ABSTRACT
Continuing, close, critical scrutiny of theoretical issues directly affecting the development of National Vocational Qualifications (NVQs) and General National Vocational Qualifications (GNVQs) is clearly very important. On the economic plane, it would surely be a form of madness to commit huge resources to workbased learning, FE, HE and the schools sector to a form of training and education which was fundamentally flawed in its theoretical conception; on the moral and ethical plane it would be indefensible.
