Examiner report nebosh igc1 apr jun 2015

April - June 2015

Examiners’ Report NEBOSH International General Certificate in Occupational Health and Safety (IGC1)

Examiners’ Report UNIT IGC1: MANAGEMENT OF INTERNATIONAL HEALTH AND SAFETY APRIL – JUNE 2015

For:

NEBOSH International General Certificate in Occupational Health and Safety NEBOSH International Certificate in Fire Safety and Risk Management NEBOSH International Certificate in Construction Health and Safety

CONTENTS Introduction

2

General comments

3

Candidate performance

4

Learning outcomes

4

Examination technique

6

Command words

7

Conclusion

8

 2015 NEBOSH, Dominus Way, Meridian Business Park, Leicester LE19 1QW tel: 0116 263 4700

fax: 0116 282 4000

email: info@nebosh.org.uk

website: www.nebosh.org.uk

The National Examination Board in Occupational Safety and Health is a registered charity, number 1010444

Introduction

NEBOSH (The National Examination Board in Occupational Safety and Health) was formed in 1979 as an independent examining board and awarding body with charitable status.

We offer a comprehensive range of globally-recognised, vocationally-related qualifications designed to meet the health, safety, environmental and risk management needs of all places of work in both the private and public sectors.

Courses leading to NEBOSH qualifications attract around 50,000 candidates annually and are offered by over 600 course providers, with examinations taken in over 120 countries around the world. Our qualifications are recognised by the relevant professional membership bodies including the Institution of Occupational Safety and Health (IOSH) and the International Institute of Risk and Safety Management (IIRSM).

NEBOSH is an awarding body that applies best practice setting, assessment and marking and applies to Scottish Qualifications Authority (SQA) regulatory requirements.

This report provides guidance for candidates which it is hoped will be useful to candidates and tutors in preparation for future examinations. It is intended to be constructive and informative and to promote better understanding of the syllabus content and the application of assessment criteria. Š NEBOSH 2015

Any enquiries about this report publication should be addressed to: NEBOSH Dominus Way Meridian Business Park Leicester LE19 1QW tel: 0116 263 4700 fax: 0116 282 4000 email: info@nebosh.org.uk

2

General comments

Many candidates are well prepared for this unit assessment and provide comprehensive and relevant answers in response to the demands of the question paper. This includes the ability to demonstrate understanding of knowledge by applying it to workplace situations.

There are other candidates, however, who appear to be unprepared for the unit assessment and who show both a lack of knowledge of the syllabus content and a lack of understanding of how key concepts should be applied to workplace situations.

This report has been prepared to provide feedback on standard date and on-demand IGC1 examinations sat between April and June 2015.

Feedback is presented in these key areas; examination technique, command words and learning outcomes and is designed to assist candidates and course providers to prepare for future assessments in this unit.

Candidates and course providers will also benefit from use of the ‘Guide to the NEBOSH International General Certificate in Occupational Health and Safety’ which is available via the NEBOSH website. In particular, the guide sets out in detail the syllabus content for IGC1 and tutor reference documents for each Element. Please note that this examination period covers both the January 2013 and the November 2014 specifications, in this report the January 2013 specification learning outcomes are in brackets where relevant.

Additional guidance on command words is provided in ‘Guidance on command words used in learning outcomes and question papers’ which is also available via the NEBOSH website.

Candidates and course providers should also make reference to the IGC1 ‘Example question paper and Examiners’ feedback on expected answers’ which provides example questions and details Examiners’ expectations and typical areas of underperformance.

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Unit IGC1 Management of international health and safety Candidate performance This report covers all examinations, both standard and on-demand examination sittings during April to June 2015.

Learning outcomes Candidates performed well in these areas of the syllabus: 1.3

Explain the role of national governments and international bodies in formulating a framework for the regulation of health and safety

Examiners identified that there was considerable variation of performance by candidates. This means that there is feedback in this part of the report where candidates performed well but there is also feedback below that relates to those candidates who performed less well.

A common strength of candidates who performed well was their ability to provide reasonable or good answers to questions where the answer included an account of the responsibilities of employers and/or the responsibilities and rights of workers.

3.5 (4.2)

Explain the principles and practice of risk assessment

Some candidates performed well on this learning outcome, but others performed weakly and there is feedback below where candidates found this learning outcome more challenging.

There was good performance by some candidates where questions required them to give the meaning of the term ‘risk’ and where they needed to show understanding of the main stages of a risk assessment. Examiners observed a weakness, even where candidates performed reasonably that they did not always go on to provide a good breadth of answer.

In the case of the special case application of pregnant workers, some candidates provided good answers to the aspect of the question related to work activities but even among these stronger answers, the actions required to control risks were less well answered.

The following learning outcomes have been identified as being the most challenging area of the syllabus for candidates in this period: 1.3

Explain the role of national governments and international bodies in formulating a frame work for the regulation of health and safety

Candidates need to be able to demonstrate their understanding of employers’ responsibilities, workers’ responsibilities and rights, the role of enforcement agencies and the consequences of noncompliance, international standards and conventions (ISO and ILO) and sources of information on national standards.

Areas of weakness included an inability to provide examples of employers' responsibilities when this was required in the question. Although some candidates were able to provide reasonable answers about employers’ responsibilities, other candidates appeared to have much less knowledge or understanding of this topic.

Some candidates appeared to provide an answer consisting of rote-learned material or perhaps an answer related to another question where this learning outcome was assessed but not the actual question asked on the question paper they were sitting

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Candidates need to study all of the content of learning outcome 1.3 to an appropriate depth. The feedback below regarding examination technique and attention to command words is appropriate for this and other learning outcomes discussed below.

1.2

Explain the moral, social and economic reasons for maintaining and promoting good standards of health and safety in the workplace

Candidates must demonstrate knowledge and understanding of the size of the health and safety problem in terms of work-related fatalities and injuries and incidence of ill-health, societal expectation of good standards of health and safety, the need to provide a safe place of work, safe plant and equipment, safe systems of work, training and supervision and competent workers, the business case for health and safety, costs of insured and uninsured accidents and ill-health, and employers’ liability insurance.

Although this was not an outcome area where candidates performed particularly strongly, some candidates performed well, in particular where questions required answers related to the costs of accidents.

Performance was generally less strong. Areas where performance was weak included where questions asked about employers’ liability insurance and about possible impacts on an organisation, other than cost (for example impact on the morale of the workforce), appeared less well understood.

A number of candidates used the words ‘moral, legal, social and financial’ within their answers having seemed to have learnt these words but without understanding or application and these words on their own did not provide an answer to the question asked.

Candidates need to study the full content of the syllabus as set out for learning outcome 1.2.

2.3

Describe the key features and appropriate content of an effective health and safety policy

This learning outcome requires candidates to have knowledge and understanding of how and why organisations state their overall health and safety aims, setting targets, defining health and safety responsibilities, specifying the arrangements for health and safety, reviewing the health and safety policy and standards and guidance relating to health and safety policy.

Among weaker aspects of answers by candidates included a difficulty giving examples of targets (other than a reduction in accidents), why roles and responsibilities should be allocated and how such roles and responsibilities might be communicated to the line managers and the rest of the workforce.

3.5 (4.2)

Explain the principles and practice of risk assessment

This learning outcome covers comprehensive content related to the principles and practice of risk assessment, including the meaning of the terms ‘risk’ and ‘hazard’, the objectives of risk assessment, how risk assessments are done, how risk assessments are made effective/‘suitable and sufficient’, recording and reviewing risk assessments and special case applications.

There was a common weakness as to depth of knowledge. A number of candidates were able to provide part of an answer where the question related to the principles or the practice of risk assessment, but were not able to provide a reasonable breadth of answer, ie could not provide sufficient valid points to gain a reasonable or good mark.

Understanding of the requirements related to risk assessments where there are special case applications (eg pregnant worker) was variable with some candidates performing strongly but others appearing to struggle with both the principle and more practical aspects of special case applications.

Understanding of actions likely to be needed to protect a pregnant worker was particularly weak.

Risk assessments are, of course, a common feature of many candidates’ own work experiences. This can be an area of the syllabus where a candidate may be tempted to over rely on what they know through their experience of work rather than studying the content in sufficient depth.

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Examination technique The following examination techniques were identified as the main areas of improvement for candidates: Candidates misread/misinterpreted the question This was the most common area for improvement identified by Examiners in the period covered by this Report. This could be due to the candidate not considering the question carefully enough so as to be sure they understood what it requires; or the candidate could not answer the question asked but wrote down something related to the topic of the question in the hope of gaining a mark.

Candidates need to be taught and reminded that it is essential that they read and re-read the question carefully, consider what it requires and what they need to write in their answer to meet what the question requires.

Candidates should practise answering questions in examination-like conditions so as to be able to use this skill in the examination when time restrictions apply and it is natural for candidates to be under pressure.

Where this weakness in examination technique reflects a lack of knowledge, ie where a candidate cannot answer a question but just write something in the hope it might be relevant, the improvement will require candidates to have studied and understood all Elements of the IGC1 syllabus.

Candidates did not answer all of the questions It is likely that this will have been due to either a lack of knowledge, that is, the candidate was faced with a question that they could not answer and did not attempt it, or time management during the examination, with the candidate running out of time to answer all the questions.

In the case of a lack of knowledge, the comment above about attention to all of the whole content of the IGC1 syllabus would also apply.

In the case of poor time management, candidates are likely to benefit from being able to practise questions in examination-like conditions and improve their ability to complete their answers within the time allowed. Examiners also commented that some candidates began their answer by writing the question and that by doing this they lose some valuable time.

Candidates did not respond effectively to the command word The command word indicates to the candidate what depth of answer is required. There is good advice in the NEBOSH guidance on command words available on the website..

It is particularly unfortunate when candidates miss out on marks due to not responding effectively to the command word as this can often be where the candidate actually knows what the question topic requires.

The most common errors, that are related, were candidates providing the depth of answer appropriate to an ‘identify’ question when the command word required more depth (eg explain or outline) and candidates who answered all the questions in the same way without regard to the command word in the question.

Awareness of the requirement indicated by the command word, the chance to practise questions and receiving appropriate feedback would help improve this area of weak performance.

Candidates unnecessarily wrote the question down Some candidates begin their answer by writing out the question. This is not required. In itself, this does not lead to the loss of marks, ie candidates are not penalised for this, but it does mean that they risk losing time and this could impact on their ability to answer each question fully and at worst lead to there being a question or questions not being attempted.

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Command words The following command words are listed in the order identified as being the most challenging for candidates: Outline In this period, questions where ‘outline’ was the command word were the most challenging. Where candidates missed out on marks due to a lack of attention to command words it is likely that most of those marks missed related to ‘outline’ questions.

Examiners describe a common weakness where candidates provide a list of points or bullet points rather than an adequate breadth of answer to meet the requirements of an ‘outline’. As mentioned, this is unfortunate as it can mean that a candidate who understands the topic of the question and who provides a good range of points miss out on a good mark because they have not provided an adequate outline.

It is advised that candidates have the chance to practise questions in examination-like conditions and receive feedback as to whether or not their answer is in compliance with the command word.

This advice about practice and feedback applies to all of the command words discussed in this report.

Explain There were some candidates who did not appear to understand what is needed in an answer where ‘explain’ is the command word.

Some candidates provided a list of points and not a suitable explanation. It may be that the requirement to answer with an explanation was challenging to some candidates with limited confidence in their written English Identify Candidates usually perform most strongly where ‘identify’ is the command word and that was the case for many candidates within the period of this report. Candidates do need to understand that questions that ask them to ‘identify’ cannot usually be answered with a simple list. For example, a question may include some aspects of training as a valid point to be included in the answer. A candidate who just puts the word ‘training’ would not have provided enough, even in an ‘identify’ question to gain the mark. Although a valid point in an answer to an ‘identify’ question will not require the same depth of answer as indicated by other command words, it will require an appropriate depth.

Describe Some candidates appeared not to understand or to be unable to comply with the requirements of ‘describe’ as a command word. Some candidates missed out on marks by providing only a list of points and not a description as required. It may be that, as with ‘explain’ referred to above, that there is a connection between this weakness and some limitations in the candidate’s confidence with written English Give The command word ‘give’ usually appears in questions where what is required in the answer is the meaning of a term, eg ‘give the meaning of the term ‘risk’’ or to ‘give an example’. Where candidates do not perform well on a question where ‘give’ is the command word, it is most likely to be due to a lack of knowledge, ie they cannot give the meaning, or they do not know a valid example rather than a weakness in attention to this command word.

For additional guidance, please see NEBOSH’s ‘Guidance on command words used in learning outcomes and question papers’ document, which is available on our website: www.nebosh.org.uk/students/default.asp?cref=1345&ct=2.

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Conclusion The feedback from Examiners highlighted that candidates taking the IGC1 examinations in April to June 2015 needed most improvement in the areas of the role of national governments and international bodies in formulating a framework for the regulation of health and safety (learning outcome 1.3); the moral social and economic reasons for maintaining and promoting good standards of health and safety in the workplace (learning outcome 1.2); the key features and appropriate content of an effective health and safety policy (learning outcome 2.3); And principles and practice of risk assessment (learning outcome 3.5 (4.2)).

With regard to examination technique, candidates sitting this examination should consider the feedback above related to candidates misreading/misinterpreting the question, not answering all of the questions and not responding effectively to the command word.

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The National Examination Board in Occupational Safety and Health Dominus Way Meridian Business Park Leicester LE19 1QW telephone +44 (0)116 2634700 fax +44 (0)116 2824000 email info@nebosh.org.uk www.nebosh.org.uk