A Basis for Credit? Developing a Post-16 Credit Accumulation and Transfer Framework. Feedback and Developments.

Institution	Further Education Unit, London (England).
Titel	A Basis for Credit? Developing a Post-16 Credit Accumulation and Transfer Framework. Feedback and Developments.
Quelle	(1993), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-85338-294-9
Schlagwörter	Academic Achievement; Adult Education; Articulation (Education); Credits; Curriculum Development; Educational Certificates; Educational Change; Educational Development; Foreign Countries; National Programs; Open Universities; Postsecondary Education; Transfer Policy; Vocational Education + Suchen Sie Ihr Suchwort? Schulleistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsabschluss; Schulzeugnis; Bildungsreform; Bildungsentwicklung; Ausland; nicht übertragen; Offene Universität; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung
Abstract	This bulletin is an update of Britain's Further Education Unit (FEU) activities associated with the continuing development of a post-16 national credit and accumulation transfer (CAT) framework proposed in February 1992. It begins with a summary of feedback from the field: the central proposition--the need for a post-16 CAT system--was enthusiastically and widely endorsed; strong support for a national CAT framework was indicated; the question of the need for grading was raised; the credit-based approach was seen as a powerful tool for making changes in curriculum content, methods of delivery, and assessment within institutions; and real dilemmas were indicated about the appropriate structure/organization at a national level. The next section discusses development initiatives FEU is mounting as a result of the positive response: background papers relating to crucial technical issues, an international survey of credit systems, and relevance of a credit framework to the pre-16 phase and establishment of a national network to support and link up colleges involved in credit-based developments. The bulletin also reports on three initiatives: (1) a national CAT development project to research the potential of credit-based learning to provide fundamental change in higher and further education; (2) Open College Networks that provide accreditation for those programs outside mainstream qualifications; and (3) credit framework developments in Wales and across the country. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC