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    Foundations for learning: foundation degrees, learner identities and part-time learners

    Jackson, Sue (2012) Foundations for learning: foundation degrees, learner identities and part-time learners. International Journal of Continuing Education and Lifelong Learning 5 (1), ISSN 1997-7034.

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    Abstract

    Vocational degrees have become central in approaches to lifelong learning, with Foundation degrees developed as an answer both to the development of skills and to widening participation. Much of their curriculum is employer-led, intended to deliver the skills necessary in a knowledge economy. However, they also form part of a widening participation strategy for higher education. Through a small research project, this article explores learner identities and motivations for part-time learners on Foundation degrees. The research is contextualized into the broader landscape of lifelong learning and the skills agenda, and explores learner identities and current issues for part-time students in higher education. It concludes that Foundation degrees have a role to play in supporting the learning journeys of ‘nontraditional’ learners. Although the article focuses on Foundation degrees in England, it draws wider conclusions about ways in which vocational degrees may set foundations for learning for part-time learners.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): Foundation degrees, Learner identities, Part-time learners, Pedagogic approaches, Vocational education
    School: Birkbeck Schools and Departments > School of Social Sciences, History and Philosophy > SSHP Administration
    Research Centre: Gender and Sexuality, Birkbeck (BiGS), Social Research, Birkbeck Institute for (BISR)
    Depositing User: Administrator
    Date Deposited: 10 May 2013 13:00
    Last Modified: 12 Dec 2016 11:51
    URI: http://eprints.bbk.ac.uk/id/eprint/6700

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