By Cecilia McKelvey
The following, the authors discover functional methods of imposing APL for the good thing about participants, employers and the neighborhood as an entire, displaying the way it could make a true contribution to equality of chance. Chapters examine the actual wishes of assorted sectors of the group, and the way APL can be utilized to fulfill these wishes. For ethnic groups, these whose first language isn't English, and people who arrive in Britain with skills from in another country, the APL approach could be a important level within the look for schooling, employment and equality of expertise. individuals with disabilities locate that APL can assist holiday via obstacles and provide new breadth of chance, while for girls it will probably bring about better acceptance and superior occupation development. by utilizing case reports and sensible examples the authors supply designated assistance on tools of implementation, employees improvement and carrying on with help to aid tutors, managers and senior employees make powerful use of APL.
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Additional info for APL: Equal Opportunities for All? (Further Education: the Assessment and Accreditation of Prior Learning)
The candidate is given a role sheet specifying a person’s background, experience and qualifications. Role sheets should be prepared to give examples of the range of candidates likely to present themselves, in terms of ethnicity, age and past experience. The interviewer is asked to gain information on the candidate’s: • • • • • • • personal characteristics special needs interests attitudes towards learning abilities and strengths training needs evidence which could be used to substantiate claims.
Career breaks no longer mean missing out on completing qualifications. Unit credits enable those re-entering training to gain early endorsement of their competence. NVQ unit credits also allow those with learning difficulties, or disabilities, for some of whom a full NVQ may not be a realistic goal, to gain valuable credits within the qualifications system. 4 Flexible modes of learning: NVQs have no specified time/ mode of learning or learning location. Because neither the time spent nor mode of learning are specified, NVQs offer greater flexibility in the way people can achieve qualifications.
A block of study or a course unit is given a credit rating. Students undertake a programme of study which has stated aims and objectives and demonstrates coherence. This can be taken at more than one institution and may involve professional bodies and 26 APL: Equal Opportunities for All? employmentbased training centres. Each course unit is graded according to the quality of performance at assessment. Units passed are listed on a certificate of credit. The scheme clearly has the potential to open up new routes to higher education and to put it within the grasp of a broader section of the population, since if credit is awarded for learning from experience, for example, mature students can save valuable time and expense.