Credit Where It's Due. Project Report.

Autor/inn/en	Davies, David; Wheeler, Richard
Institution	Cambridge Univ. (England).
Titel	Credit Where It's Due. Project Report.
Quelle	(1995), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Education; Academic Standards; Adult Education; Adult Students; College Programs; Continuing Education; Credits; Educational Planning; Educational Quality; Evaluation Methods; Foreign Countries; Models; Program Evaluation; Staff Development; Student Attitudes; Student Certification; Student Evaluation; Vocational Education; United Kingdom + Suchen Sie Ihr Suchwort? Akademische Bildung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Studienprogramm; Weiterbildung; Bildungsplanung; Quality of education; Bildungsqualität; Ausland; Analogiemodell; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Schülerverhalten; Schulzeugnis; Schulnote; Studentische Bewertung; Ausbildung; Berufsbildung; Großbritannien
Abstract	A study examined the feasibility and implications of awarding credit for traditional extramural studies courses throughout the United Kingdom (Credit Frameworks and Learning Outcomes Programme). The project's objectives were as follows: assess demand for and acceptability of credit among existing and potential students; test new forms of certification for learners in the liberal adult education tradition; develop and introduce employment-related credits for mature, work-based individuals as part of a certificate course; and contribute evidence and ideas to the United Kingdom's developing national credit frameworks and support the employment department's strategic research thereon. Among the study's key conclusions were the following: (1) broadening student constituencies in continuing education have necessitated a more adaptive and responsive credit system; (2) a learning outcomes approach and adoption of clear student assessment criteria will permit recognition of the fullest range of achievement for adult learners; (3) continuing education providers need to offer credit for appropriate learning whether it occurs at home, work, or college; (4) the award of credit is the start of a quality assurance cycle that includes moderation while allowing tutors a high degree of autonomy; and (5) collaborative networking of continuing education provision with other agencies is vital to gain progression and transfer opportunities for students. (Contains 24 references.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC