Despite changes in UK educaion policies, there has been increasing concern over the fact that graduate students, despite their degree qualifications, lack the skills and competences required for effective entry into the workplace (Attwood 2008; Paton 2013). The purpose of this research is to examine the challenges highlighted in this debate assesss these can be addressed by policy-makers..
As Paul Ashwin (2006) indicates in his examination of the
higher educational sector, in recent decades respective
governments have introduced policies aimed specifically at
aligning academic education more appropriately with the
vocational needs of students, particularly those aged 15-19.
However, despite the positive work related objectives of
these changes, their implementation and outcome have
continued to be criticised by a number of important