Articulation and transfer: a symbiotic relationship with lifelong learning

Abstract

The purpose of this paper is to identify and discussthe interrelationships between the phenomenon called articulation of curricula and transfer of credits and lifelong learning. Examples feature discussions contained in the recently published APEC-HURDIT book, Lifelong Learning: Policies, Practices and Programs. As described by a number of authors in that book, three futures are predictable for short-cycle higher education systems: institutions essentially non-universities now in planning or developing stages worldwide are likely to modify courses and strengthen distance learning and prior learning delivery techniques for growing numbers of adult re-entry students; industry will become increasingly involved in the delivery of postsecondary education; and technology will expedite non-traditional and nonsponsored education. (Kintzer 1997: 69). Responses to major questions and ® nal comments deal primarily with the three futures in the order mentioned. Illustrative material and interpretations related to experiences in the United States on short-cycle (community) colleges are also interspersed throughout the text.The three predictable futures discussed with particular reference to Paci® c Rim countries may also be transferrable in policy planning and action to other nations where a symbiotic relationship between articulation and transfer, and lifelong learning is emerging. Other investigations are therefore strongly recommended. For example, continuing studies of relationships between

‘I cannot study far from home’: non‐traditional learners' participation in degree education

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Articulating and Contextualizing Multiple Literacies in an Urban Setting

“…Educational articulation refers to the coordination of resources and curricula within and between schools and community institutions (Kintzer, 1999).…”