A GRADUALIST MODEL FOR THE DEVELOPMENT OF A FLEXIBLE LEARNING FRAMEWORK

There are signs in many institutions that a managerialist drive toward s the instant gratifications of technology-intensive and self-containe d learning packages is combining with inadequate conceptions of knowle dge as consisting, so it is increasingly argued, of an 'underpinning b ase' for competence. Together these conspire to limit the depth at whi ch learners operate. This paper describes a model, still at the early stages of refinement and implementation in a particular field, which n one the less appears to offer the possibility of a more dynamic intera ction between a knowledge framework and learning.