ABSTRACT
The year of work placement in an undergraduate sandwich programme (sandwich programmes include at least one period of work placement, typically of a year’s duration as the third year of a four-year programme) has been widely acknowledged as being of particular value in the development of capability, since it provides both a context for the testing of what has been learned to date and an enrichment that can be incorporated into final-year studies. An issue for modular schemes has been how to place a publicly-visible value on the learning achieved during the sandwich year.
