Social demand for higher education has more than doubled in the past 20 years. However, only one-third of all countries' higher education systems are enrolling more than 50% of the traditional age cohort. Despite major advancements in achieving higher levels of access and participation, inequalities and inequities in higher education persist and…

In this article the author discusses the importance of defining generic competences in alignment with the European definitions. As a case study the generic competences defined by Laurea University of Applied Sciences are compared with European definitions of generic competences. The purpose is to open up the various perspectives within this…

Universities transform lives. Going to university leads to new ways of seeing the world, to new horizons and networks, and to significantly enhanced job opportunities, but not everyone benefits in the same way. Fewer students from socially and economically disadvantaged backgrounds go to university, and when they do they tend not to do as well as…

The recognition of prior learning (RPL) is a cornerstone of the lifelong learning policies of most developed nations. Yet the scholarly view in Australia has been that, unlike other post-compulsory education sectors, universities have erected barriers to limit the development of RPL. This paper re-examines the current policy environment and finds…

This report fulfills the biennial requirements of RCW 28B.76.250, which directs the Higher Education Coordinating Board (HECB) "to submit a progress report on the development of transfer associate degrees to the higher education committees of the House of Representatives and Senate each odd-numbered year." The HECB report monitors…

The title of this document is a deliberate play on the title of the biennial reports on the progress of Bologna produced by the European Students' Union, "Bologna With Student Eyes." It is a way of paying tribute to student involvement in the Bologna reforms, and marking a parallel student working participation in the state system…

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)

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.…

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…

This report contains suggestions on how adults can secure college credit for past education and life experience. According to the report, there are eight categories of life experience that can be worth credit: work; homemaking; volunteer work; noncredit learning; travel; recreational activities and hobbies; reading, viewing, and listening; and…

This book offers students practical guidance in transferring from one higher educational institution to another, including two-year and community colleges. Following a reprint of the transfer student's bill of rights and an introduction, chapter 1 identifies seven steps to a successful transfer: (1) identify the career and course of study you wish…

This booklet provides a guide to some of the credit-bearing opportunities in place at more than 1,200 United States colleges and universities that recognize learning obtained away from the formal college classroom. The data were compiled from a fall 1984 survey and are presented in two sections. The first provides the programmatic information…

Problems and barriers concerning transfer policies, residency, and graduation requirements that women often face when reentering the educational system are identified. Additionally, ways in which institutions can be more responsive to the needs of reentry students are suggested. A wide range of possible actions is included so that institutions can…

Nontraditional education credits can be earned in many ways. Some methods of assessing learning for credit are objective, such as standardized texts; others are more objective, such as a review of life experiences. Options for earning a high school diploma without spending 4 years in a classroom are as follows: General Educational Development…

Conference proceedings on evaluation of credentials and degree equivalences of foreign students are presented. The conference was designed to improve evaluations in Massachusetts and to encourage more cooperation and greater consistency. Contributions are as follows: a UNESCO approach by Sanford Jameson; the approach of the National Association of…