Project ACCESS: A Method for Assessing the Transferability of Women's Life Experience Learning.

Autor/inn/en	Gruenberg, C. Brooke; Ekstrom, Ruth B.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Project ACCESS: A Method for Assessing the Transferability of Women's Life Experience Learning.
Quelle	(1981), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adults; Advanced Placement; Attitudes; Employer Attitudes; Employment Qualifications; Experiential Learning; Homemakers; Homemaking Skills; Job Skills; Lifelong Learning; Occupational Information; Postsecondary Education; Stereotypes; Transfer of Training; Vocational Education + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Arbeitgeberinteresse; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Experiental learning; Erfahrungsorientiertes Lernen; Hausfrau; Produktive Fertigkeit; Life-long learning; Lebenslanges Lernen; Berufsinformation; Post-secondary education; Tertiäre Bildung; Klischee; Training; Transfer; Ausbildung; Berufsbildung
Abstract	Project ACCESS, funded by the Office of Education and Employment of the U.S. Department of Education, is developing and field testing a method to further the recognition of women's life experience learning. In order to determine the transferability of women's life experience learning to employment and to vocational education, three activities were undertaken: (1) a survey of adult women's life experiences and identification of the skills learned through experience (conducted on 131 women, mostly between the ages of 35 and 55, who were attending women's centers, displaced homemaker centers, and counseling centers in seven states); (2) identification of the skills required in selected occupations and vocational education programs through a survey of employers and educators; and (3) an analysis to estimate the proportion of adult women who would have learned, through their life experiences, the skills required in these occupations and programs. The results of the study confirmed the basic hypothesis that adult women have a wide variety of life experiences through which they acquire skills and knowledge relevant to employment and to vocational education. As homemakers, the women in this sample assumed responsibility for the welfare of their families and their communities, while spending their "free" time developing advanced skills and new areas of expertise. It can be concluded that the experientially developed skills of the women in this sample are transferable to the Project ACCESS occupations and vocational education programs. The findings of this study underscore the importance of recognizing life experience learning and the potential usefulness of self-ratings of competence when selecting women for jobs and educational programs. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC