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Article in Journal ()

Academic drift in vocational qualifications? Explorations through the lens of literacy

Citation
Edwards R & Miller K (2008) Academic drift in vocational qualifications? Explorations through the lens of literacy, Journal of Vocational Education and Training, 60 (2), pp. 123-131.

Abstract
Retention, attainment and progression have become key issues in post-compulsory education in the UK, as the policy agenda of increasing and widening participation has taken hold. Keeping students in the system, enabling them to gain qualifications and thereby progress to higher level courses is a key educational goal. Yet alongside increasing progression and attainment have emerged discussion of the nature and extent of academic drift within vocational education. This paper seeks to explore these issues in the context of the vocational curriculum in Further Education colleges in Scotland. Using the lens of literacy practices, we explore the ways in which the expectations upon students of the reading and writing associated with learning their subjects can illuminate the nature and extent of academic drift. We indicate evidence to suggest that there is increasing emphasis given to educational rather than occupational relevance in the vocational curriculum

Keywords
Academic drift; Literacy; Progression; Vocational curriculum

Subject headings
Vocational education Great Britain Curricula; Functional literacy; Post-compulsory education Great Britain

StatusPublished
AuthorsEdwards Richard, Miller Kate
Publication date06/2008
PublisherTaylor & Francis (Routledge)
ISSN 1363-6820
LanguageEnglish

Journal
Journal of Vocational Education and Training: Volume 60, Issue 2 (2008-06)

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