A study examined the policies and practices that higher educational institutions in the United Kingdom have adopted towards experiential learning as a means of fulfilling entrance requirements. Included among the major activities of the project were a comparative analysis of United Kingdom and United States policies and practices with respect to experiential learning and admission into degree programs; a review of the rules and regulations pertaining to admission into degree-awarding higher and continuing educational programs in the United Kingdom; and a survey regarding current policies towards experiential learning that was completed by 177 representatives from various polytechnics, colleges, and institutes of higher learning throughout the United Kingdom. Based on the survey and follow-up interviews, the author of the study concluded that, contrary to belief, most of those contacted do not regularly carry out assessment of experiential learning. Because he found surprisingly few examples of a systematic approach to the assessment of experiential learning, the researcher recommended the establishment of national as well as institutional policies in the area of experiential learning. In addition, he called for regional consortia, expanded educational brokerage services, and pilot schemes to develop and evaluate strategies for the more widespread consideration of experiential learning when evaluating candidates who are applying for admission into degree-granting higher educational programs. (MN)