Formalising informal learning: Assessment and accreditation challenges within disaggregated systems

Abstract

This paper shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners, with particular attention to the OER universitas (OERu) consortium. It also relies on data from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions (Author, 2012). These investigations include the perceptions of stakeholders in post secondary education of the OERu concept and a look at economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies.