LEADER 01092nam--2200373---450- 001 990002449680203316 005 20050708173453.0 010 $a37-861-1948-1 035 $a000244968 035 $aUSA01000244968 035 $a(ALEPH)000244968USA01 035 $a000244968 100 $a20050708d1997----km-y0itay0103----ba 101 $ager 102 $aDE 105 $aa|||||||001yy 200 1 $aGriechische Klappspiegel$eUntersuchungen zu Typologie und Stil$fAgnes Schwarzmaier 210 $aBerlin [etc.]$cGebr. Mann$d[copyr. 1997] 215 $aX, 374 p., 90 p. di tav.$cill.$d27 cm 410 0$12001 454 1$12001 461 1$1001-------$12001 606 0 $aSpecchi greci 676 $a739.150938 700 1$aSCHWARZMAIER,$bAgnes$0573489 801 0$aIT$bsalbc$gISBD 912 $a990002449680203316 951 $aXI.3.B. 11(VII E 920)$b175045 L.M.$cVII E$d00135981 959 $aBK 969 $aUMA 979 $aCOPAT1$b90$c20050708$lUSA01$h1731 979 $aCOPAT1$b90$c20050708$lUSA01$h1734 996 $aGriechische Klappspiegel$91057983 997 $aUNISA LEADER 04084nam 2200709Ia 450 001 9910783887803321 005 20231003234111.0 010 $a1-134-87258-5 010 $a1-280-32681-6 010 $a9780203305086 010 $a0-203-30508-6 010 $a0-203-13668-3 035 $a(CKB)1000000000251049 035 $a(EBL)164959 035 $a(OCoLC)252790494 035 $a(SSID)ssj0000300243 035 $a(PQKBManifestationID)11258422 035 $a(PQKBTitleCode)TC0000300243 035 $a(PQKBWorkID)10251916 035 $a(PQKB)10137504 035 $a(MiAaPQ)EBC164959 035 $a(Au-PeEL)EBL164959 035 $a(CaPaEBR)ebr10060677 035 $a(CaONFJC)MIL32681 035 $a(EXLCZ)991000000000251049 100 $a19930205d1993 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aIntroducing APEL /$fMaggie Challis 210 1$aLondon ;$aNew York :$cRoutledge,$d1993. 215 $a1 online resource (xiii, 157 pages) $cillustrations 225 1 $aFurther education 311 0 $a1-138-46624-7 311 0 $a0-415-09244-2 320 $aIncludes bibliographical references (p. [150]-15) and index. 327 $aIntroducing APEL; Copyright; Contents; List of figures and tables; Foreword to Introducing APEL; Foreword to the series; Abbreviations; Chapter 1 The Accreditation of Prior Experiential Learning: a historical context; What is APEL?; Where can APEL be used?; What APEL is not; Why is APEL attractive to learners?; Why now?; APEL as part of the agenda for adult learners; Chapter 2 How does APEL work?; Introduction; Initial guidance; Recognizing and identifying skills; Relating skills to criteria; Gathering evidence; Assessment; Accreditation; Certification; Progression 327 $aChapter 3 How can we make APEL happen?; Where to start?; Why are we considering introducing APEL?; In how much of our provision do we want to use APEL?; Who are the learners we wish to attract through APEL?; What groundwork needs to be done before we start?; Which staff do we need to involve within the institution?; With whom do we need to work outside the college?; How do we resource the service?; Monitoring and evaluation; Chapter 4 Conclusion; A pro forma checklist for action; Appendix 1 The creation and structure of National Vocational Qualifications; Appendix 2 Open College Networks; Appendix 3 National standards for assessment and verification References and further reading; Index 330 $aThe fact that learning accumulates and exists outside an education or training environment cannot be disputed. Yet traditionally, it is only institutional, certificated learning that carries any status. Accreditation of Prior Experiential Learning systems seek to give positive credit for all learning, by placing it within a recognized accreditation framework. In the light of recent legislation, APEL systems offer the key towards more flexible and open delivery systems for further education. Maggie Challis offers a detailed, practical introduction to the skills and processes of implementing an A 410 0$aFurther education (London, England) 517 3 $aIntroducing Accreditation of Prior Experiential Learning 606 $aCollege-level examinations$zGreat Britain 606 $aSchool credits$zGreat Britain$xOutside work 606 $aExperiential learning$zGreat Britain 606 $aTechnical institutes$zGreat Britain$xEntrance requirements 606 $aOccupational training$zGreat Britain 615 0$aCollege-level examinations 615 0$aSchool credits$xOutside work. 615 0$aExperiential learning 615 0$aTechnical institutes$xEntrance requirements. 615 0$aOccupational training 676 $a378.1/68/0941 700 $aChallis$b Maggie$f1952-$01543650 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783887803321 996 $aIntroducing APEL$93797229 997 $aUNINA