Colleges increasingly grant academic credits based on life experiences
In a bid to make education more accessible and affordable, colleges and universities across the United States, including those in Pittsburgh, are exploring new ways to simplify and expand credit for prior learning. This approach acknowledges the diverse learning pathways that students take, from military training to professional certifications and work experience.
One such initiative is being led by California's community colleges, which are expanding their credit for prior learning programs as part of a plan to increase the proportion of the population with educations beyond high school. This move is mirrored by Thomas Edison, which offers up to 30 credits for associate degrees to police academy graduates.
The benefits of this approach are manifold. For students, it means saving time and money by reducing the number of courses they need to complete for graduation, potentially shortening time-to-degree completion. For institutions, it can improve enrollment and retention by making degree completion more accessible and affordable. It also aligns curriculum with workforce needs by recognising skills gained outside traditional classrooms, and supports equity by acknowledging diverse learning pathways.
Key strategies to achieve this include establishing clear and consistent policies that accept prior learning credits from a variety of sources and assessments, creating centralized advising services specialized in prior learning, integrating prior learning assessments into the admissions and enrollment processes, collaborating with regional employers and training programs to recognise work-based learning and certifications as college credit, and utilising technology tools for credit evaluation and student record integration.
Examples of successful implementation can be seen in the UNC System's efforts to retain military personnel with skill sets by offering academic credit, rather than losing them to out-of-state universities. Similarly, the University of Memphis collaborates with FedEx to provide academic credit for supervisory training towards a degree in organisational leadership. Miami Dade College has septupled the number of credits for prior learning awarded since 2020.
However, challenges remain. Many students, especially low-income learners, do not even try to receive credit for prior learning due to complex processes and fees for evaluation. More than two-thirds of institutions charge a fee for evaluating whether other learning can be transformed into academic credit, an expense that isn't covered by financial aid.
Despite these challenges, the potential benefits are significant. On average, students who get credit for prior learning save between $1,500 and $10,200 apiece and nearly seven months off the time it takes to earn a bachelor's degree. The likelihood that they will graduate is 17 percent higher for students who get credit for prior learning.
In Pennsylvania, where the number of 18-year-old high school graduates is among the nation's most severe declines, initiatives like these could play a crucial role in fostering more flexible, inclusive education systems that better serve diverse student needs and regional workforce demands.
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- The expansion of credit for prior learning programs can support workforce development by acknowledging diverse learning pathways, such as military training, professional certifications, and work experience.
- Higher education institutions that embrace innovation in education-and-self-development, like California's community colleges and Thomas Edison, can help boost personal-growth for students by utilizing their existing skills in the education process.
- By streamlining credit for prior learning, education systems can promote learning and equity for students from diverse backgrounds, potentially increasing the proportion of the population with higher education degrees.
- Key strategies to implement successful credit for prior learning programs include establishing clear policies, integrating assessments into admissions, collaborating with employers, utilizing technology tools, and addressing affordability issues faced by low-income learners to ensure more students can benefit from the program and achieve educational and career goals.
