By Michael Field
The keystones for provision within the new period of additional schooling can be flexibility of reaction, open entry, equality of chance, and valuing and accrediting alternative routes of studying - all associated jointly in the recommendations of offering life-long studying possibilities. the availability of APL, in addition to the aid providers had to ascertain its luck, can be utilized because the `acid try' of no matter if a faculty is really open and obtainable to quite a few novices. Written by way of an skilled supervisor, this e-book deals precious recommendation for different managers and senior employees engaged in remodeling their faculties to satisfy scholars' wishes.
Read or Download APL: Developing More Flexible Colleges (Further Education : the Assessment and Accreditation of Prior Learning Series) PDF
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Additional info for APL: Developing More Flexible Colleges (Further Education : the Assessment and Accreditation of Prior Learning Series)
When this trend is linked with the increasing age structure of the workforce it means that the demand for college services will increasingly come from older clients, particularly women. This will mean that women, who already represent over 50 per cent of college enrolments, will become further education’s most dominant client group. Opening up opportunities In addition to the external pressures already mentioned there is a growing need for colleges to search for ways of opening up new opportunities for non-traditional groups to take up their services.
Programmes can be arranged to meet the needs of full-time students, whilst at the same time enabling other students to take the same programme at their own pace by controlling the timing and method of study used. Individuals can progress more quickly through a modular scheme due to opportunities to claim exemption or credit through the accreditation of prior learning. By monitoring the progress of individuals carefully it is possible to review the modules being taken by the learner and combine them in ways which give greater progress and thereby reduce the likelihood of drop out.
E. structured study programmes, flexible learning, partnerships with employers linked to work-based learning, accreditation of prior learning or assessment on demand. Programmes can be arranged to meet the needs of full-time students, whilst at the same time enabling other students to take the same programme at their own pace by controlling the timing and method of study used. Individuals can progress more quickly through a modular scheme due to opportunities to claim exemption or credit through the accreditation of prior learning.