Andragogy and the accreditation of prior learning
Points on a continuum or uneasy bedfellows
Bibliographic Data
| ID | 11423795 |
|---|---|
| Authors | Maggie Challis (Sheffield Hallam University, corresponding author) |
| Year | 1996 |
| Volume | 15 |
| Issue | 1 |
| Pages | 32-40 |
| Publication date | 1996-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0260137960150104 |
| OpenAlex | W1990187142 |
| Language | EN |
| Citations received | 4 |
| References cited | 5 |
The current move towards outcomes or competence‐based qualifications within the education and training arenas begs many questions about the processes of learning as well as the measurable results. This paper explores how far the principles embedded in the andragogic approach to adult learning through the accreditation of prior learning are at odds with a qualification system predicated on the measurement of performance. It proposes a model of student‐controlled reflection that can lead to the identification of a range of prior achievements which may then form the basis for claiming credit, thus creating a bridge between two apparently opposed frameworks
Accreditation · Adult education · Adult Learning · Andragogy · Competence (human resources · Engineering ethics · Epistemology · Identification (biology · Lifelong learning · Pedagogy · Political science · Sociology · Adult and Continuing Education Topics · Engineering · Higher Education and Employability · Higher Education Learning Practices · Law · Psychology · Social Psychology
| Citations per year | 0.16 |
|---|---|
| Citation span | 2001 - 2005 (5) |
| Highly cited | No |