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能力評価重視で修学免除の学位授与システムに関する国際比較
https://doi.org/10.18999/njhe.14.139
50124b81-bee7-4157-bcae-62464b861565
| Name / File | License | Actions | |
|---|---|---|---|
08.pdf (1.3 MB)
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| item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2014-04-17 | |||||
| タイトル | ||||||
| タイトル | 能力評価重視で修学免除の学位授与システムに関する国際比較 | |||||
| その他のタイトル | ||||||
| その他のタイトル | Competence-based Academic Degree Systems Offering Exemptions from Coursework in the UK, France, and the Netherlands | |||||
| 著者 |
夏目, 達也
× 夏目, 達也× 加藤, かおり× NATSUME, Tatsuya× KATO, Kaori |
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| 抄録 | ||||||
| 内容記述 | 本稿の目的は、所定水準以上の能力をもつ者に修学の一部または全部を免除する高等教育学位授与制度につき英仏欄の3 カ国比較を行うこと、同制度が高等教育に提起する問題を検討することである。制度の支援手段として従前学習認定（APL）がある。ノンフォーマル学習、インフォーマル学習を通じて習得した能力の内容と水準を評価する活動である。3 カ国につき、APL 政策の背景、高等教育機関での実施状況、課題等につき明らかにした。その結果、以下の知見を得た。1. APL では教育機関での修学よりも、多様な機会や経験を通じて獲得したコンピテンスの評価が重視されている。2. APL は高等教育段階の実施では職業教育系が中心で、アカデミックコースでは実施は限定的である。3. APL の具体的手続きは、各高等教育機関の裁量で決定される。多くは、ポートフォリオによる教育成果の提示とその評価が中心である。4. 経験を通じて習得した知識・技能と大学が提供するそれが等価性をもつとすれば、後者の価値が問われる。5. EU、OECD、UNESCO 等はメンバー国に対し、APL 実施を働きかけている。経験学習による知識・技能とは異なる、大学教育の独自の価値の提示が大学には不可避の課題になっている。This study investigates special academic degree systems that exempt students from admission requirements and academic coursework in higher education. Moreover, it compares the systems in the UK, France, and the Netherlands to examine the processes and problems that these systems entail within higher education and their methods for evaluating students’ competences. Competence-based academic degree systems are based on the policy of accreditation of prior learning (APL), which assesses students’ competences through “non-formal” and “informal” learning. This study clarifies the actual situation and certain APL features in the three countries. We identified the following APL-related points: 1. APL places greater importance on learning outcomes than on the application to Institutes of Higher Education (IHE) and prior schooling as assessment factors for exemption from coursework. 2. APL uses portfolios assembled by candidates to document their knowledge. 3. APL creates certain crucial problems for IHEs, such as the determination of equivalence between the experiential knowledge and skills that people acquire in their daily lives and the academic skills that IHEs offer in formal courses. EU, OECD, and UNESCO have policies that promote APL in their member countries. Thus, it is inevitable that IHEs will respond to these challenges by presenting their institutions’ special value. | |||||
| 内容記述タイプ | Abstract | |||||
| 出版者 | ||||||
| 出版者 | 名古屋大学高等教育研究センター | |||||
| 言語 | ||||||
| 言語 | jpn | |||||
| 資源タイプ | ||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||
| タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.18999/njhe.14.139 | |||||
| ID登録タイプ | JaLC | |||||
| ISSN（print） | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 1348-2459 | |||||
| 書誌情報 |
名古屋高等教育研究 巻 14, p. 139-155, 発行日 2014-03 |
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| 著者版フラグ | ||||||
| 値 | publisher | |||||
