"The Talent Blind Spot," which is divided into two reports, demonstrates that, each year, more than 50,000 high-achieving, low- and moderate-income community college students do not transfer to a four-year institution. Approximately 15,000 of these students have a 3.7 GPA or higher, which suggests they could succeed at even the most…

Margaret J. Wheatley, the organizational consultant who wrote the 1999 classic, "Leadership and the New Science: Discovering Order in a Chaotic World," laments about the rigid structures and processes that often strangle organizations rendering them incapable of change. Wheatley asserts that organizations lack faith that their purpose…

This article analyses the specificity of the French accreditation system in higher education as regards lifelong learning. The changes in higher education may thus take on a new significance. The article describes the changes that could come from wider deployment of the system in higher education. The accreditation system introduced in France in…

The purpose of this article is to examine the French system of accreditation of prior experiential learning (APEL) in the light of experiences elsewhere in Europe. We shall do so by determining the extent to which the institutional characteristics of the system and the way in which it is put into practice reflect some of the main French societal…

The North West Early Childhood and Primary Teacher Workforce Development Strategy offers students in the Pilbara and Kimberley the opportunity to enrol in a Western Australian University's fully accredited Bachelor of Education (Early Childhood and Primary) part time and externally--so they can continue to live and work in their communities. The…

Purpose: This paper sets out to examine whether the process of accrediting prior experiential learning (APEL) as used in UK universities is the most appropriate approach for providing academic recognition for work-based projects and learning. Design/methodology/approach: Work-based projects that had already been assessed in the context of a…

Describes how company-sponsored training can earn employees credit toward college degrees. Presents examples from the American Council on Education's Program on Non-Collegiate Sponsored Instruction. (JOW)

Reports the results of a survey of the practices of 78 Michigan colleges and universities in awarding and transferring credit for nontraditional or experiential learning. (WD)

Precise transcript development is vital to the articulation and transfer of credit. The transcript, the institution's award of credit, must present the institution's relation to experiential learning; transcription practices must allow institutions to communicate with third parties. Sample transcripts are provided. (MLW)

A national survey reported on institutional practices in awarding credits for extrainstitutional learning. Results reveal that 98 percent of respondents award credit for extrainstitutional learning, with credit-by-examination, general exam, institutionally developed exams, College Board placement exams, and others used, in that descending order.…

This is one of a set of five handbooks compiled by the Northwest Regional Educational Laboratory which describes the processes for planning and operating a total Experience-Based Career Education (EBCE) program. Processes and material are those developed by the original EBCE model--Community Experiences in Career Education or (CE)2. The area of…

The problems in granting experiential learning credit and the exchange and use of such credit are discussed. Because of the shift in attention from traditional curricula to nontraditional programming and services, many problems exist for both the institutions and the adult students returning to school. (MLW)

Accrediting agencies can assume a leadership role in the recognition of prior learning experiences by endorsing the concept, assuring that good practices are followed, providing for the orientation and training of accrediting teams, and encouraging institutional review of policies and procedures. A statement endorsed by three national associations…

Pressures to hold down education costs while maintaining or expanding student options have led vocational educators to explore cooperative arrangements. Descriptions of programs designed to smooth student transitions vertically from one program level to another, as well as horizontally from one institution to another, are provided. (Author/MLW)

Transferring credit for experiential (as well as classroom) learning could be improved if institutions defined more clearly the expected outcomes of student learning. In basing program articulation and work transfer on such definitions, faculty assume responsibility and authority for carrying out their traditional assigned role of establishing…