Education Charter International


CCLP Worldwide Joins International Bureau of Education (IBE – UNESCO) as Member for COP development
04/05/2011, 11:48 am
Filed under: World

CCLP Worldwide joins the Community of Practice in Curriculum Development with Capacity Building for Curriculum Development International Bureau of Education (IBE - UNESCO)

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Dear friends and colleagues of CCLP Worldwide, as Rector and signatory, responsible, and author of Master Trainers in University Education, my congratulations for the honorable cooperation in the area of Education and can not be otherwise, I find With respect and consideration undertaken through Organozación UNITS Nations, Global Compact, and in the areas of, crime, corruption, content writing and committed United Nations and its very dignified address its Secretary General, to combat all forms of oppression and crime anywhere in the world, is located.
And since UNESCO has requested cooperation in completing your library on the subject of Security Sciences, criminologíacas and Forensic Science, grades and contained in Lecenciaturas, (undergraduate and postgraduate students in all majors from Homeland Security and / or entiligencia and combating organized crime as domestic and international terrorism as Chancellor and responsible lives NUCSS International, ponder our knowledge and nurture the UNESCO Library all our experience and knowledge and cooperation of the members of professors from our faculty and can not be otherwise, and we look forward to receiving the necessary instructions to begin our levy in function of justice and peace.
Miregards.
Jenaro Rosemary
Embajador y Comisario para Europa y el Mundo.

Comment by Jenaro Rosemary

joint for you, our organisation is united handicap rehabilitation and human rights research organisation

Comment by vijay patoliya

joint our organisation

Comment by vijay patoliya

ACCREDITATION OF TRAINING AND LEARNING EXPERIENCE PRE-FORMAL EDUCATION

Author: Rosemary Shepherd Jenaro
Commissioner Spain-Europe-Office
Worldwide CCLP
PROCEDURE
In accordance with the principles of universality of rights to education, particularly its commitment to contribute to the democratization of education and finding new and creative ways to strengthen their academic model and its relationship with society, this procedure aims to standardize processes for organizing and systematizing the validation and accreditation of learning by experience and previous education.

In this regard regulates matters relating to the definition of the mode and its components as well as general procedures for administering the accreditation process in the context of the University. By this particular legislative procedure allows the introduction of a new accreditation scheme for learning by experience and formal education, whose evaluation will form the basis for rigorous analysis of their possible expansion within our institution.

PROCEDURE

ACCREDITATION OF TRAINING AND LEARNING EXPERIENCE PRE-FORMAL EDUCATION

PREAMBLE

The ability to learn the human being is a principle universally recognized. It is from this principle, which may explain their ability to interpret, adapt and incorporate products into the world. This ability to learn is developed in accordance with the experiences of each individual and the learning that is acquired and are the result of formal and informal experiences offered by the medium.

The evolution of society depend then seems that humans are able to learn for themselves and to learn lessons from others. The skills developed and acquired learning are evident when individuals demonstrate attitudes, knowledge and skills that enable us to understand situations, implementing appropriate actions and solve problems of a cultural context.

Higher education as an institution has among its objectives, the training and development professionals and senior technicians. Consequently, universities are responsible for systematizing a series of learning experiences, which aims to train and develop individuals in different fields of human knowledge.

The senior technicians, professionals and academics accredited by the company to perform in different fields, are actually the result of a process of formal schooling, in other words, in order to become professional should be admitted to a program, you must complete and pass the courses prescribed should be approved provided the number of credits and also meet the total requirements for graduation.

It is a fact that the process of formal schooling has paid off. However, higher education, in its role as a social institution, has underestimated the fact that this initiative to formalize and systematize the lessons learned from experience, on multiple occasions, has originated from individuals who have been the result of non-formal . For example, the pioneers of a significant number of university courses have extensive experience and a broad domain of their field, without necessarily having completed formal studies. These people are called self-taught and some of them have worked as university professors.

A historical reality that has been reiterated in the present turns out to be the fact that sometimes, when universities are in the need to provide new training options, proceed to recruit people who have acquired learning from experience in the areas concerned and credited as the teachers for new careers. A considerable number of renowned experts, a product of his experience and his contributions to the arts, humanities and the sciences have not only been certified as teachers but, broad and deep mastery of their fields has earned the recognition and declaration of diplomas and college degrees. Specifically, we have proceeded in fact to validate and accredit learning acquired through experience.

The alternative for the accreditation of experiential learning offers the opportunity to identify and recover self-taught individuals involved in the production of a social context where the arts, literature and science, parallel with the technology, make it evolve faster each day. This reality of a changing world, aimed at achieving a universal culture, current force universities to generate new alternatives to meet needs that society demands and keep them as leading institutions responsible for preserving cultural identity.

The existence of a form attesting to validate and enrich experiential learning systematic practice of the academy in the areas of teaching and research. Those who demonstrate that their experiences have produced authentic and relevant learning in a particular context of art, humanities, science or technology, can then make their originality, creativity and knowledge to the traditional processes of university academia. This initiative also happens to be a cutting-edge response to the challenges of the contemporary world and the next millennium.

Is proposed for the first time in the international academic community, the International Universality and rights to education, the type of accreditation of experiential learning, in order to offer a choice of joining the college application than for individuals required evidence of learning within the curriculum of a career. This approach will strengthen one of the fundamental reasons for the existence of the University: to contribute to consolidating the democratization of higher education. The international community we are interested in precisely this is the first instance or is interested in a procedure of this nature. It seems that this initiative is explained by considering that the sciences and the arts, is in fact more closely linked to do, experience, special skills and innate talent, which consequently produces concrete results, which may be valued.

This procedure is intended to regulate the actions needed to organize and systematize the validation and accreditation of experiential learning in those academic units where they decide to incorporate this modality. The university professor agent organizes the general procedures for administering the process of accreditation and validation. Complementary to this procedure, each academic unit should prepare a manual of specific procedures that will bring the general to the particular rules of each college major.

OBJECTIVES OF THIS PROCEDURE

This procedure aims to standardize the actions needed to organize and systematize the validation and accreditation of experiential learning in those where it decides to incorporate the form of accreditation, as well as organizing the general procedures for administering the process of accreditation and validation.

NATURE OF THE ACCREDITATION OF PRIOR LEARNING FROM EXPERIENCE

The accreditation of experiential learning is a form of system of recognition and comparability of studies, degrees and diplomas of the University.

PURPOSE OF ACCREDITATION BY EXPERIENCE

The accreditation of experiential learning is done in order that the applicant applicant can be incorporated into an existing curriculum at the University and thus have the option to continue with the curriculum portfolio for graduation.

PURPOSE OF ACCREDITATION BY EXPERIENCE

The accreditation of experiential learning is fundamental purpose, officially validate those that result from learning experiences in an informal context.

The scope of accreditation of experiential learning

The objectives of the accreditation of experiential learning include:

a) To provide the University an instrument that can increase the democratic right to higher education.

b) Provide an alternative addition to undergraduate and graduate studies at the University after the initiation, continuation and renewal of higher level studies.

c) Give formal recognition to intellectual creativity, originality and discipline spontaneous as those individuals who have been able to self learn and make significant contributions to society.

d) Use, to enrich the practice in academia, the contribution they can offer the experiential learning of applicants who join through this process the university world.

Definition of accreditation of experiential learning

“Accreditation of learning by doing ‘process that involves the organization, systematization and validation of learning acquired in formal settings that are relevant for college because they can be considered implicit in the professional profile of a particular curriculum.

SYSTEMATIZATION experiential learning

The systematization of learning from experience is organized through the call CV the applicant made in order to demonstrate that learning is authentic and that are relevant to the objectives and profile of the Curriculum of the race referred.

DEFINITION OF CURRICULUM VITAE

CV is one whose purpose is for students to systematize their learning from experience and organize a portfolio to demonstrate the authenticity and relevance of the data in relation to the curriculum and profiles of the race which aims .

DEFINITION OF PORTFOLIO ASSESSMENT

Portfolio Assessment is hereby named the resulting document Curriculum Vitae, in which the applicant includes the following: history of personal information, the list of the learning experiences generated and the respective documents.

DEFINITION OF VALIDATION OF LEARNING

The validation of experiential learning is defined as a mechanism for individualized evaluation analysis, which allows the learning state claimed as authentic and relevant.

DEFINITION OF AUTHENTIC LEARNING

Learning is authentic when it can be inferred through the documentary evidence that learning occurred.

DEFINITION OF SIGNIFICANT LEARNING

Learning is defined as a relevant time, when analyzed, it is shown that such learning is identified in the objectives and the professional profile of the Curriculum of the race referred to.
Copy: w.w.w

Comment by Jenaro Rosemary




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