While training is being overhauled to meet the challenges of expanding early years provision and workforce reform, there is now a real possibility that a lack of assessors could be a stumbling block.
It boils down to the simple fact that not enough is being done to recruit these much-needed professionals and in many cases, playwork and childcare workers are having to wait several months before being able to access essential training to progress with their NVQs.
As CACHE points out in its strategy document, the development of qualifications with greater flexibility, which cover a more diverse range of specialist subjects, will intensify the pressure. This is because centres will need to recruit and train tutors with specialisations in different ages and particular areas of practice. As awards will become quite individualised and dependent on different age groups, training centres will have to accommodate a more specialist range of units. They will also need help and support to adapt to the changing design of qualifications.
The difficulty in recruiting assessors may be due to the perception of long hours spent writing up observations, helping candidates to develop huge portfolios of evidence. However, with the advent of e-portfolios, more centres are shifting towards the use of technology and dispensing with the traditional portfolio method, thereby improving time management.
The extended age range introduced as part of the new National Occupational Standards also has implications for assessment. Lisa Collins, NVQ co-ordinator for Sandwell College in Smethwick, in the Black Country, says that the current shortage crisis is compounded by a lack of assessor skills within the eight -to-16 age group. 'We feel training needs to be put together and delivered by the awarding bodies to enable assessors to have the skills to assess effectively in this age range, as most early years assessors only have experience across nought to eight,' she says.
Because of the breadth of the new awards, the assessment process may become a shared entity, with an increasing number of assessors being involved in the candidate's achievement across their specialities, and more involvement of 'expert witness' statements to meet the requirements of the extended age range.
It is to be hoped that more settings will recognise the benefits of training assessors in the workplace to ensure availability of assessment on site and continuous workforce development. Clearly there needs to be substantial course support from the examining bodies and opportunities to ensure that funding provision for assessor awards is made available. NW
