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dc.contributor.authorEsmond, Bill*
dc.date.accessioned2019-04-24T15:56:28Z
dc.date.available2019-04-24T15:56:28Z
dc.date.issued2019-03-21
dc.identifier.citationEsmond, Bill. (2019). 'Higher/Degree Apprenticeships and the Diversification of Transitions in England'. 8th Innovative Apprenticeships (INAP) Conference, Konstanz, DE, 21-22 March. Germany: University of Konstanz, pp. 1-4.en_US
dc.identifier.isbn9783643911148
dc.identifier.urihttp://hdl.handle.net/10545/623689
dc.description.abstractThe relationships between apprenticeship and higher education vary internationally: unlike countries whose apprenticeships and TVET offer tertiary vocational progression, post-school education in England is dominated by universities. Professional or technical additions to the higher education system have generally conformed to the norms of established universities. Apprenticeships at higher levels now contribute to moves to create a second tertiary pathway, with degree apprenticeships now offering both a work-based route and a qualification at bachelor level. Concerns about access and permeability between ‘technical’ and ‘academic’ routes provided the basis for a study of possibilities for ‘bridging’ between work-based and existing higher education provision. The four examples studied succeeded in their primary aim of supporting higher progression but were less effective in supporting permeability across these education pathways. A deeper recognition of the differences among students and their knowledge is suggested as a precondition of effective bridging between formal or implicit sectoral divides.en_US
dc.description.sponsorshipThis study was funded by the Gatsby Charitable Foundationen_US
dc.language.isoenen_US
dc.subjecthigher apprenticeships, transitions, bridging, permeabilityen_US
dc.titleHigher/degree apprenticeships and the diversification of transitions in Englanden_US
dc.typeMeetings and Proceedingsen_US
dc.contributor.departmentCentre of Educational Research and Innovation, University of Derbyen_US
dcterms.dateAccepted2019-01-23
dc.author.detailNot supplied.en_US


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