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Abstract
The previous Discussion paper on Curriculum, Progression and Recognition (December 2003), offered five models by which the outcomes of part-time work could be given formal recognition. These are set out in Annex 1. This paper reports on a search and review of literature undertaken to establish whether recognition has been given to the outcomes of part-time work in other countries and, if so, what kind of recognition is given. It has been written by John Hart, one of the members of the research team. The review did not come across any cases of formal recognition, but it did examine some initiatives designed to recognise 'wider achievements' and non-formal, learning 1 by school pupils. Although the approaches taken were already covered in the five models, some work undertaken by the Qualifications and Curriculum Authority ( QCA) in England did offer some new approaches to structuring the issues. The review also found one case (a state in Australia) where the authorities were tackling part-time employment directly and this initiative is considered as an addition to the five models. This paper explores both the possible advantages and the dangers of giving formal recognition to the outcomes of part-time work.
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