Explosives Education and Training in the UK ... - EU-Excert
Explosives Education and Training in the UK ... - EU-Excert
Explosives Education and Training in the UK ... - EU-Excert
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EXPLOSIVES EDUCATION IN<br />
THE <strong>UK</strong><br />
Ken Cross<br />
BSc(hons), MSc, FIExpE<br />
VP IExpE<br />
*
AIM<br />
To expla<strong>in</strong> how <strong>the</strong> <strong>UK</strong> came to<br />
<strong>the</strong> current state of explosives<br />
education <strong>and</strong> tra<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>the</strong><br />
development of <strong>the</strong> National<br />
Occupational St<strong>and</strong>ards<br />
*
The Bad Old Days<br />
Who needs risk assessments – <strong>the</strong>y are<br />
a waste of time<br />
Isn’t it ‘macho’ to work with explosives!<br />
(statement not a question)<br />
‘On <strong>the</strong> job’ tra<strong>in</strong><strong>in</strong>g (<strong>and</strong> assessment) is<br />
all you need.<br />
*
<strong>Education</strong> or <strong>Tra<strong>in</strong><strong>in</strong>g</strong><br />
<strong>Education</strong>:<br />
To provide knowledge that can be applied<br />
widely with<strong>in</strong> a subject area.<br />
<strong>Tra<strong>in</strong><strong>in</strong>g</strong>:<br />
To provide knowledge <strong>and</strong> skills that can be<br />
applied to a specific task or occupation.<br />
*
Risk - <strong>Explosives</strong><br />
• Risk = Likelihood x Consequence<br />
• To assess <strong>the</strong> Risks we need to<br />
consider<br />
•Are explosive <strong>in</strong>cidents likely?<br />
•What are <strong>the</strong>ir consequences?<br />
*
Concerns With<strong>in</strong> <strong>Explosives</strong><br />
Industry (Includ<strong>in</strong>g MoD)<br />
Over <strong>the</strong> last 20 years a serious decl<strong>in</strong>e <strong>in</strong> <strong>the</strong><br />
breadth & depth of expertise & competence<br />
•Pyrotechnic companies: Was 7 now 4<br />
•RO staff: Was 19000 now 5000<br />
•Closure of 2 Gov. research establishments:PERME <strong>and</strong><br />
RARDE(Woolwich)<br />
•Intake 1960’s <strong>and</strong> 1970’s: Retir<strong>in</strong>g or retired<br />
•<strong>Explosives</strong> workers: 1990 (441,000)1997 (300,000)<br />
*
European <strong>Explosives</strong>/Munitions<br />
Bus<strong>in</strong>ess<br />
• Consolidation/Mergers<br />
• Contraction<br />
45%<br />
40%<br />
• Privatisation<br />
35%<br />
30%<br />
• Recruitment<br />
25%<br />
20%<br />
• Age Distribution<br />
% Population<br />
15%<br />
Sweden Age Profile<br />
Blue collar<br />
White collar<br />
10%<br />
5%<br />
• Needs Competent People<br />
0%<br />
17-25 26-35 36-45 46-55 56-65<br />
Age Range<br />
*
People - Competence<br />
• Critical to <strong>Explosives</strong> Safety<br />
• Essential for Bus<strong>in</strong>ess Competitiveness<br />
• Vital <strong>in</strong> fight aga<strong>in</strong>st terrorism<br />
• Needed to clean up <strong>the</strong> planet<br />
• But!<br />
• Loss of Expertise<br />
• Hi<strong>the</strong>rto, absence of St<strong>and</strong>ards of Competence<br />
• Barriers to movement of personnel<br />
• Patchy tra<strong>in</strong><strong>in</strong>g provision<br />
• Few recognised qualifications<br />
• It’s a global problem<br />
*
SSB:<br />
<strong>Explosives</strong> Occupational<br />
St<strong>and</strong>ards Development<br />
• comprises all major stakeholders <strong>in</strong>c employers,<br />
professional bodies, educators<br />
• mapped <strong>the</strong> <strong>in</strong>dustry <strong>in</strong> terms of structure, needs <strong>and</strong><br />
prospects;<br />
• developed NOS<br />
• designed qualifications<br />
• developed guidance materials<br />
*
National Occupational St<strong>and</strong>ards<br />
(NOS)<br />
• Statements of <strong>the</strong> skills, knowledge <strong>and</strong><br />
underst<strong>and</strong><strong>in</strong>g needed <strong>in</strong> employment<br />
• Def<strong>in</strong>e <strong>the</strong> outcomes of competent<br />
performance.<br />
• Developed by employers & o<strong>the</strong>r key<br />
stakeholders<br />
*
<strong>UK</strong> St<strong>and</strong>ards<br />
Development<br />
• <strong>UK</strong> Experience<br />
• MOD-DOSG Functional Competencies developed 1996-2001<br />
• National Occupational St<strong>and</strong>ards for Search & Clearance Operatives 2003<br />
• March 04 formed St<strong>and</strong>ards Sett<strong>in</strong>g Body (SSB) for All <strong>Explosives</strong><br />
Occupations <strong>in</strong> <strong>UK</strong><br />
• SSB undertook Occupational Analysis<br />
• Survey of all explosives jobs <strong>in</strong> <strong>UK</strong><br />
• 13 roles<br />
• Civil <strong>and</strong> military<br />
• Followed by Functional Analysis<br />
• Breakdown of jobs performed<br />
• > 400 Units of Competence Proposed<br />
• Occupational St<strong>and</strong>ards agreed May 05<br />
• 24 Vocational Qualifications launched May 06<br />
• Assessment regime be<strong>in</strong>g established<br />
• <strong>UK</strong> well on way to hav<strong>in</strong>g a comprehensive framework of st<strong>and</strong>ards,<br />
qualifications <strong>and</strong> tra<strong>in</strong><strong>in</strong>g provision for all explosives workers<br />
*
Recent Developments<br />
2008:<br />
• Additional NOS <strong>and</strong> VQs <strong>in</strong> explosives safety<br />
management<br />
• Additional NOS <strong>and</strong> VQ designs for <strong>the</strong> use of<br />
explosives <strong>in</strong> enterta<strong>in</strong>ment<br />
• New-style VQs <strong>in</strong> <strong>the</strong> transport of explosives<br />
• New-style VQs <strong>in</strong> <strong>the</strong> management of safety on defence<br />
ranges<br />
• Government <strong>in</strong>troduces Qualifications <strong>and</strong> Credit<br />
Framework (QCF)<br />
*
Key<br />
Ro<br />
le<br />
1<br />
2<br />
3<br />
4<br />
5<br />
6<br />
7<br />
8<br />
9<br />
10<br />
11<br />
12<br />
13<br />
<strong>Explosives</strong> Occupations<br />
– Key Roles<br />
Description<br />
Research <strong>and</strong> develop explosive substances <strong>and</strong> articles<br />
Develop <strong>and</strong> manage explosives safety<br />
Test <strong>and</strong> evaluate explosive substances <strong>and</strong> articles <strong>in</strong> field trials<br />
Manufacture explosive substances <strong>and</strong> articles<br />
Ma<strong>in</strong>ta<strong>in</strong> <strong>and</strong> repair explosive substances <strong>and</strong> articles<br />
Procure explosive substances <strong>and</strong> articles<br />
Store <strong>and</strong> move explosive substances <strong>and</strong> articles<br />
Transport explosive substances <strong>and</strong> articles<br />
Manage explosives facilities<br />
Prepare <strong>and</strong> use explosive substances <strong>and</strong> articles for<br />
eng<strong>in</strong>eer<strong>in</strong>g <strong>and</strong> enterta<strong>in</strong>ment purposes<br />
Dispose of explosive substances <strong>and</strong> articles<br />
Enable <strong>the</strong> pubic <strong>and</strong> armed services to cont<strong>in</strong>ue <strong>the</strong>ir regular<br />
activities <strong>in</strong> peace <strong>and</strong> war by controll<strong>in</strong>g <strong>and</strong> remov<strong>in</strong>g munition<br />
threats<br />
Support <strong>the</strong> explosive substances <strong>and</strong> articles function<br />
*
NVQ<br />
NVQs are competence-based<br />
qualifications achievable <strong>in</strong> <strong>the</strong><br />
workplace which describe what<br />
someone can do <strong>in</strong> a given occupational<br />
area<br />
*
QCF background :<br />
• Exist<strong>in</strong>g (old) system too complex<br />
• Lack of underst<strong>and</strong><strong>in</strong>g current qualifications<br />
• Learn<strong>in</strong>g needed <strong>in</strong> bite sizes<br />
• Similar issues for Scots, Welsh & NI<br />
• More <strong>in</strong>clusive framework needed<br />
• More flexibility needed<br />
*
QCF<br />
•Units of Assessment (competence/knowledge)<br />
•Level<br />
•Credit values<br />
•Rules of Comb<strong>in</strong>ation<br />
•Awards, Certificates & Diplomas<br />
• Can be employer-designed<br />
*
<strong>Explosives</strong> Qualifications<br />
NOS provide:<br />
• <strong>the</strong> basis for QCFs<br />
• a possible basis for foundation <strong>and</strong><br />
o<strong>the</strong>r degrees<br />
• a basis for career pathway mapp<strong>in</strong>g<br />
• support for HR processes<br />
• routes to professional accreditation<br />
*
<strong>UK</strong> <strong>Explosives</strong> NVQs<br />
Key Role<br />
Description<br />
Management<br />
Supervision<br />
Operator<br />
Research, Design <strong>and</strong><br />
Research <strong>in</strong>to Explosive Substances <strong>and</strong>/or Articles<br />
Level 4<br />
Development<br />
Design <strong>and</strong>/or Development of Explosive Substances<br />
<strong>and</strong>/or Articles<br />
Level 4<br />
Research, Design <strong>and</strong> Development of Explosive<br />
Substances <strong>and</strong>/or Articles<br />
Level 3<br />
Safety Management<br />
<strong>Explosives</strong> Safety Management <strong>and</strong>/or Advice <strong>and</strong>/or<br />
Regulation<br />
Level 4<br />
Test & Evaluation<br />
Test <strong>and</strong> Evaluation of Explosive Substances <strong>and</strong>/or<br />
Articles<br />
Level 4<br />
Level 3<br />
Level 2<br />
Manufacture<br />
Manufactur<strong>in</strong>g Explosive Substances <strong>and</strong> Articles<br />
Level 4<br />
Level 3<br />
Level 2<br />
Ma<strong>in</strong>tenance<br />
<strong>Explosives</strong> Ma<strong>in</strong>tenance<br />
Level 4<br />
Level 3<br />
Level 2<br />
Procurement<br />
Procurement of Explosive Substances <strong>and</strong>/or Articles<br />
Level 4<br />
Level 3<br />
Storage<br />
<strong>Explosives</strong> Storage<br />
Level 4<br />
Level 3<br />
Level 2<br />
Transport<br />
<strong>Explosives</strong> Transport<br />
Level 3<br />
Level 2<br />
Disposal<br />
Explosive Substances <strong>and</strong>/or Articles Disposal<br />
Level 4<br />
Level 3<br />
Level 2<br />
Hybrids<br />
General <strong>Explosives</strong> Operations<br />
Level 2<br />
*
Summary of current <strong>UK</strong> explosives<br />
tra<strong>in</strong><strong>in</strong>g & education<br />
• 5 Universities - only one offer<strong>in</strong>g degreelevel<br />
qualifications<br />
• 31 NVQs mapped - only 8 offered<br />
• 6-8 QCFs mapped & offered<br />
• many CGI <strong>and</strong> <strong>in</strong>dustry- or employerspecific<br />
courses accredited but not aga<strong>in</strong>st<br />
NOS<br />
*
WHERE NEXT?<br />
• Seek fund<strong>in</strong>g for DOES<br />
• HSQ undergo OFQUAL accreditation<br />
• Map exist<strong>in</strong>g 31 NVQs to QCFs<br />
• seek tra<strong>in</strong><strong>in</strong>g providers <strong>and</strong> QCF<br />
assessment centres<br />
• Demonstrate professional<br />
registration routes available through<br />
IExpE l<strong>in</strong>k with SEE<br />
*
Summary<br />
• Age<strong>in</strong>g workforce esp at senior level<br />
• Increas<strong>in</strong>g regulation <strong>and</strong> risk of litigation<br />
• Public perceptions damaged by <strong>in</strong>cidents<br />
• International treaty <strong>and</strong> commercial<br />
obligations<br />
• National Occupational St<strong>and</strong>ards<br />
• NVQs -> QCFs<br />
• Professional Registration<br />
• <strong>EU</strong>ExCert - <strong>EU</strong>ExNet<br />
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Questions<br />
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