Explores the relationship between progressivism, vocationalism, and General National Vocational Qualifications (GNVQs), concluding that GNVQs are not unequivocally progressive. Suggests that the cultural context of controlled vocationalism is antithetical to progressive tendencies toward learner autonomy. (SK)

Although General National Vocational Qualifications purport to empower students through transfer-of-learning responsibility, a case study shows students used freedom for their own purposes but resisted the burden of managing their own work. In resisting empowerment, students may in fact be exercising power. (SK)

A review of the competence movement in British education and training suggests that more work is needed in two areas: the social context of the movement and broader frameworks of research for analyzing its impact. (SK)

Observations of job training of special needs students were analyzed in terms of operational demands, staffing levels, resources, and trainee interaction. The competence approach often disappeared in the face of more pressing concerns; it serves to legitimate a political response rather than solve an educational problem. (SK)