ABSTRACT
This chapter explores the links between flexible learning programmes and models of 'student-centredness', which are perceived to be an essential part of the successful delivery of the vocational curriculum. It highlights the critical differences between learning programmes and courses, before considering the practical and broader issues which need to be tackled if learning programmes are to be successfully implemented. Flexibility is intrinsic to the design of modular structures and flexibility is also an aspect of access, in that the student is offered many entry points to study and accreditation in the movement away from the traditional academic year. Games provide good opportunities for the development of interpersonal and communication skills. Projects provide an excellent opportunity for students to develop skills in managing their own time for a major and long-term piece of work.
