Aug - Oct 2014

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

Examiners Report
UNIT IGC1:
MANAGEMENT OF INTERNATIONAL
HEALTH AND SAFETY
AUGUST OCTOBER 2014

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

General comments

Candidate performance

Learning outcomes

Examination technique

Command words

Conclusion

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 110 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.
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

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 August and October 2014.
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.
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.

Unit IGC1
Management of international health and safety
Candidate performance
This report covers all examinations, both standard and on-demand examination sittings during August
to October 2014.

Learning outcomes
Candidates performed well in these areas of the syllabus:
1.2

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

This learning outcome requires candidates to understand the size of the health and safety problem
and related consequences, what society (national/state governments, citizens, workers/trade unions,
and other stakeholders) expects of organisations carrying out work, the need to provide a safe place
of work and safe working arrangements, the business case for good health and safety and related
financial consequences if performance is poor.
Questions with this learning outcome were, generally, well answered, with candidates showing good
understanding and able to provide strong answers. Where there were areas of weakness they related
to the breadth and depth of answers. These may be weaknesses of examination technique rather
than of learning, for example, where candidates provided some of the points required in an answer but
not sufficient or where the depth of response indicated by a command word was not followed.
1.3

Explain the role of national governments and international bodies in formulating a

framework for the regulation of health and safety

Candidates need to understand the responsibilities of employers and workers, the role of enforcement
agencies and consequences of non-compliance, international standards and conventions (ISO/ILO)
and sources of information on national standards.
Some questions with this learning outcome were well answered with questions relating to employers
and/or workers responsibilities gaining good marks. This confidence by candidates may be the result
of the combination of their study and practical experiences in their own workplace. Questions that
required candidates to have learned what may not feature in their practical experience, for example
questions about the role of enforcement agencies, tended to produce lower marks.
It is important that course providers cover all aspects of leaning outcomes within the syllabus.

The following learning outcomes have been identified as being the most challenging area of the
syllabus for candidates in this period:
3.1

Outline the health and safety roles and responsibilities of employers, managers,
supervisors, workers and other relevant parties

There is a detailed summary of the content of this learning outcome in the Guide to the NEBOSH
International General Certificate in Occupational Health and Safety and given that questions that
related to this learning outcome showed a number of candidates struggling to gain good marks it
would be worth candidates and course providers checking the content of 3.1 in the Guide.
Some candidates were not clear about the different roles and responsibilities within an organisation
(directors, managers, workers).

Where questions relating to the control of contractors are asked they can result in candidates only
providing an answer related to selection. This could be an error of understanding of what the
question required or may be the result of rote-learning or question spotting.
This may be a part of the syllabus where candidates may be tempted to over rely on their own
practical experience (for example what they know of middle managers roles) but as indicated above,
this learning outcome requires a comprehensive knowledge of matters that may not be familiar
through work (for example the supply chain) and candidates need to study these aspects.
There is likely to be some connections between poor performance due to lack of knowledge and that
due to poor examination technique/attention to command words. The recommendations above apply
here, in particular the value of candidates practising questions and taking feedback.

5.1

Outline the principles, purpose and role of active and reactive monitoring

Candidates need to demonstrate their understanding of active monitoring procedures, the role of
different types of active monitoring, inspections, effective report writing and reactive monitoring
measures.
Some candidates were not able to answer questions well where this learning outcome featured.
There were weaknesses in the understanding of what active and reactive monitoring are and/or an
inability to answer questions in sufficient depth to gain good marks. Even where candidates displayed
some knowledge, they could not provide sufficient points to gain good marks.
The content of learning outcome 5.1 is part of the syllabus and questions on its content will feature.
The content of 5.1 is also relevant to those candidates looking to use the qualification in a practical
manner so confidence related to health and safety monitoring is important.
As with learning outcome 3.1 above, there was some overlap of poor performance due to poor
examination technique and lack of attention to the command word.

5.3

Explain the purpose of, and procedures for, investigating incidents (accidents, cases of
work-related ill-health and other occurrences)

Candidates need to demonstrate understanding in some breadth and depth about investigating
incidents including why incidents are investigated, the range of incidents (ie not just personal injury
accidents), how investigations are done, causes (immediate and root) and remedial actions.
Where candidates fail to gain good marks it is usually because of an assumption that incident equals
personal injury accident so not thinking about the potential for incidents like near misses needing to
be considered; not providing sufficient points within an answer; a lack of confidence in understanding
what are immediate and what are root causes.
Candidates and course providers need to consider the content of learning outcome 5.3 in the Guide.
As with learning outcomes 3.1 and 5.1 above there was some overlap of poor performance due to
poor examination technique and lack of attention to the command word.

4.5

Explain what factors should be considered when developing and implementing a safe
system of work for general activities

This learning outcome requires candidates to have comprehensive understanding of the reasons why
organisations need safe systems of work and how safe systems are prepared, put into use and
monitored. Candidates also need to be able to define and give examples of some types of safe
systems of work (for example, lone working).
Where candidates did not gain good marks the reasons included a lack of understanding of the
content of this learning outcome. For example where the question needed understanding of technical,
procedural and behavioural controls and failure to understand the question topic sufficiently so as to
be able to provide the breadth of answer needed.

There was an overlap between lack of understanding and poor examination technique. For example,
one question that had 4.5 as its learning outcome required candidates to say why it is important to
involve workers in the development of safe systems of work (SSOW). The marks available related to
why so candidates who gave an answer relating to what a SSOW is or how a SSOW is developed
would miss out on many or all of the marks.

Examination technique
The following examination techniques were identified as the main areas of improvement for
candidates:
Candidates misread/misinterpreted the question
Weaknesses in this examination technique can have a range of causes but the result will usually be
the same. Where a candidate has misread or misinterpreted a question it is likely that much of their
answer will not match the required answer.
Common reasons for this weakness are set out below with suggestions to candidates and course
providers on how they may be overcome.
Candidates need to work to a plan when sitting an examination and an important part of that plan is to
read questions carefully and be sure that they understand what is needed in their answer. There will
always be a temptation, given the inevitable time pressure that examinations contain, to rush into
writing but a short period considering what the question needs is time well spent. It can help
candidates if they can practise specimen questions in examination-like conditions to develop this skill
and get the right balance between thinking and writing.
Examiners sometimes see answers that do not relate to the actual question. This can be the result of
question spotting where a candidate tries to predict questions and limit their study to those topics
they hope to see. Given the breadth of the NEBOSH IGC1 syllabus and the number of different
questions that can be asked of it question spotting is not going to work in practice. There is no
substitute for study of the IGC1 syllabus in the required detail. This error can relate to a candidates
assumption that a question on the paper is one that they have seen before, perhaps while practising
for the examination. This can lead to all or most of the given answer missing the marks available.
Careful reading of questions and thorough understanding about what is required is essential.
There may be some candidates who misunderstand questions because of limitations in their ability to
read English.

Candidates unnecessarily wrote the question down

There is no need for candidates to start their answer by writing down the question. When candidates
do this they spend part of their time on a question doing something that will not gain any marks.

Candidates did not respond effectively to the command word

There is further information about this weakness in examination technique below. The command word
requires and assists the candidate to answer a question in sufficient depth. Where a candidate does
not follow the command word it is likely they will miss out on marks. This is particularly unfortunate as
often the limited response, for example a point in an answer being identified but not explained
shows to Examiners that the candidate did have knowledge of a question topic and perhaps could
have gained a higher mark.
Candidates need to understand the importance of command words and what they indicate in terms of
depth of answers. The NEBOSH guidance on command words referred to in General comments on
page 3 is essential reading. Candidates who practise specimen questions and who receive and
consider feedback on their response to command words should be more confident with them in the
examination setting.

There will be some candidates who are not able to follow the required command word because their
knowledge of a question topic is limited. These candidates may be able to identify a point they know
but lack a depth of knowledge to explain a concept.
Failure to follow command words appropriately may be related to a limitation in written English.

Written English
Candidates are not penalised for incorrect spelling, incorrect English grammar or poor handwriting but
Examiners do need to be able to read, understand and mark what candidates provide. There appear
to be some candidates who have such limited confidence in written English that their prospects of
achieving a pass mark in IGC1 are poor. Course providers need to check that candidates do have the
required confidence in written English to study and to take the examination. It is difficult to see how
candidates with the very limited written English evidenced in the examination had been given the
chance to practise questions in examination-like conditions.

Command words
The following command words are listed in the order identified as being the most challenging for
candidates:
Outline
A common pitfall is that candidates give short bullet points or a list when an outline is required. This
can mean that even where a candidate has knowledge of the question topic they miss out on the
marks available. The NEBOSH guidance on command words is essential and candidates need to
understand what is required by a question that asks them to outline.
It is recommended that candidates practise questions with a full range of command words in
examination-like conditions and receive feedback so that when they are faced with a question with that
command word in the examination they understand what is required.
This advice, that is to consider the NEBOSH guidance on command words applies to all of the
command words that follow.

Explain
A common weakness is that candidates, again, list or bullet point their answer and do not provide
sufficient content to be an explanation. The advice given in outline above is relevant here.
Failure to explain can also be an indication of a lack of sufficient depth of knowledge of the topic of a
question.
The ability to provide an explanation may also require more confidence with written English than some
candidates have.

Describe
As with outline and explain some candidates fail to give the depth of answer consistent with the
command word that will gain them the marks and the advice given above is valid for this command
word too.
Examiners also provided detail of candidates who, when faced with a describe question wrote far too
much for each point. These candidates will have lost time once they had acted on the command word
and provided a valid point with a suitable description. As mentioned before, practice on specimen
questions with feedback will reduce the chance of this error and help candidates gain confidence in
knowing the depth of answer when describe is the command word.

Give
Weakness with this command word may be related to a lack of knowledge of the question topic for
example, where a candidate provided a weak answer to a question asking Give the meaning .

Identify
Questions with the command word identify were usually the ones with strongest answers. Although a
correct answer, compliant with the command word, can often be given briefly when asked to identify
the command word is not the same as list and marks were missed where answers were in such limited
depth as to not provide sufficient content.
For additional guidance, please see NEBOSHs 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.

Conclusion
The feedback from Examiners highlighted that candidates taking the IGC1 examinations in August to
October 2014 needed most improvement in the areas of the health and safety roles and
responsibilities of employers, managers, supervisors, workers and other relevant parties (learning
outcome 3.1), the principles, purpose and role of active and reactive monitoring (learning outcome
5.1), the purpose of, and procedures for, investigating incidents (accidents, cases of work-related illhealth and other occurrences) (learning outcome 5.3) and factors when developing and implementing
a safe system of work for general activities (learning outcome 4.5).
With regard to examination technique, candidates should ensure that they understand the question
and what they are being asked to do in the answer, follow the requirement of the command word and
do not lose time by writing down the question before beginning their answer.
Practising answering questions and gaining feedback is likely to strongly benefit candidates.
Course providers need to check that candidates do have sufficient confidence in written English to
answer questions.

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