Abstract

Recent policy statements reveal that the future work-based route to vocational qualifications in the UK will include 'taught knowledge and understanding' as well as competence acquired in the workplace. The intention is to bring National/Scottish Vocational Qualifications into line with the German dual system of apprenticeship, which involves much more academic study. This article seeks to clarify the UK policy by exploring recent developments in the German dual system, and considering two key questions: how to define knowledge and understanding in this context, and how to distribute control of the curriculum between the stakeholders.