(1994). A bridge too far? The problems facing GNVQ.
(2005). An analysis of the progression of advanced apprentices to higher education in England.
(2005). and the future reform of 14-19 qualifications in England.
(2006). Diploma champions to drive forward reform of the 14-19 agenda.
(2007). Diplomas could become qualification of choice for young people.
(2002). Does education matter? Myths about education and economic growth.
(2008). Education and training 14-19: curriculum, qualifications and organisation.
(2009). Education for all: the future of education and training for 14-19 year olds.
(2007). Education Funding Council for England.
(2004). Emerging policy for vocational learning in England: will it lead to a better system? London: Learning and Skills Research Centre.
(1997). FEDA (Further Education Development Agency), Institute of Education and Nuffield Foundation.
(2000). for Education and Employment
(2005). for Education and Skills
(1997). From the 1991 White Paper to the Dearing Report: a conceptual and historical framework for the 1990s.
(2007). HoC (House of Commons Education and Skills Committee)
(1995). Ideology and curriculum policy: GNVQ and mass postcompulsory education in England and Wales.
(2007). Missed opportunities? Non-placed appicants (NPAs) in the UCAS data.
Most degree courses take Diplomas. http://news.bbc.co.uk/1/hi/education/8035498.stm (accessed 27
(2009). New report shows universities‟ „overwhelming support‟ for Diplomas.
(2007). No more failures: ten steps to equity in education.
(1998). OFSTED (Office for Standards in Education)
(2007). On the same wavelength but tuned to different frequencies? Perceptions of academic and administrative staff in England and Wales on the articulation between 14-19 education and training and higher education. London Review of
(2007). Partnering for success: preparing to deliver the 14-19 education reforms in England. London: The Stationery Office.
(2004). Qualifying for a job: an educational and economic audit of the English 14-19 education and training system. In Balancing the skills equation: key issues and challenges for policy and practice,
(2007). Raising expectations: staying on in education and training post-16. London: DfES Directgov.
Record top A level grades awarded. http://news.bbc.co.uk/1/hi/education/8211245.stm (accessed 27
(2005). Reflections on the curious absence of employers, labour market incentives and labour market regulation in English 14-19 policy: first signs of a change of direction?
(2009). Rising marks, falling standards: an investigation into literacy, numeracy and science in primary and secondary schools. London: Policy Exchange.
(1997). So what’s a GNVQ worth? The Independent.
(2006). Specialised diplomas – your questions answered www.dfes.gov.uk/14-19/documents/DfESDiplomasJuly06.pdf (accessed 20
(2007). Specialised Diplomas: transforming the 14-19 landscape in England?
(2009). Statements from universities and colleges about the Diploma http://www.ucas.ac.uk/students/beforeyouapply/diplomas/14-19diplomas/statements (accessed 27
(2009). Students opt for „easy‟ Diplomas http://news.bbc.co.uk/1/hi/education/8035498.stm (accessed 27
(2004). The education gospel: the economic power of schools. Cambridge Massachusetts:
The specialised diploma gateway.
(2008). The transition from vocational education and training to HE: a successful pathway?
(2004). The University Challenge. Higher Education Markets and Social Stratification.
(2007). Vocational education: international approaches, developments and systems.
(2007). What teachers and further education lecturers think about the Diplomas. London: Anderson Associates