ABSTRACT
In the much more mechanical approach to educational policy, ‘progression’ is a deceptively simple concept. It means moving from Level 1 to Level 2 – and (forever) numerically upwards. In so doing, those who ‘progress’ help government to hit its targets. At times one might be excused for believing, a little cynically, that such targets are hit as a result of inexplicable changes to the progression routes (as would seem to be the case with apprenticeships – see below). At what stage does ‘progression’ become ‘regression’?
