Supports that make a positive impact on learner transition include:

• Co-location of LBS and Adult Credit programs
• Adequate academic preparation
• Some experience with lecture style approaches
• Explicit instruction on study skills and learning strategies
• Some experience with independent learning courses and distance learning
• Learner motivation and commitment to their goals
• Sufficient financial and emotional support
• Credit-Prep training including orientation to intake assessment procedures, forms, location, transportation and contact information, etc.
• The PLAR process
• Adequate understanding of LBS assessment data on behalf of Adult Credit staff
• Adequate understanding of the Adult Credit admissions process and of PLAR assessment on behalf of LBS staff.
• Common understanding of and respect for different approaches to adult learning on behalf of both Credit and LBS

Conclusions:

• Concurrent training of entry level credit courses (e.g., GLS10) with LBS learners approaching transition to adult credit is a strategy with proven success.
• LBS training that provides for full orientation to and preparation for the PLAR for Mature Students process produces transition success.
• Adult Education Centres, where LBS is co-located with adult credit programs, provide the optimum environment for seamless transition to adult credit.
• Learner transitions are more successful where LBS and Adult Credit have a combined transition strategy and work cooperatively together.