The New York Proficiency Examination Program was established by the State Education Department with the cooperation of colleges and universities of the State in an effort to open up the educational opportunities to individuals who had acquired college level knowledge in ways other than through regular classroom attendance. The first section of…

This document provides an historical perspective on state government involvement in postsecondary articulation/transfer matters, and a state-by-state discussion of articulation developments in higher education. To date, 39 states have released guidelines or policies regulating the transfer of credit between two- and four-year colleges, and in some…

Papers generated by and for a conference on articulation between various types of postsecondary institutions and between institutions and the world of work are presented in this monograph. (1) Articulation: A Multipersonal Affair, (2) Interinstitutional Efforts and Cooperation in Meeting Postsecondary Vocational Education Needs, (3) Articulation…

Information presented on recent developments in the international recognition of academic credentials includes an overview of Canada's interuniversity programs for international development and summaries of regional committee meetings on international recognition in Europe, the Arab states, and the African states. (MSE)

Examines the educational purposes of foreign-language requirements and asserts that the study of American Sign Language meets these goals in ways in which other "languages" (English dialects, computer languages) do not. (CB)

A summary of a 1986 Leipzig symposium on the international comparison of studies and degrees includes debates on evaluation methods and criteria, certification of achievement, the relationship between academic and professional recognition, recognition of partial studies, and collection and dissemination of information about comparability and…

The Irish and Dutch practices concerning advanced standing are described from the viewpoints of institutions, accreditation agencies, equivalence systems, and government bodies. They are discussed in the context of the United Kingdom's current practices and of the future of European higher education in general. (MSE)

Results are reported of a national college survey investigating procedures for transfering credit, and the quality and quantity of credits accepted at two- and four-year colleges and universities. The data from 835 respondents were manipulated by the Statistical Package for the Social Sciences. (LB)

This paper asserts that a sizeable number of students at the community college have attained a baccalaureate degree or higher and have returned to the community college to take credit courses. These post-baccalaureate reverse transfer students (PRTS) enroll in the community college for a variety of reasons, but one of the more common factors is…

The Intersegmental Committee of Academic Senates (ICAS) for the California Community Colleges undertook this study to assess the degree of use, effectiveness, and awareness of Intersegmental General Education Transfer Curriculum (IGETC). IGETC was adopted in 1991 by the University of California (UC), the California State University (CSU), and the…

To help with problems of credit evaluation, articulation, course placement, evaluation of work experience, and academic advising for community college transfer students, Saint Louis University has established a program coordinated with the local colleges. College fairs, campus visits, and publication of a transfer guide series are part of the…

The need exists to develop new procedures in the admissions process that allow experientially based undergraduate programs to present their students' academic ability in a manner that is useful for the graduate deans and faculty who select graduate school applicants. (MLW)

Nontraditional study has had to adapt to an inherently antithetical structure of credits and degrees--one based on time serving rather than demonstrated competence. Besides being associated with specified fields of study, credits could better be differentiated by specific areas of intellectual content, type of activity, and level of performance.…

Published and institutional resources for assistance in recognizing adult prior learning are listed in five categories: assessment by examination, life or work experience, institutions and contact persons for competency-based programs, background publications, and credit for homemaking and volunteer work by women. (MSE)

Evaluates the program's educational and administrative effectiveness and its strengths and weaknesses as perceived by 50 participants in the Towson State University (Maryland) program. Also includes recommendations for improving the generally effective program. (SB)