ポートフォリオ利用によるキャリア設計学習の検討 : イギリスにおけるプログレス・ファイルへの移行を手がかりに

抄録

The purpose of this paper is to examine career design learning in use of portfolios. The focal point is the replacement from the National Record of Achievement (NRA) to the Progress File in England. The NRA was introduced in 1991, used as record of accumulation evaluation. The NRA is portfolios with national unified style and form, and covered from schools and colleges to life-long career. However, The NRA had limit of recognition and validity. So, in 1997, the replacement to the Progress File started. What does the replacement change? The policy which Progress File owners complete their portfolios positive puts into practice. The guidebooks (both versions of paper form and CD-ROM are available) are developed and distributed, and the owners accumulate the evidence steadily by the system writing direct to the guidebooks. Based on the evidence accumulated in their portfolios, the owners can make their resumes and presentations positive. The national unified form is available but the flexible arrangements become alright and recommended. The Action Plan was able to be added again to the portfolios by the increase of capacity. However, the model style of a portfolio and guidebooks are made, for lightening the burdens of practice coping with the priorities. Why is the replacement done? Progress File emphasises that the portfolio owners make career design positive. The portfolios are no longer used as resumes or certificates themselves. The NRA owners tended to be passive and dependent. Progress File is easy to contain concrete evidence, not only the abstracted evaluations, such as test marks, subject grades and certificated achievements, but also written reports, works, photographs, audiovisual data, etc., which include the result in sports, arts, local activities, etc., obtained from outside of the schools. Therefore, it is easy also for the owners to realizing one's progress and to develop positive learning attitudes with their understanding their actual conditions. What are the conditions and the challenges? The case studies of the governmental research and development emphasise supports to positive career design. There found the effects at practice of the mentally retarded and the disadvantaged etc. However, it is limited effects against the insincere learning attitudes of some part of young college boys, and there is little evidence of effect over certificated examinations. And it is necessary to consider balanced resource allocations against other educational activities, about the frequencies and time length of the instructions, and teachers' burden. It is also important for instructors, such as school teachers, to train and improve their abilities. Patience is needed, since the immediate effects are not expectable of Progress File. In higher education institutions, there are a lot of types of portfolios for career design learning, calling them Progress Files as a general term. With the above conditions, it takes seven years for completing replacement from the NRA to the Progress File (s). In the replacement to Progress File (s), it is emphasised that the owners do positive career design rather than anything. In Japan, the system which would be more suitable for career design learning with portfolios should be examined, comparing similar domestic independent initiatives, although Syougai Gakusyu Passport (Lifelong Learning Passport), portfolio type of the accumulation evaluation record very similar to the NRA is researched by the national government's projects and is already put in practice by some local governments.