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.
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 Faculties and Schools > Faculty of Humanities and Social Sciences > School of Social Sciences |
| Research Centres and Institutes: | Gender and Sexuality, Birkbeck (BiGS), Social Research, Birkbeck Institute for (BISR) |
| Depositing User: | Administrator |
| Date Deposited: | 10 May 2013 13:00 |
| Last Modified: | 02 Aug 2023 17:03 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/6700 |
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