This text reviews the strategies adopted in a range of behaviourist approaches to the setting and realization of standards - identifying the background from which they emerged and ways in which they might be further developed.

First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.

A quiet but profound revolution in the design and delivery of learning opportunities for adults and in the accrediation of learning outcomes is taking place. Higher education is expanding at a rate which exceeds even that of the Robbins era; alternative routes for adults into further and higher education and into training are being introduced through the use of Access courses, and through the recognition of competencies acquired in a whole variety of different ways. The structure of the courses and training which adults can now undertake, the methods of teaching those courses and the types of qualifications which are beginning to be awarded reflect the accelerating social, technological and economic changes in the UK. It is aimed at professionals who are engaged in the management, provision or supervision of organized learning and training opportunities for adults.

This text reviews the strategies adopted in a range of behaviourist approaches to the setting and realization of standards - identifying the background from which they emerged and ways they might be further developed. Examples are included throughout the book, and are taken from such areas as management training, language development and industry lead bodies.