The activities of UNESCO, the Council of Europe, the Organization for Economic Cooperation and Development, and the European Economic Community to promote academic mobility and international recognition of credits and degrees are outlined, and problems still to be solved are discussed. (MSE)

Institutions granting credit for life experience are faced with obstacles related to the complex, sensitive, threatening, and ambitious nature of the procedure. A three-step process for implementation of a plan for developing credit for life experiences is provided, along with a dissenting opinion. (MLW)

Precise transcript development is vital to the articulation and transfer of credit. The transcript, the institution's award of credit, must present the institution's relation to experiential learning; transcription practices must allow institutions to communicate with third parties. Sample transcripts are provided. (MLW)

Experiential learning programs award college credits for learning achieved through job and life experience. The evaluation of such experience by academic standards provides many adult students a focus for planning the continuation of their education. (SK)

Argues that the results of College Level Examination Program (CLEP) tests, nationally recognized, high-quality examinations conventionally used to award college credits, should be included in students' grade point averages. This would provide important information to graduate schools. Regents College (New York) has adopted a procedure for…

Presents guidelines for public and private postsecondary institutions for the development, content, approval, and instruction of credit and non-credit courses. Includes procedural guidelines for determining which courses should be offered for credit. (DMM)

Asserts that weaving incremental changes into the existing stable system of undergraduate education cannot result in significant improvement because systems determine outcomes. Encourages higher education leaders to abolish the course-credit system, explaining that altering graduation requirements changes everything else: student motivation and…

Right now every college and university in Kyrgyzstan faces the urgent question of whether to join the Bologna Process. Opinions in the republic are split down the middle: (1) some rectors categorically reject joining; and (2) others would like to convert to the credit technology of instruction and have already started to take active, practical…

This inaugural issue of the Journal of the National Institute on the Assessment of Experiential Learning begins with the article, "Semantic and Conceptual Ambiguities in Prior Learning Assessment" (Richard J. Hamilton). It is the basis for a session presented at the National Institute on the Assessment of Experiential Learning in June…

Developed by the Chancellor's Task Force on Academic Quality, this report presents background, analysis, and recommendations concerning remedial offerings in the California community colleges. Part I presents background material on the scope of remediation in the colleges, and the student constituencies and social conditions that have created the…

Individual students and scholars from developing or developed countries are entitled to have their personal achievements in education, research, and science evaluated according to identical standards. Only the development of systems of comparability in these fields will increase the level of mutual confidence and cooperation. (MSE)

Advice is given to the individual college about three main kinds of variables to take into account in analyzing all the economic effects of programs for awarding credit to students in recognition of prior learning: process variables, student variables, and institutional variables. (Author/MSE)

College diplomas are seen as not necessarily representing academic achievement, but the fact that a student has sat through enough courses to accumulate sufficient credits for graduation. A case is made for 10 measures of achievement to serve as a basis for graduation. (Article originally published in 1937.) (AF)

This paper suggests that, although stress on transfer of college credits for study abroad may endanger the academic quality of study abroad, it does produce a high level of credit transfer. It is argued that stronger emphasis on the academic content of study abroad should be an integral part of credit transfer policy. (Author/MSE)

This discussion of Australian student transfer into technical and further education institutions from previous institutions of higher education looks at the nature of this migration and the implications of reciprocity between sectors. Better provision of information to students, articulation for credit transfer, and research on student migration…