ABSTRACT
This chapter explores the impact of curriculum issues on student progression within the post-compulsory sector in England. UK government statements, policies, and initiatives regarding post-compulsory educational provision indicate significant support for greater progression from further to higher education and a curriculum that supports such progression. The chapter outlines the specific innovations designed to bridge the further/higher-and indeed the school/post-school and sub-degree/degree-curriculum boundaries, and offers a consideration of whether these developments represent a blurring or relocation of boundaries. Significant curriculum differences can occur between institutions offering awards with identical titles. While the curriculum of higher national awards in specialist vocational subjects, such as agriculture, closely resembles the curriculum of the corresponding national award, it reflects a stronger emphasis on underlying scientific and/or management principles and the disciplinary knowledge underpinning vocational practice. The challenge for dual sector institutions is to rethink and redesign quality assurance and enhancement in support of positive curriculum development.
