About This Publication
Over the last five years a sequence of key documents has examined the theoretical and practical aspects of different strategies for recognising and recording the learning outcomes of non-certificated learning. Expert colloquia and further research have refined our understanding of effective practice and, importantly, learners’ perspectives as well as those of practitioners and providers have informed this process.
NIACE has been commissioned by the Department for Education and Skills (DfES) to scope the territory of debate in England, as it affects learning outside higher education. This paper identifies some key areas of development and consensus, including principles and tenets of effective practice, and a range of issues for further discussion.
NIACE has been commissioned by the Department for Education and Skills (DfES) to scope the territory of debate in England, as it affects learning outside higher education. This paper identifies some key areas of development and consensus, including principles and tenets of effective practice, and a range of issues for further discussion.
Contents
| Foreword 1 | |
| Chapter 1 | Background |
| Chapter 2 | What is driving the debate? |
| Chapter 3 | Fit for purpose...but whose? |
| Chapter 4 | Current understanding |
| Chapter 5 | The LSC and non-certificated learning |
| Chapter 6 | Beyond the LSC: the wider context for debate and development |
| Chapter 7 | Some final thoughts |
| Chapter 8 | References |
| Chapter 9 |
Sources |