A project was conducted to initiate a regional system of documenting and recognizing the learning that takes place in literacy programs. Phase 1 focused on gathering articulation models and materials. In phase 2 the following were developed: a skills list for communications, numeracy, personal growth, and computers; skills inventories; and a possible accreditation model. In phase 3, nine literacy programs in eastern Ontario piloted the Open Learning Network's (OLN) accreditation system. Skills paths were developed from which learners and tutors could choose to develop knowledge in the four areas. Learner evaluation was designed to involve the submission of a portfolio to an assessment panel that could award a certificate of recognition in the four core areas. Committee members and learners discovered the following: the skills were not always sequential and the gap between some skills needed to be filled in; each piece of evidence should be as close to perfect as possible; three and not five pieces were sufficient; and more basic skills were needed for all paths and more advanced skills were needed for some learners. (Appended to the 19-page report are the pilot project manual, prior learning assessment materials for numeracy, and paths for communication, numeracy, personal growth, and computer skills.) (YLB)