Credentialing Women's Life Experiences (Project ACCESS). Final Technical Report.

Autor/in	Ekstrom, Ruth B.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Credentialing Women's Life Experiences (Project ACCESS). Final Technical Report.
Quelle	(1981), (141 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Certification; Competence; Credentials; Employment Qualifications; Evaluation Methods; Experiential Learning; Females; Job Placement; Learning Experience; Lifelong Learning; Material Development; Prior Learning; Program Development; Program Effectiveness; Reentry Workers; Social Experience; State of the Art Reviews; Transfer of Training; Validity; Work Experience + Suchen Sie Ihr Suchwort? Abschlusszeugnis; Zertifizierung; Kompetenz; Studienbuch; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Experiental learning; Erfahrungsorientiertes Lernen; Weibliches Geschlecht; Employment service; Employment services; Arbeitsvermittlung; Lernerfahrung; Life-long learning; Lebenslanges Lernen; Lehrmaterialentwicklung; Vorkenntnisse; Programmplanung; Beruflicher Wiedereinstieg; Soziale Erfahrung; Entwicklungsstand; Training; Transfer; Ausbildung; Gültigkeit; Employment experience; Job experience; Occupational experience; Berufserfahrung
Abstract	A project was designed to develop a process by which the life experiences of women could be assessed for entry into employment and for entry into or advanced placement in vocational education programs. Following a review of literature and interviews to determine the approaches currently used to accredit women's life experience learning, researchers surveyed 131 adult female reentry workers to obtain information pertaining to their prior learning and life experences. Based on their responses, an Experience Description Summary was developed to aid in identifying job- or program-related experiences of individual women. These competencies were analyzed with respect to their transferability to employment requirements and admissions requirements for vocational education programs. A process was then designed to further the recognition of women's experiential learning. After an examination of the performance of those women who were placed on the basis of the competency analysis, the analysis was revised. Publications describing the process were then prepared and disseminated. (Detailed reports on individual phases of the project are available separately--see note.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC