Abstract
National Vocational Qualifications and national occupational standards have been criticized bymany academics and professionals, seemingly without a true knowledge of the processes and principles that underpin their development. This paper attempts to clarify the role that functional analysis and occupational standards can play in meeting the demands of central government and purchasers in providing educational programmes that meet individual, organizational and society's needs. An overview of the processes and principles relating to functional analysis and occupational standards is provided, and issues arising from their incorporation into professional education programmes are debated
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