Abstract
The impact of curriculum issues on student progression within the post-compulsory sector in England is explored in this chapter. UK government statements, policies, and initiatives regarding post-compulsory educational provision indicate significant support for greater progression from further to higher education and a curriculum that supports such progression (see e.g. Blunkett 2000; Department of Innovation, Universities and Skills 2008a). While many of these initiatives blur the further-higher distinction, in extremis they may recreate a higher education binary divide. It is unclear, at this stage, whether these increased progression opportunities will therefore challenge boundaries or simply relocate them.
| Original language | English |
|---|---|
| Title of host publication | Challenging Boundaries: Managing the Integration of Post-Secondary Education |
| Editors | Neil Garrod, Bruce Macfarlane |
| Place of Publication | U.K. |
| Publisher | Taylor and Francis |
| Pages | 187-200 |
| Number of pages | 14 |
| ISBN (Print) | 9780415989312 |
| Publication status | Published - 2009 |