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Abstract

Current attempts to ensure that education delivers according to the needs of the economy, as well as current critiques of subject-based curricula, are less new than they appear. Ideas about ‘relevance’, objectives, and learning outcomes, as well as the idea that subject-based curricula are obsolete, both of which have re-gained prominence in contemporary education policy, particularly through outcomesbased qualifications frameworks, have been influential periodically in the history of educational reform.