Cooperative education, experiential learning, and personal knowledge are addressed in nine conference papers. Kenneth Abrahamsson considers the nature of experiential learning, the recognition of prior learning, educational design and the assessment of quality, and policy and practice for integrating learning and experience. Harry Hienemann considers the history of cooperative education, the evaluation of outcomes integrating classroom and work experience, and mandatory cooperative education at Laguardia Community College, New York. What is known about the educational effects and economic consequences of programs that recognize prior learning is reviewed by Alan P. Wagner. Solomon Arbeiter examines a model that can be used to evaluate students in programs recognizing prior learning, as well as the award of credit or advanced standing. Douglas M. Windham evaluates the economic effects of recognizing prior learning and considers the implications for institutional policy. The nature and value of relevant work experience in the education of primary school teachers is considered by Hannu Perha, followed by Staffan Larsson's review of five qualitatively different conceptions of experience as viewed by teachers. Maureen L. Pope suggests that a cultural transmission approach to teaching and knowledge dominates science education and that this has neglected the role of personal experience in the construction of knowledge. Erich Leitner examines the implications of cooperation between the University of Klagenfurt, Austria, and the Austrian Workers Union. Implications for the university pertain to the philosophy of higher education and innovations. (SW)