December 2013
Examiners’ Report
NEBOSH International
General Certificate in
Occupational Health
and Safety (IGC1)
Examiners’ Report
NEBOSH INTERNATIONAL GENERAL
CERTIFICATE IN OCCUPATIONAL
HEALTH AND SAFETY
UNIT IGC1:
MANAGEMENT OF INTERNATIONAL
HEALTH AND SAFETY
DECEMBER 2013
For:
NEBOSH International General Certificate in Occupational Health and Safety
NEBOSH International Certificate in Construction Health and Safety
NEBOSH International Certificate in Fire Safety and Risk Management
CONTENTS
Introduction
2
General comments
3
Comments on individual questions
4
 2014 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
T(s):exrpts/I/IGC1[ ]
EXTERNAL
DW/DA/REW
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 35,000 candidates annually and are offered
by over 500 course providers, with exams taken in over 100 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 to be recognised and regulated by the Scottish Qualifications Authority
(SQA).
Where appropriate, NEBOSH follows the latest version of the “GCSE, GCE, Principal Learning and
Project Code of Practice” published by the regulatory authorities in relation to examination setting and
marking. While not obliged to adhere to this code, NEBOSH regards it as best practice to do so.
Candidates’ scripts are marked by a team of Examiners appointed by NEBOSH on the basis of their
qualifications and experience. The standard of the qualification is determined by NEBOSH, which is
overseen by the NEBOSH Council comprising nominees from, amongst others, the Health and Safety
Executive (HSE), the Confederation of British Industry (CBI), the Trades Union Congress (TUC) and
the Institution of Occupational Safety and Health (IOSH). Representatives of course providers, from
both the public and private sectors, are elected to the NEBOSH Council.
This report on the examination provides information on the performance of 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.
© NEBOSH 2014
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
EXTERNAL
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 always some 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.
In order to meet the pass standard for this assessment, acquisition of knowledge and understanding
across the syllabus are prerequisites. However, candidates need to demonstrate their knowledge and
understanding in answering the questions set. Referral of candidates in this unit is invariably because
they are unable to write a full, well-informed answer to one or more of the questions asked.
Some candidates find it difficult to relate their learning to the questions and as a result offer responses
reliant on recalled knowledge and conjecture and fail to demonstrate a sufficient degree of
understanding. Candidates should prepare themselves for this vocational examination by ensuring
their understanding, not rote-learning pre-prepared answers.
Candidates should therefore note that Examiners’ Reports are not written to provide ‘sample answers’
but to give examples of what Examiners were expecting and more specifically to highlight areas of
under performance.
Common pitfalls
It is recognised that many candidates are well prepared for their assessments. However, recurrent
issues, as outlined below, continue to prevent some candidates reaching their full potential in the
assessment.
−
Many candidates fail to apply the basic principles of examination technique and for some
candidates this means the difference between a pass and a referral.
−
In some instances, candidates do not attempt all the required questions or are failing to
provide complete answers. Candidates are advised to always attempt an answer to a
compulsory question, even when the mind goes blank. Applying basic health and safety
management principles can generate credit worthy points.
−
Some candidates fail to answer the question set and instead provide information that may be
relevant to the topic but is irrelevant to the question and cannot therefore be awarded marks.
−
Many candidates fail to apply the command words (also known as action words, eg describe,
outline, etc). Command words are the instructions that guide the candidate on the depth of
answer required. If, for instance, a question asks the candidate to ‘describe’ something, then
few marks will be awarded to an answer that is an outline. Similarly the command word
‘identify’ requires more information than a ‘list’.
−
Some candidates fail to separate their answers into the different sub-sections of the questions.
These candidates could gain marks for the different sections if they clearly indicated which part
of the question they were answering (by using the numbering from the question in their
answer, for example). Structuring their answers to address the different parts of the question
can also help in logically drawing out the points to be made in response.
−
Candidates need to plan their time effectively. Some candidates fail to make good use of their
time and give excessive detail in some answers leaving insufficient time to address all of the
questions.
−
Candidates should also be aware that Examiners cannot award marks if handwriting is
illegible.
−
Candidates should note that it is not necessary to start a new page in their answer booklet for
each section of a question.
3
EXTERNAL
Unit IGC1
Management of international safety and health
Question 1
(a)
Give the meaning of the term ‘permit-to-work’.
(2)
(b)
Identify types of work activity that may require a permit-to-work.
(3)
(c)
Outline the general details that should be included in a permit-towork.
(8)
Identify factors that may influence the effectiveness of a permit-towork system.
(7)
(d)
This question related to Element 4 of the syllabus and assessed candidates’
knowledge of learning outcomes 4.6: Explain the role and function of a permit-to-work
system.
Part (a) of the question required candidates to give the meaning of the term permit-towork. The majority of candidates only achieved one mark as they did not provide
enough information to demonstrate that they understood the significant differences
between a permit-to-work and a safe system of work in respect of the risk level they
are designed to control.
Part (b) of the question was very well answered with the majority of candidates able to
identify work activities that required a permit to work. Some candidates failed to take
on board the command word identify and instead described the work activities.
Part (c) of the question was generally limited with the majority of candidates
concentrating on the operation of a permit rather than the general details that should
be included in a permit. Many candidates listed rather than outlined their answers
which failed to demonstrate the depth of knowledge required of this particular
question.
Answers to part (d) were particularly limited. The question required candidates to
identify reasons why a permit to work system may not be operating effectively. Many
candidates repeated the same answers that they had used in part (c).
Question 2
Most countries have laws that require organisations to manage health and
safety risks.
(a)
(b)
Outline reasons why national / state governments have health
and safety laws.
(4)
Outline ways in which national / state governments try to help
ensure organisations comply with health and safety laws.
(4)
This question related to Element 1 of the syllabus and assessed candidates knowledge
of learning outcomes 1.3 Explain the role of national governments and international
bodies in formulating a framework for the regulation of health and safety.
The majority of answers to part (a) were very limited. The question required candidates
to recognise that states / governments have, first and foremost, an overriding
4
EXTERNAL
responsibility to try and prevent harm to workers and others by passing relevant health
and safety laws.
Many candidates did not relate health and safety management to state/government
law issues and instead wrote about the duty of employers to employees and third
parties which attracted very few marks.
This area of the syllabus appears not to have been covered by course providers in any
great depth.
Part (b) of the question was slightly better answered. The majority of answers were too
narrow in scope and tended to focus on the range of sanctions available to
enforcement bodies such as providing health and safety guidance and information,
inspections etc. Candidates found it challenging to provide more than a list and it
appeared that they may not have known how to appropriately respond to the command
word.
Question 3
Outline factors that should be considered when developing a safe system
of work.
(8)
This question related to Element 4 of the syllabus and assessed candidates’
knowledge of learning outcomes 4.5: Developing a safe system of work.
The answers provided on this occasion were limited as many candidates were unable
to demonstrate an understanding of what is required when developing a safe system of
work.
Many candidates did not appropriately respond to the command word outline and
instead listed the factors. It appeared that some candidates did not read the question
and outlined the requirements of a safety management system. Others listed the five
steps to risk assessment, which did not answer the question.
Safe systems of work are a fundamental risk control strategy. It is an area of the
syllabus that perhaps requires re-visiting by course providers to ensure the necessary
breadth and depth of the topic is taught.
Question 4
(a)
(b)
Outline factors that could be considered as part of a review of
health and safety performance.
(6)
Outline why it is important that the outcome of the review is
reported to the Chief Executive.
(2)
This question related to Element 5 of the syllabus and assessed candidates’
knowledge of learning outcomes 5.5: Explain the purpose of, and procedures for,
regular reviews of health and safety performance.
The majority of answers were very limited to part (a) of this question. Many candidates
wrote about why a review should be undertaken and other candidates wrote about the
reasons why a health and safety policy should be reviewed, which did not answer the
question.
5
EXTERNAL
Candidates are either failing to read the question or are reciting memorised information
that does not necessarily fit the question. Many candidates listed answers instead of
fully outlining the factors, therefore candidates and course providers would benefit
from revisiting what is required by this command word.
There was a mixed response of answers given to part (b). The review of health and
safety performance is critical to an organisation if they want to demonstrate continual
improvement of management systems. Many candidates incorrectly wrote about the
need for the organisation to demonstrate commitment for which no marks were
awarded and few candidates achieved the possible two marks.
Question 5
(a)
(b)
Outline factors that should be considered during the ‘planning’
stage of a safety management system.
Identify documents that may be referred to when auditing a
safety management system.
(4)
(4)
This question related to Element 4 of the syllabus and assessed candidates’
knowledge of learning outcomes 4.1: Safety management system planning.
Part (a) of the question produced limited responses and many candidates found it
challenging to mention more than hazard and risk identification. Candidates are
advised that listing factors does not effectively outline, as requested in the question.
Part (b) of the question was much better answered with a high percentage of
candidates achieving maximum marks. This was considered to be due in part to the
identify command word and the fact that it was a shortened version of a well tried and
tested previous question on documents to examine when carrying out a health and
safety audit.
All aspects of health and safety hinge around the candidates’ understanding of this
fundamental concept of managing risk. From the answers provided it indicates that
health and safety management is being taught in parts, rather than an entity.
Question 6
Outline items that may be included in the ‘arrangements’ section of an
organisation’s health and safety policy document.
(8)
This question related to Element 2 of the syllabus and assessed candidates’
knowledge of learning outcomes 2.3: Describe the key features and appropriate
content of an effective health and safety policy.
Candidates who only dealt with the arrangements section of the health and safety
policy managed to achieve high marks as this effectively answered the question.
Unfortunately a number of candidates confused the arrangements section of the
health and safety policy with the organisation section and statement of intent and
discussed such topics as objectives and targets which resulted in no marks being
awarded.
Again the command word outline was challenging for many candidates and a list was
commonly produced, resulting in much lower marks being awarded.
6
EXTERNAL
Question 7
(a)
Identify TWO main purposes of first-aid treatment.
(2)
(b)
Outline factors to be considered when carrying out an
assessment of first-aid requirements in a workplace.
(6)
This question related to Element 2 of the syllabus and assessed candidates’
knowledge of learning outcomes 3.6: Requirement and effective provision of first aid in
the workplace.
Part (a) of the question required candidates to identify two main purposes of first-aid.
Some candidates lost time identifying more than two purposes. Part (b) of the question
was generally well answered with the majority of candidates gaining maximum marks.
Again the candidates found the command word outline challenging. It is imperative
that providers stress to their students the meaning and importance of complying with
the examination command words.
It is advised that course providers cover the concept of exam technique with their
candidates. Valuable time is sometimes being wasted by candidates supplying more
information than the question asks for. Some candidates were found to be writing out
the question before attempting to answer it, which is unnecessary.
Question 8
A visitor to a work site has been injured after being hit by a moving
vehicle.
(a)
Outline possible immediate causes of this accident.
(4)
(b)
Outline possible root causes of this accident.
(4)
This question related to Element 5 of the syllabus and assessed candidates’
knowledge of learning outcomes 5.3: Immediate and root causes of accidents.
Many candidates demonstrated a lack of understanding of the terms immediate and
root causes when answering this particular question. As a result, many mixed up their
answers when attempting part (a) and (b) and could not gain good marks.
The command word outline was to a large extent challenging for the majority of
candidates. Accident/incident investigation revolves around the concept of examining
below the surface of the event. It is a very important tool for the health and safety
adviser in respect of preventing re-occurrence and is an area of the syllabus that
urgently requires attention by course providers.
7
EXTERNAL
Question 9
Identify factors that should be considered when developing a programme
of health and safety training.
(8)
This question related to Element 3 of the syllabus and assessed candidates’
knowledge of learning outcomes 3.4: Explain how health and safety behaviour at work
can be improved.
This question produced limited responses from candidates. ‘Developing’ a programme
was the key phrase that was frequently misinterpreted by candidates. Answers tended
to be about the different types of training, the content of the training, why training was
needed and how to deliver it rather than the factors to be considered when developing
a training programme. It can be debated whether or not candidates misread the
question or did not really understand the concept of training development. It is
suggested that it is an area of the syllabus that should be revisited by course providers
to ensure these anomalies are addressed.
Question 10
(a)
Using a workplace example; give the meaning of the term ‘risk’.
(3)
(b)
Identify the key stages of a risk assessment.
(5)
This question related to Element 4 of the syllabus and assessed candidates’
knowledge of learning outcomes 4.2: The principles and practice of risk assessment
Part (a) of the question required candidates to give the meaning of the term risk with a
supporting workplace example. The majority of candidates gained marks for
mentioning likelihood and severity. However very few were able to give a workplace
example that adequately demonstrated these two components.
Part (b) of the question was generally well answered with many candidates achieving
maximum marks for this section. However there was a small number of candidates
who identified the hierarchy of control instead of a risk assessment.
Overall, question 10 was well answered by candidates. This indicates that the topic of
risk assessment is well covered by course providers and understood by candidates.
8
EXTERNAL
Question 11
(a)
Outline the meaning of the terms:
(i)
active monitoring;
(2)
(ii)
reactive monitoring.
(2)
(b)
Outline active monitoring methods that can be used when
assessing an organisation’s health and safety performance.
(4)
This question related to Element 5 of the syllabus and assessed candidates’
knowledge of learning outcomes 5.1 & 5.2: monitoring; accident data/proactive
measures.
Part (a) of the question produced mixed results from candidates. To gain full marks in
this section it required candidates to recognise that active monitoring is undertaken
prior to anything going wrong and reactive monitoring is undertaken after an incident
has occurred. Most candidates failed to give enough information to warrant the full two
marks.
Part (b) of the question was slightly better answered with the majority of candidates
managing to gain two marks for just listing two active monitoring strategies. Those
candidates that outlined the active monitoring method as the command word requests
achieved the full four marks.
9
EXTERNAL
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