|
Briefing Paper e-Portfolios: Policy Context |
|
The prominence of e-portfolios and personal development planning in a number of national policy initiatives and documents gives even greater weight to the Programme's findings:
The 2005 DfES e-Strategy Harnessing Technology: Transforming learning and children's services proposes a personal online learning space for every learner, which will contribute to an electronic portfolio to build a record of achievement throughout lifelong learning
The 2005 HEFCE strategy for e-learning includes an objective to encourage electronic support for describing learning achievement and personal development planning, identifying specific actions for JISC and the HE Academy to investigate the use of e-portfolios across institutions and sectors
The 2004 DfES Review of fair admissions to HE includes a definition of 'fair admissions', drawing upon e-portfolios for richer applicant information to aid widening participation and ease transition
The 2004 Burgess Scoping Report Measuring and Recording Student Achievement in HE envisages all HE students using an e-portfolio in the medium term, with students themselves the crucial translators and conveyors of information about their learning and achievement
The 2004 QCA Blueprint for e-Assessment proposes that by 2009 all awarding bodies should be set up to accept and assess e-portfolios. Further (FE) and higher education (HE) institutions will soon be receiving students used to e-portfolio-based assessment
UCAS is committed to moving towards entirely web-based admissions and review processes, offering enormous benefits in terms of speed, data accuracy and future developments in response to changing demands. All HE applications will be received online by 2007
Lifelong and personalised learning policy drivers propose that all learners should be able to develop, record, repurpose and transfer a wide range of information about themselves electronically, as they progress through different levels and episodes of learning, training and employment.
