3. RESULTS AND DISCUSSION
The documentary analysis outlined above in Phase One was based on a thematic analysis informed by the current guidelines. These emerging trends and themes from the secondary data on current curricula were compared with those that emerged from the primary data gathered via the questionnaires in Phase Two and focus groups in Phase Three.
3.1 Documentary Analysis
A core component in this research was to undertake a documentary analysis of a sample of the existing qualifying programmes and to inquire into the fit between these programmes and the policy developments since 1995. A range of training agencies in Scotland offering CeVe Scotland endorsed programmes was approached. These providers included universities, further education colleges and agencies offering workplace based programmes. Three Higher Education institutions provided samples of programme documentation for our examination.
Most of this documentation was provided in electronic format, principally in Microsoft Word files which were converted into Adobe PDF files to support key word searching. Paper and electronic copies of each set of documentation was provided for the researchers engaged in this part of the inquiry. Each set of programme documentation was read in full and key word searches were run to check references to polices. This supported annotation of the programme profile.
Concurrently a review was undertaken of significant policy developments since 1995 against which to 'measure' the impact on the curricula. This review of policies led to the construction of a template of issues which draws extensively, but not exclusively, from Inside Policy (Learning Connections January 2007). This template was used as a measure against which to assess the programme information 'as read'. Each programme specific profile was annotated in relation to each policy criterion.
Finally, some tentative conclusions were extrapolated from the data collected which support a number of recommendations.