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The paradox of assessment : the effectiveness of the GNVQ as a preparation for higher education.

Research output: Contribution to journalJournal articlepeer-review

<mark>Journal publication date</mark>10/2000
<mark>Journal</mark>Journal of Education and Work
Issue number3
Number of pages17
Pages (from-to)349-365
Publication StatusPublished
<mark>Original language</mark>English


This article draws upon qualitative research conducted with tutors in higher education institutions (HEIs) who had experience of teaching students who had entered higher education (HE) by the General National Vocational Qualification (GNVQ) route. The research sought to examine the attitudes of tutors towards the adequacy of the GNVQ as a preparation for HE and to ascertain whether they have perceived any shortcomings in entrants with GNVQ qualifications rather than traditional academic ones. The findings suggest that there are in fact perceived deficiencies in the GNVQ and this article seeks to place these deficiencies within the ideology of the competence/progressivism debate and to examine the parity of esteem which the GNVQ may be said to be achieving. Drawing upon the notions of 'use' and 'exchange' value, it is suggested that there is a paradox inherent in the expectations of tutors in HE and in their attitudes to the new qualification.