WICHE received funding from Lumina Foundation and Strada Education Network from 2018-2020 to partner with several organizations to conduct original research and a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning. The landscape analysis focuses on issues arising in the practice of the recognition of prior learning, policies that encourage or limit its adoption, and key research needs and future directions for the field. The original research completed by the Council for Adult and Experiential Learning (CAEL) focuses on the outcomes of prior learning assessment (PLA) recipients. This work has culminated in a series of briefs, reports, and actionable toolkits that can be found on this website later this summer.
July 14, 2020
The American Association of Collegiate Registrars and Admissions Officers (AACRAO) surveyed member institutions to better understand institutional policies and practices related to prior learning assessment (PLA) and fielded a student survey to understand student perspectives on PLA. This brief shares findings and recommendations from this research.Download PDF
June 16, 2020
In March 2020, the novel coronavirus, COVID-19, and the accompanying economic impact changed higher education in the U.S. in unprecedented ways and had severe impacts on students. This brief summarizes some of the key findings from WICHE's Recognition of Learning initiative and synthesizes recommendations from this work that practitioners and policymakers focused on postsecondary education and/or workforce development might consider as discussion moves toward recovery from the COVID-19 pandemic. As this brief argues, fair and equitable recognition of prior learning is one tool among many that higher education can use during this unprecedented time to help more students and displaced workers earn valuable credentials, saving time and money in the process.Learn MoreDownload PDF