An internal learning system (ILS), created for a development organization operating savings/credit programs with poor women, is used for data collection, monitoring, and evaluation. The ILS is participatory, pictorial, decentralized, and flexible; it documents socioeconomic impact and supports action planning. (SK)

Traces the history of the student credit hour, designed at the end of the 19th century to translate high school work to college admissions officers. It was expanded to higher education to record elective course work and became widespread in response to calls to document workload and institutional productivity. (SLD)

Explored if and how the credit hour is used in higher education outside of the United States, with a focus on its use in measuring student progress and attainment. The use of the credit hour in Europe, where it has fostered innovation, and in Japan, and Australia generally follows the fundamentals of the U.S. model. (SLD)

In an assessment culture, credit-based education and training are increasingly important in voluntary and community sectors. Examples from Hungary and Britain were used to develop a democratic participative model to identify the need for and relevance of credit and to use qualifications to further civil society. (Contains 53 references.) (SK)

Provides an overview of the concerns related to credit card usage by college students. Offers information student affairs professionals can use to help college students make responsible choices. (Contains 26 references.) (GCP)

Guidelines are offered to assist parents of children with disabilities in filing federal income tax forms. Suggestions focus on keeping paperwork organized through the year, avoiding audits, making allowable medical deductions, and being aware of recent changes in the tax laws. (JDD)

Credit with Education provides poor women with small loans; a safe place for savings; and education in health, nutrition, and family planning. The strategy integrates financial and educational services to empower women toward self-sufficiency. (SK)

Arkansas agriculture teachers (213 of 259 surveyed) expressed support for granting science credit for agriculture (88.8%); 65.6% supported science credit for a limited number of agriculture courses. Blanket endorsement for all certified agriculture teachers was favored by 71.5%; 56.6% preferred endorsement only for certified teachers completing an…

Although experiential learning has value, "diploma mills" that offer college credit for life or work experience are not a legitimate means of accommodating nontraditional adult students. (SK)

Responses from 535 of 844 nurses to a telephone survey found that 359 desired academic credit for continuing education courses. Interest was greatest among full-time hospital, and rural workers. Those interested in undergraduate credit preferred independent study; those interested in graduate credit were more receptive to the use of technology.…

In a survey of 4,635 training professionals (49% response), 49% were opposed to federally mandated minimum training expenditures; 68% thought tax incentives would increase amount companies spend on training; one-third of companies spend less than 1.5% of payroll on training. Technical assistance and tax credits were most popular roles for…

Using the example of France, Bishop recommends a U.S. training mandate involving a training tax and incentives. Lynch argues that a broader array of options is needed to meet the training needs of new workers, displaced workers, and the unemployed. (SK)

As educators battle restricted budgets, inflation, and enrollment changes, strategic sourcing management is replacing traditional transaction-based procurement. Procurement-card programs, allowing organizations to use credit cards for small purchases or low-value items, save time and enhance controls over merchants, credit limits, issuance limits,…

Examines aspects of informal learning: (1) credit toward formal qualifications; (2) the value of nontraditional knowledge; (3) learners' awareness of their own learning; and (4) sensitivity of informal learning to context. Concludes that informal learning does not fit with the narrow view of knowledge in formal education and learners are often…

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)