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The paradox of assessment : the effectiveness of the GNVQ as a preparation for higher education.

Williams, Sadie (2000) The paradox of assessment : the effectiveness of the GNVQ as a preparation for higher education. Journal of Education and Work, 13 (3). pp. 349-365. ISSN 1363-9080

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Abstract

This article draws upon qualitative research conducted with tutors in higher education institutions (HEIs) who had experience of teaching students who had entered higher education (HE) by the General National Vocational Qualification (GNVQ) route. The research sought to examine the attitudes of tutors towards the adequacy of the GNVQ as a preparation for HE and to ascertain whether they have perceived any shortcomings in entrants with GNVQ qualifications rather than traditional academic ones. The findings suggest that there are in fact perceived deficiencies in the GNVQ and this article seeks to place these deficiencies within the ideology of the competence/progressivism debate and to examine the parity of esteem which the GNVQ may be said to be achieving. Drawing upon the notions of 'use' and 'exchange' value, it is suggested that there is a paradox inherent in the expectations of tutors in HE and in their attitudes to the new qualification.

Item Type: Article
Journal or Publication Title: Journal of Education and Work
Subjects: L Education > L Education (General)
Departments: Faculty of Arts & Social Sciences > Educational Research
ID Code: 13807
Deposited By: Mr Richard Ingham
Deposited On: 02 Oct 2008 14:24
Refereed?: Yes
Published?: Published
Last Modified: 18 Sep 2013 16:12
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/13807

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