Credit where credit is due

Citation

(1999), "Credit where credit is due", Education + Training, Vol. 41 No. 2. https://doi.org/10.1108/et.1999.00441bab.003

Credit where credit is due

Credit where credit is due

Keywords Flexibility, Qualifications, Skills

With growing support for "unitized" curricula and credit qualifications, is it time for further education to think about introducing a national credit register?

This was among the questions posed by Chris Hughes, Further Education Development Agency chief executive, at a conference on credit, unitization and the learning age.

Two years ago, Helena Kennedy's Learning Works report called for a credit framework to be set up within five years, but progress towards a credit and unitization framework has been slow. Mr Hughes asked if it has not won support from some quarters because it could be seen as a threat to standards.

He emphasised that credit and unitization would not lead to a drop in standards, and need not mean sweeping changes. Qualifications such as A levels could retain their character.

A credit system has already been developed in Wales and includes a database of more than 7,000 quality-assured units from which programmes are assembled.

Professor David Melville, Further Education Funding Council chief executive, examined the benefits which unitization would bring. They include raising participation and achievement levels, greater flexibility for colleges, improving skill levels and better links to employers' needs.