Quantity for quality: A case study on the impact of an English work-based learning programme on disaffected pupils’ qualification achievements

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Abstract

Disaffection with learning is a concern for many countries and research into strategies aimed at tackling it often report varied success. This paper investigates the impact of work-related learning on the qualification achievements of 14–16 year olds in a small number of secondary schools in England. The data are collated quantitatively with a numerical measure for the qualifications achieved by pupils accessing a work-based learning programme. The learners on the programme have been identified by their school as disaffected yet illustrate re-engagement in learning when educated off site. For the vast majority, qualifications have been secured and this is used as evidence for the overall success of the programme. It is argued that the learners have positive experiences of learning and develop strong relationships with tutors as they embrace an alternative environment.
Original languageEnglish
Pages (from-to)10-16
JournalEducate
Volume14
Issue number1
Early online date1 Apr 2014
Publication statusE-pub ahead of print - 1 Apr 2014

Keywords

  • Disaffection
  • work-related learning
  • compulsory education

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