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This paper concerns itself with the ways in which modernist paradigms are reflected in post-compulsory education and training with particular reference to curriculum and pedagogical issues. It argues that although these paradigms have always contested the theory and practice of education, the recent education and training discourse has also increased the uncertainty surrounding modern paradigmatic explanations concerning knowledge and learning. The paper explores the meaning of modernism and suggests how contesting modernist paradigms including empiricism, rationalism, positivism, humanism and critical theory have shaped the practices found within post-compulsory education. The paper also reviews postmodernist thinking in terms of its use in critiquing modernist paradigms and its potential influence on the future development of post-compulsory education and training.