Accreditation of Prior Learning Achievements: Developments in Britain and Lessons from the USA.

Autor/in	Gorringe, Richard
Institution	Further Education Staff Coll., Blagdon (England).
Titel	Accreditation of Prior Learning Achievements: Developments in Britain and Lessons from the USA.
Quelle	21 (1989) 5, (47 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	0305-8441
Schlagwörter	Adult Education; Adult Learning; Adult Students; Articulation (Education); Continuing Education; Credits; Degrees (Academic); Demonstration Programs; Educational Planning; Equivalency Tests; Experiential Learning; Foreign Countries; Higher Education; Lifelong Learning; Nontraditional Students; Portfolios (Background Materials); Postsecondary Education; Program Development; Reentry Students; United Kingdom; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Articulation; Artikulation (Ling); Artikulation; Aussprache; Weiterbildung; Bildungsplanung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Life-long learning; Lebenslanges Lernen; Post-secondary education; Tertiäre Bildung; Programmplanung; Zweiter Bildungsweg; Großbritannien; USA
Abstract	This report describes developments in Britain and the United States which enable people to use, in an education or training context, components of their achievements drawn directly from their prior experience. The report is divided into three sections. The first section consists of an account of the present situation in Britain concerning further education of adult learners; the second section offers an account of some American developments in this area; and the final section offers comments on possible applicability of these developments in Britain. The credit awarding process in the United States for prior learning from life experience, usually involving the development of a portfolio, is described. Models of portfolio preparation are highlighted from the Thomas Edison State College of New Jersey, New York's Empire State College and the State University of New York, Brockport; and the University of Maryland. The idea of accrediting prior learning through examination, the possible use of college-level examinations in Britain, and the use of course evaluation and articulation are discussed, as is the development of institutional consortia to provide links between community groups and educational institutions. Contains nine references. (GLR)
Anmerkungen	Further Education Staff College, Coombe Lodge, Blagdon, Bristol BS18 6RG, England (6 British pounds).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC