ERIC Number: ED356363
Record Type: Non-Journal
Publication Date: 1993-Feb
Reference Count: N/A
A Basis for Credit? Developing a Post-16 Credit Accumulation and Transfer Framework. Feedback and Developments.
Further Education Unit, London (England).
This bulletin is an update of Britain's Further Education Unit (FEU) activities associated with the continuing development of a post-16 national credit and accumulation transfer (CAT) framework proposed in February 1992. It begins with a summary of feedback from the field: the central proposition--the need for a post-16 CAT system--was enthusiastically and widely endorsed; strong support for a national CAT framework was indicated; the question of the need for grading was raised; the credit-based approach was seen as a powerful tool for making changes in curriculum content, methods of delivery, and assessment within institutions; and real dilemmas were indicated about the appropriate structure/organization at a national level. The next section discusses development initiatives FEU is mounting as a result of the positive response: background papers relating to crucial technical issues, an international survey of credit systems, and relevance of a credit framework to the pre-16 phase and establishment of a national network to support and link up colleges involved in credit-based developments. The bulletin also reports on three initiatives: (1) a national CAT development project to research the potential of credit-based learning to provide fundamental change in higher and further education; (2) Open College Networks that provide accreditation for those programs outside mainstream qualifications; and (3) credit framework developments in Wales and across the country. (YLB)
Descriptors: Academic Achievement, Adult Education, Articulation (Education), Credits, Curriculum Development, Educational Certificates, Educational Change, Educational Development, Foreign Countries, National Programs, Open Universities, Postsecondary Education, Transfer Policy, Vocational Education
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Further Education Unit, London (England).