Policy espousal, policy enactment and policy experienced : a study of the origins, tensions and contradictions embedded in the development of GNVQs between 1992-2000 in relation to student progression

Abstract

This study seeks to examine the issues surrounding the introduction of a new education policy in England and Wales in the 1990s, namely GNVQs, and the extent to which these new vocational qualifications became established as an acceptable progression route to higher education and training between 1992 and 2000.  The thesis is presented at two levels:  the origin and rationale for the Government policy and some fieldwork which explores the impact of the policy on students, and their experience of GNVQs and progression to higher education.

The research draws on a range of theoretical perspectives both macro and micro to evaluate Government policy and political processes and to interpret the research data.  The fieldwork is mainly qualitative in approach and considers GNVQs’ fitness for purpose in providing students with appropriate knowledge and skills to facilitate their progression to H.E.  The study focuses on the crucial issue of parity of esteem and why this major national initiative failed to achieve the Government’s policy objectives.  Contradictions and tensions within GNVQ philosophy and practice are explored along with the complex interplay between stakeholders in the policy-making and implementation process.  The final chapter considers the strengths and weaknesses of GNVQ policy enactment in relation to the policy experienced and the lessons to be learnt for the future.

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