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Apprenticeships are changing. The increasing proportions of people entering apprenticeships at various levels of ability and backgrounds are stimulating demand for alternative pathways to completions. This good practice guide assembles the key findings for education practitioners and workplace supervisors from three related research reports on facilitators of earlier completion such as competency-based progression and recognition of prior learning (RPL). The reports provide a nuanced and multifaceted view of today's apprenticeship reality, including the enablers of and barriers to alternative apprenticeship pathways and advice for improved practice. Advice for practitioners and workplace supervisors is provided, along with suggestions for improved practice. [This good practice guide is based on the following reports: (1) "Competency progression and completion: how is the policy being enacted in three trades?" by Berwyn Clayton, Hugh Guthrie, Pam Every and Regan Harding; (2) "Adult trade apprentices: exploring the significance of recognition of prior learning and skill sets for earlier completion" by Jo Hargreaves and Davinia Blomberg; and (3) "The returns to completion or partial completion of a qualification in the trades" by Tham Lu.

Descriptors: Apprenticeships, Educational Practices, Nontraditional Education, Competency Based Education, Prior Learning, Recognition (Achievement), Barriers

National Centre for Vocational Education Research Ltd. P.O. Box 8288, Stational Arcade, Adelaide, SA 5000, Australia. Tel: +61-8-230-8400; Fax: +61-8-212-3436; e-mail: ncver[at]ncver.edu.au; Web site: http://www.ncver.edu.au









Autor: National Centre for Vocational Education Research NCVER

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2754&id=ED560579







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