Reeve, Fiona; Gallacher, Jim and Ingram, Robert
A comparative study of work-based learning within higher nationals in Scotland and foundation degrees in England: contrast, complexity, continuity.
Journal of Education and Work, 20(4) pp. 305–318.
Scotland and England now have systems of work-related higher education which differ from each other in important respects. While Scotland embarks on a process of modernising its existing system of Higher National Certificates and Diplomas, in England there has been a decisive shift away from this form of provision towards Foundation Degrees. Meanwhile, providers in both countries are being encouraged to engage ever more closely with employers. This article draws on empirical work with programme organisers to explore the nature and extent of work-based and work-related learning that can be found within these two systems. Despite the contrasting national structures, we identify considerable continuity between practices in the two countries and also considerable variability in the forms of work-based or work-related learning which can be found within each of them. This variability emerges as a pragmatic response to the difficulties of engaging employers with these programmes, and could we suggest results in valuable learning experiences for students.
||2007 Taylor & Francis
|Project Funding Details:
|Funded Project Name||Project ID||Funding Body|
|Not Set||Not Set||Scottish Qualifications Authority (SQA)|
|Not Set||Not Set||Higher Education Funding Council for England (HEFCE)|
|Not Set||Not Set||Council for Industry and Higher Education (CIHE)|
|Not Set||Not Set||Universities UK |
|Not Set||Not Set||Sector Skills Development|
||work-related learning; work-based learning; higher education; foundation degrees; higher national certificates and diplomas
||Education and Language Studies
|Interdisciplinary Research Centre:
||Centre for Research in Education and Educational Technology (CREET)
||26 Jan 2011 18:09
||22 Dec 2015 11:18
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