INDEPENDENCE AND PRESCRIPTION IN LEARNING - RESEARCHING THE PARADOX OF ADVANCED GNVQS

This article outlines the context in which General National Vocational Qualifications (GNVQs) have been developed with particular reference to the independent learning dimension of their principles and practice . It provides an overview of the problems associated with the GNVQ app roach from the literature and fro a study by the authors of twelve pos t-16 institutions in the process of implementing Advanced GNVQ program mes. It analyses the dimensions of independent learning and argues tha t GNVQs provide a hybrid learner experience in which autonomy in the o rganisation of the individual learning process is mediated by a heavil y prescribed GNVQ framework. The article concludes by locating this pa radox in four central dilemmas characterising post-16 curricular polic y in the UK.