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initiative to rationalise the complex and confusing range of qualifications. The new National Qualifications Framework at Annex C has been developed, which aligns vocational qualifications and higher education awards. Unlike the previous version, it does not distinguish between general, vocationally related and occupational qualifications preferring a continuum approach. Nevertheless, universities and higher education establishments will continue to offer more general qualifications, whilst employers will be more focussed on occupational qualifications that are more closely related to a workers ability to do a specific job. A second initiative in the UK is the recent formation of the Sector Skills Councils whose purpose is to: • Reduce skills gaps and shortages. • Improve productivity, business and public service performance. • Increase opportunities to boost the skills and productivity of everyone in the sectors workforce, including action on equal opportunities. • Improve learner supply, including apprenticeships, higher education and national occupational standards. The sectors which have greatest relevance to explosives specialists are the Science, Engineering and Manufacturing Technology Skills Council (SEMTA) and COGENT, which is the council that looks after the chemicals industry. The former has already sponsored the development of National Occupational Standards and underpinning National Vocational Qualifications for one part of the explosives sector, that of explosives clearance specialists. The approved National Occupational Standards and qualifications structures for the NVQs/SVQs shown below are available from cdoy@emta.org.uk. 1 Planning and Management of Munition Clearance Operations – Level 4 2 Supervisory Management of Munition Clearance and/or Search Operations – Level 3 3 Search for Munitions and/or Specified Targets – Level 3 4 Search for and Disposal of Munitions – Level 3 5 Contribute to the Search and/or Disposal Function – Level 2 6 Provide Support for Search or Munition Clearance Operations – Level 1 These can be placed on the new qualification framework as shown in Table 1. New Qualifications Framework 1 2 3 4 5 6 7 8 Explosives Clearance Plan & Manage NVQ4 Supervise NVQ3 Search for Munitions NVQ3 Search & Dispose of Munitions NVQ3 Contribute to Search NVQ2 Provide Support to Munitions Clearance NVQ1 Table 1 – Qualifications for Explosives Clearance Specialists Explosives clearance represents only a small proportion of the UK explosives business, however, it is one of the few areas where occupational standards and qualifications have been developed. As part of the Leonardo programme, the framework will be extended to cover all occupational groups in the explosives business. As an example, in the manufacturing sector a similar table could be developed with broadly similar functions and qualifications. In the defence acquisition field a similar set of framework could be developed for explosives specialists. Because of the high level of expertise required of some of these functions, the emphasis would be towards higher education awards, rather than vocational or occupational qualifications. Table 2 shows an example of some of the functions in both the manufacturing and safety management areas. 30
New Qualifications Framework 1 2 3 4 5 6 7 8 Explosives Manufacture Plan & Manage Manufacture NVQ4/BSc Supervise production NVQ3 Contribute to Production NVQ2 Support to Manufacture NVQ1 Explosives Safety Management Develop policy and regulations Advise IPTs on Ordnance Safety Classify & Qualify Explosives BSc Table 2 – Examples of Explosives Qualification Framework MSc MSc Extending these tables to include all occupational groups, will require consultation with employers across both the civil and public sectors. Ideally, this should be done in partnership with the appropriate sector skills council. It will also be necessary to decide the qualifications appropriate to each of the occupations listed in the framework. In some areas there are already qualifications. The universities provide a limited number of relevant masters programmes, whilst professional bodies such as the Institute of Explosives Engineers provide accreditation for another group in the sector. However, the overall picture is one in which there are insufficient qualifications which can be used to support a demonstration of competence across the wide range of explosives related occupations. A key deliverable for the project will be to populate the matrix with a range of suitable qualifications to cover all aspects of the explosives business. These qualifications should be recognised, not only in the UK, but across the European Union. Training and Education Having established and expanded the competency and qualifications framework, training and education provision will also need to be expanded to enable staff to develop their competencies. The expansion will partly be through the provision of conventional courses such as those delivered at the UK Defence Academy at Shrivenham. Cranfield University offers Masters courses on Explosives Ordnance Engineering and a range of short courses on explosives related subjects. These courses are appropriate for comparatively small numbers of higher education level students. However, this conventional teaching approach has disadvantages in that it takes place away from the workplace and often lacks a clear occupational context. Furthermore employers are increasingly reluctant to release valued workers for full-time postgraduate courses. Students are also reluctant to be away from their place of work at a time when there is almost continual change. To respond, the universities are developing modular masters programmes that can be done part-time. Furthermore, much of the material can be delivered on-line through the internet. A number of e-learning products are now being employed for this purpose. These products enable text, voice, film and conventional lecture presentations to be delivered on line at a time that suits the student. Coursework is exchanged by e-mail and course chat lines are used to enable the tutor to communicate with students and for students, who could be anywhere in the world, to communicate with each other. For occupational and vocational training and education, the techniques described above can be used, however, there also needs to be close link with the workplace. The Scandanavian project, reported at reference 2, was designed specifically for process workers in the munitions manufacturing area. A total of 15 students from various parts of Sweden were provided with distance learning material such as CDs and written materials. A network of video conferencing links were used for teachers to communicate with students individually and in a group. The aim of this one-year educational pilot programme was to develop the potential of the students and to make them more flexible and adaptable in the workplace. The business advantage for the employers was to be able to react with agility to changes in technology and the demands of the market. The pilot has been very successful and the Leonardo programme will build on this success. Whether the qualification is a Masters degree or a vocational qualification, the educational foundations will be similar and much of the educational material will be common to both. As part of the Leonardo 31
Page 1 and 2: Contents of Annexes Annex 1 List of
Page 3 and 4: List of Partners Sweden • Compete
Page 5 and 6: List of UK Stakeholders • Army, H
Page 7 and 8: • Manufacture of articles for ESA
Page 9 and 10: DELEGATES for EUExcert Conference 2
Page 15 and 16: Educating the Next Generation of Ex
Page 17: The picture in the rest of the Euro
Page 21 and 22: Annex A Chronology of Worldwide Exp
Page 23 and 24: Annex B Ordnance, Munitions and Exp
Page 25 and 26: Education and Training in the Explo
Page 27 and 28: • Develop explosives qualificatio
Page 29 and 30: Figure 1. Examples of key role 1 an
Page 31 and 32: 11.1 Assess explosive substances an
Page 33 and 34: QUALIFICATIONS AND ACCREDITATION To
Page 35 and 36: Qualifications Council Awards When
Page 37 and 38: Developing and Maintaining Skills i
Page 39 and 40: Table 2 Population of workers invol
Page 41 and 42: 1.1.1 Create the specification for
Page 43 and 44: Table 4 Details of the validation t
Page 45 and 46: Table 5 Qualifications for explosiv
Page 47 and 48: generate and maintain the standards
Page 49 and 50: Commercial Public Military Industri
Page 51 and 52: 1.Research & Develop Explosive Subs
Page 53 and 54: The National Occupational Standards
Page 55 and 56: Unit No Unit of Competence Mandator
Page 57 and 58: conferencing. In the UK Cranfield i
Page 59 and 60: SECTION 1 RESPONDENT’S DETAILS Na
Page 61 and 62: SECTION 3 OTHER QUALIFICATIONS What
Page 63 and 64: 52, Ickburgh Road, London E5 8AD Te
Page 65 and 66: Roles .............................
Page 67 and 68: such as munitions testing and evalu
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STAKEHOLDERS This study has been ca
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Nowadays, manufacturing and product
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DOSG provides: impartial appra
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the need to generate greater effici
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also involves safeguarding the site
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element using MoD facilities. This
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ROYAL NAVY HMS Collingwood is the R
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As for the other armed forces, the
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Indeed, the procurement imperative
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funding for maintenance; likewise,
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September 2001 and the significant
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The industry has been under financi
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exists now than three decades ago.
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sophisticated tactics. Many types o
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MOTOR INDUSTRY Every modern car is
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the British campaign against the Ja
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consumer market is worth around £6
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In 2003, the worldwide film industr
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51.55 Explosives wholesalers 92.11
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DISPOSAL The figures below were lis
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TOTAL ESA ESTIMATES IN COMMERCIAL A
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Grand total 24,080 ROYAL AIR FORCE
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Total 20 6 3 Grand total 29 125
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Grand total 70 DEFENCE MOVEMENTS AN
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SUMMARY OF MOD ESA POPULATION Organ
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GRAND TOTALS Total population: 5,23
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materials, management of technology
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INTEGRATED PROJECT TEAMS (IPTS) The
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storage is allocated to particular
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depending upon the load content, th
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Equivalent to Officers of the Quart
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Ranking from Captain to Colonel, Am
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ARMAMENT TRADE JUNIOR MANAGERS Usua
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The Trials Officer/Manager is respo
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LABORATORY TECHNICIAN There are two
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models on in-house developed softwa
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This role relates directly to that
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This role relates directly to that
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OTHER ROLES Managerial roles also e
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equipment, and will have a strong i
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major incident. The No 1 Operator w
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See Defence Research for descriptio
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drivers and fork lift truck drivers
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detailed knowledge and understandin
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knowledge of the use of firearms an
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ROYAL AIR FORCE New non-officer rec
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EXPLOSIVES MANUFACTURE Exchem offer
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oles is the RMCS Shrivenham’s Mas
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Many personnel enter the industry w
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Shotfiring in the Construction Indu
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NOS AND N/SVQ OPPORTUNITIES AND CON
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The implementation of NOSs and N/SV
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Competence requirements in the mini
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