Progression accords and credit frameworks.
Full text is not in this repository.
This workshop considered the following: What are the most important things that progression accords should try to develop and achieve? • Cultural change within institutions. • Clarity for learners around entry requirements. • Facilitate progression for learners coming from workplace. At what levels should they operate? • Important to gain middle management buy-in • Combination of high level agreement, mid-level network-wide agreements, and operational level bilateral agreements. What is the synergy between the development of progression accords and credit frameworks? • Look to build in process of evaluating experiential learning into progression agreements. • Need to understand differentiation between credit transfer at HE level, and credit as a means of recognising learning for entry into HE. Proposals for future developments/finding solutions, etc Need for more case studies on: • Progression from workplace • Use of credit • Embedding progression accords into institutional processes.
|Item Type:||Conference or Workshop Item (Paper)|
|Research Areas:||Middlesex University Schools and Centres > Institute for Work Based Learning|
|Deposited On:||17 Aug 2010 09:38|
|Last Modified:||09 Oct 2014 10:03|
Repository staff only: item control page
Full text downloads (NB count will be zero if no full text documents are attached to the record)
Downloads per month over the past year