In view of the importance of recognizing and documenting the prior learning of adult students returning to higher education, a project was undertaken to research, construct a system, and write materials for use in assessing the experiential learning acquired by students seeking access to higher education. An extensive research effort was conducted, and a system to oversee the assessment of the prior learning of mature students was proposed. The system provides for assessment by andragogical counselors and assessors who report to a prior learning program director, who in turn reports to the program's central administration. The system does not award credits for experience as such but rather only for learning outcomes. The identification criteria developed for the program stipulate that the learning must be measurable, college level, applicable outside the specific context in which it was learned, and relatively current. Furthermore, the learning in question must have both a theoretical and applied component, serve as a base for further learning, and show some relationship to the person's degree goal. Projects are now underway in 11 colleges and various universities in Quebec, and a series of materials for use by administrators, counselors, assessors, and students is being developed. The assessment process that was proposed on the basis of the Quebec experience entails having a program director, department chairman, and jury examine a student's complete portfolio and gives students the right to appeal any decision made. (MN)