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Specialised diplomas: Transforming the 14-19 landscape in England?

Hodgson, A; Spours, K; (2007) Specialised diplomas: Transforming the 14-19 landscape in England? Journal of Education Policy , 22 (6) pp. 657-673. 10.1080/02680930701625676. Green open access

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Abstract

Reforming vocational education in the English education and training system has occupied governments for at least the last three decades, the latest development being the introduction of 14 lines of Specialised Diplomas. Using an historical analysis of qualifications reform, we suggest they are unlikely to transform 14-19 education and training. The failure to reform academic qualifications alongside their vocational equivalents is likely to result in 'academic drift', lack of status and a relatively low level of uptake for these new awards, a process compounded by low employer recognition of broad vocational qualifications. In rejecting the Tomlinson Report's central proposal for a unified diploma system covering all 14-19 education and training, we argue that the government may have condemned the Specialised Diplomas to become a middle-track qualification for a minority of 14-19-years-olds, situated between the majority academic pathway and the sparsely populated apprenticeship route.

Type: Article
Title: Specialised diplomas: Transforming the 14-19 landscape in England?
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/02680930701625676
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/1505588
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