A comparative study of work‐based learning within Higher Nationals in Scotland and Foundation Degrees in England: contrast, complexity, continuity

Abstract

Scotland and England now have systems of work‐related higher education which differ from each other in important respects. While Scotland embarks on a process of modernising its existing system of Higher National Certificates and Diplomas, in England there has been a decisive shift away from this form of provision towards Foundation Degrees. Meanwhile, providers in both countries are being encouraged to engage ever more closely with employers. This article draws on empirical work with programme organisers to explore the nature and extent of work‐based and work‐related learning that can be found within these two systems. Despite the contrasting national structures, we identify considerable continuity between practices in the two countries and also considerable variability in the forms of work‐based or work‐related learning which can be found within each of them. This variability emerges as a pragmatic response to the difficulties of engaging employers with these programmes, and could we suggest results in valuable learning experiences for students.

Keywords:

• Work‐related learning
• Work‐based learning
• Higher education
• Foundation Degrees
• Higher National Certificates and Diplomas

Acknowledgements

This study is funded by the Scottish Qualifications Authority (SQA), the Higher Education Funding Council for England (HEFCE), the Council for Industry and Higher Education (CIHE), Universities UK and the Sector Skills Development Agency (SSDA). The authors wish to thank Judy Harris and Ann Pegg who undertook the fieldwork on foundation degrees in England which has been drawn on in producing this comparative article.