This response to an article by Hyland refutes reservations about educational credit accumulation and transfer schemes and suggests the need for tangible rewards and the personalized ownership of knowledge, skills, and values that credits represent. (SK)

A project at Denman College (Great Britain) to help volunteers document their community work to get credit for a diploma encountered problems in translating community work into formalized academic definitions and in the range of skill levels among volunteers. (SK)

The Open University's Into Science is a skill-based introduction to science, math, and related subjects using open learning approaches. Flexible enough to adapt to many uses, it is also part of an accreditation scheme. (SK)

A sign of a loss of vision in adult education is disuse of the term liberal education and increasing use of the term continuous education. Mandated accreditation of adult-education courses runs counter to the tradition of liberal adult education, which is a matter of intrinsic value, not external evaluation. (SK)

Britain's Open College Network has not had much impact on education in prisons. Reasons include lack of flexibility, currency of the qualifications, funding, and the role and function of prison education. However, recognition of prison inmates' learning is important. (SK)

Approaches to learner accreditation form a continuum ranging from institutions determining outcomes and content to empowerment of learners to use their own learning from experience in a way that meets their definition of what is credit worthy. (SK)

Emphasis in adult education on goals of economic cost-effectiveness, input/output accountability, and credits as currency ignores the fact that what matters is positive learning experiences; the value and quality of human relationships in the educational process; and the values, attitudes, and motivation central to a learning culture. (SK)

Assessment of achievement seemingly conflicts with the adult education principle of the intrinsic value of learning. Assessment and accreditation can support adult learning if the curriculum is based on learner needs and if assessment and accreditation are based on the needs of the curriculum. (SK)

Critiques planned changes in the British National Vocational Qualifications Framework. Makes recommendations for units, credits, and credit-based qualifications. (SK)

A survey of 60 further education tutors in the London Borough of Harrow explored the mobility of students between credit and noncredit programs, interest in certification and accreditation, and assessment methods such as records of achievement. Despite changes in funding, local commitment to adult education remains strong. (SK)

A community-based fine-arts program in Wales was restructured into credit-bearing courses as part of a wider movement toward accreditation. Mainstreaming did not increase participation, although standards and resources have improved as the program moved into the university. (SK)

Describes the comprehensive Welsh system of education and training, including a national career information and guidance service. The system focuses on credit-based qualifications and a holistic approach to academic and vocational learning. (SK)

A survey of British providers of women's education following legislation requiring accreditation found that, despite advantages of credit programs, the change caused problems for the most disadvantaged women. Credits and outcomes-based assessment deter some participants, curriculum design and delivery are more prescribed, and flexibility is…

An accreditation program for community workers uses accreditation of prior learning (APL) as a means of awarding full professional qualifications in community work. However, APL may be waning in the context of professional higher education. (SK)

Despite the necessity of lifelong recurrent learning, most financial aid is directed to younger students. One way to improve equity and flexibility is funding based on credits, increasing student choice, and enabling learners to influence the character and quality of the education provided. (SK)