A project was designed to develop a process by which the life experiences of women could be assessed for entry into employment and for entry into or advanced placement in vocational education programs. Following a review of literature and interviews to determine the approaches currently used to accredit women's life experience learning,…

This employer's guide is part of the HAVE (Homemaking and Volunteer Experience) Skills materials designed to help women identify the job-relevant skills they have learned as homemakers and volunteers and to match those skills with paid jobs. The main purpose of this guide is to help employers who are interested in hiring women returning to paid…

This counselor's guide is part of the HAVE (Homemaking and Volunteer Experience) Skills materials designed to help women identify the job-relevant skills they have learned as homemakers and volunteers and to match those skills with paid jobs. The main purpose of this is to help counselors work with women who are entering paid work after spending…

Relations between certain cognitive and attitudinal characteristics and the instructional behavior of elementary school teachers are explored. (MM)

This Women's Workbook is part of the HAVE (Homemaking and Volunteer Experience) Skills materials designed to help women identify the job-relevant skills they have learned as homemakers and volunteers and to match those skills with paid jobs. In addition to helping women who are entering paid work after spending time as homemakers or volunteers,…

Adult women returning to paid employment often encounter the belief that homemaking and community volunteer work have no transferability to work experience. Project Access, designed to survey the skills acquired through women's life experience and determine their usefulness in selected direct-entry occupations, showed that the most commonly found…

One task of Project ACCESS was to try out a process that had been developed to assess the life experiences of women for entry into employment and for entry or advanced placement in vocational education programs. The process involved using an inventory of women's experiences and skills, the Experience Description Summary (EDS), and competency…

Competency scales were developed for 10 direct-entry occupations and 10 vocational education programs as part of Project ACCESS, a project to assess women's life experience learning for entrance into employment and for advanced placement in vocational education programs. Development of the occupational scales involved employer interviews, followed…

Project ACCESS, funded by the Office of Education and Employment of the U.S. Department of Education, is developing and field testing a method to further the recognition of women's life experience learning. In order to determine the transferability of women's life experience learning to employment and to vocational education, three activities were…

Describes two Educational Testing Service projects conducted to identify skills that women acquire through life experiences which are helpful to success in occupations and vocational programs, and to develop materials for experience-job linkages: Project ACCESS (Assessing Competencies Concerned with Employment and School Success) and Project HAVE…

The purpose of the review reported here is to identify what has been and is being done in formally recognizing the educational and career relevance of the skills and competencies which women learn from their life experiences. Methodology noted includes survey of published literature and interviews with organizations, projects, and individuals to…