ABSTRACT
The introduction of the EITB’s modular system for the training of engineering craftsmen in 1968 heralded an approach to industrial training which is now recognized worldwide. However, during recent years the modular approach has also grown in importance within education in general and vocational education in particular. Indeed in both areas its introduction is seen as a vital step in the progressive move towards credit transfer.
The development of modularization within both industry and education is outlined, and following a detailed analysis of terminological issues an attempt is made to present a working definition which can provide the basis for a greater understanding of the central concept. Subsequently the dangers inherent in moving too rapidly into wholesale modularization before the possible pitfalls have been identified are highlighted and discussed.
