Abstract
Instinctive pragmatism, or planning by conviction rather than by coherence, is the hallmark of the government of education. We regularly devise new policies in a highly specific context (usually in the wake of a national report), and then negotiate their application in later circumstances in which many of the original suppositions, criteria and corollaries have been shed — either for educational or financial reasons, sometimes beyond our control. The Diploma in Higher Education is, in my view, in danger of following earlier casualties in this process; as we gradually change the educational criteria, and succumb to the recurrent financial crises which appear to follow all of our developmental White Papers with an inexorability which the Eumenides might have envied.
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