Approaches to Multiple Entry and Exit Points for the Associate Diplomas.

Autor/inn/en	Guthrie, Hugh; Loveder, Philip
Institution	TAFE National Centre for Research and Development, Ltd., Leabrook (Australia).
Titel	Approaches to Multiple Entry and Exit Points for the Associate Diplomas.
Quelle	(1990), (125 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-86397-349-3
Schlagwörter	Access to Education; Admission Criteria; Articulation (Education); Associate Degrees; Definitions; Developed Nations; Dropout Prevention; Foreign Countries; Open Universities; School Holding Power; Student Attrition; Transfer Policy; Two Year Colleges; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Begriffsbestimmung; Developed countries; Industriestaat; Industrieland; Ausland; Offene Universität; Schülerbeurlaubung; Australien
Abstract	A study for the South Australian Government gathered data on student enrollment and graduation rates in Diploma and Associate Diploma courses; documented initiatives for multiple entry and exit structures; proposed other possible approaches, using selected courses as case studies; investigated problems associated with providing multiple entry and exit points in such courses; and suggested possible solutions. Information was gathered from the following sources: interviews with South Australian education officials, a literature review, analysis of curriculum documents for a range of Associate Diplomas and Diplomas, analysis of student records and other data, and interviews of students. Some of the findings were that graduation rates for all programs were low, attrition from technical courses was higher than from less technical ones, and retention based on "student hours" data was high for all programs, with retention increasing over time. The study also found that students who did withdraw tended to do so early in the program, primarily due to course difficulty or money problems. Students saw merit in introducing courses with more flexible entry and exit points. Recommendations were made to gather more information on students' previous study and their courses and to develop methods for creating more flexible course work, in light of training requirements. Emphasis was also placed on articulation measures to help students keep from repeating prior work. (The report includes 29 references and 3 appendixes: the original project brief, a description of major and minor streams in curricula, and a listing of current Associate and Diploma programs offered in South Australia.) (KC)
Anmerkungen	TAFE National Centre for Research and Development, 252 Kensington Road, Leabrook, South Australia 5068.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC