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Abstract
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.