By Cecilia McKelvey
The following, the authors discover functional methods of enforcing APL for the advantage of members, employers and the neighborhood as a complete, exhibiting the way it could make a true contribution to equality of chance. Chapters examine the actual wishes of varied sectors of the neighborhood, and the way APL can be utilized to fulfill these wishes. For ethnic groups, these whose first language isn't really English, and people who arrive in Britain with skills from abroad, the APL method could be a very important level within the look for schooling, employment and equality of expertise. individuals with disabilities locate that APL might help holiday via obstacles and supply new breadth of chance, while for girls it could actually result in larger acceptance and greater profession development. by using case reports and useful examples the authors supply precise tips on equipment of implementation, employees improvement and carrying on with aid to assist 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)
We will discuss some of the difficulties and variables that could come into play and what solutions might be possible, and in so doing we will attempt to set APL in a real context, with case studies to illustrate actual results, and some practical suggestions for implementation of the process. We conclude this chapter with the City and Guilds Equal Opportunities Statement and an NVQ Note on Access and Equal Opportunities, so that they can be used as reference points when looking at some of the issues around equal opportunities that come up in the following chapters.
The Council requires that all NVQs be: • free from barriers which restrict access and progression, and available to all those who are able to achieve the required standard by whatever means • free from overt or covert discriminatory practices with regard to gender, race and creed, and designed to pay due regard to the special needs of individuals • based on assessments of the outcomes of learning, arrived at independently of any particular mode, duration or location of learning • awarded on the basis of valid and reliable assessments made in such a way as to ensure that performance to the national standards can be achieved at work.
Writing about assessment and accreditation in Current Issues in Teaching English as a Second Language to Adults, Sheila Rosenberg says: One way of countering cultural hegemony is to make greater use of continuous assessment and profiling, devise appropriate tasks, and ensure well-briefed and sympathetic assessors. However it still remains the duty of national examining boards to recognise and not penalise cultural diversity, and to reward bilingualism positively. (Rosenberg in Nicholls and Hoadley-Maidment (eds) 1988) This points the way to two main tasks for successful APL for candidates from different ethnic communities.
APL: Equal Opportunities for All? (Further Education: the Assessment and Accreditation of Prior Learning) by Cecilia McKelvey