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ERIC Number: ED449830
Record Type: Non-Journal
Publication Date: 1998-Jul
Pages: 36
Abstractor: N/A
Reference Count: N/A
From Elitism to Inclusive Education: Development of Outcomes-Based Learning and Post-Secondary Credit Accumulation and Transfer Systems in England and Wales.
Faris, Ron
This report provides observations and lessons learned by a study-visit team from the Centre for Curriculum, Transfer and Technology (Canada) and the British Columbian Council on Admissions and Transfer. The study-visit was a reconnaissance of the reform of the post-school education and training system in the United Kingdom (UK), chiefly in England and Scotland. The team had two general study objectives: (1) determine the form and extent to which the learning outcomes approach is central to teaching and learning in the system of colleges and universities in England and Wales; and (2) determine the extent to which their credit transfer arrangements exist within and between colleges and universities, and learning outcomes form the basis of the assessment for establishing course equivalencies for transfer. The UK education and training system is undergoing profound changes as it moves from a historical elitist model to that of more democratic mass education system. Some of inter-related themes that have been investigated in the UK, which are relevant to issues in British Columbia include the following: provision of core/key skills for employability, citizenship, and personal development; assessment modes for outcomes-based learning; quality assurance policies and procedures; assisting college teachers to learn new instructional roles; and widening access, especially for those who were socially excluded. Appendices include "Glossary,""Study-Visit Itinerary and Key Informants,""Improving Student Learning Outcomes,""An historic Context,""The Structure of Education in England and Wales," and "Steps to Implementation in Wales." (JA)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Centre for Curriculum, Transfer and Technology, Victoria (British Columbia).
Identifiers - Location: Canada