Plar Presentation General for Michael
Transcript of Plar Presentation General for Michael
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Realizing Potential through CertificationRealizing Potential through Certification
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Wha t is LA ?Wha t is LA ?
Prior learning assessment (PLA) is a process that involves
the identification, documentation and assessment of learning
acquired through formal, non-formal and informal learning.
This may include work and life experience, training,
independent study, volunteering, travel, hobbies, and family
experiences.
R ecognition (R) is the award of a trade/occupational and/or
professional certification (TTNVQ or CVQ)
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Formal learning**refers to a learning
activity that takes place in anorganized way, that by
its very nature leads to certification,
PLAR can be used todemonstratecompetencies in all threelearning venues: formal,non-formal & informal.
Informal learning**consists of learning activities that
occur by chance or througheveryday activities.
e.g. reading, self-directedresearch, community and
volunteer activities).
What is PLAR?What is PLAR?
N on-formal learning**refers to organized activities
that take place within or outsidethe workplace which are not
explicitly identified as learningactivities, and do not lead to
qualifications or certification,but have a major
learning component.(e.g. workplace training).
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An IcebergAn Iceberg
W hat is seen
W hat is not seen
Re c g ized le ar i g i c t ex tRe c g ized le ar i g i c t ex t
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Recognized learning is like the tip of an icebergRecognized learning is like the tip of an iceberg
R ecognized(Paper)
Formal (School)
N on-formal (Apprenticeship) Informal (Life experiences)
Large Section of the workforce
Most learning exists below thesurface where it isunrecognized and under-utilized.
U nrecognized
Re c g ized le ar i g i c t ex tRe c g ized le ar i g i c t ex t
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The key focus is on what the learner knows and can do rather than
where, when and how it was learned.
Clear learning outcomes/competencies are identified by the PLAR
Assessor in accordance with the requirements of the Competency
Standard
The system has been developed through a collaborative effort by
industry stakeholders and NTA representatives.
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Why se LAR?Why se LAR?
H elp identify and define a broader range of your skills
and knowledge
H elp identify new career options and choices
H elp employers understand what you know and can do
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PLAR can h elp to:
y I dentify education and training goals
y I dentify personal strengths and interests
y I dentify skills and knowledge gaps
y Make a personal education and training plan
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W h at are t h e b enefits o f PLAR ?
F ormal paper certification
Better job opportunities
Job reclassification/promotion
Reduced certification time, eliminates duplication of learning
Accommodates for working people
Validates learning gained through work and life experience
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D eveloping a more competent, flexible workforce;
Empowering individuals to take more responsibility for their
training and personal development
Making the certification of individuals more flexible
Recognizing the validity of learning outside of the formal
education sector.
Th e Na ti a l Tra i i g Agen cy (NTA) f Trin id a d a nd
Tob a go end o rs e s t h e e rtific a ti o n o f ri o r Le a rn in g a s
a n a lte rn a tiv e m e a n s o f:
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Thorough
Transparent
Fair
Flexible
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Currency
Validity
Sufficiency
ReliabilityAuthenticity
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I mportance of self-assessment
Examples of flexible assessment:
Projects, assignments, case studies
Product assessments
Essays, reports, diaries, logs, journals
Tests/examinations (written, oral)
Role playing
Skill demonstrations/performance assessments
I nterviews, oral exams, panels, oral presentations
Portfolio review/evidence collection
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D
irect Evidence anything produced by thelearner/individual
I ndirect Evidence - information about the
learner/individual from another source
Self-Assessment/Narrative results of the
learner/individuals reflection on what they have
learned and can do
Triangulation of Evidence
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THE LAR ROC ESS DEVE LOPM ENTAL GUIDELINES THE P LAR PROC ESS DEVE LOPM ENTAL GUIDELINES
P LARP LAR a s a h o listic app ro a cha s a h o listic app ro a ch ::
Requires a high degree of flex ib ility, sen sitivit y and
specialisation focusing on le a rne r s pp o rt and le a rne r
p re pa ra ti o n
Attempts to prevent assessment from becoming a purely
te ch n ica l app lica tio n , dislocated from a particular individual
and broader context
Recognises the rich d ive rsit y o f kn ow led ge and learning styles
and the rights of learners to participate in selection of
assessment instruments methods
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