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V. Foreign Higher Education and Education Systems, International Relations, Bilateral Relations
B. Essays, Commentaries, Statements
Author COOK, Anthony
Title Testing the water : practitioner opinion of a regional credit scheme (NICATS)
Publication year 2001
Source/Footnote In: Higher education quarterly. - 55 (2001) 3, S. 239 - 256
Inventory number 14327
Keywords Ausland : Großbritannien : Hochschulwesen allgemein ; Ausland : Großbritannien : Studium, Studenten, Lehre
Abstract The Northern Ireland Credit Accumulation and Transfer Scheme encompasses all levels from introductory to doctoral. It was designed to facilitate the progression of learners through both the Further and Higher Education structures in Northern Ireland and has provided the model for developments elsewhere. Part of its development included a consultative procedure that involved curriculum specialists liaising with a wide range of practitioners to identify strengths and problematic areas within the scheme. The consultation found that, at the time (1998), practitioner awareness of CATS schemes was generally poor. Most teachers of lower level courses felt that the scheme in general would add value to their courses since it would place them within a hierarchical framework and indicate to their students clear forward progression routes. Many teachers of multilevel courses (in particular degrees) felt that attempting to define levels within a course would result in a loss of teacher autonomy and a reduction in the flexibility with which courses could be offered. Many interviewees stressed the sequential nature of their subject?s structure and the perception that this caused problems for student progression through a system of levels based on generic descriptors. It is concluded that although there was broad practitioner support for NICATS, many of its potential benefits will only be realized after substantial staff development. When implemented, it should result not only in a more transparent description of courses but also substantial development in the delivery of curricula and the assessment of student learning. (HRK / Abstract übernommen)