ABSTRACT
The introduction of the Technical and Vocational Education Initiative (TVEI) into the educational provision available in schools and colleges in the UK was greeted with suspicion and mistrust by educationists. In Scotland especially there were reservations, based on a wish to resist any compromise of the Scottish tradition of broad-based education and a firm desire to eschew vocational education at a time when two major educational programmes were being developed which would offer balanced education to all young people from 14 to 18 years of age.
On closer examination, the aims and criteria of TVEI were seen to be consistent with those of the Scottish national programmes and therefore a decision was taken to become involved in promoting TVEI project proposals. The structure, content and philosophy of the educational programmes for 16-18 year olds in Scotland were specifically seen as particularly appropriate vehicles for developing responses to TVEI. Paradoxically, however, the very determination of Scottish educationists to ensure a firm place for national educational programmes within TVEI project proposals has led to increasing concern about vocationalism in the Scottish school curriculum, particularly for the younger school population.
In 1982 the government introduced a pilot scheme to stimulate the provision of technical and vocational education for 14-18 year olds in the education system in England, Scotland and Wales. The scheme, the Technical and Vocational Education Initiative (TVEI), encouraged the development of different projects within national criteria and guidelines.
In 1983 the Scottish Education Department (SED) issued an Action Plan setting out proposals for improving the quality and co-ordination of the educational provision made for the 16-18 age group in Scotland. The plan proposed the development of a modular curriculum which would allow young people to move freely within courses and between institutions, taking advantage of the availability of credit accumulation and credit transfer.
