Bibliography


ANNOTATED BIBLIOGRAPHY FOR PLAR



Plar Policy
Canada: Ontario


Conseil ontarien des affaires collègiales. Comité consultatif et de coordination sur la reconnaissance des acquis. (1995) La reconnaissance des acquis: Une réalisation au crédit du réseau collégial: Rapport du Groupe consultatif et de coordination de la reconnaissance des acquis, Février 1993 - Juin 1994. Toronto: Sécretariat de la reconnaissance des acquis du Conseil ontarien des affaires collègiales, ministère de l'Éducation et de la Formation.

63 pages. Décrit le groupe consultatif et de coordination du programme de reconnaissance des acquis et son mandat: favoriser la création de services et l'élaboration de politiques sur la RDA de qualité dans l'ensemble du réseau collégial, et s'assurer que ces services et politiques offrent un traitement juste et équitable aux étudiants. Discute des activités de RDA dans les collèges, des projets pilotes, du suivi et de l'évaluation, de la formation, des enjeux actuels reliés à et de la planification pour le prochain exercice. Les annexes incluent: des définitions, des lettres, des renseignements sur certains comités et les membres du groupe de travail sur le RAFEO et la RDA. Descriptors: Educational experience; Colleges of applied arts and technology; Access to education; Evaluation. Version anglaise: Prior learning assessment... Le masculin est utilisé ici sans préjudice.(from the ERIC database).

Conseil ontarien des affaires collégiales. (1993) Conseil ontarien des affaires collégiales pour les collèges d'arts appliqués et de technologie de l'Ontario: Rapport annuel, 1er septembre 1992 au 31 août 1993. Toronto: Le Conseil.

39 pages. Pendant l'année fiscale 1992/3, le Conseil a crée 2 comités pour guider la mise en oeuvre du Conseil des normes et de l'agrément des programmes collégiaux (CNPAC) et du programme de reconnaissance des acquis (PRA) dans les collèges. Il s'agit du Conseil d'établissement du CNAPC et du Comité consultatif et de coordination du PRA. Ce rapport inclut une discussion des mandats de ces 2 Comités. Le Conseil a continué de remplir son rôle de mandataire des collèges lors des négociations collectives, et a participé aux négociations sur le contrat social avec le gouvernement, le SEFPO et le personnel administratif des collèges, pour tenter de trouver des moyens mutuellement acceptables de réduire de 40 millions de dollars le financement des colléges. Le Conseil a aussi commencé une discussion avec le gouvernement sur l'établissement d'un modèle d'administration fiduciaire collective pour le régime de retraite du réseau collégial. De plus, le Conseil a continué de s'acquitter de ses reponsabilités législatives en ce qui concerne la nomination des membres des conseils d'administration des collèges ou le renouvellement du mandat de leurs membres, et a invité tous les groupes communautaires collégiaux à examiner des questions reliées à la gestion. Titre anglais: Ontario Council of Regents for Ontario's Colleges of Applied Arts and Technology: Annual Report, September 1, 1992 - August 31, 1993.

Conseil ontarien des affaires collégiales. (1992) Conseil ontarien des affaires collégiales pour les collèges d'arts appliqués et de technologie de l'Ontario: Rapport annuel, 1er septembre 1991 au 31 août 1992. Toronto: Le Conseil.

Durant l'année fiscale 1992/3, le Conseil a travaillé sur 2 initiatives majeures, résultat de "Vision 2000, Qualité et possibilités (le rapport du Conseil ontarien des affaires collégiales en matière de politique et de planification, 1988): le CNAPC (Conseil des normes et de l'agrément des programmes collégiaux), qui serait responsable d'élaborer des normes provinciales pour les programmes collégiaux et un méchanisme des programmes. Le PRA, pour sa part, établirait un méchanisme pour l'évaluation et la reconnaissance, au niveau collégial, des compétences et connaissances acquises à travers le travaille et autres expériences. De plus, le Conseil a continué à exécuter ses responsabilités dans le domaine de l'administration des ressources humaines et des négociations en vue d'un contrat collectif; a nommé des représentanta au conseil d'administration du collége; a élargit le rôle du comité des affaires francophones; a présenté un rapport sur le harcèlement et al discrimination dans les collèges d'art appliqués et de technologie de l'Ontario; et a crée un Comité exécutif. Titre anglais: Ontario Council of Regents for Ontario's Colleges of Applied Arts and Technology: Annual Report, September 1, 1991 - August 31, 1992

Conseil ontarien des affaires collegiales. Comité consultatif sur la reconnaissance des acquis. (1992) Reconnaissance des acquis: faciliter l'accès des collèges ontariens aux apprenants adultes: document de travail. Toronto: Le Comité.

66 pages. Explique que le programme de reconnaissance des acquis (PRA) est un systeme qui evalue la formation obtenue a l'exterieur des colleges et la compare avec celle acquise par le biais de cours et programmes collegiaux. Souligne qu'il permet aux candidats adultes, qui peuvent demontrer ou prouver qu'ils ont atteint les objectifs d'un cours donne, d'obtenir des credits collegiaux officiels. Vise a rendre le reseau collegial plus souple et plus efficace et a encourager les adultes a poursuivre leurs etudes ou leur formation, leur experience etant prise en consideration et la periode d'etudes etant ecourtee. Ce document de travail est le fruit des efforts deployes depuis quelques mois par le Comite consultatifs sur la reconnaissance des acquis. Il propose un modele de PRA pour les colleges de l'Ontario, explique certains enjeux sur le plan scolaire et financier qui influent sur l'elaboration d'un PRA et propose les directions que pourraient prendre ces enjeux. Le Comite a etudie 4 principales categories de methodes de reconnaissance des acquis: examens d'evaluation; tests normalises; evaluation de cours ou de programmes; et le portfolio (recueil de documents produits par les candidats afin de prouver leur experience et d'analyser et d'organiser les competences et connaissances acquises). Descriptors: Advanced standing; Prior learning; Admission criteria; Equivalence; Connaissances acquises; Criteres d'admission. Identifiers: College level; Niveau collegial.

Conseil ontarien des affaires collegiales. Comité consultatif sur la reconnaissance des acquis. (1992) Reconnaissance des acquis: faciliter l'accès des collèges ontariens aux apprenants adultes: rapport final. Toronto: Le Comité.

68 pages. Explique que ce rapport decrit la strategie du Programme de reconnaissance des acquis (PRA) s'appliquant a la premiere phase de 3 ans qui commencera en janvier 1993, et qu'il approfondit les discussions et arguments enonces dans le document de travail. Explique que la reconnaissance des acquis part du principe que beaucoup d'adultes acquierent des connaissances et des competences par l'experience professionnelle, par le biais d'activites communautaires, et faisant du benevolat, en suivant des course non collegiaux ou en faisant des etudes independantes. Le PRA permet d'evaluer les acquis et d'en faire le lien avec les cours et les programmes dispenses dans les etablissements d'enseignement traditionnels. Grace au PRA, les candidats adultes qui peuvent prouver qu'ils ont atteint les objectifs d'un cours donne et fournir des pieces justificatives, peuvent d'obtenir des credits collegiaux officiels. Discute des methodes d'evaluation des acquis, des questions portant sur les politiques collegiales, de la structure organisationnelle, et des considerations financieres. Les annexes offrent une liste des membres du Comite consultatif du PRA, ses projets pilotes, les consultations, les sigles, et un sommaire des recommandations. Descriptors: Advanced standing; Admission criteria; Access to education; Colleges of applied arts and technology; Equivalence; Criteres d'admission; Acces a l'education; College d'arts appliques et de technologie; Ontario.

Conseil ontarien des affaires collegiales. Comité directeur de Vision 2000. (1990) Vision 2000: Qualité et possibilités: Rapport final de Vision 2000: Examen du mandat. Toronto: Ministère des Collèges et Universités.

183 pages. Ce document traite de l'avenir des collèges et de leurs formations et tente de stimuler le débat sur le futur de l'Ontario et d'encourager un processus de planification. Il se compose des chapitres suivants: Introduction: le processus de Vision 2000; Le besoin de renouveau (création des collèges, un nouvel environnement, évolution du système, le défi du changement); Un nouveau mandat (qualité et possibilités, un mandat pour l'avenir et exécution du mandat); Partenariat de la qualité (définition des termes, réorientation du programme d'études, nominalisation à l'échelle du réseau, révision du programme, conseil de normalisation des programmes et titres collégeaux); Servir les collectivités: une diversité de besoins; Les liens avec le monde de l'éducation; Travail de l'équipe; Investir dans les éducateurs, programmes et modes d'enseignment des collèges; Rôle des conseils d'administration des collèges et du Conseil ontarien des affaires collégiales; et, Point de départ pour favoriser le changement.

Conseil ontarien des affaires collegiales. Comité directeur de Vision 2000. (1990) Vision 2000: Qualité et possibilités: Sommaire: Rapport final de Vision 2000: Examen du mandat. Toronto: Ministère des Collèges et Universités. [46 pages]

Council of Ontario Universities. PLA Working Group. (February 1996) PLA: Issues and Opportunities for Ontario's Universities. Toronto: COU.

Crouch, Tom.(1998) The Prior Learning Assessment Network (PLAN) Community-based Portfolio Development in London. [On-line] Available http://www.tyendinaga.net/thehub/oct98/index.html [November 08, 1999]

Government of Ontario. Ministry of Education and Training. (1996) Excellence in Education: High School Reform. A Discussion Paper. Toronto: Ministry of Education and Training.

29 pages. Explains the rationale behind educational reforms such as competing in today's ever-changing society, improving the quality of education at the secondary level, and a brief history detailing why reforms are necessary. Outlines the reforms including: eliminating the extra year of high school, and establishing higher and clearer standards. Outlines the 4 proposed series courses including transfer courses, and courses to prepare students for university. Discusses a prior learning assessment process, a teacher-advisor system, the role and use of student transcripts, and the need for developing new partnerships for better education. Identifies 4 areas of consultation that require further discussion: how grade 9 students will fit into the new program; what proportion of courses should be compulsory, and which courses they should include; the function of co-operative education and work experience in relation to the academic program; and the role of provincial testing. Includes a public response questionnaire. Descriptors: Secondary schools; Educational change.

Government of Ontario. Ministry of Education and Training. Prior Learning Assessment Advisory and Coordinating Group. (November 1994) Prior Learning Assessment Update. Presentation to the College Standards and Accreditation Council. 

Ontario Council of Regents for Colleges of Applied Arts and Technology. (1995) Ontario Council of Regents: Annual Report: September 1, 1994 - March 31, 1995. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology.

94 pages. Covers: policy advice (harassment and discrimination prevention, restructuring, French-language initiatives); governance; human resources; other activities (premier's awards, office for Eastern and Central European initiatives); prior learning assessment (PLA); the College Standards and Accreditation Council (CSAC). Presents financial statements (annual expenditures by activity area 1993-94 and 1994-95, and annual expenditures by account 1993-94 and 1994-95). Descriptors: Colleges of applied arts and technology.

Ontario Council of Regents for Colleges of Applied Arts and Technology. (1995) Prior Learning Assessment in Ontario's Colleges: An Overview. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology.

19 pages. This overview of prior learning assessment in Ontario's colleges describes the background to and the framework for implementation in the province. It outlines the mandate and membership of the PLA Advisory Coordinating Group and the implementation principles adopted by the Group in February, 1994. Appendices include: a flow-chart for the PLA process and a list of facilitators in Ontario colleges, with telephone, fax and email address. Descriptors: Colleges of applied arts and technology; Educational experience; Access to education; Adult students.

Ontario Council of Regents for Colleges of Applied Arts and Technology. (1993) The Ontario Council of Regents for Ontario's Colleges of Applied Arts and Technology: Annual Report: September 1, 1992 - August 31, 1993. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology.

31 pages. During the 1992/3 fiscal year, the Council created 2 boards to guide the implementation of the work of the College Standards and Accreditation Council (CSAC) and Prior Learning Assessment (PLA): the CSAC Board and the PLA Advisory and Coordinating Group. This report includes a discussion of the mandates of these boards. The Council also continued to fulfill its role in collective bargaining and entered into Social Contract negotiations with the government, OPSEU staff and college administration staff to attempt to find mutually acceptable means of reducing funding to the colleges by $40 million. The Council also began discussion with the government towards the establishment of a joint trustee model for the college system pension plan. In addition, the Council continued to appoint governors to the college boards and invited all college community groups to provide input for a broad review of governance issues. Descriptors: Colleges of applied arts and technology; Collective bargaining. English and French; French title: Le Conseil ontarien des affaires collègiales pour les collèges d'arts appliqués et de technologie de l'Ontario: rapport annuel: 1er septembre 1992 au 31 aoüt 1993.

Ontario Council of Regents for Colleges of Applied Arts and Technology. (1992) The Ontario Council of Regents for Ontario's Colleges of Applied Arts and Technology: Annual Report: September 1, 1991 - August 31, 1992. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology.

27 pages. During the 1992/3 fiscal year, the Council worked on 2 major initiatives resulting from "Vision 2000, quality and opportunity" (the report of the Council of Regents in 1988): the College Standards and Accreditation Council (CSAC), to be responsible for the development of provincial program standards and a process for system-wide program review, and Prior Learning Assessment (PLA), to establish a system and process to evaluate and give credit to learners for college-level learning acquired through work and other experiences. In addition, the Council continued to carry out its responsibilities in the areas of human resources management and collective bargaining; appointed representatives to college boards of governors; expanded the role of the Francophone Affairs Committee; convened the Harassment Task Force, which submitted its report to the Minister; and created an Executive Committee. Descriptors: Colleges of applied arts and technology; Collective bargaining. English and French; French title: Le Conseil ontarien des affaires collègiales pour les collèges d'arts appliqués et de technologie de l'Ontario: rapport annuel: 1er septembre 1991 au 31 août 1992.

Ontario Council of Regents for Colleges of Applied Arts and Technology. (January 1990) Vision 2000: A Review of the Mandate of the Colleges of Applied Arts and Technology. Background Papers. Toronto: Ministry of Colleges and Universities.

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory and Coordinating Group. (February 1996) Evaluating Non-College Programs and Awarding Academic Credit: A Draft Report. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology.

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. (1993) PLA Policy Discussion on Transcription. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology.

12 pages. This paper discusses the scope of PLA grading and transcription policy, whether it should be local or system-wide, and the actual grading and transcription of PLA credits. The paper notes that policy development is required in these areas because the Ontario education ministry has not addressed recommendations that credits gained through PLA be graded and transcribed similarly through credits earned through course work. The paper lists possible policy objectives and discusses the scope and urgency of the issue, key stakeholders, factors of principle, access, equity, and consistency, quality and accountability, and the current situation. The paper also notes the two potentially conflicting views of the purpose of a transcript and lists options on the issues under discussion. Descriptors: grading; transcripts; prior learning; educational policy; notation.

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. (1992) Prior Learning Assessment: Enhancing the Access of Adult Learners to Ontario's Colleges: Final Report to the Minister of Colleges and Universities from the Ontario Council of Regents' Prior Learning Assessment Advisory Committee. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology.

75 pages. This report outlines an implementation strategy for prior learning assessment (PLA) in the initial phase, namely for the first 3 years beginning January 1993, and that it builds on the discussions and arguments put forward in an earlier discussion paper. Explains that PLA is based on the premise that many adults acquire skills and knowledge through work experience, community activities, volunteer work, and non-college and independent study. A PLA system evaluates this learning and relates it to courses and programs at formal educational institutions. Using PLA, adult candidates who can demonstrate or document that they have achieved the objectives of a given course, may be given formal college credit. Covers PLA methods, academic policy issues, organizational structure, and financial considerations. Appendices list PLA advisory committee members, PLA pilot projects and consultations, acronyms, and a summary of recommendations. Descriptors: Adults; Colleges of applied arts and technology; Educational experience; Access to education. Includes bibliographical references. French version: Reconnaissance des acquis....

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. (April 1992) Prior Learning Assessment: Enhancing the Access of Adult Learners to Ontario's Colleges: A Discussion Paper. Toronto: PLA Advisory Committee. 

57 pages. A prior learning assessment (PLA) system evaluates learning obtained outside the college system and relates it to college courses and programs. Using PLA, adult candidates who can demonstrate or document that they have achieved the objectives of a given course may be given formal college credit. PLA seeks to enhance the flexibility and efficiency of the colleges while encouraging adults to further their education and training by respecting adults' experience and reducing the time needed to complete a program. This discussion paper proposes a model for a PLA system for Ontario's colleges, outlines some of the academic and financial issues that surround the development of PLA, and proposes some directions. The paper examines four major categories of PLA methods: challenge exams, standardized tests, course or program evaluations, and portfolios of experience and skills developed by candidates. The paper also proposes a PLA coordinating and advisory council. French ed: Reconnaissance des acquis....

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Steering Committee. (1995) Information Systems for Prior Learning Assessment (PLA) Support: Discussion Paper. North Bay, Ont.: Canadore College.

148 pages. Focusing on the Prior Learning Assessment (PLA) policies in Ontario, this report recommends that a central repository be established to collect PLA data on students entering the College system. It includes a proposed information systems architecture known as the Prior Learning Assessment Information Systems (PLAIS), to be utilized for PLA tracking. Outlines processes currently used by the Ontario College Application System (OCAS), the local colleges' Student Information Systems (SIS), and the Ontario College Information System (OCIS). Suggested pathways for prospective PLA candidates and students further explain the proposed processes. Descriptors: Colleges of applied arts and technology; Educational experience; Access to education; Data collection; Adult students; College d'arts appliques et de technologie; Experience educative; Acces a l'education; Collecte des donnees; Etudiant adulte.

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory and Coordinating Group. (1995) Prior Learning Assessment: A Credit to the College System. Report of the Prior Learning Assessment Advisory and Coordinating Group, February 1993 - June 1994. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology.

58 pages. Describes the Prior Learning Assessment Advisory and Coordinating Group (PLA Group) and its mandate: to facilitate the development of PLA services and policy of consistently high quality across the college system and to ensure that such services and policies treat students fairly and equitably. Discusses activities at colleges, pilot projects, policy development across the college system, monitoring, training, major issues of implementation, and plans for the coming year. Appendices include definitions, letters, membership lists for associated groups, and other background information. Also published in French under the title: La reconnaissance des acquis: une realisation au credit du reseau collegial. Descriptors: Educational experience; Colleges of applied arts and technology; Access to education; Evaluation. 

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. (1993) PLA Policy Discussion on Transcription. Draft. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology.

12 pages. Discusses the scope of prior learning assessment (PLA) grading and transcription policy (whether it should be local or system-wide) and the actual grading and transcription of PLA credits. Notes that policy development is required in these areas because the Ministry has not addressed the Committee's recommendation that credits gained through PLA be graded and transcribed similarly to credits earned through course work. Lists possible policy objectives and discusses the scope and urgency of the issue, key stakeholders, factors of principle, access, equity and consistency, quality and accountability, and the current situation. Perceives two potentially conflicting views of the purpose of a transcript: both agree that it should report a student's college-level learning achievements by referencing the subject of study and level of achievement, but differ on whether it should include the context of the learning. Lists options on the 2 policy issues under discussion. Also identifies sub-issues and time line considerations. Descriptors: Educational experience; Grading; Transcripts; Colleges of applied arts and technology.

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. (1993) Recommendations on Challenge Processes [Report] (November 22, 1993). Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology.

11 pages. In this paper for Prior Learning Assessment Committee discussion, the terms "prior learning assessment", "course", "challenge process" and "eligible for challenge" are defined and discussed. The paper recommends that each definition presented here (as attachments a, b, c and d) be recommended to the Minister for adoption. "Challenge process" is defined as a method of assessment other than portfolio, administered under supervision and used to measure an individual's learning achievement against specific courses' learning statements. It measures demonstrated learning through a variety of written and non-written evaluation methods, for the purpose of awarding credit without requiring enrolment in a course. The paper also makes recommendations about the PLA committee's actions regarding college preparation of courses for challenge. It makes recommendations on adoption of the definitions by the Ontario Ministry of Education and on meeting a goal to have 50% of Ontario college courses eligible for challenge. Under the defined challenge process, an individual with prior learning experiences could have such learning measured against specific courses' learning statements for the purpose of awarding credit without requiring enrolment in the course. Includes sample course analysis sheet. Descriptors: Educational experience; Admission criteria; Colleges of applied arts and technology.

Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Committee, Francophone Sub-Committee. (1993) Report from the Francophone Sub-Committee. Toronto: Ontario Council of Regents for Colleges of Applied Arts and Technology. 

2 pages. Reports on the first meeting, October 18, 1993, of the Francophone Sub-Committee of the Prior Learning Assessment (PLA) Committee of the Ontario Council of Regents. The sub-committee reviewed a draft mandate and decided to develop a vision for French-language PLA services. Members also considered a French-language college network project to coordinate the development of PLA services among bilingual colleges, and made recommendations on this subject. Descriptors: Educational experience; Francophones; Colleges of applied arts and technology.

Ontario Council of Regents for Colleges of Applied Arts and Technology. Vision 2000 Steering Committee. (1990) Vision 2000: Quality and Opportunity: The Final Report of Vision 2000: A Review of the Mandate. Toronto: Ministry of Colleges and Universities.

174 pages. This is the final report of the Vision 2000 Steering Committee. Organized by the Ontario Council of Regents, Vision 2000 reviewed the mandate of the province's colleges of applied arts and technologies. Its findings are based on the issues and recommendations set out in the reports of its 5 study teams, each of which focussed on a different aspect of the college system and on different constituencies. The report comprises 10 chapters, incorporating a total of 40 recommendations. An introductory chapter is followed by: a review of the original mandate given to the colleges in the 1960s; a discussion of the new environment in the 1990s; and a description of how the system has developed over the years and the major challenges now facing it. Chapter 3 discusses the major objectives for change in the college system and proposes a renewed mandate for the future. Chapter 4 looks at the issues surrounding the quality of a college credential. It addresses the characteristics and processes pertaining to the generic skills and general education content of programs, as well as system wide standards and program review. Chapter 5 examines the opportunity to participate in college education. It focuses on meeting the diverse needs of communities, including the issues of equity, helping unprepared students, and providing adult basic education programs. Chapter 6 proposes ways of strengthening the links across the educational spectrum through a system for prior learning assessment, a provincial body for coordinating secondary school-college links, and an institute for advanced training. Chapter 7 discusses the importance of more system wide strategic planning, the sharing of specialized resources, and coordinated government funding. Chapter 8 deals with the need to enhance human resource development in the college system. Chapter 9 summarizes the expectations of Vision 2000 for local college boards of governors and the Council of Regents. Chapter 10 discusses the next steps required for implementation of Vision 2000's strategies. Appendices contain lists of Vision 2000 study team members and background papers, as well as a selected bibliography and a summary of recommendations. Descriptors: College education; Colleges of applied arts and technology; Future; Prediction; Educational objectives; Continuing education.

Ontario Public School Boards' Association. (1990) Submission to Commission of Inquiry on Canadian University Education. Toronto: Ontario Public School Boards' Association.
 

Position paper. OPSBA is concerned that the effects of inadequate funding are a major barrier to access and success of students and contribute to dropping out due to large class size and inadequate student-teacher communication. The welcoming of global activities and foreign students is a moral imperative; however, in Canada, social groups such as native Canadians, visible minorities, and the disabled are under-enrolled and increased participation rates of women in some fields are relatively small due to university pre-requisite barriers. Part-time learning needs development, particularly for professional and post-graduate programs, with prior learning assessment fairly applied to part-time students. Student workload and methods of evaluating student achievement need examination and greater emphasis placed on improved teaching methods. Addresses improvement of the prestige of teaching and teachers at universities; measures to improve faculty teaching methods; relevance and curriculum; coordination and cooperation; and the impact of universities on the quality and practices of secondary schools and improving coordination between them. 20 pages. Descriptors: Universities; University teachers; Educational quality; Educational finance; Class size; International students. 

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