Levels and equivalence in credit and qualifications frameworks: contrasting the prescribed and enacted curriculum in school and college

Kate Helen Miller, Richard Edwards, Mark Priestley

Research output: Contribution to journalArticle

6 Citations (Scopus)


Drawing on data from an empirical study of three matched subjects in upper secondary school and further education college in Scotland, this article explores some of the factors that result in differences emerging from the translation of the prescribed curriculum into the enacted curriculum. We argue that these differences raise important questions about equivalences which are being promoted through the development of credit and qualifications frameworks. The article suggests that the standardisation associated with the development of a rational credit and qualifications framework and an outcomes‐based prescribed curriculum cannot be achieved precisely because of the multiplicity that emerges from the practices of translation.
Original languageEnglish
Pages (from-to)225-243
Number of pages19
JournalResearch Papers in Education
Issue number2
Publication statusPublished - 2010
Externally publishedYes



  • Prescribed curriculum
  • enacted curriculum
  • credit frameworks
  • learning outcomes
  • translation

Cite this