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This chapter argues that two different strands of development and debate in relation to modularisation have grown up on either side of the academic/vocational divide and that if modularisation is to be used as a tool in the design of a unified qualifications system, the developments and debates traditionally associated with either the academic or vocational track will need to be brought together and reconciled in a more common way. Reference is made to three different approaches to modularisation: (1) modular qualifications which is associated with the academic track; (2) unitisation of assessment outcomes which is associated with the vocational track; and (3) modular qualifications systems which is associated with a unified qualification system. The authors also situate the English debates about modularisation within the wider international picture and conclude that modularisation has a clear part to play in the design, structure and content of a more unified 14-19 qualification system as well as in the way the curriculum is assessed and delivered.

The monograph from which this chapter is taken is indexed at TD/TNC 68.248. Individual chapters are indexed from TD/TNC 68.249 to TD/TNC 68.261. Show less