Big idea, small steps : the making of credit-based qualifications
- Peter Wilson.
- Leicester [England] : NIACE, c2010.
- Physical description
- xiv, 321 p. ; 24 cm.
Education Library (Cubberley)
|LC5256 .G7 W525 2010||Unknown|
- Wilson, Peter, 1941-
- National Institute of Adult Continuing Education (England and Wales)
- Includes bibliographical references (p. -311) and index.
- Preface-- 1. A new beginning-- 2. The origins of credit systems in the UK-- 3. The Manchester model-- 4. After Manchester: The next Open College Networks-- 5. From the local to the national - the creation of NOCN-- 6. Separate and not equal: credits and qualifications-- 7. NVQs and credit systems-- 8. Exporting credit: integrating OCN credit systems with NVQs-- 9. Exporting credit: the first 'credit rating' experiment-- 10. From 'commonality' to credit transfer-- 11. Towards a National Credit Framework-- 12. A basis for credit?-- 13. Beyond 'A Basis for Credit?'-- 14. Access to HE programmes and credit systems-- 15. OCNs and credit frameworks-- 16. Credit developments in England-- 17. Choosing not to change: Credit developments in Higher Education-- 18. From local initiatives to a national presence-- 19. The reform of qualifications-- 20. The Learning Age and the onward march of credit-- 21. Coming to terms with a divided system-- 22. The relationship between credits and qualifications-- 23. 'Credit' without credits: the myth of unitisation-- 24. 'Credit' without credits: the credit rating heresy-- 25. The development of credit in Wales-- 26. Good in theory: the NICATs initiative-- 27. Units, qualifications and rationalisation-- 28. The establishing of the NQF-- 29. Credit systems inside and outside the NQF-- 30. Driving a wedge between credit and qualifications-- 31. What we talk about when we talk about credit-- 32. Unitisation or credit? The phoney war of 2002-- 33. From reform to disaster - the debacle of 2002-- 34. Skills, modernisation and credit-- 35. England expects-- 36. What kind of framework? And what kind of credit?-- 37. A Framework for Achievement-- 38. Cold feet and twiddling thumbs-- 39. A UK-wide programme of reform-- 40. Testing and trialling the new framework-- 41. Best of breed - the QCF in an international context-- 42. Half way there - the first year of tests and trials-- 43. Credit - the missing test?-- 44. The final push - from development to implementation-- 45. Preparing for launch-- 46. Beyond NVQs-- 47. A truly comprehensive framework?-- 48. Credits and qualifications, peaches and cream-- 49. Credit transfer, learner mobility and rationalisation-- 50. Transforming qualifications through credit-- 51. A credit system for all-- 52. Rediscovering credit-- Bibliography.
- (source: Nielsen Book Data)9781862014398 20160604
- Publisher's Summary
- Is it really possible to develop a flexible, inclusive regulated qualifications framework and can a system developed to recognise the achievements of adults work for all learners? Where did the idea of credit-based qualifications come from? How can a grass roots initiative influence government policy? This book traces the development of the new Qualifications and Credit Framework (QCF) from its initial announcement in July 2003 through to its implementation in November 2008. It also examines in some detail the history of credit systems in the UK in the two decades and more prior to 2003 and shows how these credit systems have evolved since the early 1980s and have influenced both the design and the policy intentions of the QCF. Peter Wilson has a unique insight into this subject. He was involved in some of the early work on developing local credit systems, as well as acting as Principal Adviser to the Qualifications and Curriculum Authority on the design of the QCF itself.
(source: Nielsen Book Data)9781862014398 20160604
- Publication date
- 9781862014398 (pbk.)
- 1862014396 (pbk.)
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