QUALIFICATION HANDBOOK

Transcription

1 QUALIFICATION HANDBOOK Level 1 Award in Volunteering at Public Events ( ) Level 1 Award in Preparation for Event Volunteering ( ) July 2011 Version 1.0

2 Qualification at a glance Subject area Volunteering City & Guilds number /11 Age group approved ( ) Pre-16, 18+ ( ) 16-18, 19+ Assessment Support materials Registration and certification Assignments Centre handbook Consult the Walled Garden/Online Catalogue for last dates Title and level Level 1 Award in Volunteering at Public Events Level 2 Award in Preparation for Event Volunteering City & Guilds number Accreditation number /2458/ /2463/X 2

3 Contents 1 Introduction 4 2 Centre requirements 6 Approval 6 Resource requirements 6 Candidate entry requirements 7 3 Delivering the qualification 8 Initial assessment and induction 8 4 Assessment 9 Assessment of the qualification 9 5 Units 10 Unit 101 Volunteering at Public Events 11 Unit 102 Becoming a Volunteer 14 Unit 103 Emergency and Basic Fire Awareness 17 Unit 104 Public Safety Awareness 20 Unit 105 Understanding Effective Customer Relations 23 Unit 106 Understanding Equality and Diversity 26 Unit 107 Introduction to Conflict Resolution in a Public Environment 29 Unit 108 Developing Team and Interpersonal Skills 32 Unit 109 Preparing for and Reflecting on a Volunteer Placement 35 Appendix 1 Relationships to other qualifications 39 Appendix 2 Sources of general information 40 3

4 1 Introduction This document tells you what you need to do to deliver the qualifications: Area Who are the qualifications for? What do the qualifications cover? Who did we develop the qualification with? Description They are for candidates who work or want to work as volunteers They allow candidates to learn, develop and practise the skills required for employment and/or career progression They were developed in association with World Skills and Skills Active To achieve the Level 1 Award in Volunteering at Public Events, learners must achieve 1 credit from the mandatory unit. Unit accreditation number City & Guilds unit number Unit title Credit value Mandatory Y/503/3315 Unit 101 Volunteering at Public Events 1 To achieve the Level 1 Award in Preparation for Event Volunteering, learners must achieve 12 credits from the mandatory units. Unit accreditation number City & Guilds unit number Unit title Credit value Mandatory Y/503/3315 Unit 101 Volunteering at Public Events 1 Y/502/0628 Unit 102 Becoming a Volunteer 1 Y/502/0631 Unit 103 Emergency and Basic Fire Awareness 1 4

5 D/502/0632 Unit 104 Public Safety Awareness 1 H/502/0633 Unit 105 Understanding Effective Customer Relations K/502/0634 Unit 106 Understanding Equality and Diversity M/502/0635 Unit 107 Introduction to Conflict Resolution in a Public Environment A/502/0637 Unit 108 Developing Team and Interpersonal Skills F/502/0638 Unit 109 Preparing for and Reflecting on a Volunteer Placement

6 2 Centre requirements Approval If your Centre is approved to offer the qualification City & Guilds Level 1 Award in Preparation in Event Volunteering (Personal Best) you can apply for both the [ Level 1 Award in Volunteering at Public Events] and [ Level 1 Award in Preparation for Event Volunteering] approval using the fast track approval form available. Centres should use the fast track form if: there have been no changes to the way the qualifications are delivered, and they meet all of the approval criteria in the fast track form guidance notes. Fast track approval is available for 12 months from the launch of the qualification. After 12 months, the Centre will have to go through the standard Qualification Approval Process. The centre is responsible for checking that fast track approval is still current at the time of application. To offer these qualifications, new centres will need to gain both centre and qualification approval. Please refer to the Centre Manual - Supporting Customer Excellence for further information. Centre staff should familiarise themselves with the structure, content and assessment requirements of the qualifications before designing a course programme. Resource requirements Physical resources and site agreements Centres must provide access to sufficient equipment in the centre to ensure candidates have the opportunity to cover all of the practical activities. Centre staffing Staff delivering these qualifications must be able to demonstrate that they meet the following occupational expertise requirements. They should ideally, although not essential, have experience of working with people Not in Education, Employment, or Training (NEET). Centre staff may undertake more than one role, eg tutor and assessor or internal verifier, but cannot internally verify their own assessments. 6

7 Assessors and internal verifiers Assessor/Verifier (A/V) units are valued as qualifications for centre staff, but they are not currently a requirement for the qualifications. Candidate entry requirements City & Guilds does not set entry requirements for these qualifications. However, centres must ensure that candidates have the potential and opportunity to gain the qualifications successfully. Age restrictions This qualification is not approved for use by candidates under the age of 16, and City & Guilds cannot accept any registrations for candidates in this age group. Restrictions apply to candidates under the age of 18 working unsupervised with children. Centres and candidates should be fully aware of minimum age requirements in their home nation and any implications for completing assessments. 7

8 3 Delivering the qualification Initial assessment and induction An initial assessment of each candidate should be made before the start of their programme to identify: if the candidate has any specific training needs, support and guidance they may need when working towards their qualifications. the appropriate type and level of qualification. We recommend that centres provide an induction programme so the candidate fully understands the requirements of the qualifications, their responsibilities as a candidate, and the responsibilities of the centre. This information can be recorded on a learning contract. 8

9 4 Assessment Assessment of the qualification The qualification is assessed by externally set assignments, written by City & Guilds, and marked internally by the centre. The table below provides details on the assessment methods for each unit. Candidates must: successfully complete one assignment for each unit City & Guilds has written the following assessments to use with this qualification: assignments Mandatory Units City & Guilds Unit title Assessment method unit number Volunteering at Public Events Assignment Becoming a Volunteer Assignment Emergency and Basic Fire Awareness Assignment Public Safety Awareness Assignment Understanding Effective Customer Relations Assignment Understanding Equality and Diversity Assignment Introduction to Conflict Resolution in a Public Environment Developing Team and Interpersonal Skills Preparing for and Reflecting on a Volunteer Placement Assignment Assignment Assignment 9

10 5 Units Availability of units Below is a list of the learning outcomes for all the units. If you want to download a complete set of units, go to cityandguilds.com Structure of units These units each have the following: City & Guilds reference number unit accreditation number (UAN) title level credit value unit aim relationship to NOS, other qualifications and frameworks endorsement by a sector or other appropriate body information on assessment learning outcomes which are comprised of a number of assessment criteria notes for guidance. 10

11 Unit 101 Volunteering at Public Events UAN: Level: 1 Credit value: 1 GLH: 10 Aim: Y/503/3315 This unit is about gaining a basic understanding of the role of volunteering. 1. Know a range of public events 1.1 list different types of public events. 1.2 state the main features of public events 1.3 outline the process of organising public events. 2. Know the role of volunteers at public events. 2.1 state the importance of volunteers to public events 2.2 list roles that volunteers might hold at public events. 3. Be able to identify personal skills for volunteering at public events The learner can: 3.1 identify personal skills required to volunteer at public events. 3.2 outline how own personal skills would be appropriate for volunteering roles. 3.3 identify areas for personal skills development relevant to event volunteering. Range 1.1 types Demonstrations & public rallies, concerts and festivals, fundraising and charitable events, competitions and tournaments, fetes 1.2 features Crowds and people, congestion, teamwork, responsibility for health, 11

12 safety and security, noise, litter and refuse 1.3 process Safety and security, organising funding and finance of event, marketing and promotion of event, delivery of event, review of event 2.2 roles Steward, medical care, safety and security, cleaning, ticket collection, parking attendant, refreshments 3.1/2/3 personal skills Organisation, verbal communication, written communication, body language, listening and following instructions, teamwork, selfpresentation, motivation and commitment 12

13 Unit 101 Volunteering at Public Events Supporting information Evidence requirements You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below. Special considerations: The nature of this unit means that most of your evidence must come from real work activities. Simulation can only be used in exceptional circumstances for example: Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing. The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy. 13

14 Unit 102 Becoming a Volunteer UAN: Level: 1 Credit value: 1 GLH: 10 Aim: Y/502/0628 This unit is about understanding how to identify and apply for appropriate volunteering positions in sport. 1. Identify personal goals for volunteering 1.1 Give an example of a long term goal 1.2 Give an example of a short term goal 1.3 State a personal goal for volunteering. 2. Identify the steps/process necessary to become a volunteer. 2.1 List personal actions necessary to become a volunteer 2.2 Draw up a timetable of actions to achieve the goal of becoming a volunteer. 3. Identify current voluntary positions available within the community. The learner can: 3.1 List a range of appropriate voluntary positions available within the community 14

15 4. Understand how to apply for a volunteering position The learner can: 4.1 Write a simple letter of application for a specific voluntary position or a speculative letter to a voluntary organisation. 4.2 Complete a simple CV including essential information Range LO1 Long-term goal Achieved over a longer period of time (eg, one term, one year, five years, or twenty years) Short-term goal Achieved in the near future (eg, in a day, within a week, or possibly within a few months) LO2 Actions Source available volunteer placements (newspapers, websites, notice boards, word of mouth), identify placement requirements (skills, experience, qualifications), map individual skills against placement criteria, attend relevant training, produce and submit letter of application/cv, attend interview (if required) LO3 Appropriate Skills/experience meet requirements of placement, location/interest and time match the needs of the volunteer Community Youth clubs, sport specific clubs, leisure centres, local events LO4 Specific Addressed to named contact, outline volunteer placement applying for, where advertised, interest in the position advertised, summary of relevant skills/experience, closing statement, attach tailored CV Speculative Reason for contact (requesting volunteer placement), interest in organisation/industry, summary of relevant skills/experience, closing statement, attach CV Essential information contact details, personal profile, education history, work history, other relevant training/courses, hobbies/interests, references 15

16 Unit 102 Becoming a Volunteer Supporting information Evidence requirements You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below. Special considerations: The nature of this unit means that most of your evidence must come from real work activities. Simulation can only be used in exceptional circumstances for example: Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing. The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy. 16

17 Unit 103 Emergency and Basic Fire Awareness UAN: Y/502/0631 Level: 1 Credit value: 1 GLH: 10 Aim: This unit is about gaining an understanding of fire safety and emergency procedures at a sporting venue. 1. Understand health and safety signage in a public venue 1.1 List the signs and symbols used to denote hazards in a public venue. 1.2 Identify the escape routes and emergency signage in a public venue. 1.3 List the signs and symbols used to denote hazards in a public venue. 2. Understand potential causes of fire and how to respond to a fire emergency 2.1 List the components of the fire triangle 2.2 List some of the potential causes of fire in the home 2.3 List some of the potential causes of fire at a public venue 2.4 State the correct procedure in the event of discovering a fire at home and at a public venue. 2.5 Describe how to use a fire extinguisher 3. Know how to assess an emergency involving people. The learner can: 3.1 Give an example of an emergency situation in the home and the appropriate response action 3.2 Give an example of an emergency situation in a public place and the 17

18 appropriate response action. Range LO1 Hazards Wet surfaces, chemicals, work in progress LO2 Components Heat, oxygen (air), fuel Potential causes (home) Cooking incident, damaged power cables, wiring, gas leak, cigarettes Potential causes (public venue) Cooking incident, damages power cables, wiring, gas leak, chemicals Procedure: 1. Raise the alarm (shout out/break glass call point) and dial Give the precise location of the fire. 3. Do not attempt to tackle the fire unless you have been trained to do so 5. Proceed to the nearest useable exit/assembly point. Fire extinguisher Water, CO2, blanket Level LO3 Example (home) Medical condition, slip/trip or fall, fire, flooding Example (public place) Medical condition, slip/trip or fall, fire, flooding, bomb threat/terrorist attack, building collapse, crushing/severe over-crowding 18

19 Unit 103 Emergency and Basic Fire Awareness Supporting information Evidence requirements You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below. Special considerations: The nature of this unit means that most of your evidence must come from real work activities. Simulation can only be used in exceptional circumstances for example: Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing. The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy. 19

20 Unit 104 Public Safety Awareness UAN: Level: 1 Credit value: 1 GLH: 10 Aim: D/502/0632 This unit is about gaining an understanding of public safety at sports events. 1. Understand key aspects of health and safety legislation relating to a public venue. 1.1 Give three examples of health and safety legislation in practice 1.2 Outline the content of a risk assessment. 1.3 List potential health and safety hazards in crowd venues. 2. Understand the basic principles of personal safety awareness. 2.1 Give examples of the ABC principles of personal safety awareness. 3. Understand the basic principles of crowd control.. The learner can: 3.1 Give examples of the 3Ds in the principle of crowd control. 3.2 State how to respond to at least two different crowd based incidents Range LO1 Health and safety legislation 20

21 Health and Safety at Work Act, COSHH, RIDDOR LO2 ABC principles Anonymity, Avoid routine, Be methodical, Be Aware and suspicious, Communication and information LO3 3Ds Dynamic, Density, Distress 21

22 Unit 104 Public Safety Awareness Supporting information Evidence requirements You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below. Special considerations: The nature of this unit means that most of your evidence must come from real work activities. Simulation can only be used in exceptional circumstances for example: Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing. The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy. 22

23 Unit 105 Understanding Effective Customer Relations UAN: H/502/0633 Level: 1 Credit value: 1 GLH: 10 Aim: This unit is about gaining an understanding of customer service in the context of a sports event. 1. Understand the needs and expectations of different types of customer 1.1 Give examples of needs and expectations of at least five different types of customer 2. Prepare for working with members of the public. 2.1 Outline why it is important to prepare for meeting customers 2.2 List at least three ways to prepare to meet customers 2.3. Give examples from own experience of effective and ineffective communication 2.4 Use key words/expressions in at least three different languages that would be useful when greeting overseas visitors. 3. Understand what is meant by good customer care. The learner can: 3.1 Give examples of good customer care 3.2 Outline the effects of poor customer care 23

24 Range LO1 Types Deaf and disabled, non-english speakers, children, elderly, expectant mothers LO2 Prepare Know and understand your audience, be aware of possible confrontational issues, to provide a quality experience Effective communication Eye contact, good voice tone, positive body language Ineffective communication No eye contact, speaks quietly, negative body language (arms folded, hands in pockets, hunched over) LO3 Effects No return of customers, decrease in brand image 24

25 Unit 105 Understanding Effective Customer Relations Supporting information Evidence requirements You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below. Special considerations: The nature of this unit means that most of your evidence must come from real work activities. Simulation can only be used in exceptional circumstances for example: Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing. The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy. 25

26 Unit 106 Understanding Equality and Diversity UAN: K/502/0634 Level: 1 Credit value: 1 GLH: 10 Aim: This unit is about gaining an understanding of the principles of equality and diversity. 1. Understand the meaning of the term Diversity 1.1 Give examples of at least three diverse groups 2. Demonstrate an awareness of diverse groups and practices. 2.1 Outline different cultural practices in relation to three diverse groups 3. Demonstrate an awareness of stereotypical attitudes. The learner can: 3.1 Give examples of at least two stereotypes and a positive or negative factor related to each 4. Understand the implications of disability The learner can: 4.1 Give examples of at least three types of disability and the way in which people can be supported. 4.2 Give an example of how people with a disability might be disadvantaged 26

27 Range LO1 Diverse groups Hard to reach, unemployed, lone parents, disabled LO2 Cultural practices Dress code, eating habits, values and ethics LO4 Disadvantaged Problems with access, difficulty communicating with venue staff, inappropriate equipment/provision 27

28 Unit 106 Understanding Equality and Diversity Supporting information Evidence requirements You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below. Special considerations: The nature of this unit means that most of your evidence must come from real work activities. Simulation can only be used in exceptional circumstances for example: Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing. The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy. Unit range Add details where applicable. 28

29 Unit 107 Introduction to Conflict Resolution in a Public Environment UAN: M/502/0635 Level: 1 Credit value: 1 GLH: 10 Aim: This unit is about gaining an understanding of the causes of conflict and how to respond in a conflict situation. 1. Understand the causes of potential conflict 1.1 List a range of flashpoint scenarios 1.2 List common behaviours that might contribute to conflict situations 1.3 List common triggers to aggressive behaviour. 2. Understand how to respond effectively to a conflict situation involving members of the public 2.1 List reasons why effective communication is important in a public environment 2.2 List, with examples, ways in which conflict situations can be defused. 2.3 Identify, with examples, the systems of support available in a public setting Range [include where required, otherwise delete] LO1 Flashpoint scenarios Discrimination, queue jumping, rival gangs, supporters in conflict Behaviours Lack of eye contact, over exuberance (eg excessive waving of arms), over excited/confident Triggers Drunkenness, drugs, jealousy, disappointment (eg team performance), hatred of others (teams/people) 29

30 LO2 Effective LEAPS (listen, empathise, ask, paraphrase, summarise), body language Conflict situations Riot, face-to-face confrontation, stampede Systems of support Police, event stewards, security 30

31 Unit 107 Introduction to Conflict Resolution in a Public Environment Supporting information Evidence requirements You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below. Special considerations: The nature of this unit means that most of your evidence must come from real work activities. Simulation can only be used in exceptional circumstances for example: Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing. The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy. 31

32 Unit 108 Developing Team and Interpersonal Skills UAN: A/502/0637 Level: 1 Credit value: 2 GLH: 20 Aim: This unit is about gaining an understanding of teamwork skills. 1. Understand the roles and responsibilities associated with working in a team. 1.1 Give examples of teams that operate in a given setting 1.2 Identify own responsibilities within a team 1.3 Provide information to the team/leader on progress. 2. Understand the importance of team planning Identify appropriate tasks that he/she can undertake. 2.2 List own responsibilities and working arrangements and state how they relate to those of other team members.. 3. Understand the importance of interpersonal skills. The learner can: 3.1 Give examples of when he/she has demonstrated good interpersonal skills. 3.2 Give examples of when he/she has experienced poor interpersonal skills 3.3 identify how he/she has overcome communication problems within a group/team 32

33 4. Be able to participate effectively in meetings. The learner can: 4.1 List different types of meeting e.g. formal, informal, team. 4.2 State the importance of an agenda Range LO3 Interpersonal skills Communication, body language, patience, assertiveness, friendly, respectful LO3 Meeting Formal, informal, team, one-to-one Importance Focus, outlines areas of responsibility, timings, notification of location/attendance/items for discussion 33

34 Unit 108 Developing Team and Interpersonal Skills Supporting information Evidence requirements You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below. Special considerations: The nature of this unit means that most of your evidence must come from real work activities. Simulation can only be used in exceptional circumstances for example: Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing. The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy. Unit range Add details where applicable. 34

35 Unit 109 Preparing for and Reflecting on a Volunteer Placement UAN: F/502/0638 Level: 1 Credit value: 3 GLH: 30 Aim: This unit is about gaining and maintaining a volunteer position and reflecting on the experience of volunteering. 1. Be able to prepare for an interview 1.1 Outline three key interview preparation activities 1.2 Identify appropriate dress for an interview and state its importance 1.3 Identify and express own qualities appropriate to a particular role 1.4 List three questions the interviewer might ask 1.5 List three questions the interviewee might ask.. 2. Understand recruitment interviewee skills Review an interview identifying the positives and negatives of his/her performance 2.2 Suggest two ways in which he/she could improve their technique 3. Understand his/her role in the Organisation. The learner can: 3.1 State his/her role in the Organisation 3.2 List his/her tasks and responsibilities undertaken during the placement. 35

36 4. Be able to maintain acceptable standards of personal presentation and behaviour during the placement The learner can: 4.1 List three reasons for an organisation s set standard of personal presentation and behaviour. 4.2 Maintain punctuality throughout the placement 4.3 Demonstrate behaviour within agreed standards. 5. Reflect on the voluntary placement The learner can: 5.1 Describe in a simple way the work carried out on a day to day basis at work. 5.2 Identify and describe some of his feelings about the work 5.3 Identify some of his/her strengths and weaknesses with regard to the specific tasks undertaken during the placement Range LO1 Qualities Punctuality, respectful, honest, trustworthy, leadership, determined, dependable, adaptable, helpful, considerate, polite, energetic, responsible LO2 Set standard Uniform, brand 36

37 Unit 109 Preparing for and Reflecting on a Volunteer Placement Supporting information Evidence requirements You must provide your assessor with evidence for all the learning outcomes and assessment criteria. The evidence must be provided in the following ways taking into account any of the special considerations below. Special considerations: The nature of this unit means that most of your evidence must come from real work activities. Simulation can only be used in exceptional circumstances for example: Where performance is critical or high risk, happens infrequently or happens frequently but the presence of an assessor/observer would prevent the Independent Advocacy relationship developing. The evidence must reflect, at all times, the policies and procedures of the workplace, as linked to current legislation and the values and principles for good practice in Independent Advocacy. 37

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39 Appendix 1 Relationships to other qualifications Literacy, language, numeracy and ICT skills development This qualifications can develop skills that can be used in the following qualifications: Functional Skills (England) see Essential Skills (Northern Ireland) see Essential Skills Wales see 39

40 Appendix 2 Sources of general information The following documents contain essential information for centres delivering City & Guilds qualifications. They should be referred to in conjunction with this handbook. To download the documents and to find other useful documents, go to the Centres and Training Providers homepage on Centre Manual - Supporting Customer Excellence contains detailed information about the processes which must be followed and requirements which must be met for a centre to achieve approved centre status, or to offer a particular qualification, as well as updates and good practice exemplars for City & Guilds assessment and policy issues. Specifically, the document includes sections on: The centre and qualification approval process Assessment, internal quality assurance and examination roles at the centre Registration and certification of candidates Non-compliance Complaints and appeals Equal opportunities Data protection Management systems Maintaining records Assessment Internal quality assurance External quality assurance. Access to Assessment & Qualifications provides full details of the arrangements that may be made to facilitate access to assessments and qualifications for candidates who are eligible for adjustments in assessment. The centre homepage section of the City & Guilds website also contains useful information such on such things as: Walled Garden: how to register and certificate candidates on line Qualifications and Credit Framework (QCF): general guidance about the QCF and how qualifications will change, as well as information on the IT systems needed and FAQs Events: dates and information on the latest Centre events Online assessment: information on how to register for GOLA/e-volve assessments. 40

41 City & Guilds Skills for a brighter future

42 Useful contacts UK learners General qualification information International learners General qualification information Centres Exam entries, Certificates, Registrations/enrolment, Invoices, Missing or late exam materials, Nominal roll reports, Results Single subject qualifications Exam entries, Results, Certification, Missing or late exam materials, Incorrect exam papers, Forms request (BB, results entry), Exam date and time change International awards Results, Entries, Enrolments, Invoices, Missing or late exam materials, Nominal roll reports Walled Garden Re-issue of password or username, Technical problems, Entries, Results, GOLA/e-volve, Navigation, User/menu option, Problems Employer Employer solutions, Mapping, Accreditation, Development Skills, Consultancy Publications Logbooks, Centre documents, Forms, Free literature T: +44 (0) E: T: +44 (0) F: +44 (0) E: T: +44 (0) F: +44 (0) E: T: +44 (0) F: +44 (0) F: +44 (0) (BB forms) E: T: +44 (0) F: +44 (0) E: T: +44 (0) F: +44 (0) E: T: +44 (0) E: T: +44 (0) F: +44 (0) Every effort has been made to ensure that the information contained in this publication is true and correct at the time of going to press. However, City & Guilds products and services are subject to continuous development and improvement and the right is reserved to change products and services from time to time. City & Guilds cannot accept liability for loss or damage arising from the use of information in this publication. If you have a complaint, or any suggestions for improvement about any of the services that we provide, feedbackandcomplaints@cityandguilds.com

43 About City & Guilds As the UK s leading vocational education organisation, City & Guilds is leading the talent revolution by inspiring people to unlock their potential and develop their skills. We offer over 500 qualifications across 28 industries through 8500 centres worldwide and award around two million certificates every year. City & Guilds is recognised and respected by employers across the world as a sign of quality and exceptional training. City & Guilds Group The City & Guilds Group operates from three major hubs: London (servicing Europe, the Caribbean and Americas), Johannesburg (servicing Africa), and Singapore (servicing Asia, Australia and New Zealand). The Group also includes the Institute of Leadership & Management (management and leadership qualifications), City & Guilds Land Based Services (land-based qualifications), the Centre for Skills Development (CSD works to improve the policy and practice of vocational education and training worldwide) and Learning Assistant (an online e-portfolio). Copyright The content of this document is, unless otherwise indicated, The City and Guilds of London Institute and may not be copied, reproduced or distributed without prior written consent. However, approved City & Guilds centres and candidates studying for City & Guilds qualifications may photocopy this document free of charge and/or include a PDF version of it on centre intranets on the following conditions: centre staff may copy the material only for the purpose of teaching candidates working towards a City & Guilds qualification, or for internal administration purposes candidates may copy the material only for their own use when working towards a City & Guilds qualification The Standard Copying Conditions (see the City & Guilds website) also apply. Please note: National Occupational Standards are not The City and Guilds of London Institute. Please check the conditions upon which they may be copied with the relevant Sector Skills Council. Published by City & Guilds, a registered charity established to promote education and training City & Guilds 1 Giltspur Street London EC1A 9DD T +44 (0) F +44 (0)

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