Before I came into teaching I worked as an Engineer in both the aeronautical & automotive industry. Every now and again something would be redesigned or modified and the amount of planning & investment that went into something was immense. Nothing was left to chance. In the automotive industry especially we never changed any more that 1 component at a time in any particular product, the theory being if there was a problem we could quickly revert to a working solution until such time when the problem could be resolved. That is why if you actually looked at the specs of new cars virtually nothing substantial has changed apart from a new interior and or a new body shape. Even brand new models are largely based on existing ones such as the Ford Focus / Escort. In education, to me anyway, there is a seemingly constant stream of new initiatives that have not been planned or thought through the biggest and most obvious of which is CfE. This is a train wreck in the making and it's not if but when. Dominie's quote from Cohen & Barnes; "nor have policymakers cast policy as something that might be revised in light of what they have learned from teacher's experience" clearly illustrates the point that very few teachers have had any significant input into the introduction CfE. It's not what pupils, teachers, schools, industry or indeed higher or further education want. The realisation of this will be in 5 years when pupils turn up at the door of employers and universities with their confident individual certificates who will question its value. As Big Jimmy rightly asks on another thread "who will get the blame"?