This paper is designed to help education and training providers in the United Kingdom understand what accreditation options are available and choose solutions that match their particular needs. It aims to help them appreciate the importance of accreditation to adult learners, understand some terminology, know what choices there are in offering accreditation, understand the ways different accreditation systems work, and use the support and experience of the awarding bodies to enhance opportunities for adult learners. Section 1 explains the reasons for providing accreditation and assessment that support and enhance learning, access, and progression. Section 2 describes the principles and processes of accreditation and clarifies some terminology used in accreditation and the differences between the various bodies that use the terms. Section 3 explains how some of the more widely used accreditation systems work and the ways in which they apply the terminology to their own procedures. Section 4 summarizes the main characteristics of each accreditation system. Section 5 provides a checklist for managers and practitioners of factors to consider when choosing accreditation or reviewing existing arrangements. Section 6 identifies issues that specifically affect adult learners and areas where further clarification and development work is needed. Section 6 also provides a subject index and a list of the full names and addresses of the awarding bodies involved in the systems described in section 3. (YLB)
Authors
- Authorizing Institution
- Further Education Unit, London (England). Unit for the Development of Adult Continuing Education.
- Location
- United Kingdom (Great Britain)
- Peer Reviewed
- F
- Publication Type
- Reports - General
- Published in
- United States of America
Table of Contents
- Kathryn Ecclestone 4
- Section 1 Accreditation and Adult Learners 6
- Section 4 Accreditation Systems Key Features 59 6
- Section 5 Choosing the Right Accreditation 6
- Section 6 Issues and Implications 6
- Making progression easier 10
- Making learning more flexible 11
- Making assessment part of learning 11
- Making qualifications clearer 12
- Certification 19
- Moderation 21
- Examples of Accreditation Systems 27
- National Council for Vocational Qualifications 28
- NCVQ accreditation process 32
- Open College Network Publications 37
- The OCN accreditation process 38
- Business and Technology Education Council 39
- BTEC Publications 43
- BTEC accreditation process 44
- CG Publications 48
- CG accreditation process 49
- Validation and accreditation of programmes 55
- Access Courses Recognition Group 60
- ACRG Publications 62
- ACRG accredition process 62
- Reasons for offering accreditation 68
- Currency of the accreditation 68
- Certification 70
- Areas covered by accreditation 71
- A National Credit Accumulation and Transfer 74
