It is widely recognised that the Key Skills Qualification, an important component of the Curriculum 2000 advanced level curriculum reforms has experienced extensive problems during its first full year of implementation. This much is not in dispute. What is being keenly debated, however, are the ways in which this experience should be analysed and what lessons should be drawn. Is it a case of understandable 'teething problems' which will be overcome as the qualification 'beds in' or are there deeper and more fundamental problems of the purpose and design of the Key Skills Qualification for advanced level students?
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Hodgson et al. (2002) studied this question.
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