|Name||III.11 - Keravnou.pdf|
Flexibility in learning is an acknowledged necessity for a knowledge society. This flexibility has been developing in an incremental fashion (discrete cycles, credits, distance learning, learning outcomes). Full flexibility in learning means that horizontal and vertical traversals between different learning pathways (formal, non-formal, informal) are supported and recognized, and higher level qualifications can be obtained this way. It is widely believed that such a state of affairs can be clenched through the notion of learning outcomes. From this perspective, the viability of the proposition of full flexibility in learning depends critically on whether the same or at least comparable learning outcomes could be potentially achievable through vastly different learning pathways and whether the potential means for assessing such learning outcomes could credibly assure quality. This paper examines the viability of the proposition of full flexibility in learning with respect to quality, suggesting that there is an urgent need to agree on European standards and guidelines for quality assurance concerning the non-formal and informal learning pathways.
|Categories||Quality of HE » 2008 3rd EQAF|