Full Description
This text provides guidance for building curriculum structures and examines the models that can be used. Options such as accreditation of prior and experiential learning, incompany accreditation, work-based learning,
Contents
Part 1 The universal curriculum: Patterns of provision; contained provision; Boundaried Provision;Combined Model; Negotiated Provision; Organised flexibility fields and sets; modules and credit module; size module; volume module; levels module; learning outcomes; module assessment. Part 2 Development and implementation: Standards and assessment; examination boards; the nature of assessment; degree classification; capitalizing on Flexibility; Negotiated Programmes; Work-Based Learning; The accreditation of prior and experiential learning definitions - AOIMP and APEL; building confidence in APEL; issues of management and control; issues of the relevance of prior learning; the shelf-life of prior learning - issues of currency credit contributing to more than one award - changing mindsets; how much APEL?; integrating prior and new learning issues with grades, levels and volume; issues of costing and charging; issues for full-time students; quality matters; programme validation; individual student validation monitoring; managing and resourcing; CBMS Information Technology; resourcing and planning higher education in the learning society - issues for credit-based modular systems.
