@article{9b853eff37d14deeb48716d40fbcf13b,
title = "Barriers and solutions to HE progression for Early Years' practitioners",
keywords = "Early Years practitioners, foundation degrees, professional identity, professionalisation, vocational education",
author = "Alexandra Kendall and Danielle Carey and Andy Cramp and Helen Perkins",
note = "Funding Information: This paper draws on a study of Early Years{\textquoteright} practitioners working in the PVI sector in the West Midlands of England. The study was funded by the Black Country Birmingham and Solihull Lifelong Learning Network, a body funded by the Higher Education Funding Council for England to increase participation of vocationally qualified learners in higher education, and focused on practitioners{\textquoteright} thoughts and feelings about career development within the context of workforce reform. The study explored expressed barriers to and stimuli for undertaking professional development generally and higher level qualifications such as foundation degrees aligned to the professionalisation agenda particularly.",
year = "2012",
month = dec,
doi = "10.1080/13636820.2012.727858",
language = "English",
volume = "64",
pages = "543--560",
journal = "Journal of Vocational Education and Training",
issn = "1363-6820",
publisher = "Taylor and Francis Group",
number = "4",
}