|
Veronica McGivney
More titles on Progression |
![]() |
At a time when identifying and measuring learning outcomes has become a particular policy concern, this paper provides a useful and accessible synthesis of the understandings of terms such as achievement, outcomes and progression in adult learning. Drawing on policy documents, research and survey findings, it demonstrates that learners, educationalists and policymakers can have very different perceptions of what constitutes learning success and progression. A useful exploration of the current conundrum facing those working in post-16 learning.
_______________________________
| Foreword | |
| Chapter 1 | Whose values count? |
| Chapter 2 | Some recent history |
| Chapter 3 | Changing priorities? |
| Chapter 4 | Identifying achievements in non-accredited provision |
| Chapter 5 | Progression |
| Chapter 6 | Some examples of ‘progression’ |
| Chapter 7 | Soft outcomes |
| Chapter 8 | Valuing soft outcomes |
| Chapter 9 | Long-term effects |
| Chapter 10 | Quality not quantity |
| Chapter 11 | Learner perspectives |
| Chapter 12 | Finding the right balance |
| Chapter 13 | Some questions for discussion |
| References |
_______________________________
Methods of payment: All prices quoted EXCLUDE postage and packing except the journals where p&p is included in the price. For details of these charges please go to Purchasing Information. In addition to paying for books via the website, the following methods of payment are available: By Phone: credit/debit card orders can be taken over the phone on
+44 (0)116 204 7068/2804. |
|
|