Discussion of whether and to what extent initial vocational training and adult education in European Community (EC) member countries can assume a modular form hinges on the issue of the module as an organizational principle. In such a context, modules are viewed not as closed teaching and learning units but rather as integral parts of a more extensive qualification or group of skills in the form of vocational training that is recognized by society and/or the labor market. From the participant's perspective, organizing vocational training in modules means that training can be tailored to individual needs. From the training provider's perspective, learning organized in modules is meaningful only if the modules have been clearly related to some overall qualification or recognized standard. Studies of modularization of education in six EC member states (Spain, France, Germany, Luxembourg, the Netherlands, and Scotland) have confirmed that, to date, the concept of modular instruction has only been applied in isolated cases or with regard to certain target groups or problem areas. It is critical that the many unsystematic approaches to modularization be standardized and that modules be certified if they are to be transferred to standard training and further training systems and disseminated throughout the EC. (MN)