Abstract
ABSTRACT The range of options presented to young people by the new General National Vocational Qualifications (GNVQs) is complex and GNVQ students need to become familiar and confident with key GNVQ terms and procedures. This article reports the findings of a research project which aimed to identify correct practice and potential good practice in the guidance provided to GNVQ students during their induction. The research showed that, although there were examples of good practice, an educational innovation of this nature and scope was inevitably somewhat flawed in some respects. The article ends with a brief look at the conceptualisation of GNVQ Induction Programmes and at how their content might be enriched
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