In Britain, the National Council for Vocational Qualifications is developing a new framework of vocational qualifications (NVQs). This paper presents an analysis of the place of this emerging system within the broader context of 16-19 education. The needs for reform of 16-19 provision are identified, and the potential contribution of NVQs to meeting them is analysed. Firstly, it is suggested that NVQs may not contribute sufficiently to student/trainee empowerment, because of employer control of the system. Secondly, while NVQs may be well suited to the training of adults in employment, it is suggested that they are ill-equipped to meet the needs of students on full-time vocational courses. Based on this analysis, three alternative future scenarios for 16-19 education and training are presented, and the strengths and weaknesses of each identified. It is concluded that the extensive use of NVQs within 16-19 education and training is likely to be counterproductive. © 1991, Taylor & Francis Group, LLC. All rights reserved.
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