This thesis explores the reform of 14+ qualifications in England andudWales over the last decade.' I argue that the qualifications system hasudmoved through different phases of development and is emerging, in theudlate 1990s, as a 'linked system'.udUsing a historical approach to periodising qualifications change, I argueudthat the 14+ qualifications system has moved through six phases ofudnational policy development since the late 1970s - a precursor two-trackudphase, a prevocational phase, dualist strategy phase, a triple-trackudphase, a review phase and now a linkages phase.udI go on to argue that these policy phases should also be viewed asudconstituting three 'overlapping eras' - the New Vocationalism, formallyuddivided systems and unification. The concept of overlapping eras showsudhow there can be a co-existence of different policy initiatives anduddebates.udThe thesis goes on to argue that the dynamics of change, which moveudpolicy between phases and eras, are caused by external factors, internaludsystem factors (reactions to of previous reforms and system weaknessesudand the knock-on effect of reforms in other parts of the education andudtraining system) and through the role of ideological interpretation. Usingudthis approach to policy change, I argue that as the education and training system expands, internal system factors become more important thanudexternal factors as determinants of change.udI conclude the thesis with three arguments: first, that the Englishudqualifications system is currently poised between a flexible multi-trackudsystem and a unified system; second, there is a strong momentumudbuilding within the education and training system to move further towardsudunification; and third, there is a debate taking place about the type ofudunification strategy most appropriate to the English context and whichudcan respond to the growing policy emphasis on lifelong learning.
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