It has been around since the 1970s, but it has gained more traction in recent years as colleges and universities look for ways to make education more accessible and affordable for a wider range of students. With the increasing demand for skilled workers in a variety of industries, recognizing the knowledge and skills that students bring with them can help bridge the gap between education and workforce needs.
For Alice Keeney and others like her, receiving credit for their military training and experience can make a significant difference in their educational and career paths. By recognizing and valuing the skills and knowledge that students bring with them, colleges and universities can help them achieve their goals more efficiently and effectively. As more institutions adopt credit for prior learning practices, students like Keeney can benefit from a more streamlined and rewarding educational experience.
This renewed focus on credit for prior learning is crucial for helping students like Benjamin King, who may have taken a detour in their educational journey but are now ready to return and finish their degrees. By recognizing and valuing the knowledge and skills that students have acquired through their life experiences, colleges and universities can help more individuals complete their education and achieve their career goals.
It is encouraging to see efforts being made in California to improve the process of awarding credit for prior learning, especially for veterans who have served our country. By streamlining the system and setting ambitious goals for the future, we can ensure that more students have the opportunity to receive the credit they deserve.
Ultimately, credit for prior learning is not just about giving students a shortcut to a degree, but about recognizing the value of their experiences and empowering them to succeed in their educational and career pursuits. It is a win-win for both students and institutions, and it is a step in the right direction towards a more inclusive and equitable higher education system.
La encuesta de 2018 realizada por la Oficina del Canciller encontró que la principal barrera era la falta de conciencia.
“Es un recordatorio importante mientras admitimos a los estudiantes”, dijo Foster, “que necesitamos mirar al estudiante completo y qué tipo de experiencias podrían ayudarlos a graduarse más rápido y ahorrar dinero”.
En Cal Poly Pomona, eso significa que los administradores involucrados en la promoción del crédito por aprendizaje previo han estado teniendo discusiones con grupos en el campus, como profesores, jefes de departamento y asesores para obtener retroalimentación y, quizás lo más importante, un compromiso, según José Lozano, funcionario de articulación en la oficina del registrador de Cal Poly Pomona.
Los cambios en Cal Poly Pomona llegaron demasiado tarde para Keeney para evitar tomar clases que no necesitaba. Para ahorrar dinero, terminó su último año a través de una universidad en línea. Pero su historia se convirtió en un estudio de caso para mejorar el proceso de crédito por aprendizaje previo, no solo en Cal Poly, sino en otros campus de CSU y colegios comunitarios, según Elke Azpeitia, directora del Centro de Recursos para Veteranos en Cal Poly Pomona.
Keeney dijo que más allá de la política, es importante que las personas dentro del sistema entiendan por qué el crédito por aprendizaje previo es tan importante.
“Creo que tener aliados en las universidades que ven el valor de la educación que no está estructurada solo en un escenario universitario o universitario”, dijo Keeney. “Eso es algo importante”.