Starting with competence: redeveloping the BBKA Advanced Husbandry Assessment

How do you ensure that an advanced occupational assessment reflects what someone genuinely needs to know and be able to do?

This was one of the central questions considered when RI Training reviewed the British Beekeepers Association’s Advanced Husbandry training and assessment arrangements.

The review identified an opportunity to create a clearer connection between the role of an Advanced Beekeeper, how candidates are developed, and the evidence they must provide during assessment.

Our recommendation was that redevelopment begin with a competency framework that defines the requirements of the Advanced Beekeeper role.

Before developing training or selecting assessment methods, it is important to establish what competent performance actually looks like.

A competency framework provides this foundation by clearly specifying the knowledge, skills and behaviours required to perform an occupational role effectively.

RI Training subsequently supported the Association with the creation of a competency framework for the Advanced Beekeeper role. The framework identifies:

• The underpinning knowledge Advanced Beekeepers require.
• The practical skills they must be able to demonstrate.
• The professional behaviours expected of them.
• The scope and range of situations in which their competence must be applied.
• The legal requirements and recognised industry standards that underpin good practice.

This gives the Association a clear statement of the standard expected of an Advanced Beekeeper.

It also provides a common reference point for candidates, trainers and assessors. Candidates can understand what they are working towards, development activities can be aligned with the requirements of the role, and assessors can make decisions against clearly defined and consistent standards.

Once the competency framework had been established, the requirements for developing Advanced Beekeepers could be specified more clearly.

Development is not restricted to attending training courses or acquiring technical knowledge. Candidates also need opportunities to apply their knowledge, develop their practical ability and demonstrate their competence in realistic situations.

This may include activities such as:

• Managing colonies in different circumstances.
• Diagnosing problems and deciding on appropriate action.
• Applying relevant legal requirements and accepted beekeeping practices.
• Advising and supporting other beekeepers.
• Delivering practical demonstrations and presentations.
• Mentoring individuals and contributing to the development of others.

The framework therefore supports a more structured approach in which development is directly related to the responsibilities and performance requirements of the Advanced Beekeeper role.

The assessment arrangements have also been designed around the competency framework.

Candidates will be required to compile a portfolio containing evidence of how they have applied their knowledge and skills in practice. This will enable them to demonstrate experience and performance across the different areas of the framework, rather than relying entirely on what can be observed on a single assessment day.

The British Beekeepers Association plans to use its Moodle platform to host the electronic portfolios. Candidates will be able to access the requirements and supporting guidance, while assessors will be able to review evidence and record assessment decisions through the platform.

The portfolio will form part of a broader assessment process. Practical activities and a final professional discussion will provide further opportunities for candidates to demonstrate their competence and underpinning knowledge.

Using a combination of assessment methods allows assessors to develop a more complete picture of each candidate’s ability. It also helps ensure that successful candidates have demonstrated both the depth of their technical knowledge and their ability to apply it in practice.

Training and assessment are sometimes developed by starting with existing course content or a preferred assessment method. This can result in gaps, duplication or assessment activities that do not fully reflect the occupational role.

Starting with competence creates a more logical sequence:

1. Define the occupational role.
2. Identify the required knowledge, skills and behaviours.
3. Specify the applicable legal and industry standards.
4. Plan development activities that address those requirements.
5. Select assessment methods that allow competence to be demonstrated.
6. Make assessment decisions against clearly defined standards.

This approach creates a direct connection between the role, candidate development and assessment. It supports greater transparency, consistency and fairness while ensuring that the assessment remains relevant to current practice.

RI Training works with professional bodies, employers and training organisations to review and develop:

• Competency frameworks.
• Occupational and qualification standards.
• Training programmes and learning resources.
• Assessment strategies and assessment materials.
• Portfolio and e-portfolio requirements.
• Internal and external quality assurance arrangements.
• Assessor and quality-assurance training.

Our focus is on creating practical systems that reflect the real requirements of occupational roles and provide a reliable basis for developing and assessing competence.

If your organisation is reviewing an existing training or assessment programme—or needs to define competence for a specialist role—please contact RI Training to discuss how we can help.