Advanced GNVQs, AVCEs and Level 3 Diplomas in England: a motivational analysis

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Permanent URL for this page: http://hdl.voced.edu.au/10707/2918.


Author: Wellings, David; Spours, Ken; Ireson, Judith

Abstract:

This paper reviews recent research that has questioned the efficacy of using what has been defined as ‘policy with regards to student motivation’ to enhance retention and achievement among vocational students. This research examined the contradictions between [General National Vocational Qualification] GNVQ and [Advanced Vocational Certificate of Education] AVCE policy and the student perceptions of these courses at two schools and a college in the south east of England. It identified a conceptual framework for estimating Advanced GNVQ and AVCE students’ expectancies, values and self-regulated learning and demonstrated the value of using psychological theory and methodology to test policy assumptions regarding the motivation of students. The research identified tensions between the vocational policy discourse and end-users’ perceptions and may provide important lessons for policymakers who appear to be adopting the same approach to policy with regards to student motivation in the rhetoric, design and function of the Level 3 Diploma.

Published abstract reprinted by permission of the copyright owner.

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This paper reviews recent research that has questioned the efficacy of using what has been defined as ‘policy with regards to student motivation’ to enhance retention and achievement among vocational students. This research examined the contradictions between [General National Vocational Qualification] GNVQ and [Advanced Vocational Certificate of Education] AVCE policy and the student perceptions of these courses at two schools and a college in the south east of England. It identified a conceptual framework for estimating Advanced GNVQ and AVCE students’ expectancies, values and ...  [+] Show more

Subjects: Qualifications; Vocational education and training; Assessment; Participation; Students; Teaching and learning; Research; Policy; Outcomes

Keywords: Completion; Learning motivation; Perception

Geographic subjects: England; Great Britain; Europe

Published: London, England: Routledge Journals, Taylor & Francis, 2010

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Journal title: Research in post-compulsory education

Journal volume : 15

Journal number: 4

Journal date: December 2010

Pages: pp. 387-403

ISSN: 1359-6748; 1747-5112 (online)

Resource type: Article

Peer reviewed: Yes

Call Number:
TD/TNC 102.882



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