Firming the foundations:an empirical and theoretical appraisal of the foundation degree in England

Yorke, Mantz (2005) Firming the foundations:an empirical and theoretical appraisal of the foundation degree in England. Widening Participation and Lifelong Learning, 7 (1). pp. 1-9. ISSN 1466-6529

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Abstract

The two-year full-time equivalent foundation degree was introduced into English higher education in 2000 in order to enhance the contribution of the sector to the national economy. A key component of the foundation degree curriculum is a substantial proportion of work-based learning, which differentiates it to a considerable extent from other qualifications. The foundation degree is also intended to boost the access of under-represented groups to higher education. Initial experience suggests that, broadly, the foundation degree is succeeding although some students have experienced problems. This article discusses some findings from a survey of students from the first two cohorts of foundation degrees and relates these to an approach to employability that is informed by a variety of theoretical perspectives. It concludes with some observations on the future development of the foundation degree.

Item Type:
Journal Article
Journal or Publication Title:
Widening Participation and Lifelong Learning
ID Code:
62813
Deposited By:
Deposited On:
11 Mar 2013 15:23
Refereed?:
Yes
Published?:
Published
Last Modified:
02 Jul 2020 00:59