The Saskatchewan Institute of Applied Science and Technology (SIAST) assesses applications to its Prior Learning and Assessment (PLAR) program. This 1999-2000 report is the second annual account of SIAST assessments of PLAR requests. PLAR Policy identifies the following standards for quality assurance in assessing learning for credit: (1)…

This note draws on "The Empirical Curriculum," a study of college course-taking patterns published by the Department of Education. Courses are tracked for three cohorts: adults in the high school graduating classes of 1972, 1982, and 1992 who went on to earn more than 10 college credits within 8.5 years of completing high school. Topics covered by…

Despite Korea's current emphasis on college entrance exams and formal education, the lifelong learning paradigm adhered to in the past can be re-established with the development of credit banking and multimedia technology. Due to restricted participation in higher education, a university degree has become a ticket to the social elite, with…

In 1998, the North Central Association of Colleges and Schools established a fifteen-member Task Force to study the practices and procedures employed in adult degree completion programs. An adult degree completion program is identified as one that is designed especially to meet the needs of the working adult who, having acquired sixty or more…

Ivy Tech State College (Indiana) is the statewide two-year college system in Indiana, with 23 campuses and a fall 2002 enrollment of 64,110 credit students and approximately 13,000 non-credit students. Ivy Tech has a long history of offering certification training and, in some cases, testing, in a variety of areas from health to business and…

This document presents a plan for course and credit transfer between Oregon community colleges and Oregon University System (OUS) institutions. It outlines the current and proposed policies, practices, and procedures for providing effective course and credit transfer in the state. The document also provides a summary of intersector communication…

This report summarizes the Investigating Transfer Project, which provides an authentic reflection of students' transfer experiences in British Columbia. The majority of interviewees in Phase 1 of the project, who had transferred from community college to university, reported that they commenced their studies at a community college with the…

The feminist movement has encouraged women to question their traditional roles as volunteers and voluntary organizations have been reconsidering the ways they have used volunteers. Responses of higher education, such as the offering of volunteer administration curricula and credit for prior learning in women's studies, are discussed. (MLW)

As personal portfolio assessment matures, practitioners continue to look for techniques that enhance both personal development and the process of seeking academic credit through assessment. Kolb's experiential learning theory and learning style inventory may have applications in this search. (Author)

Discusses the benefits of experiential learning. Offers suggestions for setting up experiential programs on campus, including a system for awarding credit, community placements, faculty supervision, and a system of coordination. (RC)

Discusses Jewish adult education and suggests incorporating a university crediting system into existing synagogue adult education programs. Describes the open learning system and presents reasons for developing properly accredited adult education programs within synagogues as a viabe lifelong education alternative. (MF)

The award and transfer of credit for experiential learning moving forward through either the collegial cooperative model or the political adversarial model is discussed. It is suggested that if institutions fail to solve these problems collegially, they may find policy decisions beyond their control. (MLW)

Five contributors identify essential means for the college to assure high standards, quality control, and consistency in assessing the prior learning of adults. Types of learning include work or military experience and life experience; assessment methods include examination, portfolio examination, and competence-based programs. (Author/MSE)

The adaptation of experimental learning modes to the situation of the working adult student is examined. Special situations or problems unique to this group are illustrated, and methods of designing learning objectives and student reports are presented. Educational objectives and evaluation sheets are appended. (Author/MLW)

The Florida community college/university articulation experience attempts to facilitate student mobility and expand access while creating a common academic currency. Background leading up to this movement is presented and the provisions of the agreement are outlined. (JMF)