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ERIC Number: EJ968942
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 12
ISBN: N/A
ISSN: ISSN-1359-6748
An Evaluation of the Advanced Diploma from the Perspective of Staff and Learners
Major, Louis
Research in Post-Compulsory Education, v17 n1 p67-80 2012
The article presented evaluates the experiences and aspirations of learners enrolled on the Advanced Diploma (level three 14-19) as well as documenting the thoughts of developers, managers and practitioners who have been responsible for the implementation of the award. In order to gain a clear picture of existing research, analysis of the literature to date has been undertaken. In addition to this, nine interviews and three focus groups have also been performed. These activities were undertaken in order to determine the opinions of those persons involved in the development, management and delivery of the Advanced Diploma. Twenty-six learners enrolled on Advanced Diploma courses have also been questioned in order to discover their views. Several recommendations and conclusions are presented as a result of this research. This work was completed by the Staffordshire, Stoke-on-Trent, Shropshire, Telford and Wrekin Lifelong Learning Network (LLN). This LLN was led by Staffordshire University in partnership with Keele University, University of Wolverhampton, Open University, Harper Adams University College and 13 further education colleges across the network's area. LLNs were introduced by the Higher Education Funding Council for England during 2004 to create progression routes and progression agreements into and through higher education for vocational learners in identified vocational sectors. This article comprises part of a portfolio of work that has been completed by the LLN.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)