The Diplomas being introduced from September 2008 will soon need to be carefully evaluated as an entry qualification to university. They represent a move towards a more competency based structure of assessment with an attempt to provide a link between preparing for employment, skill acquisition and more traditional academic study. Such a wide remit it is argued provides significant pedagogical challenges for universities particularly as the Advanced Diploma is to be accredited as an equivalent to three and a half A-levels. It is suggested the change might create a new shift towards training which raises challenging questions as to how universities might reappraise their approaches to teaching and learning. The ambitious timescale for their implementation is noted and the ideological context which is felt to be driven by government perceived economic imperatives is briefly outlined
