A Basis for Credit? Developing a Post-16 Credit Accumulation and Transfer Framework. A Paper for Discussion.

Autor/in	Stanton, Geoff
Institution	Further Education Unit, London (England).
Titel	A Basis for Credit? Developing a Post-16 Credit Accumulation and Transfer Framework. A Paper for Discussion.
Quelle	(1992), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-85338-260-4
Schlagwörter	Stellungnahme; Academic Achievement; Adult Education; Credits; Curriculum Development; Educational Certificates; Employment Qualifications; Foreign Countries; Models; Postsecondary Education; Transfer Policy; Vocational Education; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsabschluss; Schulzeugnis; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Ausland; Analogiemodell; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung; Großbritannien
Abstract	Development of a common credit accumulation and transfer (CAT) system for the post-16 learner has been proposed in Great Britain. The rationale for this system is to increase the participation and achievement of learners over age 16, to improve access to learning opportunities, and to facilitate the development of core knowledge and skills. The post-16 CAT framework should use the open system, in which users adopt a set of standards on a voluntary basis because it offers mutual benefits. Work on the development of a post-16 credit framework as an open system has established definitions and specifications of outcomes and units, a methodology for credit valuation of units, and an initial proposal about the number of levels that would be required. The qualifications within this framework would be based upon groups of outcomes, to be described as units. Credits are awarded for successful achievement of a set of outcomes combined into a unit, regardless of the actual time involved or the mode of learning. Units at the same level can be given different credit values dependent upon the extent of achievement they require, thus removing the necessity for an artificial and possibly damaging requirement for units to be of the same size. The post-16 CAT framework could be used as the basis of a range of developments in curriculum and qualifications. The Further Education Unit has identified key criteria to be met by a post-16 CAT framework. The proposed framework needs to be evaluated against these criteria. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC