Analyses of the English academicvocational divide in physical education an investigation into the claimed parity of esteem between the A-level physical education qualification and the advanced General National Vocational Qualification leisure and tourism

• Main Author: Keen, Susan.
• Other Authors: Downey, P. (advisor)
• Format: Others
• Language: en
• Published: McGill University 2001
• Subjects: General National Vocational Qualifications (Great Britain); Physical education and training > Great Britain.
• Online Access: http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32918

British government introduced a new General National Vocational Qualification (GNVQ) as an alternative to the A-level qualification in response to a low skilled workforce. Although these qualifications are promoted as equivalent to the A-levels, vocational qualifications are considered second best, causing an academic/vocational divide. Some researchers have analyzed the internal and external nature of the qualifications. However, little empirical evidence directly compares the two. This study focused on analyzing the two equivalent qualifications represented in the national framework. === The study used common areas of the A-level Physical Education and the GNVQ Leisure and Tourism curriculum to construct an examination paper consisting of an equal number of A-level and GNVQ-style questions. Two groups of A-level and GNVQ students were randomly selected from Godalming Sixth Form College to take part in the examination, and the performance scores were analyzed. Findings suggest no significant difference in performance scores, t(28) = 0.08, p = 0.94, supporting the need for further research. These results may assist in closing the academic/vocational divide. In turn, this may lead to more opportunities in industry and in universities for those achieving the GNVQ. In order to achieve true parity of esteem between the qualifications, reform needs to focus on the internal structure of the qualifications by combining the two curricular into one course represented as one qualification rather than organising the separate qualifications in a hierarchical external framework that still promotes the academic/vocational divide within the framework.