Thematic Research Report
Credit Transfer and Prior Learning: Conditions for Consistent Recognition
A standards interpretive study of outcomes, evidence, comparability, transfer and review
Learning outcomes can improve the transparency, coherence and recognition of technical and vocational education and training only where their wording supports a common and defensible interpretation. A statement that names broad understanding, competent performance or employability without identifying what the learner demonstrates leaves teachers, assessors, learners, employers and recognition bodies to supply different meanings. The standard should be neither a slogan nor an assessment script. It should identify the achievement, scope, relevant conditions and level of demand while allowing suitable teaching and evidence routes. For credit transfer and prior learning, the proposition must support consistent recognition of evidenced achievement without assuming identical programmes.
- Research category
- Standards Interpretation
- Report archetype
- Standards Interpretive Study
- Geographic scope
- Global