Non-Prescribed Higher Education : Where Does It Fit? / Janet Clark.

Some key findings from data analysis of student records and college surveys regarding non-prescribed higher education (NPHE) courses at further education (FE) colleges in England, many of which are not formally recognized as higher education, are as follows: (1) over half of enrolled students are ov...

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Bibliographic Details
Main Author: Clark, Janet
Corporate Author: Learning and Skills Development Agency, London (England)
Language:English
Published: [Place of publication not identified] : Distributed by ERIC Clearinghouse, 2002.
Subjects:
Accreditation (Institutions)
Adult Education.
Adult Students.
Adult Vocational Education.
Business Education.
Colleges.
Continuing Education.
Developed Nations.
Educational Certificates.
Educational Finance.
Educational Legislation.
Educational Planning.
Educational Policy.
Enrollment Trends.
Family Characteristics.
Foreign Countries.
Graduation Requirements.
Institutional Cooperation.
Interviews.
Job Skills.
Noncredit Courses.
Nontraditional Education.
Part Time Faculty.
Part Time Students.
Partnerships in Education.
Postsecondary Education.
Professional Education.
Public Policy.
Resource Allocation.
Socioeconomic Status.
Statistical Analysis.
Strategic Planning.
Student Certification.
Student Characteristics.
Surveys.
Technical Education.
England
Further and Higher Educ Act 1992 (Great Britain)
Reports, Research.
Tests/Questionnaires.
Genre:
Reports, Research.
Tests/Questionnaires.
Physical Description:31 pages
Format: Microfilm Book
Description
Summary:
Some key findings from data analysis of student records and college surveys regarding non-prescribed higher education (NPHE) courses at further education (FE) colleges in England, many of which are not formally recognized as higher education, are as follows: (1) over half of enrolled students are over age 30 and enrolled part time; (2) there is no consistency among colleges in the use of the terms certificate, diploma, or award; (3) colleges wish to have stronger partnerships with the private sector but are constrained by limited funds; and (4) NPHE is invisible within most college hierarchies. Colleges and the LSC can raise the profile of NPHE by standardizing qualification levels and equivalences, eliminating funding disparities, and designating it as higher education in its own right. (Appendices include the survey instrument; a framework for higher education qualification; and the National Qualifications Framework; three tables; 17 references). (AJ)
Note:Availability: Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. Number 1377, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/PDF/1377.pdf.
ERIC Note: Edited by Maggie Greenwood. Supported by the Learning and Skills Council.
Microform.
Call Number:ED472423 Microfiche
ISBN:9781853388132
1853388130
Reproduction Note:
Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.