APL: Developing More Flexible Colleges (Further Education : by Michael Field

By Michael Field

The keystones for provision within the new period of extra schooling can be flexibility of reaction, open entry, equality of chance, and valuing and accrediting other ways of studying - all associated jointly in the ideas of delivering life-long studying possibilities. the supply of APL, in addition to the aid companies had to ascertain its good fortune, can be utilized because the `acid attempt' of no matter if a school is really open and obtainable to numerous novices. Written by means of an skilled supervisor, this booklet bargains worthy recommendation for different managers and senior employees engaged in reworking their schools to satisfy scholars' wishes.

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The need for flexible programming based on modules and credit accumulation, opportunities to learn at any time through access to flexible learning centres, along with the accreditation of work-based learning and assessment on demand will all have to be met by colleges if they are to respond effectively to the growing demands of this category of worker. The changing nature of the working population: there are two major changes in the nature of the working population which will impact on colleges – the changes in age structure and gender mix.

Partnership schemes Resulting from the recognition that learning takes place in a variety of situations, the next decade will see the growth of partnership schemes between individuals, colleges and employers. The formal linkage of these interests will ensure that the learning needs of individuals are met through the joint efforts of all partners involved. 6 illustrates the bringing together of an individual, an employer and a college into a three-way partnership agreement. 6 Three-way partnership agreement college provision.

Colleges will move away from concepts of using flexible learning workshops for one main purpose, such as providing back-up support to learners on structured programmes of study or open learning, towards multi-media, multi-use arrangements. Colleges will need to determine their own strategy for developing these centres either in a geographically dispersed way (small, specialist centres dispersed throughout a college) or in large, centrally organised areas aimed at providing specialist staffing and economies of scale.

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