The Creditability of Nontraditional Education: A Conceptual Framework for Recognition.

Autor/in	Miller, Jerry W.
Titel	The Creditability of Nontraditional Education: A Conceptual Framework for Recognition.
Quelle	(1974), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accreditation (Institutions); Educational Assessment; Educational Experiments; Educational Innovation; Evaluation Methods; Experimental Curriculum; Higher Education; Nonformal Education + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Education; assessment; Bewertungssystem; Schulversuch; Instructional innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-formal education; Non formal education; Nichtformale Bildung
Abstract	From the outset, those concerned with making nontraditional study a viable educational alternative in American society have been concerned with the question of recognition. Discussions have centered around the assessment of experiential learning; evaluation of nontraditional learning experiences; process versus product evaluation; and accreditation. Creditability mechanisms for nontraditional education must be shaped by such factors as learning modes, sponsorship, and supervision of the educational process. The required structures for validating nontraditional learning should develop along 5 basic assumptions: (1) Traditional education will be the touchstone for nontraditional education. (2) Nontraditional education will be socially useful if it is provided an interface with traditional education. (3) The credit hour will remain the basic unit of educational currency. (4) Degrees and other credentials will be awarded by traditional institutions. (5) Fairness should dictate that higher standards not be required for nontraditional than for traditional education. (Author/PG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01