About This Publication
This title is out of print indefinitely and is not available for purchase
At a time when identifying and measuring learning outcomes has become a particular policy concern, this paper provides a useful and accessible synthesis of the understandings of terms such as achievement, outcomes and progression in adult learning. Drawing on policy documents, research and survey findings, it demonstrates that learners, educationalists and policymakers can have very different perceptions of what constitutes learning success and progression. A useful exploration of the current conundrum facing those working in post-16 learning.
At a time when identifying and measuring learning outcomes has become a particular policy concern, this paper provides a useful and accessible synthesis of the understandings of terms such as achievement, outcomes and progression in adult learning. Drawing on policy documents, research and survey findings, it demonstrates that learners, educationalists and policymakers can have very different perceptions of what constitutes learning success and progression. A useful exploration of the current conundrum facing those working in post-16 learning.
Contents
| Foreword | |
| Chapter 1 | Whose values count? |
| Chapter 2 | Some recent history |
| Chapter 3 | Changing priorities? |
| Chapter 4 | Identifying achievements in non-accredited provision |
| Chapter 5 | Progression |
| Chapter 6 | Some examples of ‘progression’ |
| Chapter 7 | Soft outcomes |
| Chapter 8 | Valuing soft outcomes |
| Chapter 9 | Long-term effects |
| Chapter 10 | Quality not quantity |
| Chapter 11 | Learner perspectives |
| Chapter 12 | Finding the right balance |
| Chapter 13 | Some questions for discussion |
| References |