This new publication is a full scale revision of the 2004 SEEC Credit Level Descriptors referencing higher-level learning in work-based learning and accreditation contexts. It was launched at the SEEC Conference on Friday 10 December 2010, and is the result of consultation between members and others. The new booklet takes into account the revised credit picture across the whole of the UK, including the English QCF and referencing the European credit environment, to ensure that the Level Descriptors remained appropriate for likely future developments in higher education.
The following publications are currently available as free downloads from this page. You can download one copy of it to your computer, by using the Download Arrow on the left of each publication's section.
At the moment we do not have the facility to supply you with a printed and bound copy of the publications. We are considering supplying this service through a third-party website supplier, but we need to know the extent of the demand before we take this step. If you feel you would like this service, please email the SEEC Office.
Written to introduce the scrutiny of accreditation of prior experiential learning to External Examiners who are asked to quality assure students' work through an APEL portfolio.
Credit and HE Qualifications Credit guidelines for HE qualifications in England, Wales and Northern Ireland
It is an interesting document to read in the light of more recent developments in Wales and Northern Ireland, where "all-through" credit frameworks are now in place for further and higher education (Levels 1 to 8), and more recently in England through the QCF (2008), and in Scotland which has a Scottish Credit Framework, with different nomenclature for levels.
This practical guide is designed to assist in writing and using learning outcomes and assessment criteria for teaching staff who are increasingly required to use them in course design and for quality assurance. Suitable for institutional bulk purchases.
The most recent edition was published in 2008 with a new Introduction to contextualise the nomenclature of levels following the Burgess Report recommendations on the Credit Framework in England (2007).
The SEEC Code of practice for AP(E)L has been an influential document in the development of AP(E)L across the sector since it was first produced in 1995. The 2003 revised version updated the Code of practice and is particularly helpful when used in conjunction with the SEEC Companion to the QAA Guidelines on APEL.
The 2003 SEEC Work Related Learning Network designed and piloted these Notes for Guidance for Work-related Learning, which provide a set of eight precepts, with accompanying guidance, on arrangements for work-related learning. The Notes for Guidance offer standard for comparing quality assurance, while accommodating the practical operational issues in running work-related learning programmes.
The creation of Foundation Degrees brought a new dimension to HE and some new routes into higher education for new groups of students. The introduction of Foundation Degrees was not without its difficulties, but they remain one of the opportunities available to employers and universities for collaboration. This publication focuses on a number of themes - including recruitment, academic standing, work-placements, partnerships with colleges and progression to honours degree. It is a valuable reminder of the original aims, as colleagues continue to develop the use of the Foundation Degree in an increasingly challenging climate for UK universities and industry.
This SEEC booklet was published to act as a companion to the QAA guidelines on AP(E)L issued in September 2004. It offers advice to institutions using academic credit systems on how to ensure that processes developed will comply with those guidelines and supports staff by offering more detailed guidance drawn from SEEC publications and expertise in the practice of AP(E)L.
Written in 2005 when Foundation degrees were a new, exciting and challenging development in HE, this book outlines the issues faced at the time by colleagues in Further and Higher Education, and some of the solutions created. As a consequence FE and HE worked closer together, and stronger links were forged between employers, Universities and Colleges, leading to some excellent and long-lasting partnerships. Work based learning and credit accumulation moved to the forefront, and continuing professional development flourished.
This guide gives an overview of the Foundation Degree from its contemporary perspective, advising on frameworks for development and delivery, and furnishing the researcher and practitioner alike with ideas and lines of enquiry for further and deeper use in this academic initiative.