Identification, Validation and Accreditation of Prior and Informal Learning. United Kingdom Report. National Report. CEDEFOP Panorama.

Institution	European Centre for the Development of Vocational Training, Thessaloniki (Greece).
Titel	Identification, Validation and Accreditation of Prior and Informal Learning. United Kingdom Report. National Report. CEDEFOP Panorama.
Quelle	(1997), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	92-828-2526-4
Schlagwörter	Access to Education; Adult Education; Adult Learning; Adult Students; Educational Practices; Educational Trends; Equivalency Tests; Evaluation Methods; Experiential Learning; Foreign Countries; Higher Education; Literature Reviews; Nonformal Education; Prior Learning; Student Certification; Student Evaluation; Trend Analysis; Vocational Education; United Kingdom + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bildungspraxis; Bildungsentwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Non-formal education; Non formal education; Nichtformale Bildung; Vorkenntnisse; Schulzeugnis; Schulnote; Studentische Bewertung; Trendanalyse; Ausbildung; Berufsbildung; Großbritannien
Abstract	Current practice in accreditation of prior and informal learning in the United Kingdom was examined through a review of literature on how the accreditation of prior and informal learning is being used to gain access to higher education or toward certification of a National Vocational Qualification (NVQ) or Scottish Vocational Qualification (SVQ). Special attention was paid to the following: use of assessment of prior learning (APL) in unpaid work; views of United Kingdom organizations on APL; the National Record of Achievement; access and higher education; success of APL and assessment of prior experiential learning (APEL) in higher education; and success of APL in NVQs and SVQs. It was discovered that accrediting and awarding bodies for NVQs and SVQs are increasingly encouraging assessors to acknowledge evidence of prior learning and achievement as part of the overall package of evidence that a candidate may bring to the assessment of NVQs and SVQs. With higher education, APL appears more accepted than APEL, with many institutions having a more straightforward process for awarding credit for certificated learning than for experiential learning and with many institutions having different fee structures for APL and APEL. Many institutions are taking a fresh look at both APL and APEL. (Contains 17 references.) (MN)
Anmerkungen	Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391; toll-free phone: 800-274-4447; e-mail: query@bernan.com; world wide web: http://www.bernan.com (catalogue no. HX-11-97-051-EN-C).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC