ABSTRACT
The creation and development of GNVQs described by Jessup in an earlier chapter resulted in the first GNVQs being piloted from September 1992. The findings of the autumn 1991 consultation on GNVQs (Harrop, 1992) confirmed the main features of the qualifications while indicating that some aspects would need to be reviewed during piloting. It was clear that while unit delivery and outcomes assessment could offer students real advantages in motivation and achievement, the differing views expressed on assessment, including grading, indicated that these would need further development and clarification. In addition teachers would need training and support in new approaches to learning and assessment. This has proved to be the case and has been taken up by NCVQ and the awarding bodies as a priority. However, many other factors have to be taken into account as important influences on the ‘success’ of GNVQs. The following pages show how many of these factors affect each other.
