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FE Matters, v1 n20 1997

It is widely agreed that the United Kingdom's post-16 qualification system must be made coherent and intelligible to users. Developing a credit-based certification system is the key to increasing participation in further education (FE) and achieving a broader, more flexible curriculum. The benefits of a credit-based certification framework for learners, providers, and employers are evident in case studies of eight FE colleges in Wales that participated in a 3-year pilot project to embed credit-based certification systems in FE. The case studies provide important lessons on the following aspects of development and implementation of credit-based certification: designing programs, assessing on a continuous basis; planning across colleges; offering sampler courses; reaching the disaffected; unitizing access programs; mapping common elements; and improving life chances. The benefits of credit-based certification in FE are also evident in six case studies that were conducted in England to examine the application of a credit-based certification framework to accomplish the following: develop learning materials and improve quality; use a discrete generic model to unitize the curriculum; facilitate progression from school to work; facilitate progression from FE to higher education; base resourcing on credit; and promote institutional change. (Contains 20 references) (MN)

Descriptors: Access to Education, Case Studies, Change Strategies, Credits, Curriculum Development, Education Work Relationship, Educational Benefits, Educational Change, Educational Policy, Educational Practices, Educational Quality, Employment Qualifications, Flexible Progression, Foreign Countries, Instructional Materials, Material Development, Postsecondary Education, School Business Relationship, Student Certification, Systems Approach, Technical Institutes, Vocational Education

Further Education Development Agency, Publications Dept., Mendip Centre, Blagdon, Bristol BS18 6RG, England, United Kingdom (6.50 British pounds).





Autor: Coady, Sally; Tait, Tony; Bennett, Jim

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7932&id=ED411453







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