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ERIC Number: ED478450
Record Type: Non-Journal
Publication Date: 2003
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-85338-859-9
ISSN: N/A
Credit Systems for Learning and Skills: Current Developments. LSDA Reports.
Tait, Tony
In January 2003, a national working group was established to review past and current credit developments in England and recommend ways of taking learning credit developments forward in the future. The Learning Skill and Development Agency's case for credit was said to rest on the objectives of recognizing achievement and motivating learners and making the National Qualifications Framework more transparent and flexible. Possible uses of credit by further education, employers, policymakers, national programs, higher education, online learning providers, and the community and voluntary sector were identified. The credit framework developed within further education over the past decade was explained in detail. The following common features of credit systems across the United Kingdom were identified: (1) a multilevel framework with level descriptors from entry level to higher education/professional qualifications; (2) credit based on achievement of units of assessment and learning outcomes; (3) rejection of a "one size fits all" approach; (4) use of notational learning time to establish the credit value of units and qualifications; and (5) recognition that the framework enables but does not by itself establish credit accumulation, credit transfer, and other credit-based systems. The working group called for a common approach to credit operating across the United Kingdom and encompassing post-16 and higher education, including work-based learning. (A glossary and 17-item bibliography are included.) (MN)
Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1466, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/PDF/1466.pdf.
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: Learning and Skills Council, Coventry (England).
Authoring Institution: Learning and Skills Development Agency, London (England).
Identifiers - Location: United Kingdom; United Kingdom (England)