By Michael Field
The keystones for provision within the new period of additional schooling might be flexibility of reaction, open entry, equality of chance, and valuing and accrediting other ways of studying - all associated jointly in the options of delivering life-long studying possibilities. the supply of APL, besides the help companies had to make sure its good fortune, can be utilized because the `acid attempt' of no matter if a school is actually open and obtainable to quite a few rookies. Written through an skilled supervisor, this booklet deals worthy recommendation for different managers and senior employees engaged in remodeling their faculties to fulfill scholars' wishes.
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Additional info for APL: Developing More Flexible Colleges (Further Education : the Assessment and Accreditation of Prior Learning Series)
Imposed changes in the curriculum The curriculum frameworks offered by colleges have always been the subject of both continuous and discontinuous changes. In the past these changes have been evolutionary and have taken place at a much slower pace than the pressures for change being experienced by colleges today. Given the pace of change in society generally and in industry and commerce it is unlikely that the pace of change will slacken in the near future. Depending on the needs of their catchment areas and on the market segments they serve, colleges will need to have well thought through strategies for implementing the following changes: 14 • • • • • • • • APL: Developing more flexible colleges the introduction of a comprehensive framework of National Vocational Qualifications (NVQs) linked to the achievement of National Education and Training Targets the introduction of General National Vocational Qualifications (GNVQs) and their impact on existing provision programmes designed to provide equality of esteem between academic and vocational qualifications including the introduction of ordinary and advanced diplomas the position of ‘A’ levels and the promotion of ‘AS’ qualifications publication by law of examination results extension of training credits to day-release students in 1996 extension of achievement-focused funding the development of self-validating institutions and their effects on some of the HE provision offered in FE colleges.
2 Stages in the APL process Gathering and presenting evidence of prior learning It is during this stage that candidates work either on their own in workshops, or with the help of a supervisor to collect and generate the evidence which will be used to assess their prior learning. The evidence generated forms the basis of the candidate’s assessment portfolio. In the APL context, this portfolio is an organised presentation of information on past experiences and accomplishments. It may also include evidence from employers or other authoritative sources that the candidate has reliably and consistently demonstrated skills, knowledge and/or understanding which can be used to gain recognition of credit.
They may also be arranged to complement a college’s own core business, adding to it by providing access progression and credit accumulation opportunities. The college’s own core business may in this way be extended by franchising both outwards to schools and colleges and inwards through links with universities and colleges of higher education. Learning networks increase the opportunities for life-long learning by: • • • • • • giving wider access to learning opportunities providing access to different levels of award providing progression pathways and credit accumulation giving equal value to all the ways and situations in which learning can and does take place awarding accreditation for different ways of learning allowing for the recognition of achievement through accepted and recognised standards of awards 34 • • APL: Developing more flexible colleges increasing co-operation and understanding between all parties involved in the network opening up more opportunities for individual learners.