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    The convergence of National Professional Qualifications in educational leadership and masters level study

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    Authors
    Lambert, Steve
    Affiliation
    University of Chester
    Publication Date
    2018-11-12
    
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    Abstract
    In February 2012, less than three years after the introduction of the compulsory National Professional Qualification for Headship (NPQH) for aspiring school head teachers, the mandatory requirement was removed. Despite no longer being a requirement, nearly 900 individuals annually, successfully complete the programme, with a further 5,000 completing the awards of National Professional Qualification for Middle Leadership (NPQML) and the National Professional Qualification for Senior Leadership (NQPSL). In 2017, the UK government decided that the suite of national professional qualifications (NPQML, NPQSL, NPQH) needed to be updated in order to ensure that they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts. At the same time, the government proposed a new National Professional Qualification for Executive Leadership (NPQEL) aimed at the chief executives of multi-academy trusts, which vary in size from two or three schools working together, to trusts with in excess of thirty-five schools. This paper explores the way in which the new NPQ programmes are having masters level criteria embedded into them to facilitate a seamless progression into masters level study and what potential benefits this brings to the individual and the provider of the NPQ programmes.
    Citation
    Lambert, S. (2018). The convergence of National Professional Qualifications in educational leadership and masters level study. Higher Education, Skills and Work-Based Learning. http://doi.org/10.1108/HESWBL-07-2017-0040
    Publisher
    Emerald
    Journal
    Higher Education, Skills and Work-Based Learning
    URI
    http://hdl.handle.net/10034/621151
    DOI
    10.1108/HESWBL-07-2017-0040
    Type
    Article
    Language
    en
    ISSN
    2042-3896
    ae974a485f413a2113503eed53cd6c53
    10.1108/HESWBL-07-2017-0040
    Scopus Count
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    Education

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