Current and future trends Employment: managerial and supervisory levels in each sector; marketing, technical, production, administration Future trends: purpose-built, multi-purpose facilities, partnership funding, commercial approach to management, new technologies, cultural provision as part of major international sports events
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Outcomes
Investigate the range of activities offered by the public, private and voluntary sectors
analyse the scope of the industry, differentiating and comparing sectors classify the range of performing arts and entertainment activities against their audience profiles and venues explore audience backgrounds and levels of support for arts and entertainment activities, in particular why significant changes in such support have occurred explain how these findings influence the way in which activities are produced, where they are put on and how they are distributed to the public describe the broad scope of the sectors contribution to the national economy describe the principles of capital and revenue in the industry compare contrasting types of commercial operation within the industry define the roles of national, regional and local funding agencies and authorities including the role of commercial and private sponsorship in the notfor-profit sector examine the relationship between types of arts production and the manner in which they are funded explain why management and operational strategies differ between types of venue, given differences in revenue generation and other constraints explain how areas of work and responsibility are allocated to ensure effective venue administration and direction and how sector activity affects such practice analyse how the needs of audiences and production/performance personnel affect current management practice describe the main promotional and advertising methods used by the industry
Examine the influence of contrasting financial practices
3 Examine the management and operation of different types of venues
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Investigate current and future trends in the arts and entertainment industry
analyse current opportunities and future trends in the employment market identify possible future changes in the funding arrangements, both capital and revenue, for arts and entertainment facilities describe the changing nature of facility design and construction explain possible changes in the management regimes in arts and entertainment complexes of the future
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Guidance
Delivery This unit uses both primary and secondary research methods, project-based enquiries, case study discussion and contact with arts practitioners and managers. This will enable the learners to understand and explain the context within which arts practitioners operate. It is advisable for research and analysis to be undertaken at two levels. It is important that at the national level statistics such as participation rates by age gender and socio-economic grouping are identified and analysed. The complex nature of the industry however, means that obtaining such findings is time consuming and it is suggested that this work should be carried out in teams with information pooled. At the local level learners could concentrate individually on the investigation of one or two contrasting local venues and that the subsequent analysis of findings is undertaken within the over arching context of the national arts and entertainment industry. Assessment Assessment could be of a formative inter-linked nature to enable learners to develop and build upon the knowledge and skills identified in the learning outcomes. Assessment should be structured to allow and encourage learners to become engaged in both the national and local contexts of the arts and entertainment industry. Assessment could include opportunities such as: the national context through examination of nationally collated statistics (DCMS Annual Reports, Leisure Tracking Survey, the Henley Centre, Target Group Index, BMRB International, General Household Survey etc) material accessed through contacts with the industry and/or professional bodies eg site visits, visiting speakers etc the use of local facility and activity managers and practitioners who are willing to give a practical value added dimension to the theory base.
Links Links to wider curriculum Delivery of this unit can contribute to the learners understanding of moral, ethical, social and cultural issues in the following ways: moral and ethical: when learners are examining and discussing financial practices in the arts and entertainment world social and cultural: when learners are investigating the range of activities offered by all providers in the arts and entertainment world.
Delivery of this unit can also raise learners awareness of, environmental issues and European developments consistent with relevant international agreements in the following ways: environmental issues: when learners are discussing venues for arts and entertainment European developments: when learners are discussing future trends in the arts and entertainment world. 157
Mapping of wider curriculum opportunities is provided in Annex C. Resources There are many publications focused on Arts and Entertainment such as: local and national press company, agency, venue reports eg SWET, Arts Council, RABs, BBC local authority information eg economic development, tourism and visitor material professional bodies eg ILAM, EAM, LA Charitable Trust publications eg Carnegie, Gulbenkian, Rowntree statistics provided by eg DCMS Annual Reports, Leisure Tracking Survey, the Henley Centre, Target Group Index, BMRB International, General Household Survey etc.
Support materials Textbooks Tutors should be aware that textbooks are frequently updated and that they should use the latest editions where available. Pick J and Anderton M Arts Administration (Spon Press, 1995) ISBN 041918970X Waters I Entertainment, Arts and Cultural Services (Longman, 1994) ISBN 0582239052 Torkildsen G Leisure and Recreation Management (Spon Press, 1999) ISBN 041922940X Leisure Manager Leisure Management NME Sight and Sound The Stage
Websites The following websites may be useful: 24-hour museum information Arts Council Department for Culture, Media and Sport Institute of Leisure and Amenity Management Rank Group Regional Arts Organisations Whats On Yellow Pages www.24hourmuseum.org.uk www.artscouncil.org.uk www.dcms.gov.uk www.ilam.co.uk www.rank.com www.arts.org.uk www.whatson.com www.yell.co.uk
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Unit 21:
Heritage Management
Description of unit
The aim of this unit is to investigate heritage management and its role within the leisure sector. Through this unit learners will gain an awareness of definitions of heritage, the organisations involved in the management of heritage, the role and importance of interpretation within the heritage industry and issues relevant to the heritage sector.

To achieve this unit a learner must: 1 2 3 4 Investigate heritage within the contexts of natural, constructed and cultural resources Explore the role of heritage attractions within the leisure industry Examine the ownerships and organisations involved in the heritage industry Explore the role of interpretation within the heritage industry.
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Content
Natural, constructed and cultural resources Heritage: definitions of heritage, and analysis of its importance and interest Natural: aspects of heritage including landscape, coastlines, national parks, forests, woodlands, wildlife, other habitats; the impact of the leisure industry on the conservation and sustainability of such sites Constructed: the built heritage environment eg museums, buildings, monuments, artefacts, archaeological sites, transport and industrial heritage Cultural heritage: the role of the heritage industry in shaping and sustaining cultural identity; regional and national costume, song, dance, folklore and language
Role of heritage attractions The use of heritage: education, research, recreation, entertainment Importance: visitor levels and usage rates for exemplar sites, the overall status of heritage as a leisure activity, income generation Conflicts of interest: access versus conservation, erosion, impact of visitors on sites and their immediate environments, the presentation of culture to visitors The future of heritage: the conservation threats imposed by further growth, the potential role and impact of new technologies eg virtual reality
Ownerships and organisations The ownership of heritage: sites in public and private ownership, their objectives and income generation, their role in education and conservation; control of access and preservation of cultural heritage; the role and operation of charitable trusts Organisations: structure and broad remits of the National Trust, government agencies, quangos and voluntary bodies eg the Civic Trust, Environment Agency, the Countryside Commission, the National Parks, wildlife trusts, government departments, regional/local authority departments and specialist conservation groups Roles and responsibilities: funding, advisory and legislative roles of relevant organisations; inter-relationships between heritage organisations
Role of interpretation Interpretation: importance of interpretation to the visitor experience; the relevance of a thematic approach to interpretation Media for interpretation: published material, audio-visual, interactive technology, drama and role-play, audio and other sensory techniques Meeting audience needs: the importance of establishing audience needs for effective interpretation; language levels, combination of interpretative media to achieve appropriate effects
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Outcomes
Investigate heritage within the contexts of natural, constructed and cultural resources Explore the role of heritage attractions within the leisure industry Examine the ownerships and organisations involved in the heritage industry
define the term heritage and categorise a range of examples evaluate potential conflicts between leisure activities and the conservation of heritage resources analyse the importance of heritage as a leisure activity evaluate the potential role and impact of technology on the heritage industry identify different forms of ownership within the heritage industry explain the roles of a range of organisations involved in the management of heritage sites summarise the structures of key heritage organisations and their inter-relationships describe the role of interpretation within the heritage industry evaluate the various media relevant to interpretation prepare a basic interpretation plan for a specific heritage site which takes into account potential audiences and their needs
Explore the role of interpretation within the heritage industry
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Guidance
Delivery Much of the background information required for this unit can be delivered through lectures and seminars This should include a wide range of heritage case studies to help emphasise the diversity of the sector and the variety of organisations involved in the management of heritage. The delivery programme should include as many site visits as possible so that learners can be encouraged to evaluate a range of approaches to conservation and interpretation in practice. The nature of the unit content also permits a wide range of opportunities for independent research. Using a case study approach within the assignment will promote the development of skills of analysis and synthesis. The consideration of issues such as conservation versus access within the unit is an ideal mechanism for developing analytical and critical skills. Assessment This unit could be assessed through the presentation of a comparative study of two heritage sites, one to be taken from each of two of the identified contexts. The presentation could be in written format, or delivered orally. Where an oral presentation is used as the basis for assessment, the learner should submit relevant supporting material, including an account of research sources. Whichever form of submission is used, the following areas should be included in the study: categorisation of the sites being compared an analysis of the scale of the sites in terms of their role as visitor attractions and their contribution to local economies potential conflicts between leisure activities and the sustainability of the sites and their local environments the impact of the different forms of ownership on the sites an outline of the heritage management organisations relevant to the sites and their potential contribution to their management and development an evaluation of existing forms of interpretation used in the sites, and a plan outlining their improvement using a range of media.
Links Links to wider curriculum Delivery of this unit can contribute to the learners understanding of spiritual, moral, ethical, social and cultural issues in the following ways: spiritual: when learners are discussing the role of heritage attractions moral and ethical: when learners are examining the ownership of a range of heritage sites social and cultural: when learners are discussing cultural heritage.
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Delivery of this unit can also raise learners awareness of, environmental issues in the following ways: environmental issues: when learners are investigating the role of heritage in, for example, education and conservation, access versus conservation, erosion and threats to the future of heritage.
Mapping of wider curriculum opportunities is provided in Annex C. Resources Textbooks Tutors should be aware that textbooks are frequently updated and should use the latest editions where available. Ashworth G and Howard P (eds) European Heritage Planning and Management (Intellect Books, 1999) ISBN 1841500054 Goodey B Heritage Interpretation Management (John Wiley and Sons, 1997) ISBN 0471971200 Hall CM and McArthur S Integrated Heritage Management (The Stationery Office Books, 1998) ISBN 0471974048 Hooper-Greenhill E Museums and their Visitors (Heritage: Care and Management) (Routledge, 1994) ISBN 0415068576 Merriman N Beyond the Glass Case: the Past, the Heritage and the Public (University of London Institute, 2000) ISBN 0905853377 English Heritage: Living History English Heritage: Protecting our Past English Heritage: Sitework: English Heritage: The Past Replayed English Heritage: Role Up Fulcrum/Channel 4: Using Museums National Trust: A Watching Brief National Trust: Keeping House
Videos
Websites The following websites may be useful: Many relevant heritage management organisations have their own websites, for example: Castle Howard Longleat Shakespeares Stratford www.castlehoward.co.uk www.longleat.co.uk www.stratford.co.uk
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In addition most major heritage sites have their own websites, for example: English Heritage The Heritage Lottery Fund The National Trust www.english-heritage.org.uk www.hlf.org.uk www.nationaltrust.org.uk
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Annex A
Qualification codes
Each qualification title, or suite of qualification titles with endorsements, is allocated two codes, as are the individual units within a qualification.
QCA codes
The QCA National Qualifications Framework (NQF) code is known as a Qualification Accreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unit code. The QCA qualification and unit codes will appear on the learners final certification documentation. The QANs for qualifications in this publication are: 100/3054/2 Edexcel Level 4 BTEC Higher National Certificate in Public Services 100/3059/1 Edexcel Level 4 BTEC Higher National Diploma in Public Services
Edexcel codes
The Edexcel codes enable approval, registration, assessment and certification, they will appear on documentation such as the Student Report Form (SRF) and the programme definition. The Edexcel codes are not provided in this publication. The Edexcel codes will link automatically to the QCA codes for certification purposes.
QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will be made available on the Edexcel website. It will provide a comprehensive catalogue of all the qualifications and units available to centres. It will be useful for centres when making future decisions about centre choice units.
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Annex B
Qualification Requirement for BTEC Higher Nationals in Public Services
This Qualification Requirement should be read in conjunction with overarching guidance from Edexcel. Rationale BTEC Higher Nationals using the title Public Services should be developed to focus on: providing education and training for a range of careers in public services providing opportunities for public services employees to achieve a nationally recognised level four vocationally specific qualification providing opportunities for full-time learners to gain a nationally recognised vocationally specific qualification to enter employment in public services or progress to higher education vocational qualifications such as a degree in Public Services or a related area such as Criminology, etc developing the knowledge, understanding and skills of learners in the field of public services providing opportunities for learners to focus on the development of higher level skills in a public services context providing opportunities for learners to develop a range of skills and techniques and attributes essential for successful performance in working life.
Aims of the qualification Qualifications in Public Services meet the needs of the above rationale by: equipping individuals with knowledge, understanding and skills for success in employment in the public services enabling progression to an undergraduate degree or further professional qualification in Public Services or a related area such as Criminology providing opportunities for specialist study relevant to individual vocations and contexts to support individuals employed or entering employment in the public services developing the individuals ability in the public services through effective use and combination of the knowledge and skills gained in different parts of the programme developing a range of skills and techniques, personal qualities and attributes essential for successful performance in working life and thereby enable learners to make an immediate contribution to employment providing flexibility, knowledge, skills and motivation as a basis for future studies and career development in public services.
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Mandatory curriculum Managing people in public services: examining and analysing the public services, investigating the reasons for preferred hierarchical structures in both uniformed and nonuniformed services. The cultures commonly found within both uniformed and non-uniformed public services should be examined and explanations sought for their origins, in turn offering the opportunity to explore why public services are different to other organisations. Centralising around the importance of people as a key resource, and how this fits within the context of employment legislation and the processes and procedures commonly used in the public services. The exploration of the range of management skills and techniques required to work effectively within both uniformed and non-uniformed public services should be included. Quantification within management approaches is emphasised together with the issues surrounding psychometric testing of employees. Exploring the concept of leadership within a management context and the need for different approaches and management skills for both uniformed and non-uniformed services, according to the context and personnel involved. Financial resources in public services: introducing learners to the issue of funding and its importance to public service organisations as well as the financial constraints placed on public service organisations. Providing a general overview of funding sources and the issues which influence funding. Examining the sources of finance and learning how to interpret and use financial information in the day-to-day management of public service organisations will develop the learners ability to identify sources of financial information and how these can be used in the decision-making process. Examine financial control within the services and how the external influences and requirements for financial accountability are managed. Understanding of the political context in which public service organisations must function involving an evaluation of the impacts of the external operating environment and the need to adopt organisational strategies to ensure effective service delivery. Management of health and safety in public services: assisting the learner to develop an understanding of welfare and safety issues in the workplace, exploring the relevant health and safety legislation to identify the legal and ethical implications to public service organisations. Providing an opportunity to review current working practices and emergency policies implemented by a chosen public service including the roles, responsibilities and duty of care placed upon an individual within that organisation. Providing an opportunity to demonstrate knowledge and understanding of safe working practices by undertaking risk assessment and proposing strategies for accident prevention. Also providing an introduction to the multi-agency approach adopted by public service organisations to deal with major incidents. Government and the public services: providing an understanding of governmental structures, the associated legislative and policy-making powers examining this at various levels of governmental authority, ranging from the European Union through national and regional authorities to local government. Examining public policy making and current political issues, placing these within the context of macroeconomic policy objective, and the instruments for achieving them. Also focusing on local and regional policies that affect public service organisations. Independent research into the public services: allowing learners to undertake a detailed study into an area of personal interest within the public services, the current culture and operation and the issues which impact strongly on the service. The study should use both primary and secondary sources of information, and should be an exploration of a current major issue facing a service. The study undertaken should build on knowledge, skills and understanding that have been achieved in other units.
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Sociological aspects of the public services: to develop learner awareness of the influences society has on individuals and groups and to focus on individuals ability to make decisions for themselves. Examining structural influences and their impact on individuals and groups will enable them to apply this knowledge to public service organisation and management within the public services. This will involve an evaluation of how social structures impact on individual agencies and it will develop learners understanding of how workplace cultures can influence employees and service delivery. Psychology and human behaviour: examining psychological theories and practices in relation to public service work. Developing an understanding of people, and how they inter-relate with each other and with organisations. Learners will be able to evaluate their own personal development and will be able to demonstrate skills in interpersonal communication. Also exploring a range of motivation theories and to investigate the factors that lead to effective teamwork. Optional curriculum Equal Opportunities: to identify and critically discuss the sociological problems caused by prejudice and discrimination within society today, focusing on the analysis and assessment of provisions and protection in current legislation, including organisational policies and antidiscriminatory practices. Enabling learners to understand why prejudice and discrimination have no place within the public services. Human Resources in the public services: to provide an introduction to the concepts and practices of Human Resource Management within the public services and an understanding of the personnel function through the consideration of systems and frameworks, which create and sustain the employment relationships within public services. Stress management in the public services: to recognise the signs and symptoms of stress. To investigate the meaning of the terms stress and stressors identifying the links to the public service, analysing current works and theories by acknowledged practitioners to provide an under-pinning knowledge. Researching the psychological and physiological effects of stress explaining how this impacts upon an individual and the subsequent changes in behaviour patterns. There is an opportunity to research the policies and working practices adopted by chosen public service to combat stress in the work place, taking into account current legislation. Learners will be able to research and analyse the methodology adopted to tackle stress in the work place. Global socio-political Issues: developing knowledge and understanding of current global issues, many of which will have a direct impact on the public services. Gaining an understanding of how the institutions of the world work together, and the pressures put upon them. Technology and public services: to develop learners understanding of the role of technology in the public services covering technological change in society at large, as well as developments within the services, examining how both benefits and difficulties are managed. Focusing on the effects of advancing technology on crime prevention, weapon systems and the design of public service equipment covering scientific concepts at a basic level, the emphasis being on the practical way in which technology affects the functioning of the public service. Criminology and safer communities: the aim of this unit is to give learners an opportunity to understand aspects of criminal behaviour and to examine and analyse the major criminal activity theories. Focusing on the reporting, recording and interpretation of crime, as well as the efficiency of the Judicial System, offering the opportunity to explore concepts of crime reduction and the Multi-Agency approach to safer communities.
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Justice and punishment: to provide learners with an opportunity to understand the concepts of justice and punishment, examining the composition, roles and responsibilities of the various criminal justice agencies, the magistracy and the judiciary, and recognising how they interact. Exploring the various sentencing options available to criminal courts when dealing with adult, juvenile and mentally disabled defendants, assessing the issue of consistency in sentencing by looking at the practice and principles applied when sentencing defendants. Enabling the learner to examine specific studies on crime prevention, and research into social, community and government initiatives. Managing disaster: to introduce learners to the roles and systems of the emergency services in the event of a disaster occurring and an understanding of the need to plan, review and update strategies and procedures. Investigating contingency planning exercises carried out in advance of a major incident occurring focusing on how incidents are dealt with and their possible effects. Activity management: to manage public service sector outdoor activities and residential experiences enabling them to recognise the central role of an outdoor or a residential activity as a training event for personnel drawn from both operational and support areas across one of the public services. Focusing on the knowledge, skills and understanding required to oversee the management of an outdoor activity, residential or training event, from the planning stage through to implementation, review and evaluation and highlighting the profile of such events with client groups. Managing physical activity: to develop learners understanding of the issues related to physical fitness in the public services and providing the opportunity to identify different fitness standards and how personnel can maintain them effectively in particular roles. Personal outdoor skills: to develop learners basic technical skills in land and water-based outdoor activities, through participation in a range of outdoor skills training, becoming aware of and beginning to develop the technical competencies that are required in the safe management of groups in the outdoors. Understanding the key issues essential to personal safety in participation in outdoor activities and considering these safety issues and their impact upon planning schedules, decision-making processes, and end decisions. Demonstrating competence in basic first aid skills, and considering the changing dynamics of administrating first aid and managing emergency procedures in the outdoors. Developing an understanding of the tools and frameworks used to critically evaluate themselves and others in the context of skill development in outdoor activities, completing a personal outdoor skills audit and covering the learning processes involved in the development of skill acquisition. Arts and entertainment: to give an over-arching view of the arts and entertainment industry with a particular emphasis on the management, operation and funding of live performance. Exploring the industrys dynamic structure through an identification of trends in the public, private and voluntary sectors. Providing an insight into the management and operation of a range of activities and venues, the influence of contrasting financial practices and the underlying trends in all three sectors of the arts and entertainment industry. Heritage management: to investigate heritage management and its role within the public sector, gaining an awareness of definitions of heritage, the organisations involved in the management of heritage, the role and importance of interpretation within the industry and issues relevant to heritage. Professional body recognition The BTEC Level 4 Higher Nationals in Public Services have been submitted for support to the Institute of Fire Engineers, the Royal Navy, Royal Marines, Royal Air Force and Army. There is no single body that represents this sector.
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Links to National Standards There is the opportunity for programmes in public services to provide some of the underpinning knowledge, understanding and skills for the Level 4 NVQ in Management. Higher level skills and abilities Learners will be expected to develop the following skills during the programme of study: analysing, synthesising and summarising information critically the ability to read and use appropriate literature with critical understanding the ability to think independently and solve problems the ability to take responsibility for their own learning and recognise their own learning style obtaining and integrating several lines of subject-specific evidence to formulate and test hypotheses applying subject knowledge and understanding to address familiar and unfamiliar problems recognising the moral and ethical issues of enquiry into public services and appreciating the need for ethical standards and professional codes of conduct designing, planning, conducting and reporting on investigations.
Entry prerequisites There are no particular entry requirements for this qualification, Please refer to Edexcel guidance on entry requirements (to be developed). Learners who enter with at least one of the following are likely to benefit more readily from a public services programme: a BTEC National Certificate or Diploma in Public Services or Business, or a similar discipline an AVCE/Advanced GNVQ in an appropriate vocational area a GCE Advanced level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at A* to C other related Level 3 qualifications an Access to Higher Education Certificate awarded by an approved further education institution related work experience.
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Annex C
Wider curriculum mapping
Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16 Unit 17 Unit 18 Unit 19 Unit 20 3 3 3 3 Unit 21 3 3 3 3 3 3 3 3 3 3 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 3 3 3 Unit 9 3 3 3 3 3
Issues
Spiritual Moral and ethical Social and cultural Environmental issues Health and safety considerations European developments
3 3
3 3 3 3 3 3 3 3 3 3
3 3 3
3 3 3 3 3 3 3
3 3 3
3 3 3 3
3 3 3
3 3 3
3 3 3 3
3 3 3
3 3
3 3
3 3
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Annex D
Mapping against the Level 4 NVQ in Management The following grid maps the knowledge covered in the Level 4 NVQ in Management against the underpinning knowledge of the Edexcel Level 4 BTEC Higher National Certificate/Diploma in Public Services.
HNC/D titles
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 16
Unit 17
Unit 18
Unit 19
Unit 20
Unit A2: Manage activities to meet requirements Unit A4: Contribute to improvements at work Unit B2: Manage the use of physical resources Unit B3: Mange the use of financial resources Unit C5: Develop productive working relationships Unit C8: Select personnel for activities
3 3 3 3 3 3 3 3 3 3
Unit 21
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
NVQ unit titles
175
HNC/D titles
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 16
Unit 17
Unit 18
Unit 19
Unit 20
Unit C10: Develop teams and individuals to enhance performance Unit C15: Respond to poor performance in your team Unit D4: Provide information to support decision making Unit G1: Contribute to project planning and preparation Unit G2: Co-ordinate the running of projects
3 3 3
3 3 3
st220703\LT\PD\LEVELS 1-4 2003 B013371 HN IN PUBLIC SERVICES L4.DOC.1-185/2
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Unit 21
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
NVQ unit titles
Further copies of this publication are available from Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN Telephone: 01623 467467 Fax: 01623 450481 Email: publications@linneydirect.com Order Code B013371 July 2003 For more information on Edexcel and BTEC qualifications please contact Customer Services on 0870 240 9800 or email: enquiries@edexcel.org.uk or visit our website: www.edexcel.org.uk London Qualifications Limited. Registered in England and Wales No. 4496750 Registered Office: Stewart House, 32 Russell Square, London WC1B 5DN

HNCD in Public Services L4 Specification

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BTEC Higher Nationals

Guidance and units

Edexcel Level 4 BTEC Higher Nationals in Public Services

EDEXCEL LEVEL 4 BTEC HIGHER NATIONALS IN PUBLIC SERVICES

Teaching, learning and assessment

Quality assurance of BTEC Higher Nationals

Programme design and delivery

Locally-devised specialist units Limitations on variations from standard specifications

Access and recruitment

The wider curriculum

Professional development and training Further information Units

131 139 145 153 159

Qualification titles covered by this specification

Edexcel qualifications in the National Qualifications Framework

Key skills level 4

Key skills level 3

GCE A Level GCE AS Level VCE AEA

Key skills level 2

Key skills level 1

Structure of the qualification

BTEC Higher National Diploma

Structure of Edexcel Level 4 BTEC Higher National Certificate in Public Services

Structure of Edexcel Level 4 BTEC Higher National Diploma in Public Services

This qualification meets the needs of the above rationale by:

National Occupational Standards

BTEC Higher National Certificate

BTEC Higher National Diploma

Teaching, learning and assessment

Learning and assessment

Grading Higher National units

Accreditation of Prior Learning (APL)

Quality assurance of BTEC Higher Nationals

Centre and programme approval

Monitoring centres internal quality systems

Independent assessment: the role of the external examiner

Programme design and delivery

Meeting local needs

Locally-devised specialist units

Limitations on variations from standard specifications

Access and recruitment

related work experience.

Restrictions on learner entry

Learners with particular requirements

The wider curriculum

Spiritual, moral, ethical, social and cultural issues

Health and safety issues

How to obtain National Occupational Standards

Professional development and training

Entry and Enquiry into Public Services

Summary of learning outcomes

Strategies Strategies: empirical, intervention/non-intervention, positivist/non-positivist, action research, qualitative, appropriateness

Outcomes and assessment criteria

Examine different research strategies

Identify and evaluate a range of research methods with regard to suitability

Managing People in Public Services

Summary of learning outcomes

Outcomes and assessment criteria

Examine the structure and culture of a public service

Investigate a range of management models appropriate to management of staff in a public service

www.cre.org.uk www.drc.gb.org.uk www.compactlaw.co.uk www.eoc.org.uk www.hse.gov.uk

Financial Resources in Public Services

Summary of learning outcomes

Outcomes and assessment criteria