foundation degree framework for the justice...

Foundation Degree Frameworkfor the Justice Sector

AUGUST 2005

10435 S4J Foundation Degree booklet 22/8/05 4:06 pm 03

10435 S4J Foundation Degree booklet 22/8/05 4:06 pm Page 104

Page

Introduction 6

Aim of the Skills for Justice Foundation Degree Framework 7

1 Sector Context 91.1 Overview of the Justice Sector 91.2 Skills Needs 111.3 The Role of Skills for Justice 11

2 Design 132.1 Working in Partnership 132.2 Essential Content of Justice Sector Foundation Degrees 132.3 Relationship to National Occupational Standards 182.4 Key Skills 19

3 Delivery 203.1 Initial Assessment and Accreditation of Prior Experiential Learning 203.2 Mode of Delivery 203.3 Mode of Learning and Learning Agreements 203.4 Work-based Learning 213.5 Responsibilities: Students, Providers, Employers, Skills for Justice 233.6 Work-based Mentoring and Coaching 243.7 Assessment 243.8 Student Tracking and Monitoring 24

4 Progression 254.1 Progression Routes into Foundation Degrees 254.2 Progression Routes from Foundation Degrees 254.3 Credit Accumulation and Transfer 26

5 Quality Assurance 275.1 Requirements 27

6 Communication 286.1 Promoting Access and Participation 28

7 Evaluation 297.1 Evaluation of the Foundation Degree Framework 297.2 Evaluation of Foundation Degrees in Justice 29

1

Contents


APPENDICES

APPENDIX A: The National Qualifications Framework (NQF) and Framework for HigherEducation Qualifications (FHEQ)

APPENDIX B: Descriptor for Intermediate level qualifications (FHEQ)

APPENDIX C: National Occupational Standards (NOS) for Justice

APPENDIX D: NOS relating to Core Themes

APPENDIX E: NOS for Police Probationer Training

APPENDIX F: Children’s Workforce Unit (CWU) Common Core Headings

APPENDIX G: List of Contributors

APPENDIX H: References

APPENDIX I: Useful Websites

2


The Foundation Degree Framework for theJustice Sector has been developed by Skillsfor Justice through support from FoundationDegree Forward. Skills for Justice are theSector Skills Council covering all employers,employees and volunteers working in UKjustice. Foundation Degree Forward worksin partnership with all relevant agencies,institutions, organisations and interestgroups to ensure that the development ofFoundation Degrees is driven by the needsof students and employers.

The development process was supportedand guided by the Working Group, whichincluded representatives from across thejustice sector. John Randall, the chair ofSkills for Justice, chaired the WorkingGroup. Julie Benson managed the projectfor Skills for Justice.

The contribution of many people to thedevelopment of the Foundation DegreeFramework is gratefully acknowledged. In particular, the many individuals from theJustice Sector who made their time andexpertise available through working groups,interviews, seminars, consultationquestionnaires and written comments to theproject team. Without this input it wouldhave not been possible to develop theFoundation Degree Framework for theJustice Sector.

Finally, the hard work and expertise of theconsultancy team responsible for thedevelopment of the Foundation DegreeFramework on behalf of Skills for Justice isalso acknowledged. The consultancy teamwere Cathy Wills and Martin Christie ofChristie and Christie Ltd.

3

Acknowledgements


Foundation Degree Forward [fdf] has a remitfrom DfES to work in partnership withSector Skills Councils (SSC) to supportemployer engagement in Foundationdegrees. Initially the focus of our activity isto fund and support the development ofSSC frameworks that represent sectoremployers’ perspectives on skills gaps andshortages. In this process NationalOccupational Standards will be developedand reviewed so that they, too, can informFoundation degree development.

In partnership with Skills for Justice wecommend this framework to allstakeholders with an interest in Foundationdegrees. In particular, fdf will encouragefurther and higher education institutions todraw upon the framework in designingappropriate learning outcomes andassessment strategies to manifest thedistinctive characteristics of the Foundationdegree as a qualification. As the frameworkmakes clear, we see its guidance asinteractive with QAA frameworks andrequirements.

During the process of practicalimplementation of the framework withinFoundation degree provision, fdf will workwith Skills for Justice to review, evaluateand update it. We see this as a service tostakeholders, including providinginstitutions, and not as an additional layer ofregulation. Our objectives are to support thedevelopment of Foundation degrees in thejustice sector that are responsive toemployer demand, integrate employers intoeducational provision and deliver bothlifelong learning capacities and employabilityopportunities for learners.

Derek LonghurstFoundation Degree Forward

4

Foreword from Foundation DegreeForward


Foundation degrees bring together theconceptual and cognitive skills developedby higher education, and the occupationalcompetences needed for effectiveperformance at work. Together, theseprovide a sound basis for developing theleadership and problem solving skills thatare required for the increasingly complexroles within the justice sector.

The cross-sectoral approach of thisFramework will provide learners with acontextual understanding of the sector as awhole, and of the inter-relationshipsbetween the roles within it. At a time ofmodernisation and reform of justiceservices, and of increased emphasis oncollaborative working between agencies,such a holistic approach is vital.

High levels of skill, supported by a depth ofconceptual and contextual understanding,are needed if those working in the justicesector are to meet the challenges ofkeeping our communities safe in anincreasingly complex world. This FoundationDegree Framework has a major role to playin enabling that aim to be achieved.

John RandallChair, Skills for Justice

5

Foreword from Skills for Justice


Foundation Degrees are a new type ofhigher education qualification, designedwith employer involvement. They combinetechnical skills, workplace skills, academicknowledge, generic skills and employabilityskills. The defining characteristics ofFoundation Degrees as set out in the QAAFoundation Degree Qualification Benchmarkare:

• Employer involvement

• Accessibility

• Articulation and progression

• Flexibility

• Partnership.

A Foundation Degree integrates thesecharacteristics within a single award,underpinned by work-based learning.Foundation Degrees are designed to beaccessible to learners of all ages (18+) andcircumstances, and the deliverymechanisms are flexible. They may betaken on a full-time or part-time basis, andtypically take two years full-time (or part-time equivalent) to complete.

Many students study for FoundationDegrees while in employment; employersare involved in the design, review and,where possible, delivery of FoundationDegrees, which include work-basedlearning. There are already a number ofFoundation Degrees on offer in the JusticeSector e.g. Police Studies, Youth Justice,and Community Justice.

Foundation Degrees combine bothvocational and academic learning, andshould be seen in the context of two over-arching qualifications frameworks – theNational Qualification Framework (NQF) andthe Framework for Higher EducationQualifications (FHEQ).

The National Qualification Framework (NQF)for England, Wales and Northern Irelandsets out the levels at which qualificationsare recognised. In September 2004 theNQF was revised to indicate how levels ofNQF qualifications compare withqualifications awarded by Higher EducationInstitutions. The table provided in AppendixA illustrates how the revised NQF will workand provides examples of qualifications thatcan be achieved at each level. It showshow the original and revised levels comparewith each other. It also shows how therevised levels compare with the Frameworkfor Higher Education Qualifications (FHEQ).Foundation Degrees sit at Level I within theFHEQ, which is equivalent to Level 5 withinthe revised NQF.

It should be noted that Foundation Degreesare not currently being developed inScotland. However, the aims, objectivesand core themes set out in this frameworkmay be of relevance to the development ofqualifications within the Scottish Credit andQualifications Framework.

6

Introduction


The Skills for Justice Foundation DegreeFramework aims to build upon the generalcriteria set out above, and to specify theareas for inclusion within all FoundationDegrees in the Justice Sector. TheFramework is designed to be applicable toall Foundation Degree programmes inJustice, whether the courses are aimed atoperational or support staff already in post,or at those wishing to move intoemployment in the sector. The Frameworkwill inform the development and delivery ofsuch awards, and guide providers on issuessuch as:

• the nature and characteristics of theJustice Sector

• current skills needs and skills gaps

• essential content of Foundation Degreesin the sector

• delivery and assessment of FoundationDegrees in the sector e.g. arrangementsfor work-based learning and qualityassurance.

The Skills for Justice Foundation DegreeFramework provides an overall structure forthe design and delivery of FoundationDegrees. It is a strategic document thatgives employers and providers an indicationof what is expected of a Foundation Degreein the Justice Sector. It is not a draftcurriculum and should not be treated assuch. It is for each provider to develop theirown curriculum, having regard to this overallFramework, to the specific needs ofemployers with whom they are working,and to the learning needs and careerintentions of their learners.

Note that guidance on the development ofFoundation Degrees is available from anumber of sources, and this guidanceshould be considered in conjunction withthe Skills for Justice Framework. Relevantguidance includes:

• How to Develop a Foundation Degree(Foundation Degree Forward)

• Foundation Degree QualificationBenchmark (Quality Assurance Agency,2004)

• Foundation Degree Prospectus (HigherEducation Funding Council for England,2000).

Skills for Justice has worked closely withemployers in the sector to develop aFramework that reflects their needs andensures that provision is tailored toproducing graduates with the rightknowledge, skills and abilities. ThisFramework has been developed throughextensive consultation with employers,agencies, institutions, organisations andinterest groups from across the sector, andconsultation has taken a variety of forms(including interviews, meetings,questionnaires, seminars and a majorconference held in Sheffield in May 2005).

The development work took place betweenJanuary and July 2005. In addition toconsultation with the sector, the projectteam have also carried out desk research toinform and support the content of theFoundation Degree Framework. This hasincluded reviewing existing relevantdocumentation, web sites and relatedFoundation Degree Frameworks from‘neighbouring’ sectors (e.g. health sector).

7

Aim of the Skills for Justice FoundationDegree Framework


A total of three working group meetingshave been held to discuss and agree thedraft content of the Foundation DegreeFramework. The working group was madeup of representatives from across the justicesector. In addition, the draft versions of theFoundation Degree Framework have beenmade available for comment on the Skillsfor Justice web site during the developmentperiod.

Employers and providers are invitedto liaise with Skills for Justiceregarding the development ofFoundation Degrees in the sector. As well as collating and disseminatinginformation about provision, Skills forJustice is well placed to offer adviceand support to organisations on arange of issues including: SkillsForesight, National OccupationalStandards, national initiatives andlegislation, and the ‘Skillsmark’Quality Framework.

8


1.1 Overview of the Justice SectorSkills for Justice is the Sector Skills Councilfor the Justice Sector, representing theinterests of around half a million employeesand volunteers in England, Wales, NorthernIreland and Scotland.

Justice Sector workers are employedmostly through the Public Sector but with asignificant number in the voluntary sectorand a growing number in the private sector.Justice Sector workers are employed in:

• Agencies working to prevent offendingand re-offending by adults, children andyoung people including: the NationalProbation Service for England and Wales,the emerging National OffenderManagement Service (NOMS) in Englandand Wales, the Probation Board forNorthern Ireland, Local Authority SocialWork Departments in Scotland, theYouth Justice Board and Youth OffendingTeams, and voluntary sector partners;

• Agencies working in the secure detentionof adults, children and young people(including remanded, sentenced andimmigration detainees) including: HMPrison Service in England and Wales, theScottish Prison Service, the NorthernIreland Prison Service, private sectoragencies, local authorities;

• Agencies working in secure escorting ofadults, children and young people, andelectronic monitoring;

• Policing, including police forces inEngland and Wales, Scotland, NorthernIreland, the Channel Islands and Isle ofMan, and specialist forces includingBritish Transport Police, MOD Police,National Crime Squad, and NationalCriminal Intelligence Service;

• Court management and administrationincluding: HM Courts Services forEngland and Wales, the Northern IrelandCourt Service, and the Scottish CourtService;

• Prosecution Services, such as the CrownProsecution Service (CPS) in Englandand Wales, the Department of theDirector of Public Prosecutions forNorthern Ireland, and the Crown Officeand Procurator Fiscal in Scotland;

• Agencies supporting victims, survivorsand witnesses – with a significantnumber in the voluntary sector;

• The law enforcement teams of HMRevenue and Customs;

• Community Safety – in partnershipsacross statutory and voluntary sector.

Justice Sector organisations work towardsthe same over-arching purpose – thecreation of a safe, just and stable society –in a context where multi-agency andpartnership working is essential toachievement of that purpose. Improvedpublic service delivery is a Governmentpriority across the UK, and employers areunder pressure to provide services that areinnovative, lead to performanceimprovement and represent value formoney. In the private sector there continuesto be great emphasis on improvement inproductivity, innovation andcompetitiveness. In addition, UKGovernments are conducting an extensivereform of the delivery of criminal justice andsocial inclusion.

9

1 Sector Context


These factors have significant implicationsfor the development, recruitment andretention of skilled and knowledgeableindividuals – individuals who are able to dealwith diverse and complex issues in an oftenpressurised and difficult environment, andcommunicate with a wide range of serviceusers, colleagues and members of thepublic. Further information about the justicesector can be found within the‘Occupational Map for Justice’ developedby Skills for Justice.

Figure 1 gives an indication of some of thelinkages across the justice sector. Althoughit is recognised that this is a simplisticrepresentation of what is a complex system,it does show some of the key relationshipsbetween areas of activity within the justicesector.

10

Figure 1: Linkages across the Justice Sector

Crime and Disorder Reduction Partnerships and

Community Safety Partnerships lookto reduce the likelihood of crime

occurring through measures such as social crime prevention,

youth diversion, environmentalprotection and designing

out crime

The Probation Service may prepare a report for Court, making proposals

for sentencing

The individual may bereleased back into thecommunity, where the

Probation Service, Nacro andSOVA may be involved

in resettlement

When a crime has occurred, agencies work to reduce the social andpsychological impact on victims and witnesses

Where custodial sentences are not appropriate,

community sentences may be issued

The process of determining bail and placing people on

remand takes place

The individual may be sentenced to prison

The Police may identify and arrest an individual


A focus on one of the ellipses in thediagram gives further information on thedepth and complexity of the justice sector,and the different agencies and processesthat practitioners are likely to work with. Forexample, the italicised text in one of theellipses (top right) shows the impact ofcrime on victims and witnesses: ‘When acrime has occurred, agencies work toreduce the social and psychological impacton victims and witnesses’. Underpinningthis complex area of activity are a wholerange of agencies and processes, e.g.:

• Victim support

• Court system ‘witness care units’

• Family liaison officers

• Unpaid work from probation services

• Community safety

• Criminal injuries compensation

• Citizen Advice Bureau

• Restorative justice

Individuals working in this area are likely towork across a number of these agenciesand processes in order to deliver the bestpossible service to victims, witnesses andother stakeholders.

1.2 Skills NeedsA great deal of research has beenundertaken in recent years regarding skillsshortages and skills gaps within the JusticeSector. The full range of current andprevious Skills Foresight Reports can befound on the Skills for Justice website:www.skillsforjustice.com

1.3 The Role of Skills for JusticeSkills for Justice are the Sector SkillsCouncil (SSC) covering all employers,employees and volunteers in the justicesector throughout the United Kingdom.SSCs are independent, UK-wideorganisations licensed by the Secretary ofState for Education and Skills, inconsultation with Ministers in Scotland,Wales and Northern Ireland, to tackle theskills and productivity needs of their sectorthroughout the UK.

Sector Skills Councils actively involveemployers in their work to:

• reduce skills gaps and shortages

• improve productivity, business and publicservice performance

• increase opportunities to boost the skillsand productivity of everyone in thesector’s workforce, including action onequal opportunities

• improve learning supply, includingapprenticeships, higher education andnational occupational standards.

As a sector skills council, Skills for Justice isone of a network of organisations workingwith employers to raise the skills levelswithin their organisation. Skills for Justicehas several work programmes that will helpto achieve this.

Skills Foresight

This research programme identifies the skillsneeds, gaps and shortages within thejustice sector. This information is used tohelp Skills for Justice develop the mostappropriate tools and provide the mostappropriate support to employers. It alsoshows the justice sector where they need tofocus recruitment and/or training over thenext few years so that they have a moreskilled, and therefore more efficientworkforce.

11


National occupational standards

Skills for Justice are responsible for settingand reviewing the national occupationalstandards for justice sector careers. Thestandards outline the level of knowledge,skills and understanding somebody workingin a particular role must have in order to becompetent. Standards are currentlyavailable for policing and law enforcement,community justice, youth justice andcustodial care, and Skills for Justice willwork with employers and key partnerorganisations to develop standards for otherparts of the sector.

National qualifications

Skills for Justice encourages trainingproviders who are developing courses toensure that the programmes reflect therelevant national occupational standards.Because employers have been closelyinvolved with developing the nationaloccupational standards, training providersknow that by basing their courses on thestandards, they will be meeting theemployers’ needs.

National frameworks

Skills for Justice have a range of tools,including competency frameworks, tosupport employers in using the nationaloccupational standards effectively in theworkplace. They can help employersdevelop job descriptions, identify trainingand development needs and reviewperformance. From an individualperspective, the same tools can helpsomebody identify gaps in their knowledgeor skills that they need to address in orderto gain a promotion or change career.

Employer support

Skills for Justice have a dedicatedimplementation team working directly withemployers and key partner organisationsacross the UK. The team has a dual role:gathering information about skills needs,gaps and shortages to feed into the SkillsForesight programme and raisingawareness of Skills for Justice, productsand services. Teams based in NorthernIreland, Scotland and Wales ensure that thespecific needs of the sector in each countryare considered and appropriatelyaddressed.

12


2.1 Working in PartnershipThe success of Foundation Degrees in theJustice Sector depends on the involvementof each of the following partners in thedesign and development process:

• employers

• providers

• potential learners

• Skills for Justice.

Other partners could include employeerepresentatives such as Trade Unions andTrade Associations, and relevantProfessional Bodies to ensure professionalrecognition of the qualification and toensure appropriate progression routes.

It is essential that the partnership continuesonce a Foundation Degree has beendeveloped and becomes operational. Thiswill ensure the delivery of the work-basedlearning components and the on-goingassurance of quality.

2.2 Essential Content of JusticeSector Foundation DegreesIn setting the aims and objectives offoundation degree programmes, providersshould consider the value that thefoundation degree approach is able to addover and above a vocational qualificationbased on the national occupationalstandards. Consideration should be given,in particular, to the descriptor for aqualification at Intermediate level in the QAAFramework for Higher EducationQualifications (FHEQ) which is provided inAppendix B.

Programme Aims

Students may be employed, orcontemplating careers, in individual parts ofthe justice sector. An aim of the programmeshould be to develop in all students acontextual understanding of the justicesector as a whole, and the inter-relationships and interdependencies of itsconstituent parts, so as to prepare studentsfor careers in which partnership workingbetween different agencies will be of primeimportance.

An aim of the programme should be todevelop a capacity for conceptualisation,and to encourage students to developconceptual frameworks within which toorder knowledge and understanding, and tosolve problems.

Programme Objectives

Regard should be had to the complexity ofmany roles within the justice sector. Overallprogramme objectives should include thedevelopment of the cognitive skills ofanalysis, synthesis and evaluation. Studentsshould be encouraged to apply these skillsto the solution of work-based problems.

13

2 Design


An overall programme objective should bethe development of leadership skills. Mostjustice sector roles involve the application ofleadership skills, often outside the formalframework of line management structures.Leadership may have to be exercised in thecommunity, in managing critical incidents,and in managing and motivating those whohave been deprived of their liberty.

In setting aims and objectives, regardshould be had to the likely composition ofthe student intake. In some cases, studentsmay be undertaking their first formallearning since leaving school, and the initialdemands of the programme should reflectthis. In other cases, students may befollowing the programme as a part of workbased training or personal development.Some of those recruited may already begraduates, or may have significant learningachievement from previous employment.For such students, more challengingobjectives may be appropriate.

Learning Outcomes

Employers and other stakeholders withinthe Justice Sector have identified a series ofcontent themes that are consideredessential to Foundation Degrees in thisarea. These themes indicate the skills,knowledge and understanding thatFoundation Degree students need toachieve by the end of their course in orderto make a valuable contribution in theworkplace. Within the broad aims andobjectives of programmes, learningoutcomes should be set that reflect thesecontent themes, and the relevant nationaloccupational standards.

Table 1 (see next page) lists the corethemes and learning outcomes consideredcore to all Foundation Degrees in theJustice Sector. It is expected that thesethemes will be supplemented by contentdetermined at a local level in accordancewith the particular aims and objectives ofeach Foundation Degree programme. It isalso anticipated that different programmesmight give different weightings to each ofthe themes identified, again in accordancewith programme aims and objectives.

14


Table 1: Indicative Core Content for Justice Sector Foundation Degrees

15

CORE THEMES GENERIC LEARNING OUTCOMES

JUSTICE SECTOR CONTEXT Learners will be able to:• demonstrate an understanding of the purpose,

structure and evolution of the sector• evaluate the interface between the Justice Sector

and other sectors (such as health and education)and society as a whole

• demonstrate an awareness of current trends anddrivers, and evaluate their impact on policy andpractice.

LEGAL FRAMEWORK Learners will be able to:• demonstrate an understanding of the main

provisions of legislation that relates to employmentwithin the sector e.g. Health and Safety at Work,Data Protection, Human Rights

• demonstrate an understanding of the mainprovisions of legislation that relates to work withinthe particular sub-sector(s) addressed by theFoundation Degree e.g. Criminal Justice Act,Children’s Act.

PARTNERSHIP AND Learners will be able to:MULTI-AGENCY WORKING • demonstrate an understanding of the ways in which

the component parts of the sector interrelate• evaluate the role of partnership and multi-agency

working in achieving sector goals• assess barriers to partnership working across

component parts of the sector.

THE IMPACT OF CRIME Learners will be able to:• evaluate the means by which community safety and

social inclusion are promoted• demonstrate an understanding of the impact of

crime on: victims, survivors, witnesses, thecommunity, secondary victimisation.

OFFENDING BEHAVIOUR Learners will be able to:• assess the causes of offending behaviour• evaluate approaches to assessing, challenging and

managing offending behaviour.

Continued over the page


Continued from previous page

16


HUMAN RIGHTS, VALUES Learners will be able to:AND ETHICS • assess the practical application of Human Rights

legislation in the sector• evaluate the values that underpin work within the

sector (e.g. fairness, proportionality) and howcommon values are interpreted differently across thesector according to professional traditions andworking contexts

• demonstrate an understanding of the ethicalstandards to which organisations and individuals areexpected to adhere.

EQUALITY AND DIVERSITY Learners will be able to:• demonstrate an understanding of the issues relating

to equality and diversity within the sector• assess the impact of these issues on their work and

on society as a whole.

RISK ASSESSMENT Learners will be able to:AND MANAGEMENT • demonstrate an understanding of the principles of

risk assessment and management within the JusticeSector context e.g. risk of harm, risk of offending.

EFFECTIVE SERVICE DELIVERY Learners will be able to:• demonstrate an awareness of the ways in which

public, voluntary and private organisations in thesector work to improve service delivery and meetclient needs e.g. evidence-based approaches

• demonstrate an understanding of the importance oftaking a client-centred approach, and of the ways inwhich effective client relationships can be built andmaintained

• demonstrate an awareness of the ways in whicheffective service delivery and value for money can bemeasured and evaluated (and the issues/problemsassociated with this)

• demonstrate an awareness of the ways in whichtechnology influences procedures and practices.


17


COMMUNICATION, Learners will be able to demonstrate communicationINTERPERSONAL SKILLS and interpersonal skills relevant to their role in the

sector, e.g.• interviewing• negotiation and influencing• written communication, including report writing• team working• the use of relevant technology.

REFLECTIVE PRACTICE AND Learners will be able to:PROFESSIONAL • reflect on their work and practices, and identifyDEVELOPMENT opportunities for improvement

• identify, and take responsibility for, their own learningand professional development needs

• demonstrate an awareness of how discretion andjudgement should be used in their role.

LEADERSHIP Learners will be able to:• demonstrate an understanding of the role of good

leadership in achieving the sector’s objectives andmanaging change

• demonstrate leadership skills relevant to employmentin the sector.


Foundation Degrees and ‘Skillsmark’

Accreditation of foundation degreeprogrammes against the ‘Skillsmark’ criteria(see section 5.1) is an important means ofdemonstrating that a qualification is fit forpurpose. Within the scope of this overallframework, different foundation degrees willcater for different target groups. Someprogrammes will aim specifically at a definedgroup, such as police recruits. Others maycater for a more mixed group, not all ofwhom may be in employment within thesector, and who may have career aspirationsin several different parts of the sector.

To achieve Skillsmark, the programmeprovider will have to meet the overall‘Skillsmark’ criteria. The programmeprovider will need to show that it has basedits curriculum on the national occupationalstandards that are relevant to its targetgroup of learners, and that the core themesare incorporated appropriately (whetherpervasively through several modules or asfree standing elements). It will also need toshow that the integration of work basedand other learning is appropriate to theemployment status of learners in the targetgroup.

This approach allows flexibility inprogramme design, within the overallframework, whilst providing assurance thatthe overall programme is fit for the purposeof meeting employment needs.

2.3 Relationship to NationalOccupational StandardsSkills for Justice are responsible for settingand reviewing the National OccupationalStandards (NOS) for justice sector careers.The standards specify the level of skills,knowledge and understanding thatsomebody working in a particular role musthave in order to be competent. NationalOccupational Standards are available for:

• Policing and Law Enforcement

• Community Justice

• Youth Justice

• Custodial Care.

Skills for Justice are also working withemployers and key partner organisations toidentify NOS that are relevant to courtsservices. Further information can be foundon the Skills for Justice website –www.skillsforjustice.com

Developers of Foundation Degrees in theJustice Sector must make reference toexisting National Occupational Standards atall levels as appropriate. Appendix C lists allof the current NOS that relate to the JusticeSector. However, a number of NOS havebeen identified as of particular relevance tothe core themes outlined in Table 1 andthese are listed in Appendix D of this report.Foundation Degree programmes shouldmake reference to these as appropriate,and to any other NOS that relate to thecurriculum. It is important to note that theNOS relevant to Police Probationer Traininghave been agreed nationally and areprovided in Appendix E. In addition, theChildren’s Workforce Unit (CWU) at theDepartment for Education and Skills hasdeveloped common core units. Thesecommon core units will form the foundationof training for individuals working withchildren and young people, and are outlinedin Appendix F.

18


Developers should be aware that NOS arereviewed and updated periodically. Forexample, the standards for CommunityJustice and Custodial Care are currentlyunder review and revised NOS in theseareas will be available early in 2006. Whendeveloping Foundation Degree programmesyou must ensure that you are working withthe latest versions of the standards andshould check their status with theoriginating body (whether it be Skills forJustice or other standards setting bodiessuch as the Employment NTO orManagement Standards Unit).

2.4 Key SkillsKey Skills are essential skills which learnersneed in order to function effectively asmembers of a flexible, adaptable andcompetitive workforce. Given the potentiallywide range of prior learning experiencesthat foundation degree students willpossess, providers will need to assess thekey skills development requirements of eachstudent.

Key skills can be developed in variousways. Some foundation degree studentsare likely to have acquired key skills throughprevious academic or work-based learning.For others, there should be opportunities todevelop key skills through components ofthe foundation degree. Students for whomthe foundation degree is their firstexperience of formal education sinceleaving school may find it helpful to use theQCA key skill specifications and associatedassessments. For all students, the key skillof problem solving is an overall objective ofthe foundation degree programme.

In addition to the development of problemsolving skills, foundation degree studentsshould be competent in:

• Communication skills

• Numeracy skills

• Information and communicationtechnology skills

• Interpersonal/teamwork skills

• Self management and professionaldevelopment skills

Competence in the individual key skill areasshould be at no less than level 3.

From 2005, universities expect eachstudent to produce a PersonalDevelopment Plan as part of a StudentProgress file which will enable them toreflect on and record their skills in thefollowing: knowledge and understanding,analysis, synthesis and creativity, evaluation,interactive and group skills, self-appraisaland reflection on practice, planning andmanagement of learning, problem solving,communication and presentation, practicaland psychomotor skills. This will provide abona fide alternative to the QCA Key Skillsmentioned above.

19


3.1 Initial Assessment andAccreditation of Prior ExperientialLearningLearners will need to undergo initialassessment to ensure their suitability for theprogramme, the occupational sector andtheir potential for achieving the learningoutcomes. The provider and/or employercan carry out initial assessment asappropriate. If, for example, a police forcerecruits an individual for a probationer-training programme that leads to the awardof a Foundation Degree, and theirrecruitment process includes theassessment described above, it is notnecessary for the provider to repeat it.

In addition, accreditation of prior experientiallearning (APEL) should be undertaken todetermine what qualifications, skills andcompetences the learner already possessesand how these relate to the requirements ofthe Foundation Degree. This allows learnerswithout the formal educational entryrequirements to be admitted toprogrammes and may also allow forexemptions to be granted. HEFCE stronglyrecommends that partnerships offeringFoundation Degrees should agree andapply common arrangements for APEL.

If it emerges that learners do not possessthe necessary skills and abilities, thenaccess training should be made available tothem. This may be particularly pertinent tothose from non-traditional entry routes. Forexample, common issues include a lack ofconfidence in the use of ICT and/orinadequate study skills; in such cases,learners should be encouraged to undergosome preparatory training before startingthe Foundation Degree programme.

3.2 Mode of DeliveryFoundation Degrees in the Justice Sectorare likely to appeal to a broad range ofpotential learners, including those inrelevant employment seeking a part-timeroute to a qualification and those able tostudy full-time. As such it is inadvisable toprescribe the use of one mode of deliveryover another. However, in all cases, themode of delivery must be flexible andappropriate to the target market.

The choice of delivery mode may beinfluenced by local employers in order toaddress the needs of their employees.

One of the key requirements of FoundationDegrees is that employers play an activepart in delivery. This may take many forms,including participation in the delivery ofwork-based components, the provision ofstudent placements, and the assessment ofstudents within the workplace.

3.3 Mode of Learning andLearning AgreementsIt is likely that a variety of modes of learningwill be appropriate. These could range fromthe more traditional lecture-based deliveryto distance learning. Students shouldengage in a variety of learning activities thatencourage them to develop a variety ofskills and knowledge appropriate to therequired learning outcomes.

The mode of learning should be compatiblewith the method of delivery and recognisethat students will join programmes with avariety of educational backgrounds. For thisreason, it is likely that there will be moreemphasis on tutor support for learning inthe early stages of a Foundation Degreeprogramme.

20

3 Delivery


Where distance learning is used, it shouldbe combined with other modes of learningand should be properly supported, withstudents given structured access to tutorsand learning resources.

It is vital that a tri-partite learning agreementis established between the student,employer and provider prior to the start ofthe programme. The learning agreement willdetail:

• the outcomes that the student hasalready achieved

• the outcomes that are still required aspart of the Foundation Degreeprogramme

• an outline of timescales

• the methods chosen for reviewingprogress

• and include a disclaimer asking for thestudent’s consent to share relevant datawith other agencies.

Where a number of HE/FE providers worktogether to deliver a Foundation Degree,they must formally agree individualresponsibilities for delivering learning, andthis information must be shared withemployers and students (cf. QAA Codes ofPractice for the Assurance of AcademicQuality and Standards in Higher Education;Section 2 – Collaborative Provision).

3.4 Work-based LearningThe degree must include work-basedlearning. Work-based learning shouldprovide structured learning opportunities tostimulate critical reflection on what is beinglearnt in the workplace1. Work-basedlearning is also a necessary preparation forthe work-based assessment of thecompetences embodied in NationalOccupational Standards.

Work-based learning must be appropriateto the sector and type of employer. It mustrelate to the essential content of JusticeSector Foundation Degrees as defined inSection 2.2, and be informed by therequirements of the relevant NationalOccupational Standards listed in theAppendices. Work-based learning withinFoundation Degrees can take many forms,and the key consideration is to selectapproaches that are appropriate to thelearning outcome(s). Table 2 (see next page)outlines a number of possible models ofwork-based learning.

It is beneficial if employers are involved inthe delivery and assessment of theprogramme and the monitoring of students,particularly within the workplace. However,many institutions have been challenged bythe requirement to integrate work-basedlearning into Foundation Degrees, and bythe role of employers in assessment. Tohelp clarify roles and expectations, alearning agreement for all work-basedactivities must be agreed with the employer,student and provider prior tocommencement. Further guidance aboutsuch arrangements can be found in QAACodes of Practice for the Assurance ofAcademic Quality and Standards in HigherEducation: Section 9 – Placement Learning.

21

1 Foundation Degree Task Force Report to Ministers, DfES (September 2004)


The amount of work-based learning will varyfrom course to course, and will beinfluenced by subject matter, the type ofstudent and the mode of delivery. Forexample, on a single employer day-releasecourse it may be easier to incorporate work-based learning than it would be on a part-time evening only course whose students donot currently work within the Justice Sector.

Employers have a key role to play inassessing, or supporting the assessment of,work-based activities by providing and

validating evidence of achievements in theworkplace. It is recommended thatworkplace assessors are qualified, or areworking towards qualification, in A1(‘Assess candidates using a range ofmethods’). Where employers do not havethe resources or skills to perform assessmentof work-based activities, providers shouldconsider training employers in assessmenttechniques or using external or in-houseassessors. In all cases, workplaceassessors must be occupationallycompetent in the areas they assess.

22

SIMULATION Simulation is typically used when actual work-placeexperience is impossible because of, for example, healthand safety, age restrictions, or when the incidents onwhich assessment is to be based occur infrequently.Simulations should reflect, as far as possible, theconditions present in a real work environment. Theoutcomes of simulation should be clearly defined, withassessment being undertaken by the course team.

PLACEMENT This model is based on a defined project or work roleundertaken on a temporary or short-term basis. Theoutcomes must be defined at the outset and can be eithercontext specific (negotiated) or pre-set (e.g. over-archingissues such as customer care, equal opportunities). Thecourse team with supporting evidence provided by theemployer carries out assessment.

WBL MODULE A work-based learning module can be linked either to aplacement or located in a continuous work environment.Module outcomes can be generic (e.g. based on thelearner’s ability of reflect on work practice) or specific (e.g.partnership working, risk assessment). Assessment isshared jointly by the employer and course team, with thefinal judgement made by the delivering institution.

MODULE-EMBEDDED WBL In this approach, each module has embedded learningoutcomes that relate to the workplace (as distinct fromacademic skills and knowledge). Assessment methods willreflect this dual approach and will involve both employerand course team.

Table 2: Models of Work-based Learning in Foundation Degrees


3.5 Responsibilities

Students

Students must demonstrate anunderstanding of the Foundation Degreeprogramme, and be committed to achievingthe outcomes of the Learning Agreement.They must also abide by the terms andconditions of the work placement or workexperience in agreement with the employer.

Students should agree to:

• Apply themselves to their training andassessment, by attending courses anddesignated work experience, beingprepared for assessment, and activelyparticipating in the planning andreviewing of their programme.

• Take responsibility for their learning anddevelopment.

• Behave in a considerate and responsiblemanner, with due regard to their own andothers’ equality of opportunity, and to thehealth and safety of others and themselvesin their working and learning environment.

• Be aware of their responsibilities towardsthe employer who is providing the workplacement or work experience, and toclients and/or members of the publicwith whom they will have contact.

Providers

Providers have a key role to play in thesuccessful implementation of the FoundationDegree programme. They should:

• Ensure that all staff members involved inthe delivery of the Foundation Degreehave access to copies of the fullframework documents, NationalOccupational Standards, and any othersupporting literature and understand thespecific requirements of the course.

• Ensure that all aspects of the programmeare delivered with reference to theframework requirements and the qualitystandards laid down by QAA.

• Ensure that particular attention is paid tothe integration of all aspects of theprogramme to ensure a developmentaland coherent experience for students.

• Discuss the content of the LearningAgreement with the employer andstudent.

• Work closely with the employer andstudent to ensure that the learning ismeeting their needs.

• Assess the student to establishstandards are met and to encourage thebest possible performance.

Employers

Employers are responsible for providingstudents with opportunities to learn in theirworkplace. The employer should providethe student with a working environment andwork activities, within which it is possible forthem to achieve the objectives of thecourse. Employers must be prepared to:

• Take an active part in the recruitment ofstudents for work placements.

• Agree and regularly update a LearningAgreement with students and trainingproviders.

• Provide an induction for the learner tothe workplace.

• Take overall responsibility for students’work for the duration of work experienceperiods.

• Ensure that students are treated inaccordance with agreed terms andconditions

• Undertake legal and contractualresponsibilities for the Health and Safetyof students.

• Ensure conformity with EqualOpportunities legislation

• Contribute to the management andreview of the course.

23


Skills for Justice

Skills for Justice has a key role to play as aconduit between employers and providers,and for ensuring that the needs ofemployers are reflected in the design anddelivery of Foundation Degrees in thesector. Skills for Justice will:

• Research and make available datarelating to skills needs and gaps withinthe Justice Sector

• Develop, review and promote NationalOccupational Standards relevant toJustice Sector occupations

• Log the development, and monitoruptake, of Justice Sector FoundationDegrees

• Publicise, and conduct periodic reviewsof, this Foundation Degree Framework

• Encourage providers to seek recognitionand endorsement of their FoundationDegree programmes against the Skills forJustice Quality Framework (‘Skillsmark’)

3.6 Work-based Mentoring andCoachingIt is advisable for employers to set up amentoring and coaching relationshipbetween a staff member and students.Students will benefit from having anexperienced colleague to talk to during theirtraining and this increases their chances ofsuccessfully completing the work-basedelement of the programme. Organisationsgain because they are not only able toretain the student, but may also find this auseful way of offering personal developmentto experienced members of staff, whowould like to further develop theirmentoring, coaching and feedback skills.

3.7 AssessmentThe purpose of assessment is to determinethe students’ performance in relation to thelearning outcomes of the degree

programme. Assessment can be diagnostic,formative or summative and could include,for example: competency basedassessment (e.g. portfolio, observation byassessor), examinations, employerfeedback (e.g. competency andknowledge), case studies, presentations,project work, simulations, role play, peerreview, self-assessment etc. Providers andemployers are encouraged to beimaginative and flexible in their approach toassessment whilst adopting methods thatare valid, reliable and fit-for-purpose.

There is no requirement for FoundationDegrees in the Justice Sector to include anelement of examination assessment.However, subject to the considerationsoutlined above, written exams may be anappropriate way to assess some higher-level knowledge, understanding and criticalreasoning.

Further guidance on assessment can befound in QAA Codes of Practice for theAssurance of Academic Quality andStandards in Higher Education: Section 6 –Assessment of Students.

3.8 Student Tracking andMonitoringDuring the Foundation Degree programme,the provider should monitor the student’sprogress and ensure the continuedcommitment of all parties to theprogramme. Providers should obtain writtenconsent from students for their grades tobe released to their employer or othersponsoring organisation.

Skills for Justice will request evidence fromproviders of their student tracking andmonitoring procedures. In addition,providers should provide data to show thereasons for non-completion and thedestination of students once they havecompleted the programme.

24


4.1 Progression Routes intoFoundation DegreesFoundation Degree students are likely tohave a broad range of experience and/orqualifications. Figure 2 (below) shows thepositioning of the Foundation Degree withinthe overall qualifications infrastructure, andprovides examples of the progressionroutes into Foundation Degreeprogrammes.

The provider, in consultation with employerpartner(s), will determine the criteria foradmission to a Foundation Degree. Whilstapplicants are likely to be at least 18 yearsof age, there will be mature applicants andno upper age limit should be specified. Theadmissions criteria for a foundation degreemust clearly state the entry requirements.

Providers will have their own rules about theinterviewing of applicants but should reflectindustry practice. Whatever selectionmechanisms are used, they must ensurethat applicants are capable of handling theparticular modes of study of the course. Formature students, and those with workplaceexperience, APEL procedures must be inplace.

4.2 Progression Routes fromFoundation DegreesStudents who successfully complete aFoundation Degree may progress ontofurther programmes of study, achievepromotion or move into new job roles.Figure 2 (below) shows the positioning ofthe Foundation Degree within the overallqualifications infrastructure, and providesexamples of the qualification progressionpathways from Foundation Degreeprogrammes.

A Foundation Degree is an award in its ownright and some students may decide tocease further study at this point. TheFoundation Degree is at level I (intermediate)but should have an exit point after thesuccessful completion of the equivalent ofone-year full-time study (level C) when acertificate is awarded.

25

4 Progression


For those students wishing to extend theirstudy there should be a route to anappropriate Honours Degree (level H) orother qualification. However, it is importantthat the design of Foundation Degreeprogrammes is not skewed to allowprogression onto an unrelated or partiallyrelated Honours Degree. The accuratereflection of employer needs is ofparamount importance.

4.3 Credit Accumulation andTransferWhere credit points (CATS) are in use,Foundation Degrees are equivalent to 240credit points. These must be a combinationof Level C and Level I modules, with aminimum of 120 at level I.

26

Figure 2: Foundation Degree Progression Routes

Postgraduatequalifications

Employment

Work experience

Access courses

Level 3 VQs

NVQ + experience

Apprenticeships

‘A’ Levels

HonoursDegree

Professionalqualifications

FoundationDegrees

Other‘intermediate’

HE qualifications

Higher LevelVQs


5.1 RequirementsThe process of quality assurance must beconsistent with the external qualityassurance requirements of the QualityAssurance Agency (QAA) as set out in theQAA Codes of Practice for the Assurance ofAcademic Quality and Standards in HigherEducation, and with the Skills for JusticeSkillsmark Quality Framework.

Skillsmark is consistent with the QAArequirements, but places a particularemphasis on those aspects of qualityassurance procedures that are important toprogrammes delivered in partnership withemployers.

The Skillsmark recognition process concernsitself with institutional procedures for thedesign, approval, delivery and evaluation ofprovision. Skillsmark endorsement ofindividual programmes is concerned with theappropriateness of aims, objectives andlearning outcomes, with the effectiveness ofthe curriculum and learning opportunities,with the effectiveness of teaching, with thevalidity and reliability of assessment, andwith the adequacy of resources. Throughthis mechanism, providers will demonstratethat their programme meets the needs ofemployers, including appropriate mappingagainst National Occupational Standards(NOS) and the use of work-based learningthat is fit-for-purpose.

Providers will need to be able todemonstrate that there are effectiveprocedures in place to secure and act uponfeedback from students and employers,and to ensure that partnership withemployers is a reality. Employers must beclosely involved with the monitoring andreview of Foundation Degree programmes,as well as their development. Employer

input will be particularly important whenmaking judgements about how well theacquisition of Foundation Degrees relates toimproved service delivery in the sector.Some employers will also have to adhere toother quality assurance requirements for thetraining and development of their staff, andthese should dovetail with the QAArequirements mentioned above.

Where the providing institution is differentfrom the awarding institution, each partnerorganisation must be aware of theirparticular roles and responsibilities. Therequirements are set out in QAA Codes ofPractice for the Assurance of AcademicQuality and Standards in Higher Education;Section 2 – Collaborative Provision.

Providers of Foundation Degrees in theJustice Sector who are able to demonstratethat their procedures and programmesmeet the requirements of the Skills forJustice Quality Framework may use theSkillsmark kitemark.

The purpose of the Quality Framework is toprovide a quality mark that recognisesproviders and endorses programmes andcourses of learning. Endorsed programmesmust be based on the national occupationalstandards, where they exist, and show howemployers have been involved in theirdevelopment. Skills for Justice will provideinformation to the sector, particularly thosepurchasing education and training,identifying which providers are recognisedand which programmes/courses areendorsed. The Quality Framework will belaunched from April 2005 by a managedintroduction with a limited number oforganisations. Further information can befound at the Skills for Justice website:www.skillsforjustice.com

27

5 Quality Assurance


6.1 Promoting Access andParticipationCommunication and promotion of theFoundation Degree is fundamental to theoverall success of any programme. Assuch, partners should collectively design thecommunication strategy and help maximiseawareness of the programme to ensure asustained market for the programme bytaking into consideration:

• the market need and potential demandfor the foundation degree

• what the learner will need to do/know

• what the employer will need to do/know

• the anticipated number of existingemployees as potential learners

• the anticipated number of new learnersrequired

• innovative approaches to wideningparticipation.

Typical methods of communicatingFoundation Degrees include:

• course prospectuses

• website links

• open days

• marketing and publicity

• conferences/workshops/employer forums

• courses e.g. course prospectus

• learning and training IAG services.

28

6 Communication


7.1 Evaluation of the FoundationDegree FrameworkThe Foundation Degree Framework will becontinuously evaluated by Skills for Justice.

7.2 Evaluation of FoundationDegrees in JusticeProviders will need to consider appropriatemethods for involving learners, employersand teaching staff in the evaluation ofFoundation Degrees at both module leveland programme level. For example, arecognised approach involves theestablishment of a course managementboard involving the partners and whichincludes elected student representatives;the board should meet on a regular basis toidentify and resolve issues relating to thecourse.

Skills for Justice will seek information fromproviders in order to evaluate the successof Foundation Degrees in the sector, forexample in terms of recruitment, retention,student and employer feedback,employment opportunities and so on. Skillsfor Justice are keen to promote successand invite all institutions that offerFoundation Degrees in the sector to registertheir programme with the Sector SkillsCouncil. A registration form can be foundon the Skills for Justice website(www.skillsforjustice.com – follow the linksfor ‘our work’ and ‘foundation degrees’).

29

7 Evaluation


30

Appendix A: The NQF and FHEQ

NATIONAL QUALIFICATIONS FRAMEWORK

Original Levels Revised Levels

5 8Level 5 NVQ* Specialist awardsLevel 5 Diploma

7Level 7 Diploma

4 6Level 4 NVQ* Level 6 DiplomaLevel 4 DiplomaLevel 4 BTEC HND 5Level 4 Certificate Level 5 BTEC HND

4Level 4 Certificate

3(There is no change to Level 3 in the revised NQF)

Level 3 CertificateLevel 3 NVQ

A Levels


Level 2 DiplomaLevel 2 NVQ

GCSEs Grades A*-C


Level 1 CertificateLevel 1 NVQ

GCSEs Grade D-G

Entry(There is no change to Entry level in the

revised NQF)Entry Level Certificate

FRAMEWORK FOR HIGHEREDUCATION QUALIFICATIONS

D (Doctoral)Doctorates

M (Masters)Masters Degrees, Postgraduate

Certificates and Diplomas

H (Honours)Bachelors Degrees, Graduate

Certificates and Diplomas

I (Intermediate)Foundation Degrees, Diplomas of

Higher and Further Education,Higher National Diplomas

C (Certificate)Certificates of Higher Education

Comparison of original and revisedNQF with broad indications on FHEQlevels (QCA, 2004)

* Revised levels are not currentlybeing implemented for NVQs at level4 and 5.


Non-Honours degrees are awarded tostudents who have demonstrated:

(i) knowledge and critical understanding ofthe well-established principles of theirarea(s) of study, and of the way in whichthose principles have developed;

(ii) ability to apply underlying concepts andprinciples outside the context in whichthey were first studied, including, whereappropriate, the application of thoseprinciples in an employment context;

(iii) knowledge of the main methods ofenquiry in their subjects(s), and ability toevaluate critically the appropriateness ofdifferent approaches to solvingproblems in their field of study;

(iv) an understanding of the limitations oftheir knowledge, and how thisinfluences analyses and interpretationsbased on that knowledge.

Typically, holders of the qualification will beable to:

(a) use a range of established techniquesto initiate and undertake critical analysisof information, and to propose solutionsto problems arising from that analysis;

(b) effectively communicate information,arguments, and analysis, in a variety offorms, to specialist and non-specialistaudiences, and deploy key techniquesof the discipline effectively;

(c) undertake further training, developexisting skills, and acquire newcompetences that will enable them toassume significant responsibility withinorganisations;

and will have:

(d) qualities and transferable skillsnecessary for employment requiring theexercise of personal responsibility anddecision-making.

31

Appendix B: Descriptor for IntermediateLevel Qualifications (FHEQ)


Police Units1A1 Use police actions in a fair and

justified way

1A2 Communicate effectively withmembers of communities

1A3 Use financial investigation powers ina fair and justified way

1A4 Foster people’s equality, diversity andrights (CSC O1)

1A5 Promote people’s equality, diversityand rights (CSC O2)

1B1 Identify, monitor and respond tocommunity issues

1B2 Prepare and implement an actionplan to reduce community tension

1B3 Develop and maintain links withcommunity contacts

1B4 Determine the concerns and prioritiesof communities in relation to safety,social inclusion and the preventionand reduction of crime and anti-social behaviour (CJNTO B101)

1B5 Evaluate, prioritise and reviewdemands for services (CJNTO A215)

1B6 Plan, implement and evaluate actiontargeted to address identifiedproblems with community safety andsocial inclusion (CJNTO B105)

1B7 Facilitate collaborative action bystakeholders to improveenvironments and practices topromote community safety and socialinclusion (CJNTO B202)

1B8 Enable individuals to physicallysecure environments from crime andanti-social behaviour (CJNTO B204)

1B9 Provide initial support to individualsaffected by offending or anti-socialbehaviour and assess their needs forfurther support (CJNTO C102)

1B10 Support individuals with difficult orpotentially difficult relationships (CSC W5)

1B11 Contribute to resolving communityissues

1B12 Design out crime

1C1 Enable groups, communities andorganisations to address issueswhich affect community safety andsocial inclusion (CJNTO B104)

1C2 Contribute to developing awarenessand community action in relation tocrime (CJNTO B103)

1D1 Plan and deliver reprimands and finalwarnings

1D2 Prepare individuals for restorativeprocess (YJ A302)

1D3 Facilitate and evaluate restorativeprocesses (YJ A303)

1D4 Contribute to the protection ofchildren and young people fromabuse (CJNTO E202)

1D5 Help children and young peopleaddress their offending behaviour(CJNTO D301)

32

Appendix C: National OccupationalStandards for Justice

Note – National Occupational Standards are subject to periodic review. Those listed are current at the time of publication. Please refer to www.skillsforjustice.com for updates.


1D6 Model behaviour and relationshipswith children and young peoplewhich recognises the impact of crimeon victims and communities (YJA410)

1E1 Respond to road related incidents,hazards, offences and collisions

1E2 Provide a vehicle escort for the safepassage of other road users

1E3 Prepare and drive police vehicles

1E4 Deal safely and effectively withvehicles which fail to stop

1E5 Contribute to road safety

2A1 Gather and submit information thathas the potential to support policingobjectives

2A2 Evaluate information to determine itsintelligence potential

2A3 Conduct intelligence driven briefing,tasking and debriefing

2B1 Set, monitor and review strategies forpolicing operations

2B2 Formulate, monitor and review tacticsto achieve strategic objectives forpolicing operations

2B3 Plan and deploy resources forpolicing operations

2B4 Determine and review authorisations

2B5 Identify and manage operationalthreats and risks

2B6 Plan policing operations

2B7 Prepare for, monitor and maintain,policing operations

2C1 Provide an initial police response toincidents

2C2 Prepare for, and participate in,planned policing operations

2C3 Arrest, detain or report individuals

2C4 Minimise and deal with aggressiveand abusive behaviour (CCNTO 002)

2C5 Contribute to providing an initialresponse to incidents

2C6 Contribute to planned policingoperations

2D1 Contribute to the resolution ofpolicing operations by providing afirearms capability

2E1 Recruit and handle covert humanintelligence sources

2E2 Control and manage covert humanintelligence sources

2F1 Conduct covert foot surveillanceoperations

2F2 Conduct covert mobile surveillanceoperations

2F3 Plan, prepare and occupy staticcovert observation posts forsurveillance operations

2G1 Manage major investigations

2G2 Conduct investigations

2G3 Plan and conduct allocatedinvestigations

2G4 Finalise investigations

2G5 Plan and conduct financialinvestigations

2G6 Plan and conduct road collisioninvestigations

2H1 Interview victims and witnesses

33



2H2 Interview suspects

2H3 Plan, conduct and evaluate interviewswith victims and witnesses, fordedicated investigations

2H4 Plan, conduct and evaluateinterviews with suspects, fordedicated investigations

2H5 Plan, conduct and evaluate specialistinterviews with victims and witnesses

2H6 Plan, conduct and evaluate specialistinterviews with suspects

2H7 Manage and co-ordinate interviewsfor complex or major investigations

2I1 Search individuals

2I2 Search vehicles, premises and land

2J1 Prepare and submit case files

2J2 Present evidence in court and atother hearings

2J3 Present information to courts or otherhearings

2K1 Escort detained persons

2K2 Present detained persons to custody

2K3 Authorise and manage policedetention

2K4 Assist with the detention of detainedpersons

2L1 Enable individuals to take appropriatemeasures to secure environmentsfrom terrorism

2L2 Prepare for, and participate in, achemical, biological, radiological ornuclear (CBRN) incident or operation

3A1 Address the needs of callers (e-skills 0602)

3A2 Develop and maintain supportiverelationships with telephone callers(e-skills 0603)

3A3 Contribute to developing andmaintaining positive callerrelationships (e-skills 0601)

3A4 Make arrangements on behalf ofcallers (e-skills 0606)

3A5 Contribute to the handling ofincidents and resources (e-skills 0621)

3A6 Process telephone calls (e-skills 0617)

3B1 Receive, transmit, store and retrieveinformation (CSC CU5)

3C1 Support the use of informationtechnology (CFA 213)

3H1 Analyse, compare and evaluatefriction ridge detail

3H2 Analyse, compare and evaluatefingerprints against prints held in filesand databases

3H3 Verify fingerprint identifications

3H4 Start the crime scene investigationprocess

3H5 Attend and control the crime scene

3H6 Examine the scene and collectevidence

3H7 Package, store and transport itemsof evidence

3H8 Evaluate the crime sceneinvestigation

4A1 Establish strategies to guide the workof your organisation (MCI A7)

34



4A2 Evaluate and improve organisationalperformance (MCI A8)

4A3 Manage change in organisationalactivities (MCI A5)

4A4 Manage the use of physicalresources (MCI B2)

4A5 Manage the use of financialresources (MCI B3)

4A6 Assess, negotiate and securesources of funding (Lantra CU99)

4A7 Maintain activities to meetrequirements (MCI A1)

4A8 Manage activities to meetrequirements (MCI A2)

4A9 Manage activities to meet customerrequirements (MCI A3)

4A10 Contribute to improvements at work(MCI A4)

4A11 Review external and internaloperating environments (MCI A6)

4A12 Support the efficient use of resources(MCI B1)

4A13 Determine the effective use ofresources (MCI B4)

4A14 Secure financial resources for yourorganisation’s plans (MCI B5)

4A15 Manage information for action (MCI D1)

4A16 Provide information to supportdecision making (MCI D4)

4A17 Use information to take criticaldecisions (MCI D6)

4B1 Develop a strategy and plan forrecruitment and selection (ENTO P3)

4B2 Develop a strategy and plan for thepromotion of equality of opportunityand diversity (ENTO P8)

4B3 Design, deliver and evaluateprocedures to promote equality ofopportunity and diversity (ENTO P24)

4C1 Develop ones own knowledge andpractice (CSC CU7)

4C2 Contribute to the development andeffectiveness of work teams (CSC CU9)

4C3 Assessing candidates using a rangeof methods (ENTO A1)

4C4 Conducting internal quality assuranceof the assessment process (ENTO V1)

4C5 Enable individual learning throughcoaching (ENTO L12)

4C6 Design, deliver and evaluate learningand development procedures (ENTO P23)

4C7 Support competence achieved in theworkplace (ENTO L20)

4C8 Contribute to the development of theknowledge and practice of others(CSC CU8)

4C9 Develop management teams (MCI C11)

4D1 Lead the work of teams andindividuals to achieve their objectives(MCI C12)

4D2 Manage the performance of teamsand individuals (MCI C13)

4D3 Chair and participate in meetings(MCI D3)

4D4 Manage yourself (MCI C1)

35



4D5 Develop your own resources (MCI C2)

4D6 Enhance your own performance (MCI C3)

4D7 Delegate work to others (MCI C14)

4F1 Set and manage local mediastrategies

4F2 Establish, maintain and userelationships with the media toexplain and promote the agency andits work (CJNTO A401)

4F3 Support others to make the best useof the media (CJNTO A403)

4G1 Conduct an assessment of risk in theworkplace (ENTO G)

4G2 Ensure your own actions reduce risksto health and safety (ENTO A)

4G3 Promote a health and safety culturewithin the workplace (ENTO E)

4G4 Administer First Aid (RMCAT 4)

4H1 Develop personal performance andmaintain working relationships (LantraCU5)

4H2 Develop and sustain effective workingrelationships with staff in otheragencies (CJNTO F403)

4H3 Represent one’s own agency at otheragencies’ meetings (CJNTO F408)

4H4 Create effective working relationships(MCI C4)

4H5 Develop productive workingrelationships (MCI C5)

4H6 Enhance productive workingrelationships (MCI C6)

4I1 Provide advice and support for thedevelopment and implementation ofquality policies (MCI F2)

4I2 Manage continuous qualityimprovement (MCI F3)

4I3 Implement quality assurance systems(MCI F4)

4I4 Provide advice and support for thedevelopment and implementation ofquality systems (MCI F5)

4I5 Monitor compliance with qualitysystems (MCI F6)

C1 Seize or detain goods and otheritems (Customs)

C2 Make a representation at court andother hearings (Customs)

C3 Test for the presence or indication ofsubstances liable to enforcementaction (Customs)

C4 Conduct detection challenges(Customs)

C5 Gather, process and submitinformation from Human Intelligencesources (Customs)

C6 Organise and transport goods andother items (Customs)

C7 Conduct major investigations(Customs)

C8 Manage and monitor investigationcases (Customs)

C9 Conduct briefing and tasking(Customs)

C10 Conduct operational debriefing(Customs)

36



Community Justice UnitsA101 Identify and track trends and

changes in community justice andsocial inclusion and the effectivenessof different means of addressingissues

A102 Develop and agree priorities andobjectives for promoting communityjustice and social inclusion

A103 Develop, implement and improvestrategies for promoting communityjustice and social inclusion

A104 Coordinate the development, issuingand evaluation of specifications topromote community justice andsocial inclusion

A105 Develop policies to promotecommunity justice and socialinclusion in partnership with others

A106 Monitor the development of policiesto promote community justice andsocial inclusion and presentinformation and recommendations forchange

A107 Promote the values of communityjustice and social inclusion and seizeopportunities to influence policydevelopment

A201 Develop, implement and evaluatestrategies and policies for recruitingand managing volunteers *A208

A202 Contribute to the development,implementation and evaluation ofstrategies and policies for recruitingand managing volunteers A222

A203 Contribute to the selection ofpersonnel for activities (MCI C7)A205

A204 Select personnel for activities (MCIC8) A221

A205 Lead the work of teams andindividuals to achieve their objectives(E11/MCI C12) A206

A206 Manage the performance of teamsand individuals (E12) (MCI C13) A207

A207 Plan and coordinate fund raising forthe agency (PALS D1101) A217

A208 Assess, negotiate and securesources of funding (PALS D1201)A218

A209 Raise funds through direct activities(PALS D1202) A219

A210 Develop, negotiate and agreeproposals to offer services andproducts (PALS D1203) A220

A211 Support the efficient use of resources(E10/MCI B1) A204

A212 Maintain activities to meetrequirements (E13) (MCI A1) A213

A213 Manage activities to meetrequirements (E14) (MCI A2) A214

A214 Assist in supplying and maintainingmaterials and equipment (Care CU6)A311

A215 Evaluate, prioritise and reviewdemands for services *A209

A216 Commission specified programmesfrom providers*A210

A217 Implement quality assurance systems(MCI F4) A211

A218 Monitor compliance with qualitysystems (MCI F6) A212

37



A219 Manage change in organisationalactivities (MCI A5) A216

A301 Ensure your own actions reduce risksto health and safety (ENTO H&S A)

A302 Promote a health and safety culturewithin the workplace (ENTO H&S E)

A303 Promote, monitor and maintainhealth, safety and security in theworkplace (Care CU1)

A304 Support and control visitors toservices and facilities (Care CU4)

A305 Maintain the security of premises andproperty (SITO 5) E807

A401 Establish, maintain and userelationships with the media toexplain and promote the agency andits work *A201

A402 Contribute to the development andpromotion of the agency and itsservices (E09) A202

A403 Support others to make best use ofthe media *A203

A404 Facilitate meetings (MCI D2) A306

A405 Organise and record meetings(ADMIN 3/10) A307

A406 Provide information to supportdecision making (MCI D4) A309

A407 Research, prepare and supplyinformation (ADMIN 3/5) A310

A408 Receive, transmit, store and retrieveinformation (Care CU5) A305

B101 Determine the concerns and prioritiesof communities in relation to safety,social inclusion, and the preventionand reduction of crime and anti-social behaviour

B102 Coordinate awareness raising topromote community safety and socialinclusion

B103 Contribute to developing awarenessand community action in relation tocrime (A01)

B104 Enable groups, communities andorganisations to address issueswhich affect community safety andsocial inclusion

B105 Plan, implement and evaluate actiontargeted to address identifiedproblems with community safety andsocial inclusion

B106 Enable individuals and families toaddress factors which affect theirsafety, well-being and social inclusion

B107 Promote the needs and rights ofindividuals and groups in thecommunity (SNH 3U3)

B108 Promote the interests of individualsand groups in the community (SNH 4U4

B201 Assess how environments andpractices can be improved topromote community safety and socialinclusion

B202 Facilitate collaborative action bystakeholders to improveenvironments and practices topromote community safety and socialinclusion

B203 Monitor and evaluate changes inenvironments and practices topromote community safety and socialinclusion

B204 Enable individuals to physicallysecure environments from crime andanti-social behaviour

38



B301 Prepare and set up mediation(CAMPAG B14)

B302 Stage the mediation process(CAMPAG B15)

B303 Manage the mediation process(CAMPAG B16)

C101 Evaluate and process referrals toprovide services to victims, survivorsand witnesses

C102 Provide initial support to individualsaffected by offending or anti-socialbehaviour and assess their needs forfurther support

C103 Enable individuals to manage theeffects which their experience ofcrime or anti- social behaviour hashad on their lives

C104 Support individuals who havesuffered bereavement as a result ofcrime

C105 Support individuals who haveexperienced serious personal assaultand abuse

C106 Enable people to support victims,survivors and witnesses in managingthe effects of their experience ontheir lives

C201 Enable witnesses and theirassociates to prepare for judicial andlegal processes

C202 Support witnesses and theirassociates during judicial and legalprocesses

C203 Support young, vulnerable andintimated witnesses during judicialand legal processes

C204 Offer, establish and maintain contactwith victims to inform and updatethem on the progress of offendersthrough custodial sentences andseek their views on release plans

C205 Establish and maintain contact withvictims, survivors and witnesses ofcrime and anti-social behaviour whichacknowledges the effects of theirexperience

D101 Assist in the assessment ofindividuals’ offending behaviour andin planning provision (C01)

D102 Process information relating toindividuals’ offending behaviour (C02)

D103 Assess individuals’ offendingbehaviour and prepare sentencingproposals (C03)

D104 Assess the offending behaviour ofindividuals who have mental healthproblems and prepare proposals fortheir sentencing and management

D201 Assist in the supervision,enforcement and review of sentencesserved in the community (C04)

D202 Plan, supervise, enforce and reviewsentences in the community (C05)

D203 Plan, supervise, enforce and reviewsentences served in the communityby those who have mental healthproblems and who pose a significantrisk

D204 Develop plans to manage the risk ofharm of releasing and resettlingoffenders in the community followingcustodial sentences

39



D205 Plan with other agencies the releaseand resettlement in the community ofoffenders who pose a significant riskof harm and likelihood of re-offendingfollowing custodial sentences

D301 Help individuals address theiroffending behaviour (D01) E201

D302 Enable individuals to change theiroffending behaviour (D02) E202

D303 Prepare, implement and evaluategroup activities (D03) (Care X16)E203

D304 Contribute to the implementation ofgroup work programmes (D04) E204

D305 Facilitate mediation and reparationprocesses between victims andthose who have offended againstthem *E205

D306 Reinforce positive behavioural goalsduring relationships with individuals*E206

D307 Enable others to support individualsto address their offending and anti-social behaviour and develop positivealternatives *E207

D308 Deliver externally-validated evidence-based programmes designed toreduce the likelihood of re-offendingby offenders who pose a medium tolow risk of harm *E208

D309 Deliver externally-validated evidence-based complex programmesdesigned to reduce the likelihood ofre-offending by offenders who pose asignificant risk of harm *E210

D310 Assist in the delivery of externally-validated evidence-based complexprogrammes designed to reduce thelikelihood of re-offending by offenderswho pose a significant risk of harm*E211

D401 Promote employment, training andeducation opportunities for thosewho have offended or are likely tooffend *E506

D402 Enable individuals who have offendedor who are likely to offend tomaximise their employmentopportunities *E507

D403 Negotiate with employers andsupport them in offering opportunitiesto individuals who have offended orwho are likely to offend *E508

D501 Manage the local delivery ofexternally

D502 Design and develop evidence

D503 Evaluate and improve theeffectiveness of evidence basedprogrammes to address offendingand anti

E101 Plan, monitor and review integratedpackages of interventions andsupport to address individuals’ andfamilies’ difficulties *D301

E102 Develop, manage and reviewpackages of housing, support andprotection (E16) (SNH 4U3) D302

E103 Contribute to planning and reviewingintegrated housing and support (E15)(SNH 3U2) D303

E201 Contribute to the protection ofindividuals from abuse (D12) (Care Z1) E801

40



E202 Contribute to the protection ofchildren from abuse *E802

E203 Contribute to the prevention andmanagement of abusive andaggressive behaviour (D14) E209

E204 Develop control for people who are arisk to themselves or others (SNH 4U6) E804

E205 Evaluate risk of abuse, failure toprotect and harm to self and others(D13) (Care SC17) E803

E301 Enable individuals to find out aboutand use services and facilities (D10)(Care Y2) E403

E302 Enable individuals to participate inrecreation and leisure activities (Care Z13) E714

E303 Support individuals with difficult orpotentially difficult relationships (Care W5) E703

E304 Contribute to the ongoing support ofindividuals and others significant tothem (Care W2) E709

E305 Enable individuals to maintaincontacts in potentially isolatingsituations (Care W8) E704

E306 Assist individuals to move from asupportive to a more independentliving environment (Care Y5) E505

E307 Enable individuals to present theirown needs and interests (D11) (Care SC6) E504

E308 Advocate on behalf of individuals(CAMPAG/99 11) B401

E309 Represent individuals’ and families’interests when they are unable to doso themselves (Care NC9) B402

E310 Contribute to establishing andrunning mutual support networks(Care SC7)

E311 Support parents in developing theirparenting skills (EY P4) E316

E312 Support individuals’ involvement inthe management of housing andsupport (SNH 3U4) E501

E313 Support individuals in developingtheir involvement in the managementof the organisation (SNH 4U5) E502

E314 Organise provision of housing forindividuals (HSCL 3U5) E503

E401 Assess individuals’ needs whichaffect their health and social well-being (PA 11.1) E601

E402 Plan, implement, monitor and reviewprogrammes of care for individuals(PA 11.2) E602

E403 Prepare and provide agreedindividual development activities forindividuals (Care X2) E604

E404 Contribute to the support ofindividuals during developmentprogrammes and activities (Care X1)E605

E405 Support individuals in undertakinghealth care (Care Y4) E712

E406 Support individuals who aresubstance users (D09) (Care Z17)E706

E407 Support individuals when they aredistressed (Care Z8) E713

E408 Support individuals experiencingdifficulties (D06) E701

41



E409 Enable individuals to understand andaddress their difficulties (D07) E702

E410 Enable individuals to manage theirdomestic and personal resources(Care Y1) E710

E411 Enable individuals to administer theirfinancial affairs (Care Y3) E711

F101 Foster people’s equality, diversity andrights (Care O1)

F102 Promote people’s equality, diversityand rights (Care O2)

F103 Develop, maintain and evaluatesystems and structures to promotethe rights, responsibilities anddiversity of people (Care O3)

F201 Promote effective communicationand relationships (Care CL1)

F202 Promote communication withindividuals where there arecommunication differences (Care CL2)

F203 Promote communication with othersthrough the use of interpretingservices (Care CL3)

F204 Arrange and evaluate translatingservices (Care CL4)

F205 Promote communication and thedevelopment of relationships withindividuals who lack development ofsocial understanding and imagination(Care CL7) F207

F206 Contribute to developing andmaintaining cultures and strategies inwhich people are respected andvalued as individuals (Care NC10)E806

F207 Develop interactions with individuals(CAMPAG/99 4) E402

F301 Develop and maintain a strategicoverview of developments inknowledge and practice

F302 Develop, implement and evaluatestrategies to advance knowledge andpractice

F303 Commission, monitor and evaluateprojects to advance knowledge andpractice

F304 Contribute to the evaluation andimplementation of research anddevelopment outcomes

F305 Contribute to the effectiveness ofwork teams (Care CU10)

F306 Contribute to the development andeffectiveness of work teams (E05)(Care CU9)

F307 Develop one’s own knowledge andpractice (E06) (Care CU7)

F308 Contribute to the development of theknowledge and practice of others(E07) (Care CU8)

F309 Support and challenge workers onspecific aspects of their practice

F310 Develop teams and individuals toenhance performance (E08) (MCI C10)

F311 Design learning programmes to meetlearners’ requirements (TDLB B21)E303

F312 Support and advise individuallearners (D05) (TDLB C26) E306

F313 Facilitate individual learning throughcoaching (TDLB C25) E307

42



F314 Facilitate individual learning anddevelopment through mentoring*E308

F315 Facilitate learning in groups throughpresentations and activities (TDLB C23) E309

F316 Facilitate learning throughdemonstration and instruction (TDLB C24) E310

F317 Monitor and review progress withlearners (TDLB D11) E311

F318 Evaluate training and developmentprogrammes (TDLB E21) E314

F401 Enable workers and agencies towork collaboratively

F402 Develop, sustain and evaluatecollaborative work with others

F403 Develop and sustain effective workingrelationships with staff in otheragencies (E01)

F404 Support the induction and transfer ofstaff on secondment

F405 Assist in the transfer of individualsbetween agencies and services (E02)

F406 Provide and obtain information atcourts and formal hearings (E03)

F407 Represent the agency in courts andformal hearings (E04)

F408 Represent one’s own agency at otheragencies’ meetings

Custodial Care UnitsCC001 Maintain restrictions on individuals’

liberty whilst promoting andprotecting their rights

CC002 Minimise and deal with aggressiveand abusive behaviour

CC003 Support and develop the work ofthe custodial team

CC004 Ensure your own actions reducerisks to health and safety

CC005 Maintain security at entry and exitpoints

CC006 Search individuals, premises andsurrounding areas

CC007 Contribute to the security of thecustodial environment

CC008 Assist in the control of incidentsand emergencies

CC009 Contribute to planning theinstallation and decommissioning ofelectronic monitoring equipment

CC010 Identify electronic monitoringincidents and initiate a response

CC011 Drive vehicles to carry out custodialduties

CC012 Install and decommission electronicmonitoring equipment

CC013 Help people to comply withelectronic monitoring requirements

CC014 Follow up electronic monitoringincidents in the field

CC015 Provide effective customer service

CC016 Research, prepare and presentinformation from a variety ofsources

43



CC017 Enter and find data using acomputer

CC018 Maintain security and order in thecustodial environment

CC019 Contribute to the prevention andmanagement of abusive andaggressive behaviour

CC020 Contribute to the development andeffectiveness of work teams

CC021 Receive and discharge individualsand property into and out of thecustodial environment

CC022 Search individuals, accommodationand areas

CC023 Search vehicles

CC024 Contribute to the control ofincidents and emergencies

CC025 Control and restrain individuals

CC026 Contribute to the adjudicationprocess

CC027 Maintain security whilst escortingindividuals to courts and otherenvironments

CC028 Prepare and drive secure vehiclesto and from custodial and otherenvironments

CC029 Contribute to planning andreviewing how to meet individuals’needs and rights in the custodialenvironment

CC030 Encourage individuals to look aftertheir own health and hygiene

CC031 Support individuals in custody totake part in purposeful activities

CC032 Support individuals experiencingdifficulties

CC033 Contribute to the protection ofindividuals from abuse

CC034 Support individuals where abusehas been disclosed

CC035 Help individuals in custody tomaintain and develop relationships

CC036 Assist in the assessment ofindividuals’ offending behaviour andin planning provision

CC037 Help individuals address theiroffending behaviour

CC038 Prepare, implement and evaluategroup activities

CC039 Test for substance misuse

CC040 Support individuals who aresubstance users

CC041 Enable individuals to find out aboutand use services and facilities

CC042 Assist in the transfer of individualsbetween agencies and services

CC043 Prepare individuals for resettlementin the community

CC044 Develop and sustain effectiveworking relationships with staff inother agencies

CC045 Provide and obtain information atcourts and formal hearings

CC046 Support the efficient use ofresources

CC047 Manage information for action

44



CC048 Screen individuals’ mental andphysical health and wellbeing onreception into a custodial setting

CC049 Administer and monitor medicationfor individuals consistent withprotocols, standards and legislation

CC050 Prepare and undertake agreedclinical activities with individuals

CC051 Support individuals in undertakinghealth care

CC052 Prepare and provide agreedindividual development activities forindividuals

CC053 Promote, monitor and maintainhealth, safety and security in theworkplace

CC054 Promote the health of individualswho are subject to the physicalmanagement of violent behaviour

CC055 Support individuals when they aredistressed

CC056 Support inter-disciplinary teams indelivering individualisedprogrammes of care to individuals

CC057 Contribute to raising awareness ofhealth issues

CC058 Enable individuals to addressfactors which affect their health andsocial wellbeing

CC059 Develop one’s own knowledge andpractice

CC060 Calculate critical dates forsentences

CC061 Calculate and verify critical dates forsentences

CC062 Make administrative arrangementsfor the appearance of individuals atcourts

CC063 Make administrative arrangementsfor the movement of individualsoutside the custodial establishment

CC064 Administer documentation for theappeals process

CC065 Administer personal money forindividuals in custody

CC066 Prepare documentation to helpauthorities decide the conditions onwhich to release individuals fromcustody

CC067 Make administrative arrangementsfor the release of individuals fromcustody

CC068 Verify the release process

CC069 Contribute to maintaining securityand protecting individuals’ rights inthe custodial environment

CC070 Adjudicate on charges againstindividuals in custody

CC071 Hear charges of misdemeanoursalleged to have been committed byjuveniles in custody

CC072 Maintain security using screeningequipment

CC073 Contribute to preparing andimplementing voice verificationmonitoring

CC074 Establish and maintain voiceverification monitoring in the field

CC075 Develop control for people who area risk to themselves or others

45



CC076 Reinforce positive behavioural goalsduring relationships with individuals

CC077 Prepare and provide agreedindividual development activities forindividuals

CC078 Promote communication withindividuals where there arecommunication differences

CC079 Assist parents in custody todevelop their parenting skills

CC080 Develop and maintain effectiverelationships with the families ofindividuals held in custody

CC081 Monitor and maintain the health,well-being and safety of dogs

CC082 Maintain and develop theperformance of dogs

CC083 Contribute to the security of thecustodial environment using a dog

CC084 Prepare for, and carry out, searchesusing a dog

CC085 Contribute to plans for the releaseand resettlement of offenders

Youth Justice UnitsA101 Process information relating to

children and young people’soffending behaviour

A102 Assess children and young people’soffending behaviour and prepareproposals for interventions

A103 Assist in the assessment of childrenand young people’s offendingbehaviour and in planning provision

A201 Plan, monitor and review integratedpackages of interventions andsupport to address the needs ofchildren and young people and theirfamilies or carers

A202 Plan, supervise, enforce and reviewsentences to be served in thecommunity by children and youngpeople

A203 Assist in the supervision,enforcement and review of sentencesserved in the community by childrenand young people

A204 Develop plans to manage the risk ofharm of releasing and resettlingchildren and young people in thecommunity following sentencesserved in secure environments

A205 Prepare children and young peoplefor resettlement in the community

A206 Supervise, monitor and report on theprogress of contracts agreedbetween children and young peopleand community representatives

A207 Assist in supervising, monitoring andreporting on the progress ofcontracts agreed between childrenand young people and communityrepresentatives

A301 Develop and review contracts withchildren and young people toaddress the harm done by theiroffending behaviour and prevent re-offending

A302 Prepare individuals for restorativeprocesses

A303 Facilitate and evaluate restorativeprocesses

46



A304 Offer, establish and maintain contactwith victims to inform and updatethem on the progress of children andyoung people through sentencesserved in secure environments andseek their views on release plans

A401 Enable children and young people tochange their offending behaviour

A402 Help children and young peopleaddress their offending behaviour

A403 Prepare and provide agreedindividual development activities forchildren and young people

A404 Prepare, implement and evaluategroup activities to address theoffending behaviour of children andyoung people

A405 Contribute to the implementation ofgroup work programmes

A406 Deliver evidence-based programmesdesigned to reduce the likelihood ofre-offending by children and youngpeople who pose a medium to lowrisk of harm

A407 Deliver evidence-based complexprogrammes designed to reduce thelikelihood of re-offending by childrenand young people who pose asignificant risk of harm

A408 Assist in the delivery of evidence-based complex programmesdesigned to reduce the likelihood ofreoffending by children and youngpeople who pose a significant risk ofharm

A409 Reinforce positive behavioural goalsduring relationships with children andyoung people

A410 Model behaviour and relationshipswith children and young peoplewhich recognises the impact of crimeon victims and communities

A411 Enable others to support childrenand young people to address theiroffending and anti-social behaviourand develop positive alternatives

A501 Contribute to planning and reviewinghow to meet children and youngpeople’s needs and rights in secureenvironments

A502 Maintain the safety, security andwelfare of children and young peoplein secure environments

A503 Help children and young people insecure environments to maintain anddevelop relationships

A504 Support children and young people insecure environments to live in groups

A505 Maintain security and order in secureenvironments

A506 Contribute to preparing andimplementing voice verificationmonitoring

A507 Establish and maintain voiceverification in the field

A508 Support children and young people insecure environments to take part inpurposeful activities

A601 Evaluate and process referrals toprovide services to those who havebeen affected by the offendingbehaviour of children and youngpeople

47



A602 Provide initial support to individualsaffected by offending or anti-socialbehaviour and assess their needs forfurther support

A603 Enable individuals to manage theeffects which crime or anti-socialbehaviour has had on their lives

A604 Support individuals who havesuffered bereavement as a result ofcrime

A605 Support individuals who haveexperienced serious personal assaultand abuse

A606 Enable people to support victims,survivors and witnesses in managingthe effects of their experience ontheir lives

A701 Enable witnesses and theirassociates to prepare for judicial andlegal processes

A702 Support witnesses and theirassociates during judicial and legalprocesses

A703 Support young, vulnerable andintimidated witnesses and theirassociates during judicial and legalprocesses

A704 Support victims and survivors whoare involved with restorativeprocesses

A705 Establish and maintain contact withvictims, survivors and witnesses ofcrime and anti-social behaviour whichacknowledges the effects of theirexperience

A801 Manage the local implementation ofevidence-based programmes toaddress offending behaviour

A802 Maintain the integrity of evidence-based programmes to addressoffending behaviour

A803 Evaluate, monitor and review theeffectiveness of interventions madeby the agency in reducing offending

A804 Promote a health and safety culturewithin the workplace

A805 Select personnel for activities

A806 Manage the performance of teamsand individuals

A807 Manage activities to meetrequirements

A808 Support the efficient use of resources

A809 Evaluate, prioritise and reviewdemands for services

A810 Contribute to the development,implementation and evaluation ofstrategies and policies for recruitingand managing volunteers

A811 Commission specified programmesfrom providers

A812 Establish and maintain a register ofplacements where children andyoung people who have offendedcan make reparation to thecommunity

A813 Facilitate arrangements forcommunity representatives toaddress the behaviour of childrenand young people referred to them

A814 Provide information to supportdecision making

48



A815 Co-ordinate actions and informationbetween different agencies tomanage the behaviour of childrenand young people who have beenapprehended or sentenced

B101 Enable others to understand thefactors that may lead to children andyoung people offending and how toprevent offending

B102 Contribute to developing andmaintaining cultures and strategies inwhich children and young people arerespected and valued as children andyoung people

B103 Evaluate risk of abuse, failure toprotect and harm to self and others

B104 Contribute to the protection ofchildren and young people fromabuse

B105 Contribute to the prevention andmanagement of challengingbehaviour by children and youngpeople

B201 Encourage children and youngpeople to develop and maintain apositive sense of self and identity

B202 Enable children and young people toparticipate in recreation and leisureactivities

B203 Promote children and young people’ssocial and emotional development

B204 Facilitate children and young people’slearning and development throughmentoring

B205 Enable children and young people topresent their own needs andinterests

B206 Enable children and young people tounderstand and address theirdifficulties

B207 Enable children and young people tomaintain contact in potentiallyisolating situations

B208 Enable children and young people,their family and friends to explore andmanage change

B209 Support children and young peoplewhen they are distressed

B210 Support children and young peoplewhere abuse has been disclosed

B211 Assist in the transfer of children andyoung people between agencies andservices

B212 Enable children and young people tomeet their personal spiritual needs

B301 Establish, sustain and disengagefrom relationships with the familiesand carers of children and youngpeople

B302 Support individuals in developingtheir parenting skills

B303 Visit families and carers and identifythe impact of the home environmenton children and young people

B304 Enable families and carers to addressissues related to the behaviour ofchildren and young people

B305 Support children and young peoplewith difficult or potentially difficultrelationships

B306 Develop and maintain effectiveworking relationships with the familiesof children and young people held insecure environments

49



B401 Enable children and young people tofind out about and use services andfacilities

B402 Promote the interests of children andyoung people in the community

B403 Promote the needs and rights ofchildren and young people in thecommunity

B404 Contribute to establishing andrunning mutual support networks

B501 Assess the educational achievementsand needs of children and youngpeople who have offended

B502 Observe and assess thedevelopment and behaviour ofchildren and young people

B503 Enable children and young peoplewho have offended to be supportedby education and training services

B504 Enable others to develop theirknowledge and skills and improve theeducational achievement of childrenand young people

B505 Promote employment, training andeducation opportunities for childrenand young people who haveoffended or are likely to offend

B506 Enable children and young peoplewho have offended or who are likelyto offend to maximise theiremployment opportunities

B507 Negotiate with employers and supportthem in offering opportunities tochildren and young people who haveoffended or who are likely to offend

B601 Assess the health and wellbeing, andrelated needs and issues, of childrenand young people who have offended

B602 Enable children and young peoplewho have offended to be supportedby healthcare services

B603 Enable others to develop and applytheir knowledge and skills about thehealth and wellbeing of children andyoung people

B604 Enable children and young people toaddress issues which affect theirhealth and wellbeing

B605 Contribute to raising awareness ofhealth issues

B606 Contribute to promoting the healthand social well-being of children andyoung people

B701 Enable children and young peoplewho have offended to access anduse housing and accommodation

B702 Assist young people to move from asupportive to a more independentliving environment

B703 Enable others to develop theirknowledge and skills about housingand accommodation in the interestsof children and young people

B801 Assess children and young people’suse of substances and the effect ofthese on their lives

B802 Enable children and young people tobe supported by substance useservices

B803 Enable others to develop theirknowledge and skills about substanceuse and its effects in the interests ofchildren and young people

B804 Enable children and young people toaddress their substance use

50



B805 Raise awareness about substances,their use and effects

C201 Develop one’s own knowledge andpractice

C202 Contribute to the development of theknowledge and practice of others

C401 Monitor and influence thedevelopment of policies for theirimpact on addressing the harm doneby crime and anti-social behaviourand preventing offending by childrenand young people

C402 Contribute to the development ofservices which address the harmdone by crime and anti-socialbehaviour and prevent offending bychildren and young people

D101 Promote people’s equality, diversity,rights and responsibilities

D102 Develop, maintain and evaluatesystems and structures to promotethe rights, responsibilities anddiversity of people

D201 Determine the concerns and prioritiesof communities about children andyoung people and their likelihood ofoffending

D202 Coordinate awareness raising topromote community safety and socialinclusion

D203 Contribute to developing awarenessand community action in relation tothe offending behaviour of childrenand young people

D204 Enable the views of groups andcommunities to be heard throughadvocating on their behalf

D205 Represent children and youngpeople’s and their families’ interestswhen they are not able to do sothemselves

D206 Prepare and set up mediation

D207 Stage the mediation process

D208 Manage the mediation process

D301 Enable workers and agencies towork collaboratively

D302 Develop, sustain and evaluatecollaborative approaches with others

D303 Develop and sustain effectiverelationships with workers in otheragencies

D304 Contribute to the development andeffectiveness of work teams

D305 Support the induction and transfer ofindividuals on secondment

D306 Represent one’s own agency at otheragencies’ meetings

D307 Represent the agency in courts andformal hearings

D308 Provide and obtain information atcourts and formal hearings

D309 Establish, maintain and userelationships with the media toexplain and promote the agency andits work

D310 Contribute to the development andpromotion of the agency and itsservices

51



The following NOS have been identified asbeing of particular relevance to the CoreThemes outlined in Table 2:

• Unit A101: Identify and track trends andchanges in community justice and socialinclusion and the effectiveness ofdifferent means of addressing issues(Skills for Justice)

• Unit F403: Develop and sustain effectiveworking relationships with staff in otheragencies (Skills for Justice)

• Unit A: Ensure your own actions reducerisks to health and safety (EmploymentNTO)

• Unit C102: Provide initial support toindividuals affected by offending or anti-social behaviour and assess their needsfor further support (Skills for Justice)

• Unit D301: Help individuals address theiroffending behaviour (Skills for Justice)

• Unit 01: Promote people’s equality,diversity and rights (Care SectorConsortium)

• Unit F12: Improve organisationalperformance (Management StandardsUnit)

• Unit 1A2: Communicate effectively withmembers of communities (Skills forJustice)

• Unit CU7: Develop one’s own knowledgeand practice (Care Sector Consortium)

• Unit B6: Provide leadership in your areaof responsibility (Management StandardsUnit)

52

Appendix D: NOS Relating to Core Themes



*This unit must be delivered but not necessarily achieved/assessed.

53

Appendix E: NOS for Police Probationer Training

1A1 Use police actions in a fair and justified way

1A2 Communicate effectively with all members of the public and it’s communities

1A4 Foster people’s equality, diversity and rights (CSC O1)

1B9 Provide initial support to individuals affected by offending or anti-social behaviourand assess their needs for further support (CJNTO C102)

1D4* Contribute to the protection of children from abuse

2A1 Gather and submit information that has the potential to support policing objectives

2C1 Provide an initial police response to incidents

2C2 Prepare for, and participate in, planned policing operations

2C3 Arrest, detain or report individuals

2C4 Minimise and deal with aggressive and abusive behaviour (CCNTO 002)

2G2 Conduct investigations

2G4 Finalise investigations

2H1 Interview victims and witnesses

2H2 Interview suspects

2I1 Search individuals

2I2 Search vehicles, premises and land

2J1 Prepare and submit case files

2J2 Present evidence in court and at other hearings

2K1 Escort detained persons

2K2 Present detained persons to custody

4C1 Develop ones own knowledge and practice (CSC CU7)

4G2 Ensure your own actions reduce risks to health and safety (ENTO A)

4G4 Administer First Aid (RMCAT 4)



The Common Core of Skills and Knowledgefor the Children’s Workforce sets out thebasic skills and knowledge needed by people(including volunteers) whose work bringsthem into regular contact with children, youngpeople and families. It will enable multi-disciplinary teams to work together moreeffectively in the interests of the child.

The skills and knowledge are describedunder six main headings. Over time it isexpected that everyone working withchildren, young people and families will beable to demonstrate a basic level ofcompetence in the six areas of theCommon Core. In the future, the CommonCore will form part of qualifications forworking with children, young people andfamilies and it will act as a foundation fortraining and development programmes runby employers and training organisations.

The six proposed headings:

• Child and young person development(will focus on the ability to: understandthe full range of child development(physical, emotional and mental);understand different approaches for thosewith physical or mental health difficulties;recognise and understand a wide rangeof different behaviours; and to knowwhen and how to ask for assistance);

• Safeguarding children and promotingthe welfare of children (will focus on:understanding protocols for promotingand safeguarding the welfare of childrenand young people; knowing who tocontact to express concerns;understanding protection factors; andunderstanding how children and youngpeople manage risk themselves);

• Effective communication andengagement – including working withparents, carers and families; listening andinvolving children and young people (willfocus on: communicating with childrenand young people in ways that areappropriate to their age; understandingcultural and diversity preferences; learninghow to explain options and decisions toparents, carers and families in differentcircumstances; learning how to involvechildren, parents, carers and families inthe creation of provision to meet theirneeds; understanding best practice incommunication with people with disabilities);

• Supporting transitions – includingchildren and young people’s rights andresponsibilities, maximising theirachievements and opportunities (willfocus on understanding the effects ofchange in children and young people asthey grow older, face new experiencesand challenges, move between differentsettings, rural areas, foster and otherhomes, and school stages);

• Multi-agency working – workingacross professional boundaries andunderstanding the values of otherprofessions (will focus on the vitalimportance of people workingcollaboratively to safeguard and supportchildren and young people); and

• Sharing information – (will focus onensuring that individuals understandassessment frameworks; and developingawareness of the law, code of conductand other guidance applicable toinformation sharing).

For further information, please visit:www.dfes.gov.uk/commoncore

54

Appendix F: Children’s Workforce Unit(CWU) Common Core Headings


Working Group Members• Nigel Archer, West Mercia Constabulary

• Roger Barratt, HertfordshireConstabulary

• Rob Bowes, Broxtowe College

• Jim Carter, Serco Home Affairs

• Steve Cosgrove, Yorkshire andHumberside Probation Service

• Lyn Coulter, Northern Ireland PrisonService College

• Jane Creaton, University of Portsmouth

• Alison Dixey, Victim Support

• Peter Faill, University of Northumbria

• Simon Feasey, Sheffield Hallam University

• Graham Gooch, University of CentralLancashire

• Laura Harding, Consultant (on behalf ofthe Youth Justice Board)

• Phil Hardy, Sussex Police

• Claire Johnson, Consultant (on behalf ofthe Youth Justice Board)

• Rhobert Lewis, University of Glamorgan

• Christine McDonagh, Metropolitan PoliceService

• Vicky O’Keeffe, Serious Fraud Office

• Alison Paris, University of Birmingham

• Lesley Pritchard, HertfordshireConstabulary

• Fiona Richmond, Victim Support

• Corrinne Seymour, NACRO

• Helen Thomas, Foundation DegreeForward

• Michelle Walters, De Montfort University

• Dominic Wood, Canterbury ChristChurch University

• Julie Benson, Skills for Justice (ProjectManager)

• John Randall, Skills for Justice (Chair)

• Martin Christie, Christie and Christie Ltd(Consultant)

• Cathy Wills, Christie and Christie Ltd(Consultant)

Interviewees• Dr Alan Doig, Fraud Management

Studies Unit, University of Teeside

• Glenn Gavin, Scotland Yard TrainingAcademy, Metropolitan Police

• Virginia Hainsworth, Training Manager,West Yorkshire Police

• Neil Punnet, Area Head of Humanitiesand Science, Bridgewater College

• Tim Meaklim, Head of Learning andDevelopment, Police College of NorthernIreland

• David Smith, Dean of Business School,Huddersfield University

• Liz Wilson, Assistant Dean and Head ofBusiness School, Leeds MetropolitanUniversity

55

Appendix G: List of Contributors


• A Higher Education Context for NationalOccupational Standards, UniversityVocational Awards Council (October2004)

• Codes of Practice for the Assurance ofAcademic Quality and Standards inHigher Education (10 Sections), QualityAssurance Agency for Higher Education(1999 – 2001)

• Employer Guide to Foundation Degrees,Sector Skills Development Agency (2004)

• Fit for Purpose: The Use of NationalOccupational Standards in HigherEducation to Meet the Needs ofEmployment – A Generic Guide forCurriculum Designers and Deliverers,University Vocational Awards Council(2004)

• Foundation Degree QualificationBenchmark, Quality Assurance Agencyfor Higher Education (October 2004)

• Foundation Degree Task Force Report toMinisters, Department for Education andSkills (September 2004)

• Foundation Degrees: Meeting the Needfor Higher Level Skills, Department forEducation and Skills (2003)

• Guidelines on the Quality Assurance ofDistance Learning, Quality AssuranceAgency for Higher Education (1999)

• HEFCE Foundation Degree Prospectus,Higher Education Funding Council forEngland (July 2000)

• Hints and Tips for Developers ofFoundation Degree SectoralFrameworks, Sector Skills DevelopmentAgency

• How to Develop a Foundation Degree,Foundation Degree Forward

• Occupational Map for Justice, Skills forJustice – Draft (June 2005)

• Skills Foresight in the Justice Sector –Draft Report (April 2005)

• Student Guide to Foundation Degrees,Sector Skills Development Agency (2004)

56

Appendix H: References


• Department for Education and Skills – www.dfes.gov.uk andwww.foundationdegree.org.uk

• Employment National Training Organisation (ENTO) – www.ento.co.uk

• Foundation Degree Forward – www.fdf.ac.uk

• Higher Education Funding Council – www.hefce.ac.uk

• Management Standards Centre – www.management-standards.org.uk

• Office for Criminal Justice Reform – via the CJS website www.cjsonline.gov.uk

• Qualifications and Curriculum Authority (QCA) – www.qca.org.uk

• Quality Assurance Agency – www.qaa.ac.uk

• Sector Skills Development Agency – www.ssda.org.uk

• Skills for Justice – www.skillsforjustice.com

• University Vocational Awards Council – www.uvac.ac.uk

57

Appendix I: Useful Websites


Skills for Justice9-11 Riverside CourtDon RoadSheffieldS9 2TJ

Telephone: 0114 261 1499Fax: 0114 261 8038www.skillsforjustice.com


foundation degree framework for the justice...

Documents