An evaluation of the Advanced Diploma from the perspective of staff and learners Louis Major* School of Computing and Mathematics, Keele University, Keele, UK (Received 2 March 2011; final version received 19 August 2011) The article presented evaluates the experiences and aspirations of learners enrolled on the Advanced Diploma (level three 14–19) as well as documenting the thoughts of developers, managers and practitioners who have been responsi- ble for the implementation of the award. In order to gain a clear picture of exist- ing research, analysis of the literature to date has been undertaken. In addition to this, nine interviews and three focus groups have also been performed. These activities were undertaken in order to determine the opinions of those persons involved in the development, management and delivery of the Advanced Diploma. Twenty-six learners enrolled on Advanced Diploma courses have also been questioned in order to discover their views. Several recommendations and conclusions are presented as a result of this research. This work was completed by the Staffordshire, Stoke-on-Trent, Shropshire, Telford and Wrekin Lifelong Learning Network (LLN). This LLN was led by Staffordshire University in partnership with Keele University, University of Wol- verhampton, Open University, Harper Adams University College and 13 further education colleges across the network’ s area. LLNs were introduced by the Higher Education Funding Council for England during 2004 to create progres- sion routes and progression agreements into and through higher education for vocational learners in identified vocational sectors. This article comprises part of a portfolio of work that has been completed by the LLN. Keywords: Advanced Diploma; level three; 14 to 19; student experience; lear- ner aspirations; focus groups; interviews; vocational qualifications; employer engagement Introduction The article presented examines the experiences and aspirations of learners enrolled on the Advanced Diploma (level three 14–19) as well as recording the opinions of developers, managers and practitioners who have been responsible for the imple- mentation of the award. The Advanced Diploma is a relatively new qualification. In response to issues experienced with AS and A2 grades in the early 2000s, the Labour government of the day commissioned the Tomlinson Review Group in order to investigate the future of 14–19 qualifications. The resulting Tomlinson Review (which was published as a White Paper in 2005) recommended a comprehensive system of diplomas for students aged 14 to 19. It was predicted that such qualifications would help to combine vocational and academic education whilst *Email: l.major@epsam.keele.ac.uk Research in Post-Compulsory Education Vol. 17, No. 1, March 2012, 67–80 ISSN 1359-6748 print/ISSN 1747-5112 online Ó 2012 Further Education Research Association http://dx.doi.org/10.1080/13596748.2012.649963 http://www.tandfonline.com