By Michael Field
The keystones for provision within the new period of additional schooling could be flexibility of reaction, open entry, equality of chance, and valuing and accrediting other ways of studying - all associated jointly in the thoughts of delivering life-long studying possibilities. the availability of APL, besides the aid companies had to ascertain its good fortune, can be utilized because the `acid attempt' of even if a school is really open and available to numerous rookies. Written via an skilled supervisor, this e-book bargains beneficial recommendation for different managers and senior employees engaged in remodeling their faculties to satisfy scholars' wishes.
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Additional resources for APL: Developing More Flexible Colleges (Further Education : the Assessment and Accreditation of Prior Learning Series)
4 Amount of re-training now required for jobs in fast-moving technologies Teaching and learning frameworks 25 Life-long learning and training opportunities now need developing, particularly for those areas of employment facing rapid change. In future these areas of employment will need to be viewed in terms of a continuum of overlapping, short-lived, steady states of knowledge and skills which will require continual up-dating if the individual is to sustain employment. 5 illustrates this view of the need to continually update skills and knowledge, throughout the working life.
3 illustrates the changes in the age structure of those in employment between now and the end of the century. It illustrates that during the 1990s the overall age of the working population will increase. More specifically the pressures for changes in the way colleges provide their services will result from the following factors: ♦ ♦ That 80 per cent of those already in employment will form the bulk of the workforce in the year 2000. The existing workforce will therefore bear the brunt of the technological changes needed to keep the country competitive.
The approach of this book is based on the assumption that they will continue to be proactive in their response to the two general kinds of change which they will increasingly face: 1. Continuous or predictable changes for which they can plan and prepare, based on past experiences; 2. Unpredictable or discontinuous change which will require new kinds of responses often within a short time period. In the past, continuous predictable change has been the dominant force, but if colleges are to continue to reflect the needs of society they will increasingly have to respond to discontinuous change.
APL: Developing More Flexible Colleges (Further Education : the Assessment and Accreditation of Prior Learning Series) by Michael Field