ABSTRACT
Vocational Education and Training (VET) in the UK is currently undergoing, or has recently undergone, a number of different but related changes. Although the conventional model used to describe the processes involved in curriculum development remains useful in the new circumstances, the balance of attention which needs to be paid to different processes has changed. The usual methods of describing and implementing learning programmes have, however, had to be changed in order to cope. This chapter explains how and why.
