From compacts to progression accords: a review

Abstract

There is continuing debate about partnerships in post-compulsory education. This review of progression accords and compact arrangements is based upon action research in the North West region. It is from a further education perspective. The paper briefly examines some of the ideological ideas that have framed compacts and progression accords, and proceeds to propose a typology. The paper seeks to locate the typology in the emerging paradigm focusing upon lifelong learning, widening participation and progression. Finally, this paper provides a personal summary of the nature and purpose of partnerships and concludes by suggesting their potential value for learners.