HNCD in Public Services L4 Specification

BTEC Higher Nationals
Guidance and units
Edexcel Level 4
BTEC Higher Nationals in Public Services
July 2003
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throughout the world. It incorporates all the qualifications previously awarded under the
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textbooks, journals, magazines and other publications and websites.)
Authorised by Peter Goff

Publications Code B013371
All the material in this publication is copyright
London Qualifications Limited 2003
EDEXCEL LEVEL 4 BTEC HIGHER

NATIONALS IN PUBLIC SERVICES
BTEC Higher National Certificate in Public Services

BTEC Higher National Diploma in Public Services
Contents
Qualification titles covered by this specification
Edexcel qualifications in the National Qualifications

Framework
Introduction
Structure of the qualification
BTEC Higher National Certificate
BTEC Higher National Diploma
Key features
National Occupational Standards
Qualification Requirement
Higher-level skills
Teaching, learning and assessment

Unit format
8
9
Learning and assessment
10
Grading Higher National units
10
Grade descriptors
12
Accreditation of Prior Learning (APL)
14
Quality assurance of BTEC Higher Nationals
14
Centre and programme approval
14
Monitoring centres internal quality systems
15
Independent assessment: the role of the external examiner
15
Programme design and delivery
16
Mode of delivery
16
Resources
17
Delivery approach
17
Meeting local needs
17
Locally-devised specialist units
18
Limitations on variations from standard specifications
18
Access and recruitment
18
Restrictions on learner entry
19
Learners with particular requirements
19
The wider curriculum
19
Spiritual, moral, ethical, social and cultural issues
19
Environmental issues
20
European developments
20
Health and safety issues
20
Useful publications
20
How to obtain National Occupational Standards
21
Professional development and training
21
Further information
21
Units
23
Unit 1: Entry and Enquiry into Public Services
25
Unit 2: Managing People in Public Services
31
Unit 3: Financial Resources in Public Services
37
Unit 4: Management of Health and Safety in Public Services
43
Unit 5: Government and the Public Services
49
Unit 6: Independent Research into the Public Services
55
Unit 7: Sociological Aspect of the Public Services
61
Unit 8: Psychology and Human Behaviour
67
Unit 9: Equal Opportunities
73
Unit 10: Human Resources in the Public Services
79
Unit 11: Stress Management in the Public Services
87
Unit 12: Global Socio-Political Issues
93
Unit 13: Technology and Public Services
99
Unit 14: Criminology and Safer Communities
105
Unit 15: Justice and Punishment
115
Unit 16: Managing Disaster
123
Unit 17: Activity Management
131
Unit 18: Managing Physical Activity
139
Unit 19: Personal Outdoor Skills
145
Unit 20: Arts and Entertainment
153
Unit 21: Heritage Management
159
Annex A
165
Qualification codes
165
QCA codes
165
Edexcel codes
165
QCA and Edexcel codes
165
Annex B
Qualification Requirement for BTEC Higher Nationals in Public Services
Annex C
Wider curriculum mapping
Annex D
167
167
173
173
175
175
Qualification titles covered by this specification

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

NQF level
BTEC Professional Award, Certificate,
Diploma
Key skills level 5
NVQ level 5

Key skills level 4
NVQ level 4
BTEC Professional Award, Certificate,

Diploma
BTEC National Diploma
BTEC National Certificate
BTEC National Award
Key skills level 3
GCE A Level
GCE AS Level
VCE
AEA
NVQ level 3
Key skills level 2
GCSE (A* C)
GCSE (Double Awards) (A* A* CC)
GCSE (Short Courses) (A* C)
Intermediate GNVQ
GCSE (D G)
GCSE (Double Awards) (D G)
Foundation GNVQ
NVQ level 2
BTEC Diploma in Foundation Studies (Art

and Design)
BTEC Award, Certificate, Diploma
BTEC First Diploma
BTEC Introductory Certificate
BTEC Introductory Diploma
Entry Level Certificate in Skills for Working
Life
Entry Level Certificate in Personal Skills
Level 2 Certificate in
Adult Numeracy
Adult Literacy
Adult Numeracy
Level 1 Certificate
in Adult Literacy
Entry Level Certificate in
Adult Numeracy
Entry Level Certificate in
Adult Literacy
Key skills level 1
NVQ level 1
Entry Level Certificates
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Introduction
This document contains the units and associated guidance for the National Qualifications
Framework (NQF) Edexcel Level 4 BTEC Higher Nationals in Public Services. Each unit sets
out the required outcomes and content and includes advice regarding appropriate delivery and
assessment strategies. The guidance contains further details of the teaching, learning,
assessment and quality assurance of these qualifications. It includes advice about Edexcels
policy regarding access to its qualifications, the design of programmes of study and delivery
modes.
Structure of the qualification

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

The BTEC Higher National Diploma in Public Services is a 16-unit qualification of which eight
are core units.
The BTEC Higher National Diploma programme must contain a minimum of eight units
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Structure of Edexcel Level 4 BTEC Higher National Certificate in Public Services
Unit No Core units all six units must be taken
Unit level
H1 or H2
Entry and Enquiry into Public Services
H1
Managing People in Public Services
H1
Financial Resources in Public Services
H1
Management of Health and Safety in Public Services
H1
Government and the Public Services
H2
Independent Research into the Public Services
H2
Specialist units choose four units

7
Sociological Aspects of the Public Services
H2
Psychology and Human Behaviour
H2
Equal Opportunities
H2
10
Human Resources in the Public Services
H2
11
Stress Management in the Public Services
H1
12
Global Socio-Political Issues
H2
13
Technology and Public Services
H2
14
Criminology and Safer Communities
H2
15
Justice and Punishment
H1
16
Managing Disaster
H2
17
Activity Management
H1
18
Managing Physical Activity
H1
19
Personal Outdoor Skills
H1
20
Arts and Entertainment
H1
21
Heritage Management
H1
The BTEC Higher National Certificate programme must contain a minimum of five units
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Structure of Edexcel Level 4 BTEC Higher National Diploma in Public Services
Unit No Core units all eight units must be taken
Unit level
H1 or H2
Entry and Enquiry into Public Services
H1
H1
Financial Resources in Public Services
H1
Management of Health and Safety in Public Services
H1
Government and the Public Services
H2
Independent Research into the Public Services
H2
Sociological Aspects of the Public Services
H2
H2
Specialist units choose eight units

9
Equal Opportunities
H2
10
Human Resources in the Public Services
H2
11
Stress Management in the Public Services
H1
12
H2
13
H2
14
H2
15
H1
16
Managing Disaster
H2
17
Activity Management
H1
18
H1
19
H1
20
H1
21
Heritage Management
H1
The BTEC Higher National Diploma programme must contain a minimum of eight units
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Key features
BTEC Higher Nationals are designed to provide a specialist vocational programme, linked to
professional body requirements and National Occupational Standards where appropriate, with a
strong work related emphasis. The qualifications provide a thorough grounding in the key
concepts and practical skills required in their sector and their national recognition by employers
allows progression direct into employment. BTEC Higher Nationals offer a strong emphasis on
practical skills development alongside the development of requisite knowledge and
understanding in their sector. Learners are attracted to this strong vocational programme of
study that meets their individual progression needs whether this is into employment or to
further study on degree or professional courses.
A key progression path for BTEC Higher National Certificate and Diploma learners is to the
second or third year of a degree or honours degree programme, depending on the match of the
BTEC Higher National units to the degree programme in question.
BTEC Higher Nationals in Public Services have been developed to focus on:
providing education and training for a range of careers in public services
providing opportunities for public service employees to achieve a nationally recognised

level 4 vocationally specific qualification
providing opportunities for full-time learners to gain a nationally recognised vocationally

specific qualification to enter employment in public services or progress to higher
education vocational qualifications such as a full-time degree in Criminology or related
area
developing the knowledge, understanding and skills of learners in the field of public
services
providing opportunities for learners to focus on the development of higher level skills in a
public services context
providing opportunities for learners to develop a range of skills and techniques and
attributes essential for successful performance in working life.
This qualification meets the needs of the above rationale by:
equipping individuals with knowledge, understanding and skills for success in employment
in the public services industry
enabling progression to an undergraduate degree or further professional qualification in

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

The 10-unit BTEC Higher National Certificate in Public Services provides a specialist workrelated programme of study that covers the key knowledge, understanding and practical skills
required in the public services sector and also offers particular specialist emphasis through the
choice of specialist units.
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BTEC Higher National Certificates provide a nationally recognised qualification offering

career progression and professional development for those already in employment and
opportunities to progress into higher education. The qualifications are mode free but they are
primarily undertaken by part-time learners studying over two years. In some sectors there are
opportunities for those wishing to complete an intensive programme of study in a shorter period
of time.
This specification provides centres with a framework to develop engaging programmes for
higher-education learners who are clear about the area of employment that they wish to enter.
The BTEC Higher National Certificate in Public Service mainly offers a progression route for
learners who are employed in the public service sector.

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

Learners must pass all 10 units on their programme of learning to be awarded a BTEC Higher
National Certificate and all 16 units to be awarded a BTEC Higher National Diploma.
The assessment of BTEC Higher National qualifications is criterion-referenced and centres are
required to assess learners evidence against published learning outcomes and assessment
criteria. All units will be individually graded as pass, merit or distinction. To achieve a
pass grade for the unit learners must meet the assessment criteria set out in the specifications.
This gives transparency to the assessment process and provides for the establishment of
national standards for each qualification.
The units in BTEC Higher National qualifications all have a standard format which is designed
to provide clear guidance on the requirements of the qualification for learners, assessors and
those responsible for monitoring national standards.
Issue 1 July 2003
Unit format
Each unit is set out in the following way.
Unit title, learning hours and NQF level
The unit title is accredited by QCA and this form of words will appear on the learners
Notification of Performance. In BTEC Higher National qualifications each unit consists of
60 guided learning hours.
Each unit is assigned a notional level indicator of H1 or H2, indicating the relative intellectual
demand, complexity and depth of study, and learner autonomy.
At H1 level the emphasis is on the application of knowledge, skills and understanding, use of
conventions in the field of study, use of analytical skills and selection and organisation of
information.
At H2 level the emphasis is on application and evaluation of contrasting ideas, principles,
theories and practices, greater specialisation in the field of study, and an increasing
independence in systematic enquiry and analysis.
Description of unit
A brief description of the overall purpose of the unit is given, together with the key areas of
study associated with the unit.
Summary of learning outcomes
The outcomes of the unit identify what each learner must do in order to pass it. Learners must
achieve all the outcomes in order to pass the unit.
Content
This section picks up highlighted words from the outcomes and amplifies the content coverage
required when addressing the outcomes. The content section will often provide lists of topics.
Please note all aspects of the listed topics should be covered, except those that begin with eg,
where items listed are merely indicative.
Outcomes and assessment criteria
Each unit contains statements of the evidence that each learner should produce in order to
receive a pass.
Guidance
This section is not prescriptive but provides additional guidance and amplification related to the
unit to support teachers/deliverers and assessors. Its subsections are given below. Only those
subsections which apply to the unit will appear.
Delivery offers guidance about possible approaches to delivery. The guidance is based on
the more usual delivery modes and is not intended to rule out alternative approaches.
Assessment provides advice about the nature and type of evidence that learners are likely
to need to produce. This subsection should be read in conjunction with the assessment
criteria and the generic grade descriptors.
Links sets out the links between units. Provides opportunities for integration of learning,
delivery and assessment. Any links to the National Occupational Standards will be
highlighted here.
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Resources identifies the specialist resources likely to be needed to allow learners to

generate the evidence required by each unit. The centre will be asked to ensure that this
resource requirement is in place when it seeks approval from Edexcel to offer the
qualification.
Support materials identifies, where appropriate, textbooks, videos, magazines, journals,

publications and websites that may support the delivery of the unit.
Learning and assessment

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

The assessment of BTEC Higher National qualifications will be at unit level and there will be
no overall grade for either the Certificate or the Diploma. This means that learners are able to
access the qualification through a unitised approach.
Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement
of all outcomes against the specified assessment criteria. Merit and distinction grades are
awarded for higher-level achievement.
The generic merit and distinction grade descriptors listed on pages 12 13 are for grading the
total evidence produced for each unit and describe the learners performance over and above
that for a pass grade.
10
Issue 1 July 2003
The merit and distinction grade descriptors can be achieved in a flexible way, eg in a sequential
or holistic mode, to reflect the nature of the sector concerned.
Each of the generic merit and distinction grade descriptors can be amplified by use of
indicative characteristics. These give a guide to the expected learner performance, and
support the generic grade descriptors. The indicative characteristics should reflect the nature of
a unit and the context of the sector programme.
The indicative characteristics shown in the table for each of the generic grade descriptors are
not exhaustive. Consequently, centres should select from the list or may construct other
appropriate indicative characteristics for their sector programme which may be drawn from the
appropriate higher-level skills. It is important to note that each assessment activity does not
need to incorporate all the merit and/or distinction grade descriptors.
Contextualising the generic grade descriptors
The generic merit and distinction grade descriptors need to be viewed as a qualitative extension
of the assessment criteria for pass within each individual unit. The relevant generic grade
descriptors must be identified and specified within an assignment and the relevant indicative
characteristics should be used to place the required evidence in context.
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11
Grade descriptors
Pass grade
A pass grade is achieved by meeting all the requirements defined in the assessment criteria for
pass for each unit.
Merit grade
Merit descriptors
Indicative characteristics
In order to achieve a merit

the learner must:
The learners evidence shows:
effective judgements have been made
complex problems with more than one variable have been

explored
an effective approach to study and research has been applied
relevant theories and techniques have been applied
a range of methods and techniques have been applied
a range of sources of information has been used
the selection of methods and techniques/sources has been

justified
the design of methods/techniques has been justified
complex information/data has been synthesised and

processed
appropriate learning methods/techniques have been applied
the appropriate structure and approach has been used
coherent, logical development of principles/concepts for the

intended audience
a range of methods of presentation have been used and

technical language has been accurately used
communication has taken place in familiar and unfamiliar

contexts
the communication is appropriate for familiar and

unfamiliar audiences and appropriate media have been used
12
identify and apply

strategies to find
appropriate solutions
select/design and apply

appropriate methods/
techniques
present and
communicate
appropriate findings
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Distinction grade
Distinction descriptors
Indicative characteristics
In order to achieve a
distinction the learner must:
The learners evidence shows:
conclusions have been arrived at through synthesis of ideas

and have been justified
the validity of results has been evaluated using defined

criteria
self-criticism of approach has taken place
realistic improvements have been proposed against defined

characteristics for success
use critical reflection to

evaluate own work and
justify valid conclusions
take responsibility for
managing and organising
activities
demonstrate
convergent/lateral/
creative thinking
autonomy/independence has been demonstrated

substantial activities, projects or investigations have been
planned, managed and organised
activities have been managed
the unforeseen has been accommodated
the importance of interdependence has been recognised and

achieved
ideas have been generated and decisions taken
self-evaluation has taken place
convergent and lateral thinking have been applied
problems have been solved
innovation and creative thought have been applied
receptiveness to new ideas is evident
effective thinking has taken place in unfamiliar contexts
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Accreditation of Prior Learning (APL)

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

The quality assurance system for BTEC Higher National qualifications, as higher-level
vocational qualifications at Level 4 on the NQF, will comprise three main components.
approval process a control measure to confirm that individual centres (and programme
teams) are appropriately resourced and competent to deliver a BTEC Level 4 programme of
study.
monitoring of centres a method of monitoring centres internal quality systems to ensure

ongoing fulfilment of initial requirements and, where appropriate, enhancement of those
requirements to accommodate new qualifications.
independent assessment a measure that provides independence within the assessment

process, so that the certificated outcomes for each learner are not reliant on determinations
by individuals or groups with a vested interest in the outcome. This measure should be
consistent and reliable over time, and should not create unnecessary barriers.
Centre and programme approval

Approval to offer BTEC Higher National qualifications will vary depending on the status of the
centre. Centres that have a recent history of delivering BTEC Higher National qualifications
and have an acceptable quality profile in relation to their delivery will be able to gain approval
through an accelerated process. Centres that are new to the delivery of BTEC Higher National
qualifications will be required to submit evidence to demonstrate that they:
have the human and physical resources required for effective delivery and assessment
understand the implications for independent assessment and agree to abide by these
have a robust internal assessment system supported by fit for purpose assessment
documentation
have a system to internally verify assessment decisions to ensure standardised assessment

decisions are made across all assessors and sites.
Such applications have to be supported by the head of the centre (principal, chief executive,
etc).
We communicate all approvals in writing to the head of centre in the form of a qualification
approval letter. The approval letter will also contain a programme definition for each
qualification approved. The programme definition clearly states to the centre all units that
comprise the qualification for which the centre is approved.
14
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Monitoring centres internal quality systems

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

Supporting consistency and appropriateness of centre assessor decisions
For all BTEC Higher Nationals accredited at Level 4 on the NQF, Edexcel will appoint
appropriately qualified subject-specific external examiners to the programme in each centre.
Edexcel will define the selection, appointment and training process, together with the roles and
responsibilities of the external examiners and will communicate the details to centres in a
centre handbook.
The function of the external examiner will be to review and evaluate objectively the assessment
process and standards of learner attainment by independently reviewing, in the first year of the
programme, a sample of learner work (including the centre-designed assignments on which the
samples are based) selected by the external examiner, from across the programme.
When they visit centres, external examiners must be afforded reasonable access to the assessed
parts of the programme, including evidence of learner performance on placement. They are
required to:
verify that standards are appropriate for the qualification and its elements
assist institutions in the comparison of academic standards across similar awards nationally.
Should any disparity occur between the judgement of centre assessors and that of the external
examiner, this will be reported to the centre and to Edexcel by the external examiner. The
centre will be required to agree appropriate corrective action as a result of this report.
Independence in confirmation of certificated outcomes
In the final year of the programme, the external examiner will revisit the centre in order to
independently assess learner work and to evaluate centre assessor decisions on final outcomes.
This process of evaluation may focus upon work in units, selected by the external examiner,
that present the most appropriate evidence for this exercise. The work of all learners not already
sampled in the first year of the programme will be reviewed.
Resolution of assessments will normally be handled at the centres final programme review
board. The external examiner will be expected to endorse the outcomes of assessment before
certification can be authorised. Should the external examiner be unable to provide such
endorsement, certification will be withheld until appropriate corrective action has taken place.
(The senior subject examiner may become involved in such instances).
The external examiner will be required to prepare a written report after each visit. The report
will include comments from the external examiner on:
academic standards and programme specification
academic standards and learner performance
academic standards and assessment
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15
the assessment process
assessment meetings
physical resources
comments of learners
meetings with staff
external examiner practice
issues arising from previous reports
details of sampling
general points, areas of good practice and major issues
action points.
The external examiner report provides the mechanism by which the external examiner
independently verifies learner ability, endorses the validity of the assessment process and
releases certification for a cohort.
The report is a confidential document between Edexcel, the appointed external examiner, and
the centre to use for internal/external quality assurance processes. It provides the centre with
feedback on the external examining process and on the judgements that determine the external
examiners decisions on endorsement, or otherwise, of learner outcomes.
Programme design and delivery

The qualifications consist of core units (which are mandatory) and specialist units. These
specialist units will be mostly optional and are designed to provide a specific focus to the
qualification. Required combinations of specialist units are clearly set out in relation to each
qualification in the defined qualification structures provided in this document.
In BTEC Higher National qualifications each unit consists of 60 guided learning hours. The
definition of guided learning hours is a notional measure of the substance of a qualification. It
includes an estimate of time that might be allocated to direct teaching, instruction and
assessment, together with other structured learning time such as directed assignments or
supported individual study. It excludes learner-initiated private study. Centres are advised to
consider this definition when planning the programme of study associated with this
specification.
Mode of delivery
Edexcel does not define the mode of study for BTEC Higher National qualifications. Centres
are free to offer the qualifications using any mode of delivery that meets the needs of their
learners. This may be through traditional classroom teaching, open learning, distance learning
or a combination of these. Whatever mode of delivery is used, centres must ensure that learners
have appropriate access to the resources identified in the specifications and to the subject
specialists delivering the units. This is particularly important for learners studying for the
qualification through open or distance learning.
Full guidance on Edexcels policies on distance assessment and electronic assessment are
provided on our website.
16
Issue 1 July 2003
Learners studying for the qualification on a part-time basis bring with them a wealth of
experience that should be utilised to maximum effect by tutors and assessors. Assessment
instruments based on learners work environments should be encouraged. Those planning the
programme should aim to enhance the vocational nature of the BTEC Higher National
qualification by:
liaising with employers to ensure that the course is relevant to the specific needs of the
learners
accessing and using non-confidential data and documents from learners workplaces
including sponsoring employers in the delivery of the programme and, where appropriate,
in the assessment
linking with company-based/workplace training programmes
making full use of the variety of experiences of work and life that learners bring to the
programme.
Resources
BTEC Higher National qualifications are designed to prepare learners for employment in
specific sectors. Physical resources need to support the delivery of the programme and the
proper assessment of the outcomes and, therefore, should normally be of industry standard.
Staff delivering programmes and conducting the assessments should be fully familiar with
current practice and standards in the sector concerned. Centres will need to meet any specialist
resource requirements when they seek approval from Edexcel.
Please refer to the resource section in individual units for specialist resource requirements.
Delivery approach
It is important that centres develop an approach to teaching and learning that supports the
specialist vocational nature of the BTEC Higher National qualifications. The specifications
contain a balance of practical skill development and knowledge requirements, some of which
can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made
between theory and practice and that the knowledge base is applied to the sector. This will
require the development of relevant and up-to-date teaching materials that allow learners to
apply their learning to actual events and activity within the sector. Maximum use should be
made of the learners experience.
Meeting local needs

Centres should note the qualifications set out in these specifications have been developed in
consultation with centres and employers. The units are designed to meet the skill needs of the
sector and the specialist units allow coverage of the full range of employment. Centres should
make maximum use of the choice available to them within the specialist units in these
specifications to meet the needs of their learners, as well as the local skills and training needs
identified by organisations such as Regional Development Agencies and Local Learning and
Skills Councils.
Centres may not always be able to meet local needs using the units in this specification. In this
situation, centres may seek approval from Edexcel to make use of units from other standard
NQF BTEC Higher National specifications. Centres will need to justify the need for importing
units from other specifications and Edexcel will ensure that the vocational focus of the
qualification has not been diluted.
Issue 1 July 2003
17
Locally-devised specialist units

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

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

Edexcels policy regarding access to its qualifications is that:
the qualifications should be available to everyone who is capable of reaching the required
standards
the qualifications should be free from any barriers that restrict access and progression
there should be equal opportunities for all wishing to access the qualifications.
Centres are required to recruit learners to BTEC qualifications with integrity. This will include
ensuring that applicants have appropriate information and advice about the qualifications and
that the qualification will meet their needs. Centres should take appropriate steps to assess each
applicants potential and make a professional judgement about their ability to successfully
complete the programme of study and achieve the qualification. This assessment will need to
take account of the support available to the learner within the centre during their programme of
study and any specific support that might be necessary to allow the learner to access the
assessment for the qualification. Centres should also show regard for Edexcels policy on
learners with particular requirements.
Centres will need to review the profile of qualifications and/or experience held by applicants,
considering whether this profile shows an ability to progress to a Level 4 qualification. For
learners who have recently been in education, the entry profile is likely to include one of the
following:
a BTEC National Certificate or Diploma in Public Services or Business, or similar

discipline
an AVCE/Advanced GNVQ in an appropriate vocational area
a GCE Advanced level profile which demonstrates strong performance in a relevant subject
or an adequate performance in more than one GCE subject. This profile is likely to be
supported by GCSE grades at A* to C
other related Level 3 qualifications
an Access to Higher Education Certificate awarded by an approved further education

institution
18
Issue 1 July 2003
related work experience.
Mature learners may present a more varied profile of achievement that is likely to include
extensive work experience (paid and/or unpaid) and/or achievement of a range of professional
qualifications in their work sector.
Restrictions on learner entry

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

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

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

The specification contributes to an understanding of:
spiritual issues through an appreciation of the spiritual dimension to public services,

particularly when public service is seen through a historical context, for example in Units 2
and 11
moral and ethical issues are encountered throughout the BTEC Higher Nationals in Public
Services as dealing with people will always involve the learner engaging in moral and
ethical issues. A more detailed analysis is given in certain units such as Units 5, 7, 9, 12
and 16
social and cultural issues are encountered throughout the BTEC Higher Nationals in Public
Services.
Issue 1 July 2003
19
Learners are led to appreciate the importance of environmental issues as they engage in public
services study as well as through experience of the public services industry, in Units 1, 4, 6 and
16.
Much of the content of the BTEC Higher Nationals in Public Services is applicable throughout
Europe owing to its international nature, even though the context of delivery is within the UK.
The European dimensions of public services are specifically addressed in Unit 6.
Health and safety issues

The BTEC Higher Nationals in Public Services are practically based and so health and safety
issues are encountered throughout the courses. Learners will develop awareness of the safety of
others as well as themselves in all practical activities. Learners will also explore health and
safety issues across the public services industry, particularly in Unit 18.
Useful publications
Further copies of this document and related publications can be obtained from:
Edexcel Publications
Adamsway
Mansfield
Nottinghamshire NG18 4FN
Tel:
Fax:
Email:
01623 467 467

01623 450 481
publications@linneydirect.com
Related publications include:
the current Edexcel publications catalogue and update catalogue
Edexcel publications concerning the quality assurance system and the internal and external
verification of vocationally-related programmes may be found on the Edexcel website and
in the Edexcel publications catalogue.
NB: Most of our publications are priced. There is also a charge for postage and packing. Please
check the cost when you order.
20
Issue 1 July 2003
How to obtain National Occupational Standards

The National Occupational Standards Management NVQ at level 4 are currently available
from:
The Management Standards Centre (MSC)
2 Savoy Court
Strand
London
WC2R 0EZ
Tel:
Fax:
Email:
Website:
020 7240 2826

020 7240 2853
management.standards@imgt.org.uk
www.management-standards.org
Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications.
This support is available through a choice of training options offered in our published training
directory or through customised training at your centre.
The support we offer focuses on a range of issues including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing student-centred learning and teaching approaches
building key skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer can be viewed on the Edexcel website
(www.edexcel.org.uk). You can request customised training through the website or by
contacting one of our advisers in the Professional Development and Training Team on
telephone number 020 7758 5620 to discuss your training needs.
The training we provide:
is active ideas are developed and applied
is designed to be supportive and thought provoking
builds on best practice.
Our training will also underpin many areas of the Higher Education Staff Development Agency
(HESDA)/FENTO standards for teachers and lecturers working towards them.
Further information
For further information please call Customer Services on 0870 240 9800, or visit our website at
www.edexcel.org.uk.
Issue 1 July 2003
21
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23
24
Issue 1 July 2003
Unit 1:
Entry and Enquiry into Public

Services
Learning hours:
60
NQF level 4:
BTEC Higher National H1
Description of unit
This unit is designed to help learners to develop the analytical skills required for current and
future study. Using a range of research methods, the unit has a practical focus that provides
learners with the opportunity to develop the skills required before undertaking small-scale
projects. When they undertake small-scale research projects in the field of public services,
learners will use both qualitative and quantitative methods of research, including statistical
analysis. Information technology should be used for both the research and analysis of data.

To achieve this unit a learner must:
1
Examine different research strategies
Identify and evaluate a range of research methods with regard to suitability
Explore a range of ethical issues which might impact on small-scale research
Undertake a small-scale project using a range of qualitative and quantitative methods.
Issue 1 July 2003
25
Content
Strategies
Strategies: empirical, intervention/non-intervention, positivist/non-positivist, action
research, qualitative, appropriateness
Research methods
Primary: researcher ie participant/non-participant, intervention/non-intervention;
questionnaire design and application, eg wording, sequence, bias interviews, case study
sampling, eg size of sample, response time and rate, manual or computer analysis,
judgmental, quota, random, stratified, probability, focus groups, internet surveys, types of
interview eg structured/unstructured, in-depth, individual/group, appropriateness; questions
eg open/closed, setting up and managing the interview, recording information
Secondary: criteria parameters, key words, relevance, validity, sufficiency, currency
Types: written eg books, journals, magazines, articles, newspapers, reports, minutes of
meetings, transcripts of speeches, theses; audio-visual eg video/audio tapes, diagrams,
drawings, charts, tables, films, television; sources eg libraries, internet, CD ROM,
government publications, media organisations; record of data techniques, index cards,
databases, specialist computer programs, description of content, bibliography
Quantitative: measured by scientific techniques; analysis by numerical and statistical
methods; coding/values, manual/electronic, specialist software, presentation of data
Qualitative: focuses on the interpretations made by individuals within a social setting;
interpreting transcripts, coding techniques, categorisation, relationships, trends, use of
computers, presentation of data
Data: storage, access
Ethical issues
Code of ethics: negotiating access, openness of purpose, method and reporting method of
research, informed consent
Ethical practice: issues of reliability, honesty, access, confidentiality, anonymity, voluntary
participation, validity, reliability, authenticity, peer review, research aim, acknowledging
sources, plagiarism, data protection, copyright, gender, socially and morally unacceptable
material
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Issue 1 July 2003
Qualitative and quantitative methods

Qualitative: small-scale project, a project which is likely to yield useful original findings
within the area of study but which is intentionally limited, data collection methods
survey, questionnaire, samples, non-response, interview, notes, tape-recording, case study,
diaries, observation, logs
Secondary: review literature eg books, journals, library search, use of IT; review published
data and statistics eg Office for National Statistics; variety of sources eg media, internet;
evaluation should include reflection on the conduct of the project itself and
recommendations for future activities, further questions which could be asked around the
area of original enquiry
Quantitative: small-scale project a project which is likely to yield useful original findings
within the area of study but which is intentionally limited; analysis first order and second
order constructs, category methods, assumptions; hypothesis specification of null and
alternative hypotheses; analysis of data dependent and independent variables, compare
means, correlation, compare proportions; graphical methods eg bar chart, scatter graph, line
graphs, pie charts, tables, distribution graphs, use of IT; written methods eg use of third
person, appropriate language
Issue 1 July 2003
27
Outcomes
Assessment criteria for pass

To achieve each outcome a learner must demonstrate
the ability to:
28
Examine different research

strategies
Identify and evaluate a range

of research methods with
regard to suitability
Explore a range of ethical

issues which might impact on
small-scale research
Undertake a small-scale
project using a range of
qualitative and quantitative
methods
identify a range of different strategies that are

employed in research in the public services
explain at least four different strategies that are

employed in research in the public services
analyse four different research strategies used in the

public services
explain and use primary and secondary methods of

research
analyse and evaluate appropriate uses of qualitative

and quantitative research methods
justify methods to be used for the project
prepare a code of ethics to be used in an original

research project identifying suitability for this
particular project
provide a rationale for ethical practice in research
design a research question
undertake a small-scale project using qualitative and

quantitative methods
justify the use of the chosen methodology
formulate a hypothesis and test it using original data
analyse the findings and decide whether to accept or

reject the hypothesis
evaluate the project and make recommendations for

future studies
Issue 1 July 2003
Guidance
Delivery
This unit may be delivered in a number of ways. Centres may wish to consider front loading
delivery in the form of an induction. It may also be integrated with the delivery of other
modules. In order to provide learners with the opportunity to progress to Unit 6: Independent
Research into the Public Services in the second year of study, this unit will need to be
completed within the first year.
Delivery methods should include lectures, discussions, practical workshops, IT workshops,
individual tutorials, project supervision and group tutorials. Peer review should be used as a
strategy in order to give learners practical experience of research practices.
Assessment
Most of the evidence for the outcomes will be generated through the preparation for and
completion of the project. The project should be relevant to the public services sector and
designed to yield useful findings. Assessment should focus primarily on the practical
applications of techniques. The project which must be agreed with the learners should be
designed to facilitate the practical applications and should therefore remain uncomplicated in
design.
Learners should apply statistical techniques either manually or by using a computer application.
Links
This unit can be linked successfully with:
Unit 3: Financial Resources in Public Services
Unit 4: Management of Health and Safety in Public Services
Unit 6: Independent Research into the Public Services
Unit 8: Psychology and Human Behaviour
Unit 9: Equal Opportunities
Unit 11: Stress Management in the Public Services.
Links to wider curriculum

Delivery of this unit can contribute to the learners understanding of moral, ethical, social and
cultural issues in the following ways:
moral and ethical: when learners are exploring a range of issues which might impact on
their research
social and cultural: when learners are exploring a range of social and cultural issues which
might impact on their research.
Issue 1 July 2003
29
Delivery of this unit can also raise learners awareness of, environmental issues, health and
safety considerations and European developments consistent with relevant international
agreements in the following ways:
environmental issues: when learners are undertaking a small scale project involving
environmental issues
health and safety: when learners are undertaking a small scale project involving health and
safety issues
European developments: when learners are undertaking a small scale project involving
European issues.
Mapping of wider curriculum opportunities is provided in Annex C.

Resources
Learners will need access to a library with a variety of texts and journals associated with their
project, as well as access to the internet and the relevant software applications.
Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and that they should use the latest
editions where available.
Bell J Doing your Research Project (Open University Press, 1993) ISBN 0335190944
May T Social Research: Issues, Methods and Process (Open University Press, 2001)
ISBN 0335206123
Robson C Real World Research: A Resource for Social Scientists and Practitionerresearchers (Regional Surveys of the world) (Blackwell, 2001) ISBN 0631213058
Websites
Websites that support the development of this unit include those of public services associations
and employers. The following may be useful:
Office for National Statistics
www.ons.gov.uk
Learners should use information obtained from the internet with caution. Not all the
information found in web pages can be verified.
30
Issue 1 July 2003
Unit 2:
Learning hours:
60
NQF level 4:
Description of unit
This unit focuses on the principles of management appropriate to management of people and
team leadership within public services. It offers the opportunity to explore the management
skills and techniques required to work effectively within the public services sector. The unit
explores organisational structures and cultures commonly found within public services,
emphasising the importance of people as a key resource. It sets this resource within the context
of employment legislation and processes. Finally, the unit explores the concept of leadership
within a management context and the need for different approaches and management skills,
according to the context and personnel involved.

1
Examine the structure and culture of a public service
Investigate a range of management models appropriate to management of staff in a public

service
Examine how a public service handles human resources in terms of people and processes
Examine the nature of leadership and the use of multi-disciplinary aspects in public
services.
Issue 1 July 2003
31
Content
Structure and culture

Public services: central and local government, Army, Royal Navy, Royal Marines, Royal
Air Force, Police, Emergency Fire Services, Her Majestys Prison Services (HMPS), Youth
Justice sector
Structure: types of organisational structures, the typical public service hierarchical
structure, communications and issues, span of control
Culture: history, tradition and culture in the public services, use of humour, attitudes
towards customers, institutional attitudes, perceptions of public services, custom and
practice, development of culture in uniformed and non-uniformed public services eg
employment and integration of women
Management models
Approaches: the scientific approach, behavioural approach, management science approach,
systems approach, contingency approach
Techniques: management by objectives, management by exception, golden rule
management, management by consensus, scientific management, work study, the balance
between autocracy and democracy
Issues: managers born or trained? The rights of managers and rights of workers,
psychometric testing, motivation theories
People and processes

People: the human resource function in a range of uniformed and non-uniformed public
services organisations, attitudes of staff to human resourcing
Processes: selection procedures, consultative procedures, Joint Consultative Committees,
disciplinary, grievance and dispute procedures, principles and practice, role of trade union/
staff association, relationships between the manager and staff representatives, the nature of
representation, differences between uniformed and non-uniformed public services
Legislation: Employment Protection Acts, Equal Opportunity legislation, Health and Safety
at Work Act 1974, Trade Union legislation, industrial tribunals
Leadership
Leadership: leadership styles in the public services eg laissez-faire, dictatorial,
consultative, autocratic, the value of choice of leadership style, measurement of leadership
style, difference in leadership styles between uniformed and non-uniformed public services
Teams: multi-disciplinary bodies, the need for a multi-disciplinary approach, lead bodies in
a complex environment, resolution of conflicting needs
32
Issue 1 July 2003
Outcomes

the ability to:
Examine the structure and

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

handles human resources in
terms of people and
processes
Examine the nature of

leadership and the use of
multi-disciplinary aspects in
public services
present a critical analysis of the organisational

structure relative to a public service of their choice
analyse the general culture of a public service

related to its history and development
evaluate at least three different recognised

management models used in three public services
analyse the personal qualities and training required

which enable good management in the public
services
summarise the basic principles of human resource

management including relevant legislation
analyse examples of disciplinary and grievance

procedures, their purpose and practice within a
given public service
evaluate the role of trades unions or staff

associations within a given public service
analyse at least four different styles of leadership

appropriate to managing within a public service
evaluate the need for a multi-disciplinary approach

within a public service and describe how this can be
achieved
Issue 1 July 2003
33
Guidance
Delivery
Discussion groups may be useful in generating avenues of discovery. Variety in delivery can be
achieved by the use of role-play in suitable areas of the unit. The learners own critical
appraisal is central to the achievement of the learning outcomes and the delivery of the unit
should encourage an investigative approach.
Assessment
Evidence of outcomes may be in the form of any of the following:
an investigation into a public service organisation: its structure, culture, history and
development
a critical appraisal of investigated models of management
an investigation into the personal qualities and potential training requirements of a manager
in a public service
assessed role-play of both management and staff associations in such processes as

disciplinary hearings, grievance procedures, counselling interviews
learner-led seminars on leadership styles appropriate to public services
written assignment evaluating the use of multi-disciplinary teams.
It is recommended that assessment criteria are combined into one or two written or orally
presented assignments.
Links
This unit can be linked successfully with, and provides an introduction to, human resource
issues within public services, which may be explored further in Unit 10: Human Resources in
the Public Services. It also complements Unit 8: Psychology and Human Behaviour, Unit 9:
Equal Opportunities, Unit 11: Stress Management in the Public Services, Unit 16: Managing
Disaster and Unit 18: Managing Physical Activity. Other management issues are examined in
Unit 3: Financial Resources in Public Services and Unit 4: Management of Health and Safety
in Public Services and Unit 17: Activity Management.
This unit also relates directly to units in the NVQ level 4 in Management, particularly:
Unit A4: Contribute to improvements at work
Unit C5: Develop productive working relationships
Unit C8: Select personnel for activities
Unit C10: Develop teams and individuals to enhance performance
Unit C15: Respond to poor performance in your team.
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Issue 1 July 2003

Delivery of this unit can contribute to the learners understanding of spiritual, moral, ethical,
social and cultural issues in the following ways:
spiritual: when learners are discussing history, tradition and culture in the public services
moral and ethical: when learners are investigating the use of management models
social and cultural: when learners are examining how a public service handles its human
resources in terms of people and processes.

Resources
Written resource material can be found in library texts such as those listed below.
It would be useful to include visits from speakers from human resource management, trades
unions, managers in public services and representatives of other organisations interacting with a
given public service eg a health service, magisterial or risk management expert.
Support materials
Textbooks
Huczynski A and Buchanan D Organisational Behaviour: An Introductory Text (Prentice

Hall, Oxford, 1999) ISBN 0877781265
Mullins L J Management and Organisational Behaviour 5th Ed (Financial

Times/Pitman Publishing, London, 2001) ISBN 0273651471
Tyson S and York A Human Resource Management Made Simple 3rd Ed (ButterworthHeinemann, Oxford, 1996) ISBN 0750620390
Tyson S and York A The Essence of Organisational Behaviour (Prentice Hall

International (UK) Ltd, Exeter, 1992) ISBN 0132848376
Websites
Advisory Conciliation and Arbitration

Services
www.acas.org.uk
Articles and statistics
www.personneltoday.com
Bi-monthly journal of the Chartered

Institute of Personnel and Development
www.peoplemanagement.co.uk
Chartered Institute of Personnel and

Development website with a range of
learning resources
www.cipd.co.uk
Commission for Racial Equality
www.cre.org.uk
Disability Rights Commission
www.drc.gb.org.uk
Employment questions and answers
www.compactlaw.co.uk
Equal Opportunities Commission
www.eoc.org.uk
Health and Safety Executive
www.hse.gov.uk
Issue 1 July 2003
35
Link to news items and reports
www.guardian.co.uk
Up to date intelligence on employment

issues (Incomes Data Services)
www.incomesdata.co.uk
36
Issue 1 July 2003
Unit 3:
Financial Resources in Public

Services
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to introduce learners to the issue of funding and its importance to public
service organisations, as well as the financial constraints placed on public service organisations.
It is a broad-based unit providing a general overview of funding sources, and the issues which
influence funding.
Learners will examine the sources of finance and learn how to interpret and use financial
information in the day-to-day management of public service organisations. The unit will
develop the learners abilities to identify sources of financial information and how these can be
used in the decision-making process. Learners will examine financial control within the
services and how the external influences and requirements for financial accountability are
managed.
The unit also equips learners with an understanding of the political context in which public
service organisations must function. This will involve an evaluation of the impacts of the
external operating environment and the need to adopt organisational strategies to ensure
effective service delivery.
Additionally, it provides for the development of a solid base for understanding how public
service organisations operate. This can be built on in other units.

1
Examine the sources of finance available to public service organisations
Investigate the use of financial information within a variety of differing public service
organisations
Investigate the impact of external influences on the day-to-day financial management of

public services
Examine the levels of financial accountability, which regulate the provision of public
services.
Issue 1 July 2003
37
Content
Sources of finance
Financial: definition, uses, purpose
Government: central government grants, direct central government funding, departmental
budgets, voted money, specific grants
Local authority: local authority finance eg Standard Spending Assessment, fees and
charges, precepts and European funding, local taxation eg Community Charge and the
Uniform Business Rate
Private sector: contract income, Private Finance Initiative
Budgets: economic stability, central government budgetary cycle, funding levels, service
provision, annual reviews, policy reviews, councillors and officers
Benefits/limitations: management structure, local democracy, policy initiatives, strategic
planning, financial control, standing orders, levels of accountability, capping levels, ultra
vires
Impact: corporate plan, decision-making process, management team, service levels,
decentralisation, allocation of resources, European funding
Financial information
Financial information: published budgets, annual reports, statistical returns, internal
accounts, performance indicators, financial records, financial regulations
Audit: right of inspection, external monitoring reports, District Auditor, Local Government
Ombudsman, National Audit Office, National Audit Commission
Purpose/uses: regulatory framework, legal requirements, disclosure of interest,
performance measurement
External influences
Political environment: national/regional/local politics, central government policies and
departmental initiatives
Public: public opinion, media, client groups, professional associations, trade unions,
pressure groups
Issues: value for money, best value, privatisation, contracting out and Public and Private
Partnership, accountability
Financial accountability
Budgets: capital, revenue, incremental, rational and zero-based
Accountability: financial reporting, managerial, performance analysis and internal audit
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Issue 1 July 2003
Outcomes

the ability to:
Examine the sources of

finance available to public
service organisations
Investigate the use of

financial information within
a variety of differing public
Investigate the impact of

external influences on the
day-to-day financial
management of public
services
Examine the levels of
financial accountability,
which regulate the provision
of public services
describe the major sources of finance available to

public service organisations
identify and discuss the benefits and limitations of

sources of finance on organisational performance
assess the future impact of funding levels on the

decision-making processes within two public service
organisations
explain the purpose and use of different forms of

financial information
explain the legal and regulatory influences on the

production of financial information
compare and contrast financial information for two

comprehensively review all the external influences

which could impact upon the financial management
of public services
critically evaluate the range of current financial

initiatives available to support service levels within
three public service organisations
define the different types of budgets, their purpose

and use
explain the importance of financial reporting and the

need for managerial responsibility in order to ensure
the effective use of financial resources
analyse the different types of performance analysis

used to assess levels of service delivery in public
Issue 1 July 2003
39
Guidance
Delivery
Learners should be exposed to a variety of real problems or case studies to gain knowledge of
different aspects of financial management. Role-plays can be used to enable learners to
understand the difficulties surrounding the provision of services to client groups within
constantly changing political and financial constraints.
Learners will need to gain an understanding of the political environment in which public
service organisations operate, and will need to be able to identify the external pressures and
constraints placed upon their operations. They are not required, in this unit, to actually
construct financial reports or carry out auditing practices and procedures.
Assessment
Evidence of outcomes may be in the form of written or oral assignments. Evidence is likely to
be produced at outcome level although opportunities exist for covering more than one outcome
in an assignment. Evidence of outcomes may be in the form of any of the following:
an investigation into a specific public service organisation: its sources of finance, published
budgets, external influences and levels of accountability
assessed role playing of the financial management and decision-making processes

associated with the preparation of an annual budget for a public service organisation
an individual or group-written assignment based around investigations of real problems or

case-study materials
learner-led discussions on financial information and accountability appropriate to public

services
a critical appraisal of investigated models of financial management within public sector

organisations.
Learners will need to analyse financial information from a variety of public services to assess
the present political climate and the impact of government policies and initiatives. Learners
must investigate how public service organisations interact with the external environment.
Links
This unit can be linked successfully with Unit 1: Entry and Enquiry into Public Services,
Unit 2: Managing People in Public Service, Unit 5: Government and the Public Services and
Unit 6: Independent Research into the Public Services.
Unit B3: Manage the use of financial resources
Unit D4: Provide information to support decision making.
40
Issue 1 July 2003

Delivery of this unit can contribute to the learners understanding of moral and ethical issues in
the following ways:
moral and ethical: when learners are discussing financial accountability of the public
services
Delivery of this unit can also raise learners awareness of European developments consistent
with relevant international agreements in the following ways:
European developments: when learners are examining the sources of finance available to
public service organisations.

Resources
Learners should have access to a learning resource centre with a good range of financial and
political texts. Journals, newspapers, annual reports and government statistics should support
the texts. Tutors will need to ensure that learners have up-to-date information about funding
levels, government policies and local initiatives.
Learners should obtain published financial reports from individual public service organisations
and central government departments. Much of the information required is also published via the
internet.
Government quangos, monitoring bodies, professional bodies, trade unions and pressure groups
can be useful sources of information.
Support materials
Textbooks
editions where available. This is a practical unit and textbook materials should be used for
reference purposes only. There is a range of general textbooks that relate to this unit, including
the following.
Blake R and Mouton J The Managerial Grid 3 (Gulf Publishing, 1994)

ISBN 0884152529
Blundell B and Murdock A Managing in the Public Sector (Butterworth-Heinemann,

1995) ISBN 0750621958
Castles F G Comparative Public Policy: Patterns of Post-War Transformation (Edward

Elgar Publishing, 1999) ISBN 1858988233
Chapman D and Cowdell T New Public Sector Marketing (FT Prentice Hill, 1998)
ISBN 0273623478
Colebatch H K Policy (Open University Press, 2002) ISBN 0335209718
Day P and Klien R Accountabilities: Five Public Services (Tavistock, 1987)

ISBN 0422793507
Flynn N Public Sector Management (Prentice Hall, 2001) ISBN 0273646346
Harrison M Principles of Operation Management (FT Prentice Hall, 1998)

ISBN 0273614509
Hill T Essence of Operations Management (Prentice Hall, 1993) ISBN 0132848457
Issue 1 July 2003
41
Hill M The Policy Process in the Modern State (Prentice Hall, Europe, 1997)
ISBN 0132692260
Issac-Henry et al Management in the Public Sector: Challenge and Change (Thomson,

1996) ISBN 0412737507
Jones B and Pendlebury M Public Sector Accounting (Prentice Hall, 2000)

ISBN 0273646265
Lucey T Management Information Systems (Continuum International, 2001)

ISBN 0826454070
Mallabar N Local Government Administration (Business Education Publishers Limited,

1991) ISBN 0907679382
Pinches G Essentials of Financial Management (Longman, 1995) ISBN 06739820X
Pye K and Yates R British Politics Ideas and Concepts (Nelson Thornes, 1990)
ISBN 074870227X
Ranson S and Stewart J Management for the Public Domain (Macmillan, 1994)
ISBN 0333495578
Walsh K Public Services and Market Mechanisms (Macmillan Press, 1995)

ISBN 033358807X
Websites
Websites that support the unit include those of public services associations and employers.
Audit Commission
www.audit-commission.gov.uk
Home Office
www.homeoffice.gov.uk
Institute for Public Policy Research
www.ippr.org.uk
Metropolitan Police
www.met.police.uk
Her Majestys Prison Service
www.hmprisonservice.gov.uk
Stationery Office
www.official-documents.uk
This is Britain (80 local newspapers)
www.thisisbritain.co.uk
42
Issue 1 July 2003
Unit 4:
Management of Health and Safety in

Public Services
Learning hours:
60
NQF level 4:
Description of unit
This unit will raise awareness of health and safety and its role within public services. It is
important for learners to identify and understand the different health and safety requirements in
the various public service organisations. The unit will allow learners to examine relevant
legislation and understand the responsibilities placed on individuals and organisations. Learners
will apply their knowledge and understanding by undertaking risk assessment and proposing
strategies for accident prevention.

1
Examine the importance of the management of health and safety in public service
organisations
Review relevant legislation and evaluate its role in a named public service
Apply the legislation in practice by undertaking risk assessment in a named public service
Propose strategies for health and safety and accident prevention in a named public service.
Issue 1 July 2003
43
Content
Public service organisations

Public service organisation: eg central and local government, Army, Royal Navy, Royal
Marines, Royal Air Force, Police, Emergency Fire Services, Her Majesties Prison Service,
Youth Justice sector
Importance: legislative requirements, ethical and moral considerations, financial matters,
provision of a safe working environment for all employees, visitors and contractors:
identification of risks and taking appropriate steps to reduce the risk of injury and ill health,
managing safety more effectively, contribution to the overall safety of the organisation
Legislation
Legislation: purpose, use, employee duties, co-operation, purpose and role of safety
representatives, safety committees; implications for non-employees, temporary workers,
controllers of premises
Regulatory instruments: the Health and Safety at Work Act 1974, the Management of
Health and Safety at Work Regulations 1999; The Reporting of Injuries, Diseases and
Dangerous Occurrences Regulations 1995 (RIDDOR); HSG65 Successful Health and
Safety Management; role of the Health and Safety Executive, Factory Inspectorate, Local
Authority Inspections, national and local policies, the Institute of Occupational Health and
Safety (IOSH)
Consequences: eg accidents, injuries, incidence rates, epidemiological analysis, accident
investigation, investigation procedures, interviews, compensation, working days lost,
changes in the working environment
Policies: health and safety policy, organising workplace precautions, planning and
implementation, measuring performance, reviewing performance, audit procedures for
health and safety performance
Responsibilities: individuals, organisations, shared, roles, documents, procedures, costs
Risk assessment
Risk assessment: definition, types, hazards, risks, risk control, workplace precautions,
working safely, risk control hierarchy, risk control systems, risk reduction, documentation,
inventories, recording risk assessments, audit procedures
Responsibility: civil and criminal eg reasonable care, negligence, levels of duty, personal
competence, training, senior management, line managers, supervisors, trained employees,
procedures, assessing risks, audit; outcomes eg penalties
Methodology: inside, outdoors, specific regulations, methods of documentation, action
plans
44
Issue 1 July 2003
Accident prevention
Prevention: specialist knowledge, creative thinking, planning, co-ordinating, what/when/
where/why/who, common factors, solutions, safe systems of work, permits to work,
Personal Protective Equipment (PPE), active monitoring, checklists
Definition: eg fatality, major injury, minor injury, ill health, damage to property, near miss,
hazard, environment, production loss or increased liabilities
Incidents: definition, attention scale, planning and prevention, relationship to accident, risk
rating, likelihood, severity, calculating risk
Investigations: types, purposes, uses, investigation procedures, human factors, observation
and recording, site visits, interviewing, establishing rapport, recording interviews, drafting
reports, designing remedial actions, giving feedback
Issue 1 July 2003
45
Outcomes

the ability to:
Examine the importance of

the management of health and
safety in public service
organisations
explain the importance of managing health and

safety in at least two contrasting public services ie,
one uniformed, one non-uniformed
Review relevant legislation

and evaluate its role in a
named public service
explain the function of the Health and Safety

Executive
evaluate the importance of health and safety

legislation
investigate and evaluate the cost to a public service

of accidents, injuries and compensation
explain the roles of individuals and organisations in

relation to the duty of care
undertake risk management
assess correctly a given risk
evaluate the implications with regard to a public

service
respond to the outcomes using the correct

documentation for a specified public service
assess accident prevention in relation to health,

injury, property, the environment and lost working
days for a public service
prepare a strategy for health, safety and accident

prevention in a public service
describe in detail how incidents can be investigated
46
Apply the legislation in

practice by undertaking risk
assessment in a named public
service
Propose strategies for health

and safety and accident
prevention in a named public
service
Issue 1 July 2003
Guidance
Delivery
This unit can be delivered in a variety of ways. Case studies, videos, role-plays, student-centred
learning and live data, can all be used to enhance the delivery and student learning within this
unit. This approach can be applied to all the outcomes of the unit.
Assessment
Evidence of outcomes may be in the form of the following:
a learner pack, which would involve the learner investigating the relevant legislation and
answering set questions and liaising with a public service department in order to understand
local policies and procedures
an investigation into a public service organisation, its policies, procedures and roles and
responsibilities
an investigation into a major incident involving health and safety issues and the resulting
enquiry
a group assignment which would include a risk assessment of a given location.
Links
Unit 2: Managing People in Public Services, Unit 9: Equal Opportunities, Unit 10: Human
Resources in the Public Services, Unit 11: Stress Management in the Public Services, Unit 16:
Managing Disaster and Unit 17: Activity Management.
moral and ethical: when learners are examining the importance of the management of
health and safety in public service organisations
social and cultural: when learners are discussing the roles of individuals in health and
safety.
Delivery of this unit can also raise learners awareness of, environmental issues and health and
safety considerations in the following ways:
environmental issues: when learners are assessing accident prevention in relation to the
environment
health and safety: when learners are discussing health and safety legislation throughout the
entire unit.
Issue 1 July 2003
47
Resources
Companies such as Video Arts (www.videoarts.com), and local enterprise centres provide a
variety of videos, which may assist in covering the topics.
Public service websites are useful in providing information and case studies.
Support materials
Textbooks
There are a large number of textbooks and publications, which cover the unit content. Examples
are:
Chandler P An A-Z of Health and Safety Law (Kogan Page, 1999) ISBN 0749430680
McGuiness P and Smith L Health and Safety Handbook: A One-Step Guide for
Managers: Practical Handbook Series (Spiro Press, 1999) ISBN 1858355907
Booklets
Health and Safety Executive Essentials of Health and Safety at Work: Guidance Booklet
(HSE, 1994) ISBN 071760716X
Websites
and employers. The following may also be useful:
Chartered Institute of Environmental Health
www.cieh.org.uk
www.hse.gov.uk/hsehome.htm
Information on radiation and waste safety
www.iaea.org/ns/resanet/index.html
International Atomic Energy Agency
www.iaea.org
International Commission on Non-Ionising Radiation

Protection
www.icnirp.de
NIOSH National Institute for Occupational Safety and

Health
www.cdc.gov/niosh/homepage.html
Nuclear Energy Agency
www.nea.fr/web.html
Radiation Safety
www.radiation.org.uk
The International Commission on Radiological

Protection
www.icrp.org
World Health Organisation
www.who.int
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Issue 1 July 2003
Unit 5:
Government and the Public

Services
Learning hours:
60
NQF level 4:
Description of unit
This unit has been designed to provide learners with an understanding of governmental
structures, and the associated legislative and policy-making powers. It examines this at various
levels of governmental authority, ranging from the European Union through national and
regional authorities to local government.
Learners will examine public policy making and current political issues. The unit will place
these within the context of macroeconomic policy objectives, and the instruments for achieving
them. Learners will also focus on local and regional policies which affect public service
organisations.

1
Investigate various levels of governmental structure and their powers
Evaluate public policy-making at national government level and its impact on public
Evaluate the implications of macroeconomic policy for public sector funding
Examine local and regional economic policies and evaluate their effects on public service
organisations.
Issue 1 July 2003
49
Content
Levels of governmental structure

Institutions: European, national, regional, local government
Responsibilities: European, national, regional, local government
Issues: co-operation and conflict, democratic mandates, democratic deficit, subsidiarity
Public policy-making
Government decisions: political pressure, pressure groups eg trade unions; key media
pressure concerning public policy, parliamentary process, lobby impact, ideology and
policy, civil service, spending rounds
Impact on public services: financial, organisational, short term, long term, medium term,
implications of sector related public policy for the funding of selected public sector
industries eg Emergency Fire Services, Bain Report
Macroeconomic policy
Policy objectives: economic growth, balance of payments stability, full employment, price
stability, budget balance eg meeting Euro convergence criteria; policy tradeoffs
Instruments: fiscal policy eg boost to NHS; monetary policy eg exchange rates, interest
rates in collaboration with Bank of England
Effects: short-term, medium-term, long-term
Implications for public sector organisations: budgetary stability; trend towards Private
Finance Initiatives (PFI) eg hospitals, London Underground, schools; impact on planning
horizons
Local and regional economic policies

Policy: local, regional, urban, rural, inner city
Agencies: regional development agencies, regional government offices, regional chambers
of commerce, local authorities, Training and Enterprise Councils, development agencies,
other agencies
Programmes: European Social Fund, European Regional Development Fund, other
programmes eg Education and Learning Wales (ELWa)
Public services: relationship with other agencies, role in policies and programmes, impact
on operations
50
Issue 1 July 2003
Outcomes

the ability to:
Investigate various levels of

governmental structure and
their powers
Evaluate public policymaking at national

government level and its
impact on public service
organisations
Evaluate the implications of
macroeconomic policy for
public sector funding
Examine local and regional

economic policies and
evaluate their effects on
demonstrate four levels of governmental authority
analyse responsibilities and roles at each level
analyse the differences between the powers and

authority of each level, with particular regard to
public services
analyse the impact of public policy on the work of

three selected government departments
analyse the impact of public policy on three elected

explain the main principles of macroeconomic

policy
explain the effect of instruments on achievement of

policy goals
analyse the short- and long-term effects of policy

decisions
evaluate the effectiveness of policy instruments for

achieving economic objectives in the United
Kingdom
analyse two local, and one regional economic policy

objectives
explain the processes and agencies involved
evaluate the impact of local/regional economic

policy on a public service organisation at both
regional and local level
Issue 1 July 2003
51
Guidance
Delivery
This unit can be delivered in a variety of ways: case studies, videos, student-centred learning
and live data can all be used to enhance the delivery and learning within this unit.
Assessment
a learner pack which would involve the learner investigating the relevant government
structures and policies
an investigation into the impact of structures and policies on public service organisations
case studies evaluating the effects of structures and policies on public service
organisations.
Links
This unit can be linked successfully with Unit 3: Financial Resources in Public Services and
Unit 12: Global Socio-Political Issues.
moral and ethical: when learners are discussing public policy making
social and cultural: when learners are examining local and regional economic policies.
Delivery of this unit can also raise learners awareness of European developments consistent
with relevant international agreements in the following ways:
European developments: when discussing for example the European Social Fund and the
European Regional Development Fund.

Resources
Sufficient library resources and access to public services must be available to enable learners to
achieve this unit. Texts should be supported by the use of broadsheet newspapers and political
journals. Appropriate television and radio programmes should also used where possible.
Support materials
Textbooks
52
Griffiths A and Wall S Applied Economics 9th Ed (FT Prentice Hal1, 2001)
ISBN 0273651528
Issue 1 July 2003
Myers D, Maunder P, Wall N Economics Explained (Harper Collins, 2000)

ISBN 0003277585
Stiglitz J and Walsh C Economics (WW Norton and Company Ltd, 2003)
ISBN 0393977585
Websites
Bank of England
www.bankofengland.co.uk
Financial Times
www.ft.com
Office for National Statistics
www.statistics.gov.uk
Policies of the European Union
http://europa.eu.int
Sociology Update
www.updates.co.uk
Issue 1 July 2003
53
54
Issue 1 July 2003
Unit 6:
Independent Research into the

Public Services
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to allow learners to progress from the skills and techniques acquired in
Unit 1: Entry and Enquiry into Public Services. The unit allows learners to undertake a detailed
study into an area of personal interest within the public services sector, such as the current
culture and operation and the issues which impact strongly on the service. The study should use
both primary and secondary sources of information, and should be an exploration of a current
major issue facing a service. The study undertaken should build on knowledge, skills and
understanding achieved in other units. Tutor approval should be sought before commencing
study.

1
Prepare a research proposal relating to a specified area of the public services
Carry out the research project into a specified area of the public services
Conduct research using primary and secondary sources of information
Present and evaluate the findings with regard to the initial proposal.
Issue 1 July 2003
55
Content
Research proposal
Hypothesis: definition, suitability, skills and knowledge to be gained, aims, objectives,
terms of reference, duration
Methodology: choice and rationale in terms of the research question or hypothesis
Action plan: activities, task dates, review dates, monitoring/reviewing process, strategy
Research project
Preparation: identifying ideas/topics/areas of investigation, research question(s), scope and
feasibility, hypothesis, literature search, agreeing the process, action plan, timetable and
procedure, monitoring and revision
Methodology: literature search eg library, internet, sector data sources; pure and applied
research, developmental, longitudinal, survey, case study, action research, research and
development, concepts and theories, terminology, validity and reliability, primary and
secondary research
Qualitative data analysis: application interpreting transcripts, coding techniques,
categorisation, relationships, trends, use of computers; presentation of data
Quantitative data analysis: use of coding/values, manual/electronic methods, specialist
software; presentation of data eg, bar/pie charts, graphs, statistical tables, comparison of
variables, trends, forecasting
Primary and secondary sources

Primary: questionnaires type, layout, distribution, data gathered by original research by
the learner; itineraries types, bias, selecting, interviews, heading and verification, time,
place, style, codes of ethics
Secondary: books, journals, library search, use of IT, internet, media
Present and evaluate

Presentation: accepted written report format, by viva voce or oral presentation, written
report, diagrammatic or graphical figures
Criteria: purpose, editing, format, sequencing success
Methodology: critiques of the methods used in the study
Critically analyse: evidence of the findings
Recommendations: recommendations for the future conduct of the service chosen
Areas for future research: any further areas for study, which the project has identified
Presentation: IT, audio, visual aids, time, pace, delivery
Evaluation: planning, objectives, focus, benefits, difficulties
56
Issue 1 July 2003
Outcomes

the ability to:
Prepare a research proposal

relating to a specified area of
the public services
Carry out the research

project into a specified area
of the public services
Conduct research using

primary and secondary
sources of information
Present and evaluate the

findings with regard to the
initial proposal
identify a research question or hypothesis and

justify choice
state the chosen methodology and justify it in terms

of the research question
prepare an action plan with target dates and methods

for monitoring and updating
prepare the research project and agree process and

action plan with supervisor
monitor and revise schedule when required
collect and review data using appropriate methods,

including primary and secondary research
techniques
analyse and interpret appropriate qualitative and

quantitative data
review the literature and other secondary sources

used relating to the proposal chosen
undertake primary research relating to the proposal
devise a code of ethics for the conduct of the study
describe and justify the chosen methodology
present and summarise the findings using suitable

methods
evaluate the methodology used and critically

analyse the findings
propose recommendations based on the findings

which identify and justify areas for future research
Issue 1 July 2003
57
Guidance
Delivery
Relevant formal delivery for this unit should have been given in Unit 1: Entry and Enquiry into
Public Services. It is therefore, envisaged that most of the delivery for this unit will be in
workshops, discussion groups, group tutorials and individual tutorials. A programme of
individual tutorial support sessions should be scheduled. It is also recommended that learners
establish a system of peer review and support to provide all parties with the opportunity to
exercise sound critical judgements on the studies provided.
Assessment
Evidence for this unit should be generated through a written assignment/report, demonstrating a
sound understanding of research methods and protocol. The study should show evidence of
both primary and secondary research. It should look at the present day and the current culture
and operation of the service, with a view on the issues which impact most strongly on the
service. There should be an appreciation of historical events which impact most strongly on
current structure and operations. Learners will need to demonstrate the ability to work
independently, and to provide evidence of an individual approach in the finished work.
Learners will require close supervision and organised tutor support in order to design a study
which is realistic, achievable and economically viable within the scope of the unit. The tutors
approval should be given before learners start the study.
Links
Learners should have successfully achieved Unit 1: Entry and Enquiry into Public Services,
before commencing this unit. The unit also links with Unit 3: Financial Resources in Public
Services.
This unit offers learners the opportunity to develop their interest in a particular service and
links may be established with all other units on the programme.
moral and ethical: could be covered when learners are carrying out their research project
social and cultural: could be covered when learners are carrying out their research project.
environmental issues: could be covered when learners are carrying out their research
project
health and safety: could be covered when learners are carrying out their research project
European developments: could be covered when learners are carrying out their research
project.
58
Issue 1 July 2003
Resources
Tutors will need to establish availability of the required resources to support the independent
study before allowing the learner to proceed with the proposal.
Where learners are engaged in primary research, the tutor must check that access has been
negotiated and that ethical research procedures are being followed.
Learners should have access to IT and to appropriate public service professionals for example
Police, Fire Service, Ambulance Service, Armed Services or Local Government.
Support materials
Textbooks
Tutors should be aware that textbooks are frequently updated and should use the latest editions
where available.
Relevant books must be made available, for example.
Bell J Doing your Research Project (Open University Press, 1993) ISBN 0335190944
Lock D Project Management (Gower Publications, 2000) ISBN 056608225X
Robson C Real World Research: A Resource for Social Scientists and Practitionerresearchers (Regional Surveys of the world) (Blackwell, 2001) ISBN 0631213058
Issue 1 July 2003
59
60
Issue 1 July 2003
Unit 7:
Sociological Aspect of the Public

Services
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to develop awareness of the influences society has on individuals and
groups, and to focus on learners abilities to make decisions for themselves. Learners will
examine structural influences and their impact on individuals and groups. This will enable them
to apply this knowledge to public service organisations. The unit will involve an evaluation of
how social structures impact on individual agencies. It will develop learners understanding of
how workplace cultures can influence employees and service delivery.

1
Examine the social development of individuals and groups
Examine the construction of a range of social structures in society
Investigate public service cultures and critically assess how they influence service
delivery.
Issue 1 July 2003
61
Content
Individuals and groups

Individuals: conscious and self-conscious thinking actors, agency, reflexivity, and the
ability of the individual to influence outcomes; compliance, negotiation and deviancy
Groups/cultures: special structure, the alloy of structure and agency through which
individuals form the norms, values and rules in a group; rewards and sanctions that groups
use to pressure actors to conform and the choices actors must make; does culture stand
still?
Structural influences: nature and nurture; childhood, family and environment; education
and paid work; consumption and leisure activities
Public services: structure, types of organisational structures, the typical public service and
practice
Social structures
Cultural: nationality, ethnicity, religion, age, wealth/class, divisions
The family: nuclear, extended, single parent, fostering, orphans
Sexualities: bisexual, celibate, heterosexual, lesbian/gay, transsexual, transvestite
Gender: the social construction of masculinity and femininity; feminism and patriarchy,
divisions
Public service cultures

Working cultures: the development and implementation of formal and informal cultural
norms, values and rules in the workplace
Influences: formal and informal culture in the public services eg cop or canteen culture;
Police Federation, fire brigades union, institutional racism and the outcome for ethnic
minority communities, stereotyping, sexism and homophobia and the outcome for youth
and other groups, Home Office targets for recruitment of ethnic minorities and females,
community policing and reactive fast response policing, tradition, honour, inter-service
rivalry
62
Issue 1 July 2003
Outcomes

the ability to:
Examine the social

development of individuals
and groups
Examine the construction of a
range of social structures in
society
Investigate public service
cultures and critically assess
how they influence service
delivery
analyse how structure and agency impact on the

social development of individuals
evaluate the social construction of groups
evaluate major structural social divisions in society
analyse how the individual can react to social

structures
evaluate how public service cultures develop
critically assess how public service cultures impact

on the service and delivery in at least one public
service
Issue 1 July 2003
63
Guidance
Delivery
Whenever possible, the links between academic theory and real outcomes for the individual in
society should be examined. One way of doing this would be to trace, through a series of case
studies, how society influences the individual and their behaviour. In particular, it is hoped that
considerable emphasis will be placed on the choices that individuals can make when they are
confronted by cultural influences in their day-to-day living and at work.
The delivery of the unit should encourage an investigative approach in order to facilitate the
learning process. Relevant television and radio programmes, videos, role-plays, individual
tutorials, discussion groups, group tutorials, live data and direct consultation with appropriate
sections of public services may also prove to be useful in generating avenues of discovery.
Learners will need to gain an understanding of the political, economic, social and structural
influences under which public service organisations are required to operate, and they will need
to identify their impact on individuals and groups. Visits to relevant public services should be
used to underwrite the reality of political and economic influences on the delivery of public
services. Visiting speakers can also be used to forge links with appropriate public services in
order to widen participation in the learning process.
Assessment
Evidence of outcomes could be in the form of written assignments or projects. The assignments
could be based on real issues or case studies. Learning and assessments can be across units, at
unit level or at outcome level. Evidence could be at outcome level although opportunities exist
for covering more than one outcome in an assignment. Evidence of outcomes may be in the
form of the following:
a learner pack, which would involve the learner investigating the social development of
individuals and groups and which would focus on the availability of individuals to make
decisions for themselves
an investigation into structural influences and their impact on individuals and groups
role-plays and structured critiques identifying and evaluating the construction of a range of
social cultures in society
a group assignment, which would involve learners investigating public service cultures and
their impact on service delivery
analyses and evaluative reports resulting from reflective practices and self-assessment to
identify the influences on individuals and groups
case studies on the Home Office targets for recruitment, community policing and reactive
fast response policing
research into chosen fields of public service cultures assessing, analysing and comparing
formal and informal cultural norms, values and rules in the workplace.
Links
This unit can be linked successfully with Unit 9: Equal Opportunities, Unit 14: Criminology
and Safer Communities and Unit 15: Justice and Punishment.
64
Issue 1 July 2003

spiritual: when learners are discussing the social development of individuals and groups
moral and ethical: when learners are discussing social structures
social and cultural: when learners are discussing the social development of individuals and
groups and public service culture.

Resources
Sufficient library resources and access to the public services must be available to enable
learners to achieve this unit. Texts should be supported by use of broadsheet newspapers and
political journals. Television and radio programmes should also be used where appropriate.
Support materials
General literature
Bilton T et al Introductory Sociology 4th Ed (Macmillan, 2002) ISBN 0333945719
Giddens A Sociology (Polity, 2001) ISBN 0745623115
Marsh I et al Making Sense of Society: Introduction to Sociology (Longman, 1996)

ISBN 0582228956
Service specific
Dawson G Soldier Heroes (Routledge, 1994) ISBN 0415088828
Graef R Talking Blues (Harper Collins, 1989) ISBN 0002724367
Macpherson W The Stephen Lawrence Inquiry (The Stationery Office, 1999)

ISBN 0101426240
Young M An Inside Job: Policing and Police Culture in Britain (Open University Press,
1991) ISBN 019825296X
More specialised
Collinson D L and Hearn J (eds) Men as Managers, Managers as Men: Critical

Perspectives on Men, Masculinities and Management (Sage, 1996) ISBN 0803989296
Cockburn C and Campling J In the Way of Women: Mens Resistance to Sex Equality in
Organisations (Macmillan, 1991) ISBN 0333549120
Donald J and Rattansi A Race Culture and Difference (Sage, 1992) ISBN 0803985800
Hearn J The Violences of Men: How Men Talk About and How Agencies Respond to
Mens Violence to Known Women (Sage, 1998) ISBN 0803979401
HMI Equality and Fairness in the Fire Service: A Thematic Review by HM Fire Service
Inspectorate (Home Office, 1999)
Walby S Theorising Patriarchy (Blackwell, 1990) ISBN 0631147691
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Websites
Public service associations and employers websites would be useful for this unit.
Sociology websites such as www.socresonline.org.uk provide many current debates on cultural
influences including public service cultures, particularly those involving racism and sexism.
All UK legislation/publications online
www.tsoonline.co.uk
American Psychology Association
www.apa.org
Association of Police Authorities
www.apa.police.uk
Central Police Training & Development Agency
www.centex.police.uk
Central Office of Information
www.coi.gov.uk
www.cre.gov.uk
Devon College Libraries Psychology
www.pcfe.ac.uk
Directory of Emergency Services
www.emergency.com
www.eoc.org.uk
Government Information/Communication Service
www.gics.gov.uk
HM Prison Service
Home Office Directorates & Lists
www.homeoffice.gov.uk/direct.htm
Home Office Research & Statistics Directorate
www.homeoffice.gov.uk/rds/index.htm
Information on local police forces
www.police.uk
Institute of Occupational Safety and Health
www.iosh.co.uk
Keeping children safe on the internet
www.wiseuptothenet.co.uk
Metropolitan Police Service
www.met.police.uk
National Drugs Helpline
www.ndh.org.uk
National Statistics (Official UK Statistics)
www.staistics.gov.uk
National Youth Agency
www.nya.org.uk
Official Government booklets and publications
www.ukop.co.uk
Transport & General Workers Union
www.tgwu.org.uk
Trades Union Congress
www.tuc.org.uk
Unison (The Public Sector Union)
www.unison.org.uk
Yahoo psychology/sociology
www.yahoo.org
Youth Justice Board
www.youth-justice-board.gov.uk
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Issue 1 July 2003
Unit 8:
Learning hours:
60
NQF level 4:
Description of unit
This unit will enable learners to examine psychological theories and practices in relation to
public service work. The unit develops an understanding of people, and how they inter-relate
with each other and with organisations. Learners will be able to evaluate their own personal
development and the unit offers opportunities for demonstrating skills in interpersonal
communication. The unit also requires the learner to explore a range of motivation theories and
to investigate the factors that lead to effective teamwork.

1
Examine different approaches to psychology relating to the workplace
Examine how psychology can be used to benefit the individual and the organisation
Investigate interpersonal skills in relation to oppressive practices and behaviour
Appraise the range of psychological theories of motivation at work.
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Content
Approaches to psychology
Approaches: cognitive, humanistic, behaviourist eg observational learning, modelling
Psychology: human and interpersonal relationships, development of organisational culture
Organisation and individual: perception, work behaviour, ability
Individual behaviour: personality eg Hans Eysenck personality theory, traits and types,
understanding self and others
Benefit the individual and the organisation

Benefits to individual: communication submissive, assertive, aggressive, techniques;
learning behaviourism and learning theory; styles eg Kolb (1976), Piaget, Bandura
social learning theory, Julian Rotter
Organisation: conflict management need to know yourself, levels of conflict, systematic
approaches; attitude Bataris Box/Conflict Cycle, origins of attitude, benefits, costs,
group psychodynamics = psychodynamic theories of group tensions, studies of in groups
and out groups eg Caron (1980) work on group performance, Isabel Menzies
Oppressive practices and behaviour

Prejudice: Allports Scale of Discrimination, organisation and individual, origins of
prejudice, conscious and unconscious discrimination, modern racism scale eg McConahay
(1986)
Theories of motivation at work

Motivation theories: Maslows Hierarchy of Needs, drive-reduction, arousal, incentive,
cognitive theories eg expectancy theory, equality theory, goal-setting theory; reinforcement
theories eg positive, negative
Teambuilding: John Adairs Circles, I/we/it three circles approach to leadership, teamwork
Cohesion eg Caron (1980) Group Performance, Steiner (1972), The Ringleman Effect,
Social Loafing
Leadership: theories eg the great man theory, power and influence theory, behaviourist
theory, situational theory, contingency theory, transactional theory, transformational theory
Rewards: decision-making, decentralised and centralised, electronic supervision, job
clarity, role conflict, job enrichment
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Issue 1 July 2003
Outcomes

the ability to:
Examine different
approaches to psychology
relating to the workplace
describe the main approaches to psychology
examine human and interpersonal relationships
evaluate how perception and work behaviour can

affect individuals and the organisation
examine individual behaviour in a public service
Examine how psychology can

be used to benefit the
individual and the
organisation
apply different styles of communication
apply a systematic approach to conflict management
explain how attitude can affect individuals and the

organisation
Investigate interpersonal
skills in relation to
oppressive practices and
behaviour
evaluate Allports Scale of Discrimination on

individuals and the organisation
evaluate own prejudices in a public service
Appraise the range of

psychological theories of
motivation at work
explain the different motivation theories and their

application within a public service
critically evaluate how teambuilding, leadership and

motivation are linked
analyse the factors that lead to effective teamwork
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Guidance
Delivery
This unit can be delivered in a variety of ways. Case studies, videos, role-plays, student-centred
learning and live data, can all be used to enhance the delivery and student learning within this
unit. This approach can be applied to all the outcomes of the unit.
Assessment
assignments researching interpersonal behaviour in a given public service context
role-plays demonstrating communication styles and attitudes
group tasks evaluating different approaches to psychology and their usefulness within a
public service
an assessment outlining the range of psychological theories of motivation at work.
Links
This unit has links with Unit 1: Entry and Enquiry into Public Services, Unit 2: Managing
People in Public Services, Unit 9: Equal Opportunities, Unit 10: Human Resources in the
Public Services, Unit 11: Stress Management in the Public Services and Unit 15: Justice and
Punishment.
This unit also relates directly to units in the NVQ level 4 in Management, particularly
Unit C5: Develop productive working relationships.
spiritual: when learners are examining different approaches to psychology
moral and ethical: when learners are investigating oppressive practices and behaviour
social and cultural: when learners are investigating oppressive practices and behaviour.

Resources
Companies such as Video Arts (www.videoarts.com), Flex Learning Media and local
Enterprise centres provide a variety of videos, which may assist in covering the topics.
Relevant websites are useful in providing information and case studies.
70
Issue 1 July 2003
Support materials
There are a large number of textbooks that cover the areas contained within this unit. Examples
are:
Banyard P and Hayes N Psychology: Theory and Application (Nelson Thornes, 1994)
ISBN 0412464403
Baron R and Byrne D Social Psychology (Allyn and Bacon, 1999) ISBN 0205298044
Bartol K and Martin D Management (Irwin/McGraw-Hill, 1994) ISBN 00071152067
Coolican H et al Applied Psychology (Hodder and Stoughton, 1996) ISBN 0340630922
Eysenek M W Perspectives on Psychology (Principles of Psychology Series LEA, 1994)

ISBN 0863772552
Wetherell M Identities, Groups and Social Issues (Sage Publications, 1996)

ISBN 0761950389
Management in Context: Managing People (National Extension College, 1999)

ISBN 185356818X
Websites
Video Arts
www.videoarts.com
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72
Issue 1 July 2003
Unit 9:
Equal Opportunities
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to enable learners to identify and critically discuss the sociological
problems caused by prejudice and discrimination within society today. Learners will focus on
the analysis and assessment of provisions and protection in current legislation and include
organisational policies and anti-discriminatory practices. This will enable learners to
understand why prejudice and discrimination have no place within the public services.

1
Investigate the causes and consequences of prejudice and discrimination
Evaluate the protection provided to individuals by current legislation
Review and evaluate a range of organisational policies and Anti-Discriminatory

Practices (ADPs)
Describe and evaluate equality and how it can be achieved.
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73
Content
Prejudice and discrimination

Prejudice: definition, types, where, when, why, individual control, causal factors,
identifying forms and listing types
Discrimination: definition, types, individual control, manifestation, perpetual behaviour,
effects, victim behaviour
Self-reflection: values, beliefs and judgements; influence of family, peer groups, media and
tradition; cause and effect of stereotyping
Causes and consequences: coping strategies
Theories and models: G W Allport showing escalation of behaviour as response to
discrimination; responses to dominance (acquiesce, resist, withdraw); coping strategies
Current legislation
Legislation: Sex Discrimination Act 1975, Equal Pay Act 1970 and The Equal Pay
(Amendment) Act 1983, Race Relations Act 1976, Disability Discrimination Act 1995,
Disabled Persons Employment Act 1944 and 1958, Disabled Persons Act 1981, The Crime
& Disorder Act 1998, Durability Discrimination Act 1998
Context: employment legislation (overview), racially motivated crime, discrimination,
prejudice and inequality (who is affected but not protected), gaps in current legislation
Advisory services: eg Advisory, Conciliation and Arbitration Service (ACAS), Citizens
Advice Bureau, Commission for Racial Equality, Rights for Women, Royal Association for
Disability and Rehabilitation (RADAR), Runnymede Trust, Trade Union Congress,
Stonewall
Procedures: areas protected, areas with no protection
Organisational policies and anti-discriminatory practices

Organisational policies: from a range of public services eg Police, Emergency Fire
Services, Armed Services, Local Government
Equal opportunity: reasons, rationale, purpose (why do public services need such a
document); operation (how does the policy provide protection for an individual);
accountability (who is accountable the employer or the perpetrator); effect on current or
future workers
Trade unions: role support, legal aspects, ethos, history, provision and support for
members, effect on employees and working standards, future prospects
Grievance procedures: impact, working models including process, timescales, impact,
effectiveness; effects on victim (psychological, self-esteem, future in public service),
effects on perpetrator (psychological, self-esteem, future in public service), effects on
organisation
Anti-discriminatory practices: as used by the public services eg Police, Emergency Fire
Services, Armed Services, Local Government
Definitions: terminology, victim, perpetrator
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Issue 1 July 2003
Equality and how it can be achieved

Equality: definition and understanding, need for equality in public services, requirements,
including working practices, literature, job opportunities; codes of practice and ethics for
achievement of equality in public services
Discrimination and harassment: effects on victim (psychological, self-esteem, future in
public service), effects on perpetrator (psychological, self-esteem, future in public service),
effects on organisation, public perception and customer base
Work place culture: language eg canteen culture and office banter, humour and practical
jokes, challenging inappropriate behaviour, coping strategies
New provisions: legislation, directives
Issue 1 July 2003
75
Outcomes

the ability to:
76
Investigate the causes and

consequences of prejudice
and discrimination
Evaluate the protection

provided to individuals by
current legislation
Review and evaluate a range

of organisational policies
and Anti-Discriminatory
Practices (ADPs)
Describe and evaluate

equality and how it can be
achieved
critically analyse how prejudice occurs
describe the forms of prejudice and the effects of

prejudice and discrimination
describe the coping strategies used by the victims of

discrimination and prejudice
critically analyse and evaluate how an individual

would comprehend and control their own prejudices
critically discuss the provisions set out in legislation

to protect people from discrimination, on the
grounds of race, sex or disability
evaluate the procedures open to victims of

discrimination, critically analysing the results of
topical case studies
explain where discrimination exists in other sections

of society and identify those areas where there is no
protection provided by current legislation
critically analyse and assess the policies of two

chosen public services
critically evaluate the reasoning and rationale for

these policies
describe the role of the trade union or like

organisation and evaluate the support that may be
given to a victim of discrimination
describe and evaluate the impact that the grievance

procedure may have on the victim, the perpetrator(s)
and the organisation
evaluate the term equality taking into account

organisation and individual interpretations and
needs
analyse the effects that prejudice and discrimination

have on the victim, the perpetrator(s), the
organisation, the customer/service user
evaluate equality in public service and propose

adaptations, improvements and new provisions
Issue 1 July 2003
Guidance
Delivery
This unit can be delivered in a variety of ways. Case studies, student-centred learning and direct
consultation with selected areas of a public service can all be used to enhance the delivery and
learning.
Assessment
assignments involving reading material outlining issues of discrimination and prejudice;

discussing in written format your findings and understanding
analyses and evaluative reports resulting from reflective practices and self-assessment to
identify how culture and values impact upon behaviour
research into legislation which provides protection to victims of discrimination
case studies the outcome of industrial tribunals, assessing how this affects the decisionmaking process and provides guidelines for future cases
research into chosen fields of public service assessing, analysing and comparing policies
and procedures.
Links
Unit 2: Managing People in Public Services, Unit 4: Management of Health and Safety in
Public Services, Unit 7: Sociological Aspects of the Public Service, Unit 8: Psychology and
Human Behaviour, Unit 10: Human Resources in the Public Services, Unit 11: Stress
Management in the Public Services and Unit 17: Activity Management.
spiritual: when learners are investigating causes and consequences of prejudice and
discrimination
moral and ethical: when learners are investigating causes and consequences of prejudice
and discrimination
social and cultural: when learners are investigating causes and consequences of prejudice
and discrimination.
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77
Resources
There are numerous publications available in libraries, which may be useful research resources.
Issues around discrimination remain high profile and are regularly documented in the media.
The BBC has produced a number of training videos highlighting issues of discrimination, eg
Skin and Cross-Culture Communication, which highlight issues of prejudice.
Support materials
Textbooks
Allport G W The Nature of Prejudice (Perseus Books, 1988) ISBN 0201001799
Clements P and Spinks T The Equal Opportunities Guide: How to Deal with Everyday
Issues of Unfairness (Kogan Page, 1996) ISBN 0749421037
Collins H Equality in the Workplace (Blackwell, Oxford, 1995) ISBN 0631193936
Thimju N Croners Discrimination (Croner Publications) ISBN 1855243857
Other publications
Equal Opportunities Commission:
A Short Guide to Equal Opportunities for Employers (1986)
A Short Guide to the Equal Opportunities Commission (1993)
Women & Men in Britain (1993)
Videos
BBC: Skin
BBC: Cross-Culture Communication
Websites
Websites that support the development of this unit and offers advice and information, relating
to legislation and issues of human rights. The following may be useful:
www.open.gov.uk
Disability Discrimination Act
www.disability.gov.uk
www.eoc.org
Institute of Race Relations
www.homebeat.co.uk
National Disability Council
www.disability-council.gov.uk
Stonewall (professional lobbying

group for lesbian and gay equality in
the UK)
www.stonewall.org.uk
UK Employment Law
www.emplaw.co.uk
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Issue 1 July 2003
Unit 10:
Human Resources in the Public

Services
Learning hours:
60
NQF level 4:
Description of unit
This unit provides an introduction to the concepts and practices of human resource management
in the public services. The aim of this unit is to give learners an understanding of the personnel
function through the consideration of systems and frameworks, which create and sustain the
employment relationships within public services.

1
Examine human resource management in the public services
Evaluate the procedures and practices used to recruit suitable employees for the public
services
Establish the effectiveness of principles and procedures for monitoring and promoting
employees
Examine voluntary and involuntary forms of employee exit from the public services.
Issue 1 July 2003
79
Content
Human resource management

Human resource: definition, purpose, aims, recruitment, staff planning, staff audit, job
design
Background: historical context, the welfare tradition, industrial relations tradition, control
of labour tradition
Theories: Hawthorn et al
Current approach: introduction of term human resource management, difference between
human resource and personnel; political, economic, social context of change; human
resource management within public service organisational structures
Organisational objectives: process of objective setting, formulation of objectives, hierarchy
of objectives, timescales
Recruit
Recruitment: recruitment policy, public service recruitment procedures, job analysis, job
description, person specification, recruitment methods used across both uniformed and nonuniformed public services, use of media in public service recruitment
Human resource planning: definitions, purpose, organisational objectives, corporate plan,
forecasting, processes, limiting factors
Selection: public service selection procedures, design of application forms, selection
methods, offer of employment, induction, evaluation of process, entry tests, ethical and
legal issues
Monitoring and promoting

Appraisal: definition, purpose of appraisal, procedures and techniques, application of
procedures, the appraisal interview
Reward management: factors determining pay, incentive schemes, promotion requirements,
legal framework on pay and benefits, motivation, leadership styles, performance evaluation
Discipline and grievance: in uniformed and non-uniformed public services definition,
model disciplinary procedure, disciplinary interviews, grievance procedures, grievance
interviews
Promotion: training and development
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Issue 1 July 2003
Employee exit
Employee protection: legal framework in the four countries of the United Kingdom and
across the European Union, employer/employee rights, dismissal wrongful, unfair and
justified, role of industrial tribunals in uniformed and non-uniformed public services
Termination: retirement, resignation including specific issues relating to Armed Services,
termination of contract, exit interviews, resettlement
Human aspects: procedure for dismissal, notice of dismissal, re-training
Redundancy: definition, selection criteria, outline of procedure, selection for redundancy,
re-training (job enrichment, de-skilling)
Exit procedures: questionnaires, interviews
Dismissal: processes, procedures
Issue 1 July 2003
81
Outcomes

the ability to:
82
Examine human resource

management in the public
services
Evaluate the procedures and
practices used to recruit
suitable employees for the
public services
Establish the effectiveness of

principles and procedures for
monitoring and promoting
employees
Examine voluntary and

involuntary forms of
employee exit from the
public services
explain the historical development of human

resource management in a chosen public service
analyse organisational objectives involving human

resource management for a chosen public service
analyse the process for human resource planning in

a chosen public service
evaluate the systematic approach to recruitment for

investigate and compare the selection procedures

used for two different public service organisations
evaluate the application of appraisal procedures for

evaluate the effectiveness of disciplinary and

grievance procedures used by two different public
evaluate employee exit procedures used by two

different public service organisations
critically analyse the management of processes and

procedures used for employee dismissal in two
different public service organisations
evaluate the selection criteria used for redundancy

for a chosen public service
Issue 1 July 2003
Guidance
Delivery
The unit can be delivered in a variety of ways. Case studies, role-plays and student-centred
learning can all be used to enhance the delivery and learning within the unit.
Investigations of human resource policies and practices within public service organisations and
talks from human resource management practitioners within public services can both develop
understanding and provide support for the knowledge-base established within the unit.
Assessment
Evidence of outcomes may be in the form of assignments, investigations of specific public
service organisations or case studies.
The following are suggestions, for possible methods of evidence collection:
learners could use their own experience and possible public service connections as a basis
for collection and analysis of human resource management policies and practices
a group role-play assignment which simulates a panel selection interview, an individual

role-play of an employee appraisal interview and an evaluation of the whole human
resource process.
Links
This unit can be linked successfully with Unit 2: Managing People in Public Services, Unit 4:
Management of Health and Safety in Public Services, Unit 8: Psychology and Human
Behaviour, Unit 9: Equal Opportunities, Unit 11: Stress Management in the Public Services
and Unit 18: Managing Physical Activities.
moral and ethical: when learners are examining human resource behaviour
social and cultural: when learners are discussing monitoring, promoting and voluntary and
involuntary forms of employee exit from an organisation.

Resources
Journals are a valuable source of information, eg Police (monthly), Soldier (monthly), Police
and Health Trust annual plans.
Companies such as Video Arts (www.videoarts.com) and Melrose produce a variety of videos
which may be useful in covering human resource topics.
Relevant public service worldwide web user sites are also useful in providing information.
Other sources of information can be provided by organisations, eg Advisory, Conciliation and
Arbitration Service (ACAS) and the Institute of Personnel and Development (CIPD).
Issue 1 July 2003
83
Support materials
Textbooks
There is a wide range of textbooks which cover the areas contained in the unit. Examples are:
Armstrong M A Handbook of Personnel Management in Practice (Kogan Page, 1995)

ISBN 0749415479
Barrington H and Reid M Training Interventions (CIPD, 1999) ISBN 0852928041
Beardwell I and Holden L HRM A Contemporary Perspective (FT Prentice Hall, 1997)
ISBN 0273622307
Bee F and Bee R Training Needs Analysis and Evaluation (CIPD, 1994)
ISBN 0852925476
Bolton T Human Resource Management An Introduction (BSS) (Blackwell, 1994) ISBN

0631196269
Bratton J and Gold J Human Resource Management: Theory and Practice Macmillan
Business (Macmillan, 1999) ISBN 0333732073
Brookes J Training, Development and Competence A Practical Guide to Levels 3 and 4

NVQs in Training and Development (Kogan Page, 1995) ISBN 0749414626
Cole G A Management Text Books: Personnel Management (Continuum International

Publishing, 1997) ISBN 1858051673
Dransfield R et al Human Resources Management for Higher Awards (Heinemann, 1996)

ISBN 0435455281
Foot M and Hook C Introducing Human Resource Management (Prentice Hall, 2002)
ISBN 0273651439
Graham HT Human Resource Management (Pitman, 1998) ISBN 0273637673
Hackett P Introduction to Training: Training Essentials (CIPD, 1997) ISBN 0852926332
Marchington M and Wilkinson A Core Personnel and Development: People and

Organisations (CIPD, 2000) ISBN 0852928084
Martin M and Jackson T Personnel Practice: People and Organisations (CIPD, 2002)
ISBN 0852929412
Reid M and Barrington H Training Interventions: Promoting Learning Opportunities

(CIPD, 1999) ISBN 0852928041
Thompson R and Mabey C Developing Human Resources (Institute of Management,

Butterworth-Heinemann, 1994) ISBN 0750618248
Torrington D and Hall L Personnel Management HRM 3rd Ed (Prentice Hall, 1995)
ISBN 0132157829
Tyson S and York A Human Resource Management (Longman, 1996) ISBN 0750620390
Weightman J Managing Human Resources (CIPD, 1993) ISBN 0852925204
Human Resource Management Business Basics (BPP Publishing, 1995)

ISBN 0751720763
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Issue 1 July 2003
Magazines and journals
Employment Gazette
Human Resource Management Journal
International Human Resource Management Journal
People Management
Personnel Review
Police
Police and Health Trust Annual plans
Solider
Training and Development Journal
Training Officer
Websites
Chartered Institute of Personnel and Development (CIPD)
www.cipd.co.uk
Video Arts
www.videoarts.com
Issue 1 July 2003
85
86
Issue 1 July 2003
Unit 11:
Stress Management in the Public

Services
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to enable learners to recognise symptoms of stress and its associated
behaviour. Learners will investigate the origins of stress and its relationship to the public
services. Learners will have the opportunity to examine the work and theories of experts in the
area. They will be able to evaluate their own personality and relate this to their own levels of
stress, as well as that of others. Learners will acquire the skills necessary to cope with stressful
situations, and with their own stress, by using stress management techniques.

1
Examine what stress and stressors are
Critically analyse physical and mental symptoms of stress
Investigate a range of personality types
Evaluate and apply stress management techniques.
Issue 1 July 2003
87
Content
Stress and stressors

Stress: different definitions, life experiences, post-traumatic stress, individual or
organisational, good stress v bad stress
Stressors: origins including work problems, life map, relationship difficulties, financial
worries, emotional and mental, physical and environmental
Organisation and individual: relationships, self-esteem
Symptoms of stress
Symptoms: mental, emotional, physical, behavioural
Theories: eg work of Dr Hans Selye
Stages: General Adaptation Syndrome, alarm, resistance and exhaustion, fight or flight
Personality types
Types: A, B, or C
Characteristics: associated behaviour, fast operators, workaholism, social, marital,
ambition, success, anger, aggressiveness
Behavioural signs: marital, alcoholism, nervous disorders, insomnia
Self: self-assessment, honesty, traits, behaviour
Stress management techniques

Techniques: eg breathing exercise, communication, information, instruction, progressive
muscle relaxation, meditation, visualisations
Mental: self-esteem, cognitive behaviour therapy, medication and counselling
Physical: breathing, relaxation, quick tips, fitness, eating, sleeping, assertiveness
88
Issue 1 July 2003
Outcomes

the ability to:
explain the main definitions of stress
evaluate levels of stress
analyse post-traumatic stress in relation to

individuals and the organisation
describe the origins of individual stress
Critically analyse physical

and mental symptoms of
stress
analyse the different stages of stress
describe the mental, emotional and behavioural

signs in relation to individuals within a public
service
Investigate a range of
personality types
investigate the three main personality types and

describe the behaviour associated with each type
analyse the problems with each type
assess own personality type and evaluate its

benefits/costs and disadvantages to a public service
evaluate a range of stress management techniques

and detail their effect on an individual and a public
service
summarise the main theories applied to stress

management
Examine what stress and

stressors are
Evaluate and apply stress

management techniques
Issue 1 July 2003
89
Guidance
Delivery
The unit can be delivered in a variety of ways. Case studies, videos, role-plays, student-centred
learning, live data, relevant television programmes, individual tutorials, discussion groups,
group tutorials and direct consultation with appropriate personnel from public services
organisations can all be used to enhance the delivery and learning within this unit. This
approach can be applied to all of the unit.
Learners will need to gain knowledge and understanding of the origins of stress and its
relationship to public services. Visits to relevant public services should be used to further
underwrite the reality of the potential levels of stress to be encountered by those who work
within public services. Visiting speakers can also be used to forge links with appropriate public
services in order to widen participation in the learning process.
Assessment
a learner diary which requires the learner to complete meditation techniques, answer
questions, keep a record of stressful situations and how they have been dealt with
an investigation into a public service organisation, its structure and culture, and the policies
the personnel department has for dealing with stress
an investigation into a major incident and its impact on the persons involved
a group assignment, which could include an assessment and evaluation of personality types.
Links
Unit 2: Managing People in Public Services, Unit 4: Management of Health and Safety in
Public Services, Unit 8: Psychology and Human Behaviour, Unit 9: Equal Opportunities,
Unit 10: Human Resources in the Public Services and Unit 16: Managing Disaster.
spiritual: when learners are discussing the mental symptoms of stress and personality types
moral and ethical: when learners are discussing the mental symptoms of stress and
personality types
social and cultural: when learners are discussing the mental symptoms of stress and
personality types.
Delivery of this unit can also raise learners awareness of, environmental issues in the
following ways:
environmental issues: when learners are discussing environmental stressors.
90
Issue 1 July 2003
Resources
Companies such as Video Arts (www.videoarts.com), and local enterprise centres provide a
variety of videos, which may assist in covering the topics in the unit.
Support materials
Textbooks
where available. This is a practical unit and textbook materials should be used for reference
purposes only. There are a range of general textbooks and work relating to this unit, including
the following.
Alexander D A, Walker L G, Innes G and Irving BL Police Stress at Work (The Police
Foundation, 1993) ISBN 0947692304
Turkington C A Stress Management for Busy People (McGraw-Hill, 1998)

ISBN 0070655359
White Dr A Treating Anxiety and Stress (John Wiley and Sons Ltd, 2000)
ISBN 0471493066
Wilkinson G Understanding Stress (Family Doctor Publications) ISBN 1898205914
Video
Video Arts
Websites
Websites that support the development of this unit include those of public service associations
and employers. The following may be useful in providing information and case studies:
Advice on health matters
www.channel4.com
Advice on mental health problems
www.mentalhealth.org.uk
BBC news health related matters
www.bbc.co.uk/health/mental/stress
Critical psychiatry page
www.dbdouble.co.uk
Department of Health
www.doh.gov.uk
www.hse.gov.uk
Health scenarios for young people
www.leeds.ac.uk/ahead4health
International Stress Management Association
www.isma.org.uk
Mental health issues
www.advice@rethink.org
Mind in Manchesters home page
www.poptel.org.uk
Nottingham Trent University stress management
www.ntu.ac.uk
Panic/anxiety disorders help and support
www.panicdisorder.miningco.com
Profile of work-related stress issues
www.workstress.net
Provides information and practical tips on stress
www.teachhealth.com
Stress Management Education
www.unl.edu
Stress management techniques
www.mindtools.com
Student academic resource site
www.arc.sbc.edu/time
Issue 1 July 2003
91
Student health and wellbeing
www.cs3.brookes.ac.uk/student/services
The American Institute of Stress
www.stress.org
Trauma information page
www.trauma-pages.com
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Unit 12:
Learning hours:
60
NQF level 4:
Description of unit
This unit will develop learners knowledge and understanding of current global issues, many of
which will have a direct impact on the public services. Learners will gain an understanding of
how the institutions of the world work together, and the pressures put upon them. This
knowledge is invaluable to learners seeking to enter the armed forces, and is also important to
all public service managers in an increasingly international setting.

1
Analyse the major economic and environmental issues facing the world, together with
their implications for the future
Examine the causes of current conflicts, and the changing role of the military
Analyse different political systems, and how they are changing to meet global pressures.
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93
Content
Economic and environmental issues

Major economic issues: globalisation and the growth of trans-national corporations, global
communications and e-commerce, third world debt, the north/south divide, trade disputes
eg between US and EU
Major environmental issues: global warming and other global environmental threats,
attempts at regulation and control, differing responses between states, governments and
public eg pollution quotas and their trade, BNFL and nuclear reprocessing, Genetically
Modified Organisms (GMOs).
Public service involvement: public order and policing, disaster management, international
co-operation
Causes of current conflicts

Nationalism and religious fundamentalism: rise of nationalism eg Kosovo, East Timor, and
former Yugoslavia; the rise of religious fundamentalism and its links with conflict eg
Afghanistan, Iraq, Israel; the added effects of competition for resources eg water or oil in
Middle East and diamonds in West Africa
International terrorism: causes, effects, use by pariah states eg Iraq; effectiveness in
achieving desired aims, emergence of Al Quieda and related organisations, changes in
terrorism since 9/11/2001
Peacekeeping operations: control of multi-national military organisations, rules of
engagement, impartiality, eg Bosnia, Kosovo, East Timor, Gulf War; the role of the UN eg
war against Iraq
The role of the media: engaging public in events, atrocities and war crimes, influence on
political and military decisions, propaganda, eg Kosovo, Chechnya, Northern Ireland
Different political systems

Military rule and influence: including recent examples such as Pakistan, Fiji, Indonesia,
Iraq and Russia, where the military have control over, or significant influence on, policy;
examples should cover a range from military dictatorships through to background pressure
on civilian rulers
Effectiveness of international organisations in dealing with global issues: a range of issues
including multi-national military intervention, policing actions, dealing with refugees and
influencing the internal affairs of problem states, eg Iraq; to include reference to the
United Nations, North Atlantic Treaty Organisation (NATO), the World Trading
Organisation (WTO) and other international organisations
Recent political change: eg the collapse of communism and the break up of the Soviet
sphere of influence, the rise of China, political change in Africa, change in the EU since
German re-unification; other examples, both current and likely in the future could be
substituted, eg Indonesia, Turkey, North Korea, Palestine
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Issue 1 July 2003
Outcomes

the ability to:
Analyse the major economic

and environmental issues
facing the world, together
with their implications for the
future
Examine the causes of

current conflicts, and the
changing role of the military
Analyse different political

systems, and how they are
changing to meet global
pressures
explain the major economic issues
analyse the effects of the world economy on

developed and developing states
describe the current main threats to the global

environment
compare the different approaches to current global

economic and environmental problems, including
their implications for the future
describe the role of nationalism and fundamentalism

in recent international conflicts
investigate the causes and effects of international

terrorism
analyse the effectiveness of recent peace-keeping

operations
describe the role of the media in international

conflict and its resolution
examine the circumstances in which military rule

occurs, with recent examples
evaluate the effectiveness of international

organisations in managing global issues
analyse a recent example of political change and

global pressure
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95
Guidance
Delivery
The unit can be delivered in a variety of ways. Case studies, role-plays and student-centred
learning can all be used to enhance the delivery and learning within the unit.
Examination of current global socio-political issues will produce case studies and opportunities
for research. Use of media reports on current conflicts and political systems could lead to
effective debate and analysis.
Assessment
Evidence of outcomes may be in the form of assignments, investigations of specific issues,
conflicts or systems, or case studies.
The following are suggestions that can be used to support the evidence collected:
assignments written reports or accounts discussing findings and providing valid thorough
conclusions
case studies examining current conflicts and identifying the impact on the public services.
Links
This unit can be linked successfully with Unit 5: Government and the Public Services and
Unit 13: Technology and Public Services.
moral and ethical: when learners are analysing major economic and environmental issues
facing the world
social and cultural: when learners are analysing the causes of current conflicts.
Delivery of this unit can also raise learners awareness of, environmental issues and European
developments consistent with relevant international agreements in the following ways:
environmental issues: when learners are analysing major economic and environmental
issues facing the world
European developments: when learners are analysing and discussing differing political
systems.

Resources
This unit emphasises contemporary issues and successful delivery of the unit will depend on
engaging learners in world affairs as they are reported. For this reason the majority of research
and reading should take place using reputable news and current affairs sites on the internet,
broadsheet newspapers and TV programmes such as Panorama and World in Action. Care
should be taken that just one issue, eg terrorism since 9/11, does not hijack the whole unit.
However, judicious use of a case study, such as the influence of Osama Bin Laden, could cover
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Issue 1 July 2003
a large part of the unit. Care should also be taken that the unit is delivered sensitively and does
not either present a partisan point of view or upset learners from particular ethnic groups.
Support materials
Textbooks
where available. As the emphasis of this unit is on contemporary issues any suggested list of
readings, even for theoretical background will quickly become outdated. However, there is a
great deal of contemporary writing post 9/11 that will remain relevant for a few years.
Websites
American slant on the news
www.cnn.com
Good news archives and search engine for

international stories
www.bbc.co.uk
Typical of many newspaper sites, free

registration
www.telegraph.co.uk
The following are websites of useful organisations:
For the other side of the economic

argument.
www.greenpeace.org
Foreign and Commonwealth Office site

gives policy and current information
www.fco.gov.uk
NATO official site
www.nato.int
World Trade Organisation site
www.wto.org
UN website locator for UN and related

organisations
www.unsystem.org
The following website is also useful:
Comment and news on every kind of

emergency from tornadoes to terrorists
www.emergency.com
Issue 1 July 2003
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Issue 1 July 2003
Unit 13:
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to develop learners understanding of the role of technology in the public
services. It covers technological change in society at large, as well as developments within the
services, examining how both benefits and difficulties are managed. The unit focuses on the
effects of advancing technology on crime prevention, weapon systems and the design of public
service equipment. Scientific concepts are covered at a basic level, the emphasis being on the
practical way in which technology affects the functioning of the public service.

1
Analyse the effect of technological advances on operations and training in the public
services
Analyse the effects of technological change on crime and crime prevention
Investigate and explain the technological design criteria for public service equipment
Analyse the effect of communications technology on the public services.
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99
Content
Operations and training

Recent changes and their effects: operational effectiveness, reduced need for staff,
recruitment and job descriptions, look at examples from all major services
Training changes: initial training, upgrading and retraining, safety and liability, eg quick
cuffs and CS sprays, paramedic equipment and training, Army Apache helicopters and the
training needs of pilots
Adverse effects: resistance to technological change, the implications of reliance on
technological solutions to public service problems, increased demand from the public, cost
Crime and crime prevention

Forensic science: crime detection and evidence gathering, DNA matching, intimate samples
and civil liberties, expert witnesses and confused juries, reversing miscarriages of justice
Computer crime: policing the internet, hacking, pornography and child abuse, financial
computer crime, using computers in fighting crime, eg Holmes
Technology and terrorism: terrorist devices, design and use; anti-terrorism and counter
measures, terrorists and weapons of mass destruction
Surveillance and detection: capabilities of modern surveillance systems, CCTV and
privacy, phone tapping, civil liberties
Technological design criteria

Procurement systems and design: trials, in-house design or off the peg, timescales,
principles of design, technological life span, desirable versus essential elements
Economic considerations: tendering, costs, supporting home industry and capabilities, the
peace dividend, technological inflation
Communications technology
Recent changes: satellite communications, GPS, secure radio equipment, monitoring, panic
buttons, resistance to interference and jamming, range and frequency allocation
Effects on operations: robustness of equipment, weight and portability, back up systems,
interoperability with allies or neighbouring forces, security
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Issue 1 July 2003
Outcomes

the ability to:
Analyse the effect of

technological advances on
operations and training in
the public services
Analyse the effects of

technological change on
crime and crime prevention
Investigate and explain the

technological design criteria
for public service equipment
Analyse the effect of

communications technology
on the public services
explain how the public services adapt to

technological change
evaluate how technological advances alter training,

recruitment and employment opportunities in the
public services
analyse changes in service operations brought about

by technological change
explain the implications for the justice system of

recent advances in forensic science
explain the difficulties and opportunities given to

crime investigators by the use of computers
evaluate the threat posed by technologically

advanced terrorists
evaluate the moral issues surrounding the use of

modern surveillance and detection systems
examine and explain the design and procurement of

an item of public service equipment
explain the economic implications of technological

advance in the public services
explain and analyse recent changes in

communications and related technology
evaluate the effects of advances in communications

on operations and training within the public services
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101
Guidance
Delivery
This unit can be delivered in a variety of ways. Case studies, videos, relevant television
programmes, student-centred learning and live data can all be used to enhance delivery and
learning.
Assessment
assignments written reports or accounts discussing findings and outlining the form of
investigation conducted
recording and analysing technological advances, change and design
case studies analysing actual examples of technological advances and change.
Links
This unit can be linked successfully with Unit 12: Global Socio-Political Issues, Unit 14:
Criminology and Safer Communities and Unit 15: Justice and Punishment.
moral and ethical: when learners are discussing issues relating to crime and crime
prevention
social and cultural: when learners are discussing issues relating to crime and crime
prevention.
Delivery of this unit can also raise learners awareness of, health and safety considerations and
European developments consistent with relevant international agreements in the following
ways:
health and safety: when learners are discussing issues relating to safety and liability
European developments: when learners are discussing the applications of technology across
the world.

Resources
Sufficient library resources and access to the public services must be available to enable
learners to achieve this unit. Texts should be supported by broadsheet newspapers and political
journals. Television and radio programmes should be used as appropriate.
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Issue 1 July 2003
Support materials
Textbooks
Janes Weapon System: 1988-89 10th Ed (Janes Information Group, 1988)

ISBN 0710608551
Miller H Traces of Guilt: Forensic Science and The Fight Against Crime (Simon and
Schuster, 1996) ISBN 1575000067
Murphy S No Fire No Thunder: The Threat of Chemical and Biological Weapons (New
York University Press, 1984) ISBN 0853456623
Waddington P Arming an Unarmed Police: Policy and Practice in the Metropolitan

Police (The Police Foundation, 1988) ISBN 0947692096
Websites
The following are media sites:
American slant on the news
www.cnn.com
Good news archives and search engine for science

and technology stories
www.bbc.co.uk
Typical of many newspaper sites, free registration
www.telegraph.co.uk
The following are websites from useful organisations:
Foreign and Commonwealth Office site gives policy

and current information
www.fco.gov.uk
Home Office site for statistics and information on the

emergency services
www.ho.gov.uk
North Atlantic Treaty Organisation official site for

equipment, rationale and policy
www.nato.int
UN website locator for UN and related organisations
www.unsystem.org
These are other useful sites:
A directory of all the emergency services web sites

throughout the UK
www.britishservices.co.uk/emergency
Comment and news on every kind of emergency from

tornadoes to terrorists
www.emergency.com
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Issue 1 July 2003
Unit 14:
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to give learners an opportunity to understand the aspects of criminal
behaviour and to examine and analyse the major criminal activity theories. This unit also
focuses on the reporting, recording and interpretation of crime, as well as the efficiency of the
judicial system.
The unit also offers the opportunity to explore concepts of crime reduction and the multiagency approach to safer communities. Learners will be required to research and analyse
current policies and strategies being used to combat crime and improve community safety. This
should involve a range of agencies eg Community Policing Board, Constabularies, Local
Authorities, County Councils, Social Services and businesses.

1
Investigate the major theories of criminal behaviour and causal factors
Analyse and evaluate the methods used to report, record and interpret crime
Explore effects and evaluate the efficiency of the judicial system
Examine the sociological effects of crime
Investigate and evaluate current policies and strategies to combat crime and improve
community safety.
Issue 1 July 2003
105
Content
Theories of criminal behaviour

Theories: validity
Research information: eg British Crime Survey, The MacPherson Report
Perpetrators: forms of criminal proceedings, offender programmes, rehabilitation and
support in relation to offender ethnicity
Victims: victim support, social services, social pressures
Causal factors: genetic, validity, parental and family
Influences: peer pressure, fashion and trends
Factors: social climate, environment (housing, schooling, further education) and financial
influences, repeat victimisation, concepts of ethnicity
Report, record and interpret crime

Report: UK police service record systems, crime reporting
Record: current methods, use of information technology, regional variations
Interpret: Home Office Directives
Recording process: categories of crime
Methodology: construction and interpretation of statistics, current and potential uses, crime
pattern analysis procedures, positive and negative aspects
Statistical information: actual and recorded crime
Judicial system
System: processes, structure, composition, personnel, inter-relationships
Juvenile and youth justice: current policies, methodology used to combat youth crime;
The Crime and Disorder Act 1998; local authority role and responsibilities; fast tracking
the Neary Report; repeat offending
Prosecution of offenders: strategies of agencies involved; Crown Prosecution Service remit,
focus, roles, responsibilities, Magistrates and Crown Courts: structure, features, sentencing;
diversionary schemes and community alternatives, consequential deterrent effect on reoffending, Probation Service, Her Majestys Prison Service
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Issue 1 July 2003
Sociological effects of crime

Sociological: definition
Victim issues: victimisation studies including: National Crime Survey; vulnerable members
of society eg women, the elderly, gay men and lesbians, ethnic minorities, children
Public feeling and perceptions: current systems effectiveness, gaps; media portrayal,
community concerns
Victim support: role of public service; statutory and voluntary agencies, support groups eg
Victim Support, Witness Support, Rape Crisis, The Samaritans
Public services: responses
Current policies and strategies

Policies: local authorities, multi-agency and partnership approach purpose/focus,
structure, funding
Strategies: safer communities, crime reduction and crime prevention
Legislation: Crime and Disorder Act 1998 (and subsequent UK/EU legislation)
Issue 1 July 2003
107
Outcomes

the ability to:
Investigate the major theories

of criminal behaviour and
causal factors
describe and critically evaluate the validity of

relevant theories concerning criminal behaviour and
deviancy
analyse and evaluate the cultural aspects of criminal

behaviour and explore factors effected by ethnicity
explain the factors, which may account for criminal

activity
(i) by an individual or group of people
(ii) in a specified area
(iii) at a particular location
108
Analyse and evaluate the

methods used to report,
record and interpret crime
Explore effects and evaluate

the efficiency of the judicial
system
analyse current policing methodology and public

expectations
analyse and explain the differential between actual

and recorded crime
describe and evaluate the crime recording process
evaluate the use of statistical information
explain the use of information technology in crime

detection
explain the current policies for tackling juvenile and

youth crime
describe the processes required to take an offender

through the judicial system
explain the role of the Crown Prosecution Service

and the structure and features of Magistrates and
Crown Courts
evaluate the alternative methods to deal with

offenders and explain the consequential deterrent
effect on re-offending
Issue 1 July 2003
Examine the sociological

effects of crime
Investigate and evaluate

current policies and
strategies to combat crime
and improve community
safety
describe the key areas in victimisation studies
analyse community concerns and safety issues and

assess the needs of groups or individuals suffering
victimisation
evaluate public service responses to the victims of

crime
identify statutory and voluntary agencies or support

groups and evaluate the services provided
analyse the effect of media reporting on the public

perception of crime
explain the key issues within current legislation

concerning crime reduction
evaluate the workings, structure and funding of

multi-agency groups or partnerships within the
public service
evaluate a range of strategies used to combat crime

and improve community safety
analyse a current crime problem within a chosen

location and devise a crime reduction initiative
involving a public service
Issue 1 July 2003
109
Guidance
Delivery
consultation with selected areas of the public services can all be used to enhance the delivery
and learning.
External visits, for example to Magistrates and Crown Courts, are an effective way of helping
learners to understand how processes and procedures are put into practice. Visiting speakers
can also be used to forge links with the public services and to widen participation in the
learning process.
Learners will need to gain knowledge and understanding of the current policies and strategies
being used to combat crime and improve community safety. Particular reference must be made
to the range of organisations involved in both the Multi-Agency and Partnership Approaches.
Assessment
Evidence of outcomes may be in the form of written or oral assignments.
Evidence is likely to be produced at outcome level although opportunities exist for covering
one or more outcome in an assignment. Evidence of outcomes may be in the form of the
following:
assignments written reports or accounts discussing findings and outlining the forms of
research conducted
research into the provisions listed in legislation, requiring local authorities to take action
taking into account local policies and aspects of funding
case studies the introduction of community safety into local towns, business parks,
residential areas and rural communities
research into the agencies tasked to make the community a safer place.
Links
This unit can be linked successfully with Unit 7: Sociological Aspects of the Public Services,
Unit 13: Technology and Public Services and Unit 15: Justice and Punishment.
spiritual: when learners are discussing the major theories of criminal behaviour
moral and ethical: when learners are examining the sociological effects of crime
social and cultural: when learners are examining the sociological effects of crime.
Delivery of this unit can also raise learners awareness of environmental issues in the following
ways:
110
environmental issues: when learners are discussing environmental factors contributing to

criminal behaviour.
Issue 1 July 2003

Resources
Journals, newspapers, annual reports and government statistics should support texts. Television
documentaries frequently cover issues in relation to criminology and community safety.
Most local authorities and police services have websites offering information and advice
concerning community safety and crime and disorder.
Support materials
Textbooks
where available.
Leng R, Taylor R and Wasik M Blackstones Guide to the Crime & Disorder Act 1998
(Blackstones Press, 1998) ISBN 1854318489
Maguire M et al The Oxford Handbook of Criminology (Oxford University Press, 1997)

ISBN 0198764855
Guide to Forming Partnerships
Home Office Crack Crime
National Crime Survey
Websites
www.tsoonline.co.uk
An introductory guide to the Crime and

Disorder Act 1998
www.homeoffice.gov.uk/cdact
Archival projects in the United Kingdom
www.hmc.gov.uk
www.apa.police.uk
Beginners guide to prisons the England

and Wales
www.tphbook.dircon.co.uk
British Official Publications resource
www.soton.ac.uk
www.coi.gov.uk
Central Police Training & Development

Agency
Court Service in England & Wales
www.courtservice.gov.uk
Crime and Disorder Act 1998
www.homeoffice.gov.cdact
Crime Prevention CCTV Initiatives
www.homeoffice.gov/crimprev/cctv
Crime Prevention Strategies
www.homeoffice.gov/crimprev/cpindex
Crime Reduction Initiative
www.crimereduction.gov.uk
Criminal Cases Review Commission
www.ccrc.gov.uk
Issue 1 July 2003
111
Criminal Compensation Appeals Panel
www.cicap.gov.uk
Criminal Injuries Compensation Authority
www.cica.gov.uk
Criminal Justice System
www.cjsonline.org
Criminal Records Bureau
www.crb.gov.uk
Crown Prosecution Service
www.crownoffice.gov.uk
www.emergency.com
Drugs Misuse information
www.doh.gov.uk/drugs
Forensic Science Service
www.forensic.gov.uk
Government drugs strategy
www.drugs.gov.uk
Government Information/Communication
Service
www.gics.gov.uk
Her Majestys Courts Service Inspectorate
www.mcsi.gov.uk/home.htm
Her Majestys Inspectorate of

Constabulary
www.homeoffice.gov.uk/hmic.htm
Her Majestys Inspectorate of Prisons
www.homeoffice.gov.uk/hmipris
Her Majestys Stationery Office
www.hmso.gov.uk
HM Prison Service
Home Office
Home Office directorates and lists
Home Office research and statistics

Directorate
Human Rights Unit (Lord Chancellors)
www.humanrights.gov.uk
www.police.uk
Law Commission For England & Wales
www.lawcom.gov.uk
Legal Advice Portal
www.justask.org.uk
Lord Chancellors Department
www.lcd.gov.uk
Magistrates Courts Service Inspectorate
www.met.police.uk
National Association for the Care and

Resettlement of Offenders
www.nacro.org
National Crime Squad
www.nationalcrimesquad.police.uk
National Criminal Intelligence Services

(NCIS)
www.ncis.goc.uk
www.ndh.org.uk
www.nya.org.uk
Official Documents Online
www.official-documents.co.uk
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Issue 1 July 2003
Official Government booklets and

publications
www.ukop.co.uk
Police Advisory Board
www.home.uk.com/pab_review.cfm
Police Complaints Authority
www.pca.gov.uk
Police Information Technology

Organisation
www.pito.org.uk
Public Record Office
www.pro.gov.uk
Review of Criminal Courts
www.criminal-courts-review.org.uk
Serious Fraud Office
www.sfo.gov.uk
Strategic thinking and policy analysis
www.strategy-unit.gov.uk
Youth Justice Board
UK On Line
www.ukonline.gov.uk
Issue 1 July 2003
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Issue 1 July 2003
Unit 15:
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to develop learners understanding of the criminal justice system. This
unit will develop knowledge and understanding of the system by examining how it deals with
offenders. There is a particular focus on young offenders. The unit also allows learners to give
a critical examination of current and developing strategies, at local and national level, aimed at
reducing the number of young offenders.
The unit develops knowledge of the links between groups and behaviour and the agencies
working in the area. Learners will be required to research and review the impact of cross
agency approaches in dealing with young offenders. This should involve a range of agencies eg
Schools, Youth Justice Board, Police, Probation Service, Youth Court (Magistrates), Youth
Offending Unit and Social Services.

1
Examine the composition and roles of the judiciary and magistracy
Explore the issues surrounding the ethical dilemmas in sentencing
Develop, evaluate and review a strategy for the reduction of anti-social behaviour
amongst young people
Investigate the impact of cross-agency approaches in dealing with young offenders.
Issue 1 July 2003
115
Content
Judiciary and magistracy

Judiciary: structure, social composition, processes of appointment, legal standing,
authority, role, influence on policy, accountability, powers, guidelines
Magistracy: structure, social composition, processes of appointment, legal standing,
authority, role, influence on policy, accountability, powers, guidelines
Relationships: between judiciary and magistracy, with state, with government, with other
bodies, government policies to increase controls and impartiality
Ethical dilemmas in sentencing

Sentencing policies: guidelines, issues of seriousness and severity, current policies,
Criminal Justice Act 1991 (sec. 95) key issues and subsequent legislation where relevant
Perspectives on punishment: goals/objectives, effectiveness, justification, deterrence,
reform, prevention, retribution
Sentencing trends: current trends, public confidence, risk management
Costs: available resources physical, human, financial; costs of prosecution, sentencing,
costs of imprisonment, other punishments including eg tagging
Particular groups: criminal justice and gender issues, racial issues, vulnerable people,
young offenders
Strategy for the reduction of anti-social behaviour

Strategy: develop identify risks, risk reduction pre-crime and post-crime, control
measures pre-crime and post-crime; performance targets, review practical application,
performance targets, measurable outcomes, identification of provision, distribution of
effort, feedback loop; evaluate opportunities for improvement, planning, proposing and
implanting changes, analysis of wider impact of strategy
Anti-social behaviour: definition, Law Commission proposals for tackling anti-social
behaviour; legislation eg crime and Disorder Act 1998, Government White Papers eg
Respect and Responsibility Taking a Stand Against Anti-Social Behaviour March 2003
Research: theories on anti-social behaviour, problem identification, cycle of anti-social
behaviour; factors involved in introducing young people to the cycle of anti-social
behaviour, present position, factors leading to crime, target outcome, previous approaches,
agencies involved
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Issue 1 July 2003
Cross-agency approaches
Agencies: probation service, social services, prison service, national agencies eg Alcohol
Concern
When: pre-crime, post-crime, pre-conviction, post-conviction
Who: partnerships available eg Crime and Disorder Patnerships, structures available,
distribution of effort
Approaches: the role of resettling of offenders
Case disposal: cross-agency co-operation
Issue 1 July 2003
117
Outcomes

the ability to:
118
Examine the composition and

roles of the judiciary and
magistracy
Explore the issues

surrounding the ethical
dilemmas in sentencing
Develop, evaluate and review

a strategy for the reduction
of anti-social behaviour
amongst young people

cross-agency approaches in
dealing with young offenders
describe the appointment procedures for judges and

magistrates and their implications for judicial
independence
explain the control and accountability of the

judiciary and magistracy with respect to justice and
punishment
evaluate the policies pursued by government to

enhance measures of control over judicial
impartiality
analyse the key issues that arise from the

implementation of sec.95 of the Criminal Justice
Act 1991, and the impact they have on criminal
justice
critically evaluate the objectives of punishment in a

modern society
explain the relationship between sentencing trends

and public confidence
explain how the costs of prosecution and sentencing

impact on available resources
explain the main factors, which are likely to

introduce young people to the cycle of anti-social
behaviour
explain and analyse and explain the relationship

between those factors above and the factors leading
to crime
develop a strategy to have an impact on those risk

factors
demonstrate the ability to communicate effectively

with the client groups and appropriate personnel
explain the role of agencies involved and analyse

how they are responding to pre-crime, post-crime,
pre-conviction and post-conviction
explain the role of agencies in young offender case

disposal
explain the role of the agencies involved in

resettling the offenders
Issue 1 July 2003
Guidance
Delivery
consultation to relevant areas of public services can all be used to enhance the delivery.
External visits to for example, Magistrates and Crown Courts are an effective way of helping
learners to understand how processes and procedures are put into practice. Visiting speakers
can also be used to forge links with the public services and to widen participation in the
learning process.
Learners will need to gain a knowledge and understanding of the impact made by cross-agency
approaches being used to deal with young offenders. Particular attention must be paid to their
interaction with young offenders and the approaches adopted during the course of their day-today operations.
Assessment
Evidence of outcomes may be in the form of written or oral assignments.
Evidence is likely to be produced at outcome level although opportunities exist for covering
one or more outcomes in an assignment. Evidence of outcomes may be in the form of:
assignments written reports or accounts of findings and the research conducted
research into the legislation, policies and guidelines involved in dealing with offenders
case studies the impact of crime and disorder reduction strategies in local areas, eg rural,
residential and business communities
working with organisations involved in the reduction of crime and the resettling of
offenders
a strategy for the reduction of anti-social behaviour amongst a particular group of young
people.
Links
This unit can be linked successfully with Unit 7: Sociological Aspects of the Public Services,
Unit 8: Psychology and Human Behaviour, Unit 13: Technology and Public Services and
Unit 14: Criminology and Safer Communities.
moral and ethical: when learners are discussing issues surrounding ethical dilemmas in
sentencing
social and cultural: when learners are discussing anti-social behaviour.
Issue 1 July 2003
119
Resources
There are several publications available as listed below, which would be useful research
resources together with the use of a variety of relevant television programmes, deal with the
issues considered in this unit.
Particular reference should be made to the Government internet site www.open.gov.uk, which
offers a great deal of information and advice concerning justice and punishment.
Support materials
Textbooks
where available:
Hudson B Understanding Justice (Open University Press, 1996) ISBN 0335193293
Other publications
Criminal Justice System in England and Wales (Home Office Research and Statistics
Department)
Home Office Statistics publication under sec. 95 of the Criminal Justice Act (1991)
Misspent Youth Young People and Crime (Audit Commission Report, 1996)
Misspent Youth 98 The Challenge of Youth Justice (Audit Commission Report, 1998)
Murray C et al Does Prison Work (Civitas: Institute for the Study of Civil Society, 1997)
NACRO Annual Review
Safer Society (NACRO Publication)
The Governments Crime Reduction Strategy (Home Office Publication)
Websites
www.tsoonline.co.uk
www.apa.police.uk
www.coi.gov.uk
Central Police Training & Development

Agency
Court Service in England and Wales
www.courtservice.gov.uk
Crime and Disorder Act, 1998; Youth

Justice Act, 1999; Criminal Justice Act,
1991
www.hmso.gov.uk
Crime Prevention CCTV Initiatives
www.homeoffice.gov/crimprev/cctv
Crime Prevention Strategies
www.homeoffice.gov/crimprev/cpindex
Crime Reduction Initiative
www.crimereduction.gov.uk
Criminal Cases Review Commission
www.ccrc.gov.uk
Criminal Compensation Appeals Panel
www.cicap.gov.uk
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Issue 1 July 2003
Criminal Injuries Compensation Authority
www.cica.gov.uk
Criminal Justice System
www.cjsonline.org
Criminal Records Bureau
www.crb.gov.uk
Crown Prosecution Service
www.crownoffice.gov.uk
www.emergency.com
Drugs Misuse Information
www.doh.gov.uk/drugs
Forensic Science Service
www.forensic.gov.uk
Government Drugs Strategy
www.drugs.gov.uk
Government Information/Communication
Service
www.gics.gov.uk
Her Majestys Courts Service Inspectorate
Her Majestys Inspectorate of

Constabulary
www.homeoffice.gov.uk/hmic.htm
Her Majestys Inspectorate of Prisons
www.homeoffice.gov.uk/hmipris
www.hmso.gov.uk
www.hmso.gov.uk
Her Majestys Prison Service
Home Office
Home Office directorates and lists
Home Office research and statistics

Directorate
Human Rights Unit (Lord Chancellors)
www.humanrights.gov.uk
www.police.uk
Law Commission For England and Wales
www.lawcom.gov.uk
Legal Advice Portal
www.justask.org.uk
Lord Chancellors Department
www.lcd.gov.uk
Magistrates Courts Service Inspectorate
www.met.police.uk
National Association for the Care and

Resettlement of Offenders
www.nacro.org
National Crime Squad
www.nationalcrimesquad.police.uk
National Criminal Intelligence Services

(NCIS)
www.ncis.goc.uk
www.ndh.org.uk
www.nya.org.uk
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Official government booklets and

publications
www.ukop.co.uk
Official Documents Online
www.official-documents.co.uk
Police Advisory Board
www.home.uk.com/pab_review.cfm
Police Complaints Authority
www.pca.gov.uk
Police Information Technology

Organisation
www.pito.org.uk
Prisons and policies
www.hmprisonservice.gov.uk/news/search.asp
Public Record Office
www.pro.gov.uk
Review of Criminal Courts
www.criminal-courts-review.org.uk
Serious Fraud Office
www.sfo.gov.uk
Strategic thinking and policy analysis
www.strategy-unit.gov.uk
Youth Justice Board
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Unit 16:
Managing Disaster
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to introduce learners to the roles and systems of the emergency services
in the event of a disaster. The unit enables learners to achieve an understanding of the need to
plan, review and update strategies and procedures. Learners will investigate contingencyplanning exercises carried out in advance of a major incident occurring.
The unit also focuses on how incidents are dealt with and their possible effects. It also requires
learners to develop a simulated disaster scenario for use in training exercises. Learners will
design a major disaster, or incident, allocate roles and responsibilities to all the public services
involved in order that the participants can look at ways in which agencies work together to
provide the most effective response. They will also be required to analyse and evaluate the
impact of such a disaster, or incident, on both individuals and the local community.
An appropriate simulated disaster scenario could be developed by reference to recent disasters
and major incidents such as the Cardiff floods, the Clapham rail crash, Flixborough, the capsize
of the Herald of Free Enterprise ferry, the Kings Cross underground fire, Ladbroke Grove
rail crash, Hillsborough Stadium disaster, the Lockerbie air crash, the Towyn floods, Hatfield
rail crash and the Kegworth air crash.

1
Analyse the roles of the emergency services in a range of disaster or major emergency
situations
Investigate the emergency planning system
Develop a simulated disaster scenario
Evaluate the medium- and long-term effects of a given disaster.
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Content
Roles of the emergency services

Roles: definitions, requirements of the event, difficulties encountered which may require
ad-hoc variations, multi-disciplinary requirements
Emergency services: Police, Fire, Ambulance Service, Military, Local Government
Disasters: floods, storms, earthquakes, landslides, air crashes, train crashes, explosions
Command: gold, silver, bronze levels
Legislation: eg Fire Services Act 1971, Appropriation Acts (revised annually), Greater
London Authority Act 1999
Emergency planning system

Planning: to pre-empt disaster, to deal with disasters, to deal with aftermath
Causes of disaster: human error, technological, natural, combination crime scenes
eg terrorist bomb, air crash, corporate manslaughter
Levels: national, local, regional
Roles: national, regional and local emergency planning officers, Emergency Planning
College
Incident exercises: values, purpose, aims, objectives
Responsibilities: roles of organisations involved
Exercises: full simulations, table-top exercises, paper exercises, partial exercises, the value
and need for exercises
Simulated disaster scenario

Scenario: the components that would need to be designed
Design: scenario, which would, if presented as a tabletop exercise, stretch the ability of
emergency service managers in solving the problems presented
Roles: identities and roles of other agencies, voluntary services
Medium- and long-term effects

Medium-term: sociological, individuals, families, local communities, environmental,
emergency service personnel
Long-term: survivors, the bereaved, public services personnel, public
Post-major disaster: eg storm of 1987, floods in 2000, Lockerbie air crash, Paddington
train crash, earthquake in Mexico
Treatment: signs, symptoms and treatment of post-traumatic stress disorder (PTSD),
counselling, lessons to be learned for future prevention
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Outcomes

the ability to:
Analyse the roles of the

emergency services in a
range of disaster or major
emergency situations
Investigate the emergency

planning system
Develop a simulated disaster

scenario
Evaluate the medium- and

long-term effects of a given
disaster
critically evaluate, using video and media evidence,

the role and organisation of the main emergency
services in at least one recent disaster scenario
explain the three levels of command and the

subsequent interrelationship of the emergency
services
explain the causes of three recent disasters and

analyse the variations in role and organisation of the
main emergency services within each disaster
review and evaluate how emergency planning is

undertaken at national and local levels and define
the responsibilities of each organisation involved
critically evaluate the need and value of major

incident exercises
devise a simulated major incident scenario which

would test the ability, in a table top exercise, of all
agencies likely to be involved in such an incident, to
respond to and deal with the situation
explain the respective responsibilities of all agencies

which could be involved in dealing with major
incidents
using examples of past major disasters, in the UK

and abroad, analyse the medium- and long-term
effects of three different disasters on the survivors,
the bereaved, the members of the public services
involved and the environment and consider the
planning considerations for the future
research and analyse the effects and treatment for

post-traumatic stress disorder
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Guidance
Delivery
This unit has a practical focus and encourages personal research and contact with officers from
various public services. This can be achieved by arranging visits to public services to emphasise
the reality of dealing with a major disaster or incident. Visiting speakers can also be used to
forge links with appropriate public services.
Case studies, videos, television news footage, television documentaries, role-play and live data
can be useful in examining the causes of disasters and incidents and highlighting problems to
be solved by the public services.
The design of a major incident scenario could be used for learners to carry out as a practical
exercise as well as offering an opportunity for learners to analyse the planning requirements for
dealing with such a disaster. Discussion groups could be used to analyse and evaluate findings
from a given scenario, with learners being encouraged to identify, and critically comment upon,
the complex problems to be solved by the public services involved.
Assessment
an evaluation from video recordings of the roles and organisation of the emergency services
a critique of the emergency planning system at local, regional and national level
a design for a simulated disaster in table-top exercise form
case study on a recent disaster, using research including interviews and available
documentation, and written with appropriate conclusions and recommendations
an analysis of short, medium and long-term effects of a range of recent disasters.
Critical appraisal is the method most likely to be effective in generating the necessary evidence
by using researched factual material within an academically rigorous submission of evidence.
Presentation can be in assignment or research project form, or as visually-aided oral
presentations.
Links
Management of Health and Safety in Public Services and Unit 11: Stress Management in the
Public Services.
moral and ethical: when learners are discussing the medium and long-term effects of
disasters
social and cultural: when learners are discussing the medium and long-term effects of
disasters.
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Issue 1 July 2003
environmental issues: when learners are discussing the medium and long-term effects of
disasters
health and safety: when learners are discussing the role and responsibilities of the different
public services during major disasters
European developments: when learners are discussing legislation affecting the emergency
services and the environment.

Resources
Resource material should include a copy of a local disaster plan for one or more of the
emergency services as well as local emergency planning department plans.
There are opportunities to include visiting speakers such as emergency planning officers,
emergency service command staff, and voluntary agencies. The following may be of help when
delivering this unit:
publications, videos and training seminars from the Emergency Planning College
www.underoak.co.uk
literature, reports and live data from public services and local authority offices
participation in civil protection exercises
access to emergency facilities
video recordings of actual disasters or media coverage of disasters will be essential.
Support materials
Textbooks
Guide to Emergency Planning (Paramount Publications, 1992) ISBN 094766503X
Wallace W A Management of Disasters and their Aftermath (BMJ Publishing Group,

1994) ISBN 0727908413
Brook R An Introduction to Disaster Theory for Social Workers (Social Work

Monographs, 1990) ISBN 0946751706
Other publications
Emergency Planning Guidance to Local Authorities (HMSO, 4 volumes various dates)
HMSO Dealing with Disaster (HMSO, 1992)
Dealing with Fatalities During Disasters: Report of the National Working Party (Home
Office, 1994)
Great Britain Disasters Working Party: Disasters, Planning for a Caring Response
(HMSO, 1991)
Rescue: A History of British Emergency Services (Channel 4 Television, 1994)
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127
Local Government Finance (England) Special Grant Report (No. 49) (Stationery Office,
1999)
Health and Safety Executive A Guide to the Control of Major Accident Hazards
Regulations 1999 (Sudbury, 1999)
Publications and documents from the Emergency Planning College including:
Emergency Planning College Crisis and the Media (Easingwold Paper No 2, 1991)
Emergency Planning College Lessons Learned from Crowd-Related Disasters

(Easingwold Paper No 4, 1992)
Emergency Planning College Problems Associated with Large-Scale Evacuations

(Easingwold Paper No 5, 1993)
Emergency Planning College A Digest of Some Well-Known Disasters (Easingwold Paper

No 8, 1994)
A Caring Response to Major Disaster
A Co-ordinated Response to Disaster
Home Office Emergency Planning College
N Wales (Towyn) Floods
Response to Civil Disaster
The Clapham Rail Crash
Ambulance UK
Disasters
Fire
Firefighter
In Attendance
On the Bell
Police Review
Websites
Home Office
Emergency Planning for Nuclear Accidents
www.rpii.ie
UK Government Information on Emergencies

and Disasters
www.co-ordinate.gov.uk
Maritime and Coastguard Agency
www.mcga.gov.uk
Emergency Planning Society
www.emergplansoc.org.uk
Association of Ambulance Trusts
www.ambex.co.uk
Emergency Planning College
www.epcollege.gov.uk
British Red Cross Disaster Counselling

Materials
www.redcross.org
Links to Relief Agencies
www.act-intl.org
Information on Major Emergencies
www.nlm.nih.org
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Education in Emergencies and Disasters
www.unicef.org
Department for International Development
www.dfid.gov.uk
Community Safety Site
www.derbyshire-fire-service.co.uk
Road Safety Site
www.herts.police.uk
Royal Society for the Prevention of

Accidents
www.rospa.co.uk
London Emergency Services Liaison Panel
www.leslp.gov.uk
The Fire Service College Morton in Marsh
www.fireservicecollege.ac.uk
National Safety Council
www.nsc.org
Major Airline Disasters
www.airdisaters.co.uk
Tornado and Storm Research Organisation
www.torro.org.uk
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130
Issue 1 July 2003
Unit 17:
Activity Management
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to enable learners to manage public service sector outdoor activities and
residential experiences. The unit will enable learners to recognise the central role of an outdoor
or a residential activity as a training event for personnel drawn from both operational and
support areas across one of the public services.
The unit focuses on the knowledge, skills and understanding required to oversee the
management of an outdoor activity, residential or training event, from the planning stage
through to implementation, review and evaluation. It also highlights the profile of such events
with client groups.
The unit will be achieved through a practical activity as well as through an element of research.
The activity must demonstrate an in-depth knowledge of the theoretical and practical issues
associated with this management function.

1
Investigate relevant legislation and guidelines regarding the management of outdoor

activities and residential experiences
Take part in the strategic planning of outdoor activities or residentials
Demonstrate the ability to manage, review and evaluate outdoor activities or residentials
Investigate the impact of management, leadership and group work skills in the
undertaking of outdoor activities or residentials.
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Content
Legislation and guidelines

Legislation: UK legal and ethical framework of responsibility, licensing, permits,
accreditation, health and safety, site inspection and selection
Guidelines: National Governing Body (NGB), national guidelines, codes of practice,
government circulars, personal and group responsibility, policies in support of people with
particular needs
Strategic planning
Planning: statutory requirements, identification and availability of resources, timescale
planning, critical path analysis, contingency planning, risk assessment and monitoring,
budgeting, liaison with service providers and suppliers
Objective setting: corporate identity, mission statement, strategies, organisational policies
and procedures, external influences, client needs, employee expectations
Manage, review and evaluate

Manage: prioritising workloads, setting work objectives, time management, channels of
communication, allocation of resources both physical and human, delegating responsibility,
co-ordinating and controlling activities, working within organisational constraints and
limitations, meeting objectives
Review: practical application of procedures, the feedback loop, performance standards and
indicators, information gathering, managing quality and monitoring systems, measuring and
correcting performance, problem solving and decision making
Evaluate: identifying opportunities for improvement, planning, proposing and
implementing changes to improve operations, identifying the wider implications of change
within the organisation
Management, leadership and group work skills

Management: structuring tasks and groups, motivating people to work well, directing
operations, co-ordinating the activities of individuals and groups, communicating
instructions and receiving information
Leadership: major categories of styles, effectiveness and appropriateness of each within
different situations, contingency theories, motivation theories, internal and external factors
Group work: identifying stages in group development, group dynamics, group roles and
selection, conflict resolution, decision making, group behaviour and discipline to achieve
goals, internal and external activities
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Issue 1 July 2003
Outcomes

the ability to:
Investigate relevant
legislation and guidelines
regarding the management of
outdoor activities and
residential experiences
Take part in the strategic

planning of outdoor activities
or residentials
Demonstrate the ability to

manage, review and
evaluate outdoor activities or
residentials

management, leadership
and group work skills in the
undertaking of outdoor
activities or residentials
explain the main requirements of the various

statutes affecting the management of outdoor and
residential activities
describe different forms of licensing bodies,

accreditation centres, codes of practice and ethical
frameworks of responsibility in relation to
appropriate national guidelines
explain how outdoor and residential activities can

be adapted in order that people with particular needs
may participate
examine objectives of the activity or residential and

document all research
prepare a plan of events for a given activity or

residential which responds to regulatory and
resource requirements, identifies potential problems
and includes appropriate contingency plans
produce and explain a budget and timescales used

for planning an activity or residential explain the
term risk assessment
prepare a risk assessment plan for a given activity or

residential
explain the appropriate management skills required

to co-ordinate the activities of individuals and
groups
demonstrate the ability to communicate effectively

with client groups and operational personnel
produce appropriate documentation to gather client

feedback
analyse the findings and relate these to the

implementation of future operations
examine and evaluate the skills and attributes

required to manage a group for a given activity or
residential
explain the basis of teamwork and models of

leadership
evaluate the leadership qualities needed to

successfully manage a group undertaking an activity
or residential
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Guidance
Delivery
This is an active unit, which ideally mixes the development of practical experience with
theoretical input. Delivery methods should include lectures, discussions, case studies, videos,
practical workshops, guest speakers, individual tutorials, project supervision and group
tutorials.
Wherever possible, visits to relevant destinations, eg outward bound centres, youth hostels,
management centres and residential facilities are an effective way of enabling learners to fully
understand the planning, management and review of an outdoor activity, residential or training
event. This approach can be applied to all outcomes of the unit.
Direct consultation with specialist personnel from public service organisations can be used to
enhance both delivery and learning. Role-play can be used to enable learners to understand the
difficulties surrounding the provision of services to client groups with a diverse range of needs.
Learners should be encouraged to develop their skills and knowledge in a learning environment,
and then in more realistic settings.
Assessment
In order to achieve evidence for this unit, learners should undertake the planning,
implementation and evaluation of a series of outdoor activities or residentials. These should
differ in nature, scope and size, and provide opportunities for learners to undertake a range of
roles in a practical situation. They should involve both internal and external venues in order to
provide appropriate experience. Evidence of outcomes may be in the form of any of the
following:
a learner information pack, which would involve the learner investigating the relevant
legislation and guidelines regarding the management of outdoor activities and residential
experiences
a written report on a series of practical exercises which require learners to work with a
local public service organisation to plan, run and review outdoor activities or residentials
learners could in small groups or individually, plan and deliver a development and learning
programme as an integral part of a substantial (ie two three day) outdoor activity or
residential experience for a client group similar to themselves
an investigation into the provision of services to client groups with a diverse range of needs
assessed role-playing of the design, implementation, management and review of an outdoor

activity, residential or training event
a reflective logbook and portfolio of documentation generated will provide evidence of

tasks and responsibilities undertaken.
Learners will require close supervision and organised tutor support in order to design an
activity, residential or training event that is realistic and achievable within the scope and range
of the unit. It is recommended that peer, self and client review could form a valuable addition to
tutor observation and assessment.
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Issue 1 July 2003
Links
Management of Health and Safety in Public Services, Unit 9: Equal Opportunities and Unit 18:
Managing Physical Activity.
Unit A2: Manage activities to meet requirements
Unit A4: Contribute to improvements at work
Unit B2: Manage the use of physical resources
Unit B3: Manage the use of financial resources
Unit C8: Select personnel for activities
Unit C10: Develop teams and individuals to enhance performance
Unit D4: Provide information to support decision making
Unit G1: Contribute to project planning and preparation
Unit G2: Co-ordinate the running of projects.

moral and ethical: when learners are discussing the management of individuals during
outdoor activities or residentials
social and cultural: when learners are discussing the management of individuals during
outdoor activities or residentials.
environmental issues: when learners are investigating relevant legislation and guidelines for
the management of outdoor activities and residentials
health and safety: when learners are discussing the management of individuals during
outdoor activities or residentials.

Resources
Learners should obtain information packs and guides on licensed outdoor activity and
residential centres from local authorities and the Adventure Activities Licensing Authority. The
internet provides a number of useful sites (in particular www.aala.org).
There are many monthly publications focused on one or more outdoor activity, whose back
issues form extensive reference material. Some examples include Horizons, High, Canoe Focus,
Footloose and Climber and Rambler.
Issue 1 July 2003
135
Support materials
Textbooks
Dalley S Accommodation for Groups (Backpackers Press, 1997) ISBN 0952338165
Dubost S and Knight P Group Activities for Personal Development (Speechmark

Publishing Ltd, 2001) ISBN 0863883370
Forsyth P Running An Effective Training Session (Gower Publishing, 1994)

ISBN 0566076195
Graham J Outdoor Leadership Handbook (Mountaineers Books, 1997)

ISBN 0898865026
Havens M Bridges to Accessibility (Russell Square House Publishing Ltd, 1996)

ISBN 0840378912
Hickson A Creative Action Methods in Groupwork (Speechmark Publishing Ltd, 2001)

ISBN 0863884075
Jones K Icebreakers (Gulf Publishing Company, 1997) ISBN 0884154076
McCann, Erickson and Windsor The Duke of Edinburghs Award Handbook (Duke of
Edinburghs Award Scheme, 2000) ISBN 0905425154
Other publications
Adventure Activities Licensing Authority (Cardiff) Guidance Documentation on the

Above Legislation
Adventure Education The Outdoor Source Book
Christopher E and Smith L Leadership Training
HMSO Publishing Five Steps to Risk Assessment (Health and Safety Executive)
HMSO Publishing The Activity Centres (Young Persons Safety Act) (1995)
HMSO Publishing The Adventure Activities Licensing Regulations (1996)
Hunt J Ethical Issues in Experiential Education
Hunt J and Hitchin P Residential Course Planner
Nicholls D Health and Safety Manual
Ogilvie K Leading and Managing Groups in the Outdoors
Parker G and Kropp R Team Building: A Source of Activities for Trainers
SCOPE Leisure and Outdoor Activities: Safety Guidelines
Smart Dr P Evaluating Training
St John Ambulance, British Red Cross First Aid Manual Volume 7 (Dorling Kindersley,
2002)
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Issue 1 July 2003
Canoe Focus
Climber
Footloose
High
Horizons
Rambler
Websites
Adventure Activities Licensing Authority
www.aala.org
Association for Outdoor Learning
www.adventure-ed.co.uk
Black Mountain Activities
www.blackmountain.co.uk
British Red Cross
www.redcross.org.uk
Department for Employment and Education
www.dfee.gov.uk
Devon County Council
www.devon-cc.gov.uk
Ecotravel
www.ecotravel.com
www.hse.gov.uk
Mountain Gear
www.mgear.com
National Parks of the Southwest
www.swparks.com
Outdoor Channel
www.outdoorchannel.com
Outdoor World Magazine
www.basspro.com/medial.com
St John Ambulance
www.sja.org.uk
The Duke of Edinburghs Award
www.theaward.org
The Stationery Office
www.ukstate.com
World Outdoor Web
www.w-o-w.com
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Issue 1 July 2003
Unit 18:
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to develop learners understanding of the issues relating to physical
fitness in the public services. The unit has a practical focus that provides learners with the
opportunity to identify the differing standards of fitness required for continuing employment in
the various public service organisations.
This unit will allow learners to examine the principles of fitness training methods, design a
fitness programme for a specific public service role and evaluate its overall effectiveness.
Learners will further apply their knowledge and understanding by undertaking an analysis of
how effective physical fitness programmes can benefit individual public services in general.

1
Describe and compare fitness needs for public service personnel in their different roles
Examine the components of physical fitness and explain the principles of the various
fitness training methods
Create a fitness programme suitable for a specified role in a public service and evaluate its
effectiveness
Explore how the implementation and use of effective physical fitness programmes can
benefit the public services.
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139
Content
Fitness needs
Public service fitness requirements for recruits: strength, power, flexibility, stamina, speed
and agility; testing procedures for these areas and norms
Specific public service roles: eg firearms officer, paratrooper, marine, firefighter
The fitness needs for those roles: eg physical, mental, environmental and situational
demands on individuals fitness
Components of physical fitness

Fitness training principles: overload, specificity, variation, adaptability, reversibility
applied to intensity, duration frequency and progression
Fitness and the individual: gender, body type eg mesomorphic, composition of muscle for
anaerobic and aerobic exercise, personality
Types of fitness training programme: interval, fartlek, pyramids, plyometrics, long,
continuous, circuits, stretching, resistance
Fitness programme
Measuring fitness components: testing procedures for multi-stage fitness test, cooper,
estrand, sit and reach, standing broad jump, sergeant jump, back extensions, chin-ups
Exercise prescription and programme planning: group or individual programme, rewards
and incentives, instruction style and quality including motivation; goal setting to achieve
targets
Causes of injuries whilst at work and training: job fatigue, safety, unfit for job
requirements, over-worked and over-training; controversial and high risk
exercises/activities, use of training equipment and free weights
Methods of preventing injuries: safety guidelines, risk assessment, warm up, cool down,
specific training and rest periods
Effective physical fitness programmes

Physical and mental support: motivation, encouragement, awareness of others, competition
Self-defence training programmes: building confidence, reaction to others and environment
Barriers to effective training programmes: eg shift work, stress at work, personality
Benefits of effective training programmes: increased fitness levels, muscle tone, reaction
time, and concentration, decreased fatigue, weight, resting heart rate
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Issue 1 July 2003
Outcomes

the ability to:
Describe and compare fitness

needs for public service
personnel in their different
roles
Examine the components of
physical fitness and explain
the principles of the various
fitness training methods
Create a fitness programme

suitable for a specified role in
a public service and evaluate
its effectiveness
Explore how the

implementation and use of
effective physical fitness
programmes can benefit the
public services
describe the physical fitness requirements of recruits

for at least two public services
analyse and compare the fitness requirements of at

least three different public service roles
describe the various components of physical fitness

training
explain the important features of the principles of

fitness training
evaluate the benefits of using a variety of fitness

training methods
analyse fitness levels achieved in a public service

fitness training programme
develop a fitness programme for a specific role

within the public services
identify possible injuries to public service personnel

and evaluate strategies for their prevention
evaluate the benefits of effective physical fitness

programmes for the public services
explain how the public services could develop

fitness training in the future
evaluate and compare the welfare structures in at

least two public services
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141
Guidance
Delivery
This is an active unit that ideally mixes the development of practical experience with
theoretical input. Delivery methods should include formal lectures, case studies, videos, roleplay, individual tutorials, practical workshops, project supervision and group tutorials.
Learners must be encouraged to actively contribute to their own learning experience through
discussion seminars and through practical experience in researching and compiling a fitness
programme for a specified role in a public service.
Liaison with fitness specialists drawn from local and national public services is highly
recommended. Wherever possible visits to relevant public service organisations to observe, and
take part in, fitness programmes would be highly valuable. Guest speakers should be invited to
add relevance and validity.
Assessment
The following examples of evidence are suggestions, included as a guide to possible methods of
evidence collection. We encourage the integration of assignment methods wherever possible.
Evidence of outcomes may be in the form of any of the following:
a group research assignment, which demonstrates the fitness needs of personnel employed
in the public services
a case study, which explores the components of physical fitness and demonstrates the
principles of training
a presentation of the results of action research on the value of various fitness training
methods
a role-play, which evaluates fitness levels and demonstrates strategies for injury prevention.
Links
Human Resources in the Public Services and Unit 17: Activity Management.
This unit also relates directly to units in the NVQ level 4 in Management, particularly
Unit C10: Develop teams and individuals to enhance performance.
environmental issues: when learners are discussing environmental and situational demands
on an individuals fitness
health and safety: when learners are studying all aspects of this unit.
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Issue 1 July 2003
Resources
This unit can be delivered in a variety of ways. Case studies, videos, relevant television
programmes, student-centred learning and live data can all be used to enhance the delivery and
learning within this unit. Access to physical fitness training equipment is important, either onsite or through arranged visits.
There are many monthly publications focused on personal fitness programmes, whose back
issues form extensive reference material. Some examples include FHS Faster, Higher,
Stronger; Leisure Manager; Leisure Management and Sport Psychology.
Support materials
Textbooks
Bean A The Complete Guide to Sports Nutrition (A & C Black, 2003) ISBN 0713667419
Blaxter M Health & Lifestyles (Routledge, 1990) ISBN 0415001471
Day E and Day K Sports Fitness for Women (Batsford, 1986) ISBN 0713446927
Eshuys J (et al) Fundamentals of Health and Physical Education (Heinemann, 1991)
ISBN 0435130005
Farrally M An Introduction to the Structure Of The Body (Coachwise, 1995)

ISBN 1850601690
Grisogono V Sports Injuries: A Self-Help Guide (John Murray, 1989) ISBN 0719541115
Howley E T and Franks D B Health Fitness Instructors Handbook (Human Kinetics,

1997) ISBN 0873229584
Keay W Duke of Edinburghs Award: Expedition Guide (Ordnance Survey, 1995)

ISBN 0319008967
Marieb E Essentials of Human Anatomy & Physiology (Benjamin Cummings, 2002)

ISBN 0805353852
Ostrow A C Directory of Psychological Tests in the Sports and Exercise Sciences

(Fitness Information Technology, 2002) ISBN 1885693400
Rosser M Body Fitness and Exercise (Hodder and Stoughton, 2001) ISBN 0340789565
Sprunt K An Introduction to Sports Mechanics (National Coaching Foundation, 1996)

ISBN 0947850392
Watson A W S Physical Fitness and Athletic Performance (Longman, 1996)

ISBN 0582091101
FHS Faster
Higher
Leisure Management
Leisure Manager
Sport Psychology
Stronger
Issue 1 July 2003
143
Websites
The following websites may be useful:
British Olympic Association
www.olympics.org.uk
Department for Culture, Media and Sport
www.culture.gov.uk
Fitness Resource
www.netsweat.com
Sports Media physical education for everyone
www.sports-media.org
The Virtual Library of Sport
www.sportsvl.com
Which independent magazine
www.which.net
144
Issue 1 July 2003
Unit 19:
Learning hours:
60
NQF level 4:
Description of unit
This unit aims to develop learners basic technical skills in land and water-based outdoor
activities. Through participation in a range of outdoor skills training, learners will become
aware of, and begin to develop, the technical competencies that are required in the safe
management of groups in the outdoors. Learners will understand the key issues essential to
personal safety when participating in outdoor activities. They will consider these safety issues
and their impact upon planning schedules, decision-making processes, and end decisions.
Learners will demonstrate competence in basic first-aid skills, and consider the changing
dynamics of administrating first aid and managing emergency procedures in the outdoors.
Learners will also develop an understanding of the tools and frameworks used to critically
evaluate themselves and others in the context of skill development in outdoor activities. They
will complete a personal outdoor skills audit and within this understand the learning processes
involved in the development of skill acquisition. Finally learners will complete an action plan
for continued personal skill development. This will allow them to evaluate their current skill
level in a variety of outdoor-based skills and identify personal progression in outdoor-based
skill development.

1
Demonstrate basic skills and techniques in water-based activities
Demonstrate basic skills and techniques in land-based activities
Examine the key issues in maintaining personal safety in an outdoor adventurous

environment
Evaluate personal skill development in outdoor adventurous activities.
Issue 1 July 2003
145
Content
Water-based
Kayak: basic flat-water kayak strokes, safety techniques eg kayak rescues, eskimos rolls,
river grading, analysis of strokes, handling of craft
Sailing: handling of craft, basic sailing skills, safety techniques eg rescue and self
assistance, rules of the road, weather and wind conditions, coastal environment, tidal
systems
Selection of equipment: appropriate equipment choice, safe management and storage of
equipment, hazards of using equipment
Water-based journey: journey planning, sustained skill performance, proficient use of
equipment, managing self effectively, environmental awareness, efficient route finding,
awareness of group, effective decision making
Land-based
Navigation: map-reading skills, use of different maps, use of compass eg taking bearings,
walking on bearings, navigation across varying terrain, micro-navigation skills eg
identifying contour features, relocating position, pacing
Climbing: belaying techniques, climbing route choice, basic rope work and rope care,
various single pitch climbing, various indoor wall climbing, competence in basic climbing
skills, awareness of climbing hazards
Selection of equipment: appropriate equipment choice, safe management and storage of
equipment, hazards of using equipment
Overnight expedition: route planning, wild camping skills, proficient use of equipment,
managing self effectively, environmental awareness, competence across different terrains,
efficient route finding, awareness of group, effective decision making
Maintaining personal safety

Personal safety planning: sources of reference eg guide books, national governing bodies,
periodicals, magazines; understanding of route cards and similar planning tools,
identification of limiting factors, interpretation of risk factors
Decision making: consideration of factors such as weather, ability level, equipment, fitness,
health problems and limitations, speed of change of variables, ability to manage risk
assessments.
First aid/emergency procedures: knowledge of appropriate procedures eg place and people,
demonstrating competent decision making, appropriate use of emergency equipment,
awareness of risk factors of outdoor environment eg weather, hypothermia, emergency
distress signals
146
Issue 1 July 2003
Personal skill development

Personal outdoor skills audit: evaluation of actual skill level, using self, peer and tutor
assessment against agreed criteria and alignment with governing body skill assessment
guidelines eg Mountain Walking Leader Training Board (MLTB), British Canoe Union
(BCU)
Outdoor skill development and acquisition: learning styles, aspects of skill acquisition,
stages of skills learning and progression, Kolbs learning cycle
Action plan: objective setting using SMARTER goals, building engrams and cognitive
processing, attitudes to learning, progression of skills learning, awareness of governing
body skills assessment criteria eg MLTB, BCU
Issue 1 July 2003
147
Outcomes

the ability to:
148
Demonstrate basic skills and

techniques in water-based
activities
Demonstrate basic skills and

techniques in land-based
activities
Examine the key issues in

maintaining personal safety
in an outdoor adventurous
environment
Evaluate personal skill

development in outdoor
adventurous activities
demonstrate core competencies in managing self

safely in different water-based environments
demonstrate a range of basic kayak skills on flat

water
demonstrate a range of basic sailing skills
select appropriate equipment for a range of waterbased activities
plan and carry out a water-based journey
demonstrate core competencies in managing self

safely across different outdoor terrain
demonstrate a range of basic skills in effective

navigation
demonstrate a range of basic skills in climbing

safely
select appropriate equipment for mountain-based

expeditions and single pitch climbing
plan and carry out an overnight expedition
plan effectively a wide range of outdoor-based

activities and journeys
demonstrate effective decision making when

participating safely in outdoor activities
demonstrate First Aid key competencies
demonstrate knowledge of emergency procedures in

a wide range of outdoor activities
produce a personal outdoor skills audit
analyse the stages of outdoor skills development
evaluate the learning process of outdoor skills

acquisition
produce an action plan for continued personal

outdoor skills development
Issue 1 July 2003
Guidance
Delivery
The unit provides the underpinning level of technical skills in outdoor activities that need to be
achieved when working in an outdoors adventurous environment. This unit should, therefore,
engage learners in their own skill development and be managed at the appropriate pace for
individual learning needs. The teaching approach should ensure that, alongside teaching
physical skills, care and attention is given to the psychological safety of participants. If the
progression of skills is introduced too rapidly, learners will fail to gain the underpinning
confidence and motivation required to continue skill development, as required in outdoor
adventurous activities.
Alignment with National Governing Body Awards may be appropriate, however, this should
not provide the focus for achievement in this unit. Instead the core competencies required in
approaching participation in a wide range of outdoor activities should be achieved, for example
personal safety, equipment choice, evaluation of personal skill, and appropriate skill
development.
It would be useful for learners to consider risk assessment issues in the outdoor activities they
participate in. This will give them an understanding of how outdoor adventurous activities can
be managed safely. Although this unit is about individual performance, the dynamics of the
groups process still need to be attended to, and it would also be useful for learners to translate
their own experience of learning outdoor skills to approaches taken to teaching in an outdoor
environment.
Assessment
Learners should develop practical outdoor skills in a variety of outdoor-based activities. They
should demonstrate an ability to themselves competently and safely in a variety of outdoor
adventure environments. This should include at least one land-based and one water-based
activity. They should be aware of the variety of factors that affect the completion of outdoor
activities.
Learners should be demonstrating a growing level of understanding and confidence in the
performance of outdoor skills, alongside detailed awareness of the changing dynamics of a
variety of outdoor adventurous environments. This unit is essentially practical and an
appropriate assessment may include a learning log, which would contain an initial assessment,
comments on skill development and a concluding action plan with appropriate goals. Alongside
this would be a written assignment that gives a detailed plan of a land-based expedition or
water-based journey. This would then ensure that learners are not just assessed merely on their
physical competence. This would also allow learners to demonstrate, along with skill
performance, competence in the stages of effective planning strategies, equipment choice, risk
assessment and decision-making skills.
In the acquisition of outdoor skills learners should demonstrate an ability to break down skill
development into progressive stages and evaluate their own levels of skill learning. They
should be able to demonstrate an ability to manage themselves independently in a variety of
outdoor environments. This requires them to make appropriate equipment choices, appropriate
choices of outdoor venues, and an ability to be self-sufficient.
Issue 1 July 2003
149
Learners should examine the variety of National Governing Body Awards that provide
qualifications in outdoor activities and consider their own skill competencies in correlation to
these skill and assessment criteria. Learners would benefit from completing a recognised firstaid qualification and need to demonstrate knowledge of how first aid techniques are managed in
outdoor adventure environments. Where appropriate, learners may work towards the
achievement of National Governing Body Awards, however, this should not become the key
goal of this units study.
Links
environmental issues: when a learner is planning and carrying out overnight expeditions
health and safety: when learners are studying all aspects of this unit.

Support materials
Textbooks
Andrews R. Dinghy Sailing (Crowood, 1995) ISBN 1852239018
Annat M Canoeing: The Outward Bound Handbook (Ward Lock, 1995)

ISBN 0706373081
Bond B The Handbook of Sailing (Pelham Books, 1992) ISBN 0720720168
Fyffe A and Peter I The Handbook of Climbing (Pelham Books, 1997) ISBN 0720720540
Graham J Outdoor Leadership: Technique, Common Sense and Self-confidence (Seattle:

The Mountaineers, 1997) ISBN 0898865026
Goddard D and Neuman U Performance Rock Climbing (Stackpole Books, 1994)

ISBN 0811722198
Keay W Land Navigation (Ordnance Survey, 1994) ISBN 0319008452
Mcneill C, Cory-Wright J and Renfew T Teaching Orienteering: Human Kinetics

(Harvey House Publications, 1997) ISBN 0880118040
Rowe R Canoeing Handbook (Bromley Books) ISBN 0953139565
Videos
British Mountaineering Council: Climbing Rock
British Mountaineering Council: Safety on Mountains
150
Issue 1 July 2003
Canoe Focus
Canoeist
Climber
High
Horizons
Websites
The British Mountaineering Council
www.thebmc.co.uk
Royal Yachting Association
www.rya.org.uk
Issue 1 July 2003
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152
Issue 1 July 2003
Unit 20:
Learning hours:
60
NQF level 4:
Description of unit
This unit is designed to give an over arching view of the arts and entertainment industry with a
particular emphasis on the management, operation and funding of live performance. The unit
explores the industrys dynamic structure through an identification of trends in the public,
private and voluntary sectors involvement in the world of the arts and entertainment. A range
of activities and venues and the corresponding levels of public usage and support are explored.
This will provide the learner with an insight into the management and operation of a range of
activities and venues; the influence of contrasting financial practices and the underlying trends
in all three sectors of the arts and entertainment industry.
This unit has links with professional qualifications such as the Institute of Leisure and Amenity
Management Certificate and Diploma.

1
Investigate the range of activities offered by the public, private and voluntary sectors
Examine the influence of contrasting financial practices
Examine the management and operation of different types of venues
Investigate current and future trends in the arts and entertainment industry.
Issue 1 July 2003
153
Content
Range of activities
Activity: by type eg public, private, voluntary; by performers eg professional, semiprofessional, amateur; by venue eg venue-specific, touring, festivals; by art forms eg live
performance including music, opera, theatre, dance, cabaret, comedy; visual arts and
crafts eg exhibitions; film and video eg recording, photography
Audiences: national usage figures, age and socio-economic breakdown, spectator and
participatory activity, widening choice
Venues: dedicated spaces eg theatres, concert halls, arts centres, clubs, cinemas, galleries;
non-dedicated spaces eg streets, schools, pubs, homes, outdoor spaces, community halls;
urban rural provision
Contrasting financial practices

For-profit sector: (private) areas of provision eg cinemas, West End theatre, popular music
and recording industry, bingo, television, clubs; opportunity-led provision, commercial
sponsorship
Not-for-profit sector: (public and voluntary) the role of the Government and funding
agencies, non-statutory provision, Arts Council, regional arts boards, local authorities,
voluntary organisations eg 'Friends'; principles of revenue and capital subsidy, the National
Lottery, arts sponsorship; direct and indirect economic benefits
Management and operation

Influences: status ie for-profit, not-for-profit; direction eg programming, scheduling;
administration eg staffing, budgeting, resource planning
Audience and performance needs: front-of-house operations, box office, security, cleaning
and maintenance, catering and bars, technical and production staff, performers
Marketing needs: publicity, promotion, point-of-sale, media relations
Current and future trends

Employment: managerial and supervisory levels in each sector; marketing, technical,
production, administration
Future trends: purpose-built, multi-purpose facilities, partnership funding, commercial
approach to management, new technologies, cultural provision as part of major
international sports events
154
Issue 1 July 2003
Outcomes

the ability to:
Investigate the range of

activities offered by the
public, private and voluntary
sectors
Examine the influence of

contrasting financial
practices
Examine the management

and operation of different
types of venues
analyse the scope of the industry, differentiating and

comparing sectors
classify the range of performing arts and

entertainment activities against their audience
profiles and venues
explore audience backgrounds and levels of support

for arts and entertainment activities, in particular
why significant changes in such support have
occurred
explain how these findings influence the way in

which activities are produced, where they are put on
and how they are distributed to the public
describe the broad scope of the sectors contribution

to the national economy
describe the principles of capital and revenue in the

industry
compare contrasting types of commercial operation

within the industry
define the roles of national, regional and local

funding agencies and authorities including the role
of commercial and private sponsorship in the notfor-profit sector
examine the relationship between types of arts

production and the manner in which they are funded
explain why management and operational strategies

differ between types of venue, given differences in
revenue generation and other constraints
explain how areas of work and responsibility are

allocated to ensure effective venue administration
and direction and how sector activity affects such
practice
analyse how the needs of audiences and

production/performance personnel affect current
management practice
describe the main promotional and advertising

methods used by the industry
Issue 1 July 2003
155
156
Investigate current and

future trends in the arts and
entertainment industry
analyse current opportunities and future trends in

the employment market
identify possible future changes in the funding

arrangements, both capital and revenue, for arts and
entertainment facilities
describe the changing nature of facility design and

construction
explain possible changes in the management

regimes in arts and entertainment complexes of the
future
Issue 1 July 2003
Guidance
Delivery
This unit uses both primary and secondary research methods, project-based enquiries, case
study discussion and contact with arts practitioners and managers. This will enable the learners
to understand and explain the context within which arts practitioners operate.
It is advisable for research and analysis to be undertaken at two levels. It is important that at the
national level statistics such as participation rates by age gender and socio-economic grouping
are identified and analysed. The complex nature of the industry however, means that obtaining
such findings is time consuming and it is suggested that this work should be carried out in
teams with information pooled.
At the local level learners could concentrate individually on the investigation of one or two
contrasting local venues and that the subsequent analysis of findings is undertaken within the
over arching context of the national arts and entertainment industry.
Assessment
Assessment could be of a formative inter-linked nature to enable learners to develop and build
upon the knowledge and skills identified in the learning outcomes.
Assessment should be structured to allow and encourage learners to become engaged in both
the national and local contexts of the arts and entertainment industry. Assessment could include
opportunities such as:
the national context through examination of nationally collated statistics (DCMS Annual
Reports, Leisure Tracking Survey, the Henley Centre, Target Group Index, BMRB
International, General Household Survey etc)
material accessed through contacts with the industry and/or professional bodies eg site
visits, visiting speakers etc
the use of local facility and activity managers and practitioners who are willing to give a
practical value added dimension to the theory base.
Links
moral and ethical: when learners are examining and discussing financial practices in the
arts and entertainment world
social and cultural: when learners are investigating the range of activities offered by all
providers in the arts and entertainment world.
Delivery of this unit can also raise learners awareness of, environmental issues and European
developments consistent with relevant international agreements in the following ways:
environmental issues: when learners are discussing venues for arts and entertainment
European developments: when learners are discussing future trends in the arts and
entertainment world.
Issue 1 July 2003
157

Resources
There are many publications focused on Arts and Entertainment such as:
local and national press
company, agency, venue reports eg SWET, Arts Council, RABs, BBC
local authority information eg economic development, tourism and visitor material
professional bodies eg ILAM, EAM, LA
Charitable Trust publications eg Carnegie, Gulbenkian, Rowntree
statistics provided by eg DCMS Annual Reports, Leisure Tracking Survey, the Henley
Centre, Target Group Index, BMRB International, General Household Survey etc.
Support materials
Textbooks
Pick J and Anderton M Arts Administration (Spon Press, 1995) ISBN 041918970X
Waters I Entertainment, Arts and Cultural Services (Longman, 1994) ISBN 0582239052
Torkildsen G Leisure and Recreation Management (Spon Press, 1999)

ISBN 041922940X
Leisure Manager
Leisure Management
NME
Sight and Sound
The Stage
Websites
24-hour museum information
www.24hourmuseum.org.uk
Arts Council
www.artscouncil.org.uk
Department for Culture, Media and Sport
www.dcms.gov.uk
Institute of Leisure and Amenity Management
www.ilam.co.uk
Rank Group
www.rank.com
Regional Arts Organisations
www.arts.org.uk
Whats On
www.whatson.com
Yellow Pages
www.yell.co.uk
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Issue 1 July 2003
Unit 21:
Heritage Management
Learning hours:
60
NQF level 4:
Description of unit
The aim of this unit is to investigate heritage management and its role within the leisure sector.
Through this unit learners will gain an awareness of definitions of heritage, the organisations
involved in the management of heritage, the role and importance of interpretation within the
heritage industry and issues relevant to the heritage sector.

1
Investigate heritage within the contexts of natural, constructed and cultural resources
Explore the role of heritage attractions within the leisure industry
Examine the ownerships and organisations involved in the heritage industry
Explore the role of interpretation within the heritage industry.
Issue 1 July 2003
159
Content
Natural, constructed and cultural resources

Heritage: definitions of heritage, and analysis of its importance and interest
Natural: aspects of heritage including landscape, coastlines, national parks, forests,
woodlands, wildlife, other habitats; the impact of the leisure industry on the conservation
and sustainability of such sites
Constructed: the built heritage environment eg museums, buildings, monuments, artefacts,
archaeological sites, transport and industrial heritage
Cultural heritage: the role of the heritage industry in shaping and sustaining cultural
identity; regional and national costume, song, dance, folklore and language
Role of heritage attractions

The use of heritage: education, research, recreation, entertainment
Importance: visitor levels and usage rates for exemplar sites, the overall status of heritage
as a leisure activity, income generation
Conflicts of interest: access versus conservation, erosion, impact of visitors on sites and
their immediate environments, the presentation of culture to visitors
The future of heritage: the conservation threats imposed by further growth, the potential
role and impact of new technologies eg virtual reality
Ownerships and organisations

The ownership of heritage: sites in public and private ownership, their objectives and
income generation, their role in education and conservation; control of access and
preservation of cultural heritage; the role and operation of charitable trusts
Organisations: structure and broad remits of the National Trust, government agencies,
quangos and voluntary bodies eg the Civic Trust, Environment Agency, the Countryside
Commission, the National Parks, wildlife trusts, government departments, regional/local
authority departments and specialist conservation groups
Roles and responsibilities: funding, advisory and legislative roles of relevant organisations;
inter-relationships between heritage organisations
Role of interpretation
Interpretation: importance of interpretation to the visitor experience; the relevance of a
thematic approach to interpretation
Media for interpretation: published material, audio-visual, interactive technology, drama
and role-play, audio and other sensory techniques
Meeting audience needs: the importance of establishing audience needs for effective
interpretation; language levels, combination of interpretative media to achieve appropriate
effects
160
Issue 1 July 2003
Outcomes

the ability to:
Investigate heritage within the

contexts of natural,
constructed and cultural
resources
Explore the role of heritage
attractions within the leisure
industry
Examine the ownerships and
organisations involved in the
heritage industry
Explore the role of

interpretation within the
heritage industry
define the term heritage and categorise a range of

examples
evaluate potential conflicts between leisure

activities and the conservation of heritage resources
analyse the importance of heritage as a leisure

activity
evaluate the potential role and impact of technology

on the heritage industry
identify different forms of ownership within the

heritage industry
explain the roles of a range of organisations

involved in the management of heritage sites
summarise the structures of key heritage

organisations and their inter-relationships
describe the role of interpretation within the

heritage industry
evaluate the various media relevant to interpretation
prepare a basic interpretation plan for a specific

heritage site which takes into account potential
audiences and their needs
Issue 1 July 2003
161
Guidance
Delivery
Much of the background information required for this unit can be delivered through lectures
and seminars This should include a wide range of heritage case studies to help emphasise the
diversity of the sector and the variety of organisations involved in the management of heritage.
The delivery programme should include as many site visits as possible so that learners can be
encouraged to evaluate a range of approaches to conservation and interpretation in practice.
The nature of the unit content also permits a wide range of opportunities for independent
research.
Using a case study approach within the assignment will promote the development of skills of
analysis and synthesis. The consideration of issues such as conservation versus access within
the unit is an ideal mechanism for developing analytical and critical skills.
Assessment
This unit could be assessed through the presentation of a comparative study of two heritage
sites, one to be taken from each of two of the identified contexts.
The presentation could be in written format, or delivered orally. Where an oral presentation is
used as the basis for assessment, the learner should submit relevant supporting material,
including an account of research sources.
Whichever form of submission is used, the following areas should be included in the study:
categorisation of the sites being compared
an analysis of the scale of the sites in terms of their role as visitor attractions and their
contribution to local economies
potential conflicts between leisure activities and the sustainability of the sites and their
local environments
the impact of the different forms of ownership on the sites
an outline of the heritage management organisations relevant to the sites and their potential
contribution to their management and development
an evaluation of existing forms of interpretation used in the sites, and a plan outlining their
improvement using a range of media.
Links
spiritual: when learners are discussing the role of heritage attractions
moral and ethical: when learners are examining the ownership of a range of heritage sites
social and cultural: when learners are discussing cultural heritage.
162
Issue 1 July 2003
Delivery of this unit can also raise learners awareness of, environmental issues in the
following ways:
environmental issues: when learners are investigating the role of heritage in, for example,
education and conservation, access versus conservation, erosion and threats to the future of
heritage.

Resources
Textbooks
where available.
Ashworth G and Howard P (eds) European Heritage Planning and Management

(Intellect Books, 1999) ISBN 1841500054
Goodey B Heritage Interpretation Management (John Wiley and Sons, 1997)

ISBN 0471971200
Hall CM and McArthur S Integrated Heritage Management (The Stationery Office

Books, 1998) ISBN 0471974048
Hooper-Greenhill E Museums and their Visitors (Heritage: Care and Management)

(Routledge, 1994) ISBN 0415068576
Merriman N Beyond the Glass Case: the Past, the Heritage and the Public (University of
London Institute, 2000) ISBN 0905853377
Videos
English Heritage: Living History
English Heritage: Protecting our Past
English Heritage: Sitework:
English Heritage: The Past Replayed
English Heritage: Role Up
Fulcrum/Channel 4: Using Museums
National Trust: A Watching Brief
National Trust: Keeping House
Websites
Many relevant heritage management organisations have their own websites, for example:
Castle Howard
www.castlehoward.co.uk
Longleat
www.longleat.co.uk
Shakespeares Stratford
www.stratford.co.uk
Issue 1 July 2003
163
In addition most major heritage sites have their own websites, for example:
English Heritage
www.english-heritage.org.uk
The Heritage Lottery Fund
www.hlf.org.uk
The National Trust
www.nationaltrust.org.uk
164
Issue 1 July 2003
Annex A
Qualification codes
Each qualification title, or suite of qualification titles with endorsements, is allocated two
codes, as are the individual units within a qualification.
QCA codes
The QCA National Qualifications Framework (NQF) code is known as a Qualification
Accreditation Number (QAN). Each unit within a qualification will also have a QCA NQF unit
code.
The QCA qualification and unit codes will appear on the learners final certification
documentation.
The QANs for qualifications in this publication are:
100/3054/2 Edexcel Level 4 BTEC Higher National Certificate in Public Services
100/3059/1 Edexcel Level 4 BTEC Higher National Diploma in Public Services
Edexcel codes
The Edexcel codes enable approval, registration, assessment and certification, they will appear
on documentation such as the Student Report Form (SRF) and the programme definition. The
Edexcel codes are not provided in this publication. The Edexcel codes will link automatically to
the QCA codes for certification purposes.
QCA and Edexcel codes

All QCA and Edexcel qualification and unit codes will be published in a booklet, which will be
made available on the Edexcel website. It will provide a comprehensive catalogue of all the
qualifications and units available to centres. It will be useful for centres when making future
decisions about centre choice units.
Issue 1 July 2003
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166
Issue 1 July 2003
Annex B
Qualification Requirement for BTEC Higher Nationals in Public Services
This Qualification Requirement should be read in conjunction with overarching guidance from
Edexcel.
Rationale
BTEC Higher Nationals using the title Public Services should be developed to focus on:
providing education and training for a range of careers in public services
providing opportunities for public services employees to achieve a nationally recognised

level four vocationally specific qualification
providing opportunities for full-time learners to gain a nationally recognised vocationally

specific qualification to enter employment in public services or progress to higher
education vocational qualifications such as a degree in Public Services or a related area
such as Criminology, etc
developing the knowledge, understanding and skills of learners in the field of public
services
providing opportunities for learners to focus on the development of higher level skills in a
public services context
providing opportunities for learners to develop a range of skills and techniques and
attributes essential for successful performance in working life.
Aims of the qualification

Qualifications in Public Services meet the needs of the above rationale by:
equipping individuals with knowledge, understanding and skills for success in employment
in the public services
enabling progression to an undergraduate degree or further professional qualification in

Public Services or a related area such as Criminology
providing opportunities for specialist study relevant to individual vocations and contexts
to support individuals employed or entering employment in the public services
developing the individuals ability in the public services through effective use and
combination of the knowledge and skills gained in different parts of the programme
developing a range of skills and techniques, personal qualities and attributes essential for
successful performance in working life and thereby enable learners to make an immediate
contribution to employment
providing flexibility, knowledge, skills and motivation as a basis for future studies and
career development in public services.
Issue 1 July 2003
167
Mandatory curriculum
Managing people in public services: examining and analysing the public services,
investigating the reasons for preferred hierarchical structures in both uniformed and nonuniformed services. The cultures commonly found within both uniformed and non-uniformed
public services should be examined and explanations sought for their origins, in turn offering
the opportunity to explore why public services are different to other organisations. Centralising
around the importance of people as a key resource, and how this fits within the context of
employment legislation and the processes and procedures commonly used in the public
services. The exploration of the range of management skills and techniques required to work
effectively within both uniformed and non-uniformed public services should be included.
Quantification within management approaches is emphasised together with the issues
surrounding psychometric testing of employees. Exploring the concept of leadership within a
management context and the need for different approaches and management skills for both
uniformed and non-uniformed services, according to the context and personnel involved.
Financial resources in public services: introducing learners to the issue of funding and its
importance to public service organisations as well as the financial constraints placed on public
service organisations. Providing a general overview of funding sources and the issues which
influence funding. Examining the sources of finance and learning how to interpret and use
financial information in the day-to-day management of public service organisations will
develop the learners ability to identify sources of financial information and how these can be
used in the decision-making process. Examine financial control within the services and how the
external influences and requirements for financial accountability are managed. Understanding
of the political context in which public service organisations must function involving an
evaluation of the impacts of the external operating environment and the need to adopt
organisational strategies to ensure effective service delivery.
Management of health and safety in public services: assisting the learner to develop an
understanding of welfare and safety issues in the workplace, exploring the relevant health and
safety legislation to identify the legal and ethical implications to public service organisations.
Providing an opportunity to review current working practices and emergency policies
implemented by a chosen public service including the roles, responsibilities and duty of care
placed upon an individual within that organisation. Providing an opportunity to demonstrate
knowledge and understanding of safe working practices by undertaking risk assessment and
proposing strategies for accident prevention. Also providing an introduction to the multi-agency
approach adopted by public service organisations to deal with major incidents.
Government and the public services: providing an understanding of governmental structures,
the associated legislative and policy-making powers examining this at various levels of
governmental authority, ranging from the European Union through national and regional
authorities to local government. Examining public policy making and current political issues,
placing these within the context of macroeconomic policy objective, and the instruments for
achieving them. Also focusing on local and regional policies that affect public service
organisations.
Independent research into the public services: allowing learners to undertake a detailed
study into an area of personal interest within the public services, the current culture and
operation and the issues which impact strongly on the service. The study should use both
primary and secondary sources of information, and should be an exploration of a current major
issue facing a service. The study undertaken should build on knowledge, skills and
understanding that have been achieved in other units.
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Issue 1 July 2003
Sociological aspects of the public services: to develop learner awareness of the influences
society has on individuals and groups and to focus on individuals ability to make decisions for
themselves. Examining structural influences and their impact on individuals and groups will
enable them to apply this knowledge to public service organisation and management within the
public services. This will involve an evaluation of how social structures impact on individual
agencies and it will develop learners understanding of how workplace cultures can influence
employees and service delivery.
Psychology and human behaviour: examining psychological theories and practices in relation
to public service work. Developing an understanding of people, and how they inter-relate with
each other and with organisations. Learners will be able to evaluate their own personal
development and will be able to demonstrate skills in interpersonal communication. Also
exploring a range of motivation theories and to investigate the factors that lead to effective
teamwork.
Optional curriculum
Equal Opportunities: to identify and critically discuss the sociological problems caused by
prejudice and discrimination within society today, focusing on the analysis and assessment of
provisions and protection in current legislation, including organisational policies and antidiscriminatory practices. Enabling learners to understand why prejudice and discrimination
have no place within the public services.
Human Resources in the public services: to provide an introduction to the concepts and
practices of Human Resource Management within the public services and an understanding of
the personnel function through the consideration of systems and frameworks, which create and
sustain the employment relationships within public services.
Stress management in the public services: to recognise the signs and symptoms of stress.
To investigate the meaning of the terms stress and stressors identifying the links to the public
service, analysing current works and theories by acknowledged practitioners to provide an
under-pinning knowledge. Researching the psychological and physiological effects of stress
explaining how this impacts upon an individual and the subsequent changes in behaviour
patterns. There is an opportunity to research the policies and working practices adopted by
chosen public service to combat stress in the work place, taking into account current legislation.
Learners will be able to research and analyse the methodology adopted to tackle stress in the
work place.
Global socio-political Issues: developing knowledge and understanding of current global
issues, many of which will have a direct impact on the public services. Gaining an
understanding of how the institutions of the world work together, and the pressures put upon
them.
Technology and public services: to develop learners understanding of the role of technology
in the public services covering technological change in society at large, as well as developments
within the services, examining how both benefits and difficulties are managed. Focusing on the
effects of advancing technology on crime prevention, weapon systems and the design of public
service equipment covering scientific concepts at a basic level, the emphasis being on the
practical way in which technology affects the functioning of the public service.
Criminology and safer communities: the aim of this unit is to give learners an opportunity to
understand aspects of criminal behaviour and to examine and analyse the major criminal
activity theories. Focusing on the reporting, recording and interpretation of crime, as well as the
efficiency of the Judicial System, offering the opportunity to explore concepts of crime
reduction and the Multi-Agency approach to safer communities.
Issue 1 July 2003
169
Justice and punishment: to provide learners with an opportunity to understand the concepts of
justice and punishment, examining the composition, roles and responsibilities of the various
criminal justice agencies, the magistracy and the judiciary, and recognising how they interact.
Exploring the various sentencing options available to criminal courts when dealing with adult,
juvenile and mentally disabled defendants, assessing the issue of consistency in sentencing by
looking at the practice and principles applied when sentencing defendants. Enabling the learner
to examine specific studies on crime prevention, and research into social, community and
government initiatives.
Managing disaster: to introduce learners to the roles and systems of the emergency services in
the event of a disaster occurring and an understanding of the need to plan, review and update
strategies and procedures. Investigating contingency planning exercises carried out in advance
of a major incident occurring focusing on how incidents are dealt with and their possible
effects.
Activity management: to manage public service sector outdoor activities and residential
experiences enabling them to recognise the central role of an outdoor or a residential activity as
a training event for personnel drawn from both operational and support areas across one of the
public services. Focusing on the knowledge, skills and understanding required to oversee the
management of an outdoor activity, residential or training event, from the planning stage
through to implementation, review and evaluation and highlighting the profile of such events
with client groups.
Managing physical activity: to develop learners understanding of the issues related to
physical fitness in the public services and providing the opportunity to identify different fitness
standards and how personnel can maintain them effectively in particular roles.
Personal outdoor skills: to develop learners basic technical skills in land and water-based
outdoor activities, through participation in a range of outdoor skills training, becoming aware of
and beginning to develop the technical competencies that are required in the safe management
of groups in the outdoors. Understanding the key issues essential to personal safety in
participation in outdoor activities and considering these safety issues and their impact upon
planning schedules, decision-making processes, and end decisions. Demonstrating competence
in basic first aid skills, and considering the changing dynamics of administrating first aid and
managing emergency procedures in the outdoors. Developing an understanding of the tools and
frameworks used to critically evaluate themselves and others in the context of skill
development in outdoor activities, completing a personal outdoor skills audit and covering the
learning processes involved in the development of skill acquisition.
Arts and entertainment: to give an over-arching view of the arts and entertainment industry
with a particular emphasis on the management, operation and funding of live performance.
Exploring the industrys dynamic structure through an identification of trends in the public,
private and voluntary sectors. Providing an insight into the management and operation of a
range of activities and venues, the influence of contrasting financial practices and the
underlying trends in all three sectors of the arts and entertainment industry.
Heritage management: to investigate heritage management and its role within the public
sector, gaining an awareness of definitions of heritage, the organisations involved in the
management of heritage, the role and importance of interpretation within the industry and
issues relevant to heritage.
Professional body recognition
The BTEC Level 4 Higher Nationals in Public Services have been submitted for support to the
Institute of Fire Engineers, the Royal Navy, Royal Marines, Royal Air Force and Army. There
is no single body that represents this sector.
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Issue 1 July 2003
Links to National Standards

There is the opportunity for programmes in public services to provide some of the underpinning
knowledge, understanding and skills for the Level 4 NVQ in Management.
Higher level skills and abilities
Learners will be expected to develop the following skills during the programme of study:
analysing, synthesising and summarising information critically
the ability to read and use appropriate literature with critical understanding
the ability to think independently and solve problems
the ability to take responsibility for their own learning and recognise their own learning
style
obtaining and integrating several lines of subject-specific evidence to formulate and test
hypotheses
applying subject knowledge and understanding to address familiar and unfamiliar problems
recognising the moral and ethical issues of enquiry into public services and appreciating the
need for ethical standards and professional codes of conduct
designing, planning, conducting and reporting on investigations.
Entry prerequisites
There are no particular entry requirements for this qualification, Please refer to Edexcel
guidance on entry requirements (to be developed). Learners who enter with at least one of the
following are likely to benefit more readily from a public services programme:
a BTEC National Certificate or Diploma in Public Services or Business, or a similar

discipline
an AVCE/Advanced GNVQ in an appropriate vocational area
a GCE Advanced level profile which demonstrates strong performance in a relevant subject
or an adequate performance in more than one GCE subject. This profile is likely to be
supported by GCSE grades at A* to C
other related Level 3 qualifications
an Access to Higher Education Certificate awarded by an approved further education

institution
related work experience.
Issue 1 July 2003
171
172
Issue 1 July 2003
Annex C
Moral and ethical
Social and cultural
Health and safety

considerations
Unit 21
Unit 20
Unit 19
Unit 18
Unit 17
Unit 16
Unit 15
Unit 14
Unit 13
Unit 12
Unit 11
Unit 9
Unit 10
Unit 8
Unit 6
Unit 5
Unit 4
Unit 3
Unit 7
Spiritual
Unit 2
Issues
Unit 1
Wider curriculum mapping
Issue 1 July 2003
173
174
Issue 1 July 2003
Annex D
Mapping against the Level 4 NVQ in Management
The following grid maps the knowledge covered in the Level 4 NVQ in Management against the underpinning knowledge of the Edexcel Level 4 BTEC Higher
National Certificate/Diploma in Public Services.
Unit A2: Manage activities to meet

requirements
Unit A4: Contribute to improvements
at work
Unit 21
Unit 20
Unit 19
Unit 18
Unit 17
Unit 16
Unit 15
Unit 14
Unit 13
Unit 12
Unit 11
Unit 10
Unit 9
Unit 8
Unit 7
Unit 6
Unit 5
Unit 4
Unit 3
Unit 2
NVQ unit titles
Unit 1
HNC/D titles
3
3
Unit B2: Manage the use of physical

resources
Unit B3: Mange the use of financial

resources
Unit C5: Develop productive

working relationships
Unit C8: Select personnel for

activities
Issue 1 July 2003
3
3
3
175
Unit C15: Respond to poor

performance in your team
Unit D4: Provide information to

support decision making
Unit 21
Unit 20
Unit 19
Unit 16
Unit 15
Unit 14
Unit 13
Unit 12
Unit 11
Unit 10
Unit 9
Unit 8
Unit 7
Unit 6
Unit 5
Unit 4
Unit 18
Unit 17
Unit C10: Develop teams and

individuals to enhance performance
Unit 3
Unit 2
NVQ unit titles
Unit 1
HNC/D titles
Unit G1: Contribute to project

planning and preparation
Unit G2: Co-ordinate the running of

projects
st220703\LT\PD\LEVELS 1-4 2003 B013371 HN IN PUBLIC SERVICES L4.DOC.1-185/2
176
Issue 1 July 2003
Further copies of this publication are available from

Edexcel Publications, Adamsway, Mansfield, Notts, NG18 4FN
Telephone: 01623 467467
Fax: 01623 450481
Email: publications@linneydirect.com
Order Code B013371 July 2003
For more information on Edexcel and BTEC qualifications please contact
Customer Services on 0870 240 9800
or email: enquiries@edexcel.org.uk
or visit our website: www.edexcel.org.uk
London Qualifications Limited. Registered in England and Wales No. 4496750
Registered Office: Stewart House, 32 Russell Square, London WC1B 5DN

HNCD in Public Services L4 Specification

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BTEC Higher Nationals

Guidance and units

Authorised by Peter Goff

EDEXCEL LEVEL 4 BTEC HIGHER

BTEC Higher National Certificate in Public Services

Qualification titles covered by this specification

Edexcel qualifications in the National Qualifications

Structure of the qualification

BTEC Higher National Certificate

BTEC Higher National Diploma

National Occupational Standards

BTEC Higher National Certificate

BTEC Higher National Diploma

Teaching, learning and assessment

Learning and assessment

Grading Higher National units

Accreditation of Prior Learning (APL)

Quality assurance of BTEC Higher Nationals

Centre and programme approval

Monitoring centres internal quality systems

Independent assessment: the role of the external examiner

Programme design and delivery

Meeting local needs

Locally-devised specialist units

Limitations on variations from standard specifications

Access and recruitment

Restrictions on learner entry

Learners with particular requirements

The wider curriculum

Spiritual, moral, ethical, social and cultural issues

Health and safety issues

How to obtain National Occupational Standards

Professional development and training

Unit 1: Entry and Enquiry into Public Services

Unit 2: Managing People in Public Services

Unit 3: Financial Resources in Public Services

Unit 4: Management of Health and Safety in Public Services

Unit 5: Government and the Public Services

Unit 6: Independent Research into the Public Services

Unit 7: Sociological Aspect of the Public Services

Unit 8: Psychology and Human Behaviour

Unit 9: Equal Opportunities

Unit 10: Human Resources in the Public Services

Unit 11: Stress Management in the Public Services

Unit 12: Global Socio-Political Issues

Unit 13: Technology and Public Services

Unit 14: Criminology and Safer Communities

Unit 15: Justice and Punishment

Unit 16: Managing Disaster

Unit 17: Activity Management

Unit 18: Managing Physical Activity

Unit 19: Personal Outdoor Skills

Unit 20: Arts and Entertainment

Unit 21: Heritage Management

QCA and Edexcel codes

Qualification titles covered by this specification

Edexcel qualifications in the National Qualifications Framework

Key skills level 5

BTEC Higher National Diploma

Key skills level 4

BTEC Professional Award, Certificate,

Key skills level 3

Key skills level 2