ABSTRACT
This chapter is based on two related propositions: first, that there should be a common approach to the definition of achievement to be used for all qualifications routes and all kinds of achievement; second, that discussion of the content and characteristics of qualifications is much more fruitful if it is related to the units of achievement of which they are comprised. This will produce a simpler, more flexible and comprehensible system in the medium term. In the short term, it may be difficult to convey what is proposed to all concerned, because for some people the ‘language’ they currently use will interfere with their understanding. It may, therefore, be helpful to begin with an overview of the argument being made before providing the details.
