ERIC Number: ED339914
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Flexible Colleges: Access to Learning and Qualifications in Further Education. Part 1. Priorities for Action.
Further Education Unit, London (England).
This report focuses on the development of flexible learning in colleges of further education in Great Britain. An introduction considers the national context, including the advent of National Vocational Qualifications, and the subsequent transition to flexible, learner-centered colleges. Section 1 describes the features of a flexible, accessible, and learner-centered college, organized to meet the needs of individuals, and compares these features with those of a college organized on the basis of groups of students enrolling in conventional courses. Information is presented in the form of a checklist to enable colleges to profile their current ability to provide flexible access to learning for individuals. Topics include marketing and outreach, threshold services, flexible access to learning, flexible access to assessment and accreditation, supporting learning, and infrastructure. Section 2 describes key factors, barriers to progress, and transitional issues currently faced by colleges when attempting to widen access to learning and accreditation. They are grouped under three major headings--strategic management, curriculum management, and operational management--and illustrated by extensive case studies of current practice. Section 3 provides a summary of significant inhibitors to progress, with recommendations for action at a local or national level. (YLB)
Descriptors: Access to Education, Ancillary School Services, College Admission, Distance Education, Educational Administration, Educational Innovation, Flexible Progression, Flexible Scheduling, Foreign Countries, Marketing, Nontraditional Education, Nontraditional Students, Postsecondary Education, Relevance (Education), Technical Institutes, Vocational Education
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Further Education Unit, London (England).
Identifiers - Location: United Kingdom