Against a background of 'second-wave ' lifelong learning in Aotearoa New Zealand a new framework for post-compulsory national qualifications was introduced. The resulting competency-based system was argued to present a number of benefits for mature women including flexibility in curriculum and delivery and portability across educational sectors. Competency-based education was to include provision for recognition of prior skills and knowledge gained in formal learning environments and the workplace as well as informal learning environments such as the home and the community. Such recognition was a significant factor in gaining support from women’s groups given the potential to recognize and value the domestic labour of women and th...
This thesis examines the experience of a group of mature women students before, during and after the...
Aim The aim of this study was to explore the context and culture of workplace based learning. This...
This paper offers insights into the policy environment within which work-based learning takes place....
Against a background of \u27second-wave\u27 lifelong learning in Aotearoa New Zealand a new framewor...
Against a backtground of 'second-wave' lifelong learning in Aotearoa New Zealand a new framework for...
Recognition of prior learning (RPL) policies have been in place overseas for up to two decades. The ...
Strong education and training systems are viewed as a route to increased labour market participation...
One of the key drivers for RPL is its perceived capacity to act as a mechanism for social inclusion ...
Strong education and training systems are viewed as a route to increased labour market participation...
In the Western world, and specifically in New Zealand, a major impetus for retraining has arisen qui...
Recognition of prior learning is a process whereby people have the skills and knowledge they have de...
Report summary: One of the key objectives of the Australian Qualifications Framework Advisory Board ...
This study researches women’s experiences working in the gendered environment of Outdoor Education w...
The perceptions of women and the nature of higher education have undergone dramatic changes since th...
This New Zealand based study explored the perspectives of registered nurses working in aged resident...
This thesis examines the experience of a group of mature women students before, during and after the...
Aim The aim of this study was to explore the context and culture of workplace based learning. This...
This paper offers insights into the policy environment within which work-based learning takes place....
Against a background of \u27second-wave\u27 lifelong learning in Aotearoa New Zealand a new framewor...
Against a backtground of 'second-wave' lifelong learning in Aotearoa New Zealand a new framework for...
Recognition of prior learning (RPL) policies have been in place overseas for up to two decades. The ...
Strong education and training systems are viewed as a route to increased labour market participation...
One of the key drivers for RPL is its perceived capacity to act as a mechanism for social inclusion ...
Strong education and training systems are viewed as a route to increased labour market participation...
In the Western world, and specifically in New Zealand, a major impetus for retraining has arisen qui...
Recognition of prior learning is a process whereby people have the skills and knowledge they have de...
Report summary: One of the key objectives of the Australian Qualifications Framework Advisory Board ...
This study researches women’s experiences working in the gendered environment of Outdoor Education w...
The perceptions of women and the nature of higher education have undergone dramatic changes since th...
This New Zealand based study explored the perspectives of registered nurses working in aged resident...
This thesis examines the experience of a group of mature women students before, during and after the...
Aim The aim of this study was to explore the context and culture of workplace based learning. This...
This paper offers insights into the policy environment within which work-based learning takes place....