Education systems can be characterized on the basis of whether the academic and occupational/vocational education and training they provide is compartmentalized (tracked systems), systematically connected (linked systems) or fully integrated (unified systems). This paper describes how such a typology might be used to model strategic change at the higher levels of the UK system for education and training. Successive governments have pursued a number of separate agendas (e.g. massification of HE, public accountability, standards in HE, key/employability skills, lifelong learning…) the net result of which is leading to a more unified system. © 1999 Taylor & Francis Group, LLC.
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