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PRIOR LEARNING ASSESSMENT (PLA): INCENTIVE FOR ADULT LEARNERS?

By

JENNIFER ANNE FADER

Integrated Studies Project

submitted to DR. BARBARA SPRONK

in partial fulfillment of the requirements for the degree of

Master of Arts – Integrated Studies

Athabasca, Alberta

MARCH 2006

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Table of Contents

Introduction…………………………………………………………….3

Key Terms.................................................................................................4

Background to the Problem……………………………………………6

History of PLAR in Canada; An Integrated Approach……………....7

The Literature: Research on PLAR……………………………………8

PLAR, an In-Depth Look………………………………………………..8

Canada’s Prior Learning Assessment and Recognition (PLAR) Chronology and Milestones……………..…………………….11

CAPLA: The development of Canadian Standards for PLAR………19

PLAR Worldwide……………………………………………………….20

The WALL and NALL Studies……………………………………….. 24

Canadian Immigrants and HRDC…………………………………….25

Conclusions and Recommendations………………………………….. 28

Bibliography………………………………………………………….….30

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Prior Learning Assessment (PLA): An Incentive for Adult

Learners?

INTRODUCTION

Prior Learning Assessment and Recognition (PLAR) allows students to receive educational credit for

informal learning experiences. To what extent does PLAR provide an incentive for students to enroll in

adult learning programs, whether on campus or off campus? Although this is not an easy question to

answer, this paper offers an argument for the benefits of PLAR.

Since PLAR is a fairly new concept, there has not been a great deal of research on

the effectiveness of PLAR; there is more literature related to the development and

implementation of PLAR than its effectiveness. This paper discusses the formation and

implementation of PLAR and its relation to distance learning, as well as key terms that

are used when assessing portfolio-based PLAR submissions. Because many distance

education programs offer some form of PLAR, it is important to discuss distance

learning at the same time as PLAR since many programs utilize distance learning and

PLAR together.

This paper is divided into four sections: Introduction, Background to the Problem, Literature

Review, and Conclusions and Recommendations. The section titled Background to the Problem

addresses areas of distance learning and PLAR. It explains many challenges that involve distance

learning. It outlines the challenges and accomplishments that face students who do not fulfill

regular academic admission requirements. The Literature Review Section outlines sources that

have been utilized through literature research. This section provides the reader with an account of

PLAR development, history, and literature that will accommodate an overall account as to whether

PLAR is an incentive for academic enrolment and adult students. The Conclusion and

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Recommendations section provides a conclusion of the literature research and recommendations

for further research into PLAR.

Key Terms1

The first task is to define some key terms, those that relate to distance learning and

PLAR. These terms will help the reader understand the PLAR process.

PLAR

Prior Learning Assessment and Recognition is a process that involves the identification,

documentation, assessment, and recognition of learning acquired through formal or informal study. This

may include work, life experience, training, independent study, volunteering, travel, hobbies, and family

experiences. The recognition of prior learning can be used toward the requirements of an academic or

training program, occupational or professional certification, or for employment/labour market entry

purposes. As defined by the First Nations Technical Institute, Deseronto, Ontario Canada2, “PLAR

refers to several methods of evaluating learning from experience, training, workshops, self-directed

study, as well as other sources for which university credit may be gained.”3

Distance Learning

Distance education (DE) or distance learning involves the learner in studying at a distance from the

source of instruction. Perraton and Creed, for example, define DE this way: “Distance education is an

1 Retrieved January 18’ 2006 from http://www.extension.usask.ca/ExtensionDivision/resources/PLAR/glossary.html; http://www.aaacentre.ca/glossary.asp and http://www.sasked.gov.sk.ca/branches/institutions/rpl/. 2 Retrieved November 16’ 2005 from: http://www.fnti.net/prior/prior.shtml) 3 Retrieved December 17’ 2005 from: http://salsa.athabascau.ca/history/faq.htm#What

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educational process in which someone removed in space and/ or time from the learner conducts a

significant proportion of teaching.”4

Advisor

The advisor is the individual who advises the learner with respect to PLA qualification. Some

institutions have PLA coordinators while others have a coordinator who serves as the advisor. The

coordinator or advisor does not do the PLA assessment for the student, but rather advises the student

about the process.

Articulation

Articulation is a system used by many institutions to compare course equivalency from one

institution to another.

Assessment Options

This term indicates a number of ways the learner could substantiate previous learning including

exams, essays, workplace experience, and so on.

Assessment fee

This is the fee used to cover the cost of the PLAR evaluation process and any assistance that may be

required to produce a portfolio.

Assessor

Assessors are faculty who are responsible for the assessment of portfolio and PLAR

Co-operative Education

Co-operative or co-op study allows the learner to participate in work study programs which may be

applied to the learner’s portfolio for assessment.

Course Challenge

4 Perraton and Creed, 2000: 39. In J. Bradley, The Open Classroom: Distance Learning In and Out of Schools. Introduction, p. 1

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This allows the learner to write an exam or provide an essay or project to provide proof of learned

skills and previously acquired knowledge in a specific subject area.

Designation

This term refers to a credential a learner has earned by the institution allowing the learner to practice

and accept professional responsibility.

Direct Evidence

This term refers to original documentation and prior learning as in classroom participation. It is

much easier to assess direct as opposed to indirect evidence.

Evidence

Evidence comprises the documentation provided by the learner, to substantiate previous skills and

learning.

Indirect Evidence

This includes documents of previous learning such as letters and evaluations from employers and

academic institutions.

Experiential Learning

This includes learning from experience such as workplace and previous academic experiences and

other informal and nonformal modes of learning.

Mature Student

Mature students are those over the age of majority in the country in which they reside, who have not

had formal postsecondary education, and who have been away from formal studies for a designated

number of years.

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BACKGROUND TO THE PROBLEM

Many individuals have not had the opportunity to pursue postsecondary education due to social,

economic, and cultural barriers. However, colleges and universities worldwide have enhanced their

programs to include distance learning for adults. Distance learning allows many individuals to enroll in

college or university as mature students, thereby bypassing regular admission criteria. In allowing

mature students to bypass regular admission criteria, faculty members are confronted with the problem

of knowing whether the individual has the ability to proceed with postsecondary studies. PLAR is one

of the instruments available to help deal with this issue. It provides learners the possibility of having

their life experience acknowledged and applied to their postsecondary studies for credit.

History of PLAR in Canada; An Integrated Approach

Colleges and universities have always offered credit for prior learning, not for all

instances of learning and not in every case, but this was always done on an informal,

case-by-case basis. PLAR is an attempt to formalize and objectify the process.

PLAR has not been part of Canada’s history for very long. It was not until 1980 that Mohawk

College in Hamilton, Ontario and Red River College in Winnipeg, Manitoba began to use PLAR as an

entry point of admission for mature students.5 These two colleges began using experiential learning as

an opportunity for adult learners to achieve academic, professional, and personal success.

Many academic institutions were reluctant to implement PLAR and use it as a means of recognition

for academic credit. Many institutions appeared to interpret PLAR as a way of accelerating or fast

tracking academic credentials though that is not the case. The development of PLAR has allowed

institutions to give credit for prior learning and prior post-secondary credit. Learning does not take place

only in the classroom but also in the workplace, community, and at home. PLAR was a slow but 5 Retrieved December 17, 2005 from http://www.canadasportfolio.ca/PLAR%20Chronology.html\

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successful project that is now recognized worldwide in many different countries, by many academic

institutions.

The demand for the recognition of PLAR is increasing in academic institutions as well as the

recognition of workplace learning. Assessing and recognizing prior learning, whether it is workplace

experience, volunteer experience, or household experience, may increase an individual’s self-esteem

and overall community perspective. The psychological and social impact of recognizing an individual’s

experience may help him or her to overcome the social and psychological stigma of not achieving a

post-secondary education.

THE LITERATURE: RESEARCH ON PLAR

The literature review provides detailed information pertaining to PLAR in Canada

and worldwide. Topics include PLAR, an in-depth look; a chronology of PLAR

development; the organization of CAPLA; PLAR worldwide; and research on PLAR.

This information provides a greater understanding as to why PLAR can serve as an

incentive for adult learners worldwide.

PLAR, an In-Depth Look

Students in Canada and other parts of the world have been able to use various PLAR processes to

gain credit for nonformal and informal learning for more than twenty-six years. There are two essential

elements to assessing a student for PLAR: one, institutions need to be precise concerning the state of

knowledge/ and or skills they require of entering students; and two, students seeking such placement

must somehow document or demonstrate, in a way acceptable to the institution, that they possess such

knowledge and skills.6 Many institutions require the student to write an exam to demonstrate her or his

acquired knowledge/learning. Others may ask the student to submit an assignment based on the course 6 Selman, Selman, Cooke, and Dampier, 1998 p. 28.

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material. Selman et al, (1998, p.28) point out that there is a fine line that must be defined, namely, that

the credit received is not for experience but for the learning that occurred from the experience.

Institutions must remember this when assessing an individual’s experience and learning.

PLAR practitioners must adhere to strict guidelines in order for the student to fully demonstrate

either his or her previously acquired knowledge and learning in non-formal settings. Learning takes

place through many different experiences including schooling and formal education, work, family life,

and community involvement. Learning can involve the acquisition of:

• skills

• knowledge

• Attitudes such as self-reliance, collaboration, concern for quality.7

When a PLAR practitioner is assessing a student’s portfolio, he or she must realize how important the

process is to the student. The practitioner must ensure the prior learning meets the academic

requirements of the course for which the student is seeking credit.

Modern PLAR assessment applies the following principles:8

“Content specialists determined competency levels and award recognition and credit. Credit should

be awarded in the context of the currency and relevance of the documented learning. Assessment

methods should be reasonable and fit both the learner and the learning to be measured.

The methods used must be valid in the context in which they are applied and be implemented in a fair

and consistent way. Evaluation policies should be documented, clearly articulated and available to the

public.”

7 Retrieved January’ 13’ 2006 from http://recognitionforlearning.ca/practitioner/aboutPLAR.php

8 Retrieved January 13’ 2006 from: http://recognitionforlearning.ca/practitioner/aboutPLAR.php

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PLAR comprises two processes when assessing whether to allow a student advanced standing

without traditional qualifications: portfolio assessment, and the challenge process.

Portfolio Assessment:

As defined by Recognition for Learning (RFL, 2004) “A Portfolio is an organized collection of

materials, which records and verifies an adult's learning achievements and relates them to the

requirements of an education or training program, a work standard, or a professional qualification.”9

Assessment of a portfolio helps the student explain what he or she has already learned rather than solely

focusing on the material to be learned. A student’s portfolio is maintained and solely owned by the

student for future endeavors. Although the student has the final say with regard to what is included in

the portfolio, there are three main essentials that should be included for review:10

A paper outlining the learner's education and career goals; learning outcomes and competency

statements; and documentation verifying the learning claimed.

Portfolios may also include a chronological record of significant learning experiences, a life history

paper, and a resume.

The Challenge Process:

Not all institutions require portfolios to conduct PLAR. The challenge process is available to learners

as a separate or combined option. This process differs amongst institutions. The challenge process may

include but is not limited to:11

“Assessment of educational documents; standardized tests and program reviews of employer-based

training; product assessment- the product is the material that a candidate has learned and is presented to

the assessor; interviews and oral exams; performance testing and demonstrations; essays, challenge

9 Retrieved January’ 13’ 2006 from http://recognitionforlearning.ca/practitioner/aboutPLAR.php 10 Retrieved January 14’2006 from http://recognitionforlearning.ca/practitioner/aboutPLAR.php. 11 Retrieved January’ 14’ 2006 from http://recognitionforlearning.ca/practitioner/aboutPLAR.php

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exams; exams that have been prepared to show previous learning for that particular course, and which

are used primarily in courses that can be challenged for credit; and self-assessment”

PLAR is very time consuming for both the applicant and assessor. The result, however, is generally

favorable for the student and is a reward for prior learning. Not only does PLAR allow the student to

apply prior learning to formal education, it improves self-esteem in the learner.

Canada's Prior Learning Assessment and Recognition (PLAR) Chronology and

Milestones.12

The following chronology of the development of PLAR in Canada comes from a

Canadian-hosted website, http://www.canadasportfolio.ca/PLAR%20Chronology.html\.

1980 - 1989

1980 Mohawk College (Hamilton, Ontario) and Red River College (Winnipeg, Manitoba) are the first Colleges to implement PLAR systems/processes for the assessment of experiential learning.

1981 Creation of the Commission d'étude sur la formation des adultes (CEFA), also known as Commission Jean. A 1982 report recommends the introduction of “la Reconnaissance des acquis extrascolaires.”

1983 Québec introduces PLAR in secondary schools and CEGEPs (Collège d'enseignement général et professionnel) at the recommendation of the Commission Jean.

1984 In Québec, the Régime Pédagogique (program of studies) under article #25 cites PLA (first time in Canada).

1984 Québec establishes 'service en reconnaissance des acquis de formation' (1984-1986).

1984 Sherbrooke conference: La reconnaissance des acquis de formation, organized by MEQ (Ministère de l'éducation du Québec) and Université of Sherbrooke, and CEGEPS in Québec, with the support of FIRAQ (Fond d'implantation pour la reconnaissance des acquis au Québec).

12 Retrieved December 17, 2005 from http://www.canadasportfolio.ca/PLAR%20Chronology.html\

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1985 First Nations Technical Institute (Ontario) pioneers the philosophy, practice, and use of PLA in the Native Social Worker Program. PLAR is a fundamental part of curriculum design, development, and delivery strategy.

1986 Québec CEGEPS – Ahuntsic, Vanier, Rosemount, and Champlain – lead the implementation of PLA programs in Quebec.

1986 College Ahuntsic starts a partnership with Canadian Forces for the accreditation of military occupations using the American Council on Education (ACE) model for evaluations with Military Police. Since then 200 occupations have been analyzed and credits given.

1989 First Nations Technical Institute holds its first national PLA conference in Belleville, Ontario. (Since then, 14 PLA conferences have taken place.)

1989 Report of the Task Force on Access to Professions and Trades in Ontario proposes the creation of a Prior Learning Assessment Network (PLAN) operating under one or more of the ministries.

1990 - 1995

1990s Regulatory bodies in a number of provinces, such as Ontario and BC Colleges of Midwives, Ontario College of Nurses, Certified General Accountants, College of Physiotherapists of Ontario and BC College of Pharmacists, become involved in PLAR.

1990 "Implementation and the Development of Prior Learning Assessment" conference takes place in Montreal, Québec.

1992 MEQ (Ministère de l'éducation du Québec) provides financial support for courses offered through PLA.

1993 Ontario begins implementation of a comprehensive PLAR system in 25 colleges of applied arts and technology. (This was a three-year initiative, from 1993-1996.)

1993 Human Resource Development Canada’s (HRDC) Occupational and Career Information Branch (OCIB) begins consultations with representatives of provincial ministries of education to identify provinces that have developed and implemented PLA policies and practices.

1993 British Columbia (BC) establishes a provincial steering committee for PLA.

1993 Alberta Apprenticeship and Industry Training Board approves a Policy Respecting the Recognition of Training and the Granting of Credit.

1994 HRDC begins research and consultations on PLA in support of its work on occupational skills/standards and sector councils.

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1994 The College Standards and Accreditation Council (CSAC) was established by the Ontario Minister of Education and Training to be responsible for the development of system-wide program standards and accreditation of college programs. As a result, courses described according to learning outcomes lead to the facilitation of PLAR.

1994 Canadian Association for Prior Learning Assessment (CAPLA), a national association for the advancement of PLAR, is formed. CAPLA jointly hosts annual PLA conferences with First Nations Technical Institute (1994-2002), with financial assistance from HRDC.

1994 The Province of British Columbia (BC) publishes Prior Learning Assessment in BC: An Orientation for Post Secondary Institutions and A Guide to Earning Credit for Your Skills and Knowledge.

1994 Alberta Council on Admissions and Transfer (ACAT) establishes an Advisory Committee on PLAR.

1995 Government of Newfoundland/Labrador conducts a province-wide initiative to facilitate implementation of PLAR in post secondary institutions.

1995 First "National Forum on Prior Learning Assessment," hosted by HRDC, is held in Ottawa with 500 participants.

1995 BC starts a province-wide PLAR initiative through the BC Council on Admissions and Transfer with policy guidelines and standards for colleges, universities and institutions. First provincial training event is held for more than 80 post-secondary faculty and administrators.

1995 Manitoba Prior Learning Assessment Network (MPLAN), a network of individuals committed to PLA practices and to the expansion of PLA in Manitoba and Canada, is formed. Since 1994, MPLAN has provided networking opportunities, informed and educated about PLAR, served as a resource for PLAR practitioners through the provision of professional development activities and conferences, and advocated and assisted with the development of a provincial PLAR strategy.

1995 Canadian Labor Force Development Board (CLFDB), a national advisory body made up of labour market partners who advise on the improvement of training and access for the Canadian labour force, provides extensive support and consultation around the concept and practice of PLAR. (The CLFDB closed in December 1999.)

1995 BC establishes the Centre for Curriculum, Transfer, and Technology (C2T2), which sets the development and implementation of PLAR as one of its strategic directions.

1995 BC publishes Prior Learning Assessment and Educational Reform: A Vision for Now.

1995 ACAT endorses the principles on recognition of prior learning as recommended by the Recognition of Prior Learning Advisory Committee and agrees to work with the institutions

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to ensure their system-wide acceptance and application. The first inventory of Alberta post-secondary institution PLAR policies and guidelines is compiled.

1995 Ontario Prior Learning Assessment Network (OPLAN), an informal provincial network of stakeholders interested in advancement of PLAR, begins and offers provincial workshops.

1996 - 2000

1996 New Approaches to Life Long Learning (NALL), a research network and project coordinated by the Ontario Institute for Studies in Education (OISE), develops a comprehensive PLAR database, an annotated bibliography, a values document for PLAR, and research into relationships between informal, formal, and non-formal learning, and the current and future use of PLAR.

1996 Canadian Labor Force Development Board (CLFDB), after extensive consultation and research, releases the National PLAR Standards, 14 minimum standards which provide a framework for an effective PLAR system and serve as widely accepted voluntary principles for the establishment of good PLAR practice.

1996 Canadian Steel Trade and Employment Congress (CSTEC) becomes involved in PLAR. The United Steelworkers of America (UWSA), a number of steel companies and 21 Colleges from six provinces embark on a joint initiative for steelworkers across Canada. The initiative is called the national Steel Industry Training Program (SITP) and uses PLAR strategies as a key element.

1996 Halifax PLA Centre opens in a shopping mall - the first independent, collaborative, community-based PLAR organization in Canada, supported by HRDC-Nova Scotia Region, with a board of directors representing six universities, the Nova Scotia Community College and a range of on-going community members including the voluntary, business and labour sectors. The PLA Centre has since demonstrated the impact of portfolio development for key groups including civilian and military personnel on Canadian Forces bases (1997), social assistance recipients (1998), literacy learners and facilitators (2001), and federal inmates (2003).

1996 BC establishes the BC Institutional Coordinators' Working Group to support of the PLA Steering Committee and oversee the implementation of PLA services in Colleges, Universities and University-Colleges.

1996 ACAT PLAR Advisory Committee hosts Recognition of Prior Learning Workshop in Calgary.

1997 Second National PLAR Forum, "Learning has no Boundaries: Bringing PLAR into the Workplace", is held in Montreal, Québec with over 600 delegates. The conference is facilitated by CLFBD and funded by HRDC.

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1997 Canadian Technology Human Resources Board (CTHRB) embarks on PROfile, a PLAR initiative for technicians and technologists.

1997 BC allocates $1 million to support the development and implementation of PLA services in the post-secondary system and publishes and distributes 10 PLA training modules.

1998 Manitoba PLA Centre, then one of two PLA Centres in Canada, begins as a three-year community-based PLA project providing PLA advisory and development services to assist Manitoba organizations with the development of PLAR policies, programs, initiatives and PLA training. The PLA Centre project was completed in 2001 and Manitoba moved forward with a new strategy to increase the capacity for the recognition of prior learning through out the education/employment system.

1998 Halifax PLA Centre organizes and hosts the first of four annual Nova Scotia-wide PLAR symposia to heighten awareness of PLAR principles, practices and applications for a variety of settings and sectors.

1999 A Symposium on Community Models for PLAR is held at the School of Labour, George Brown College, Ontario.

1999 Third National PLAR Forum, "Learning has no boundaries - PLAR as a Tool for Transition", is held in Vancouver, BC with 600 delegates attending. The conference is facilitated by CLFDB and funded by HRDC.

1999 The first cross-Canada study on PLAR, A Slice of the Iceberg, is completed by a partnership of six colleges and one CEGEP and is funded by HRDC. Using a combination of statistical data and focus groups, the study explores PLAR at seven institutions between 1995 and 1998 and examines: characteristics and numbers of PLAR learners; the PLAR experience from a learner and institutional perspective; and, programs offering PLAR and cost of PLAR.

1999 Prince Edward Island (PEI) officially launches its PLA services in Workplace Education PEI - a partnership serving PEI business, industry and labour.

1999 As a result of province-wide community consultations, the Nova Scotia Community College becomes the first post-secondary institution in Canada to adopt, as an explicit strategic objective, the goal of becoming a "Portfolio College."

1999 British Columbia's Credit Review Service, a national program designed to recognize learning and award academic credit to workplace-based training program, is established. (OLA's Credit Review Service (CRS) was transferred to the British Columbia Institute of Technology on July 31, 2003).

2000 Dalhousie University accepts portfolios for mid-career public servants who lack the normal undergraduate prerequisite and are seeking admission to the Master’s of Public Administration (Management) program. The Halifax PLA Centre offers its first pilot "Portfolio for Academic Purposes" and initial candidates are considered and admitted to the

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Dalhousie University program on the basis of their academic portfolios (20 candidates have been admitted to the program to date).

2000 CAPLA completes a national research project establishing benchmarks for PLAR practitioners in advising and assessing. Two publications are produced, Developing Benchmarks for PLAR Practitioner and Perspectives and Guidelines for the Canadian PLAR Practitioner, and used national for PLAR training.

2000 Saskatchewan Labor Force Development Board (SLFDB) and partners implement a two-year province-wide PLAR services project, with financial assistance from HRDC, to establish a forestry sector approach to prior learning assessment and recognition, geared toward supporting the transition of older and Aboriginal workers to occupations in the forestry sector.

2001 - 2003

2001 4th International PLAR/QR Forum, "Recognizing Learning-Building Canada's Future Prosperity-A Call to Action," funded by HRDC, is organized and hosted by the PLA Centre, Halifax, Nova Scotia and attended by 600 delegates. The legacy of this forum is the Halifax Declaration for the Recognition of Prior Learning that affirms principles for recognition of prior learning and four key actions.

2001 BC completes the three year project: Collaborative Nursing Program in BC: Integrated Model for PLA Across the Curriculum involving 10 nursing schools across the province working on a shared PLA model, tools, protocols and resources to provide learners with enhanced access and transferability across nursing programs.

2001 HRDC-supported research, Building Capacity in Communities; PLA Centres: A Catalyst for Change, studies other models of community-based prior learning assessment centres in Canada. The study, implemented by the Manitoba PLA Centre, provides the basis for a conceptual framework and operational model for developing a community-based prior learning assessment centre.

2001 Manitoba Provincial PLAR Policy Framework is announced with an initial three-year implementation phase/ funding to increase the expertise in and use of PLAR across Manitoba.

2001 Conference Board of Canada releases HRDC-funded research report, Brain Gain: The Economic Benefits of Recognizing Learning in Canada.

2002 Canadian Policy Research Networks paper, Working and Learning in the Information Age: A Profile of Canadians, recommends PLAR measures should be implemented widely. Study supported by HRDC.

2002 Halifax PLA Centre, with support of HRDC, conducts an impact evaluation to sample and analyze the immediate and long-term outcomes from the more than 2000 Nova Scotians who completed a ‘Skills and Learning Portfolio.’

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2002 HRDC supports the OECD Thematic Review of Adult Learning and Canada Country Note, the first comprehensive report on adult learning in Canada and comparative review of adult learning amongst OECD member countries. The project enhanced the knowledge base on adult learning and recommended more systematic approaches to prior learning assessment and recognition in Canada.

2002 Canada's Innovation Strategy: Human Resources Development Canada and Industry Canada lead national consultations on skills and learning. Highlights include: release of Achieving Excellence: Investing in People, Knowledge and Opportunity, and Knowledge Matters: Skills and Learning for Canadians; and, national roundtables and best practices workshops on recognizing learning including, "Building Community Capacity to Recognize Learning" (CAPLA); Innovations in Workplace Skills and Learning (Conference Board of Canada/Bow Valley College); and, Immigrants and the Labour Market (Vancouver).

2002 PEI Provincial statement supports PLAR and includes Qualification Recognition.

2002 The national Learning Assessment and Recognition Network (LeARN™) of prior learning assessment providers, whose assessments are recognized in the Campus Canada consortia’s academic programs, is formed. LeARN also includes those who support the development of a national approach to PLAR and who specialize in various forms of assessment.

2002 Canadian Commission for UNESCO launches the first International Adult Learners' Week in Canada. Adult Learners' Week continues to be and is celebrated across Canada each September.

2002 Halifax PLA Centre announces the establishment of a PLAR Practitioners Network linking 200 practitioners across Nova Scotia.

2002 Canada's Innovation Strategy: Priority recommendations from participants at the National Summit on Innovation and Learning, held in Toronto, include encouraging the use of PLAR through occupation-based collaborative projects to include non-formal and informal learning and skills in order to build an inclusive and skilled work force.

2002 The SLFDB submits the Provincial Framework for RPL in Saskatchewan for review and consideration by Saskatchewan Learning (refinements to be incorporated summer 2003). The Framework outlines a vision, guiding principles, the role of stakeholders and a comprehensive action plan. Many of the actions listed in the Framework have already been undertaken to varying degrees.

2003 ACAT reactivates its Advisory Committee on PLAR.

2003 HRDC-funded study, Feedback from Learners: A Second Cross Canada Study of PLAR, which reports on the perspectives of both PLAR and non-PLAR learners, is published. The study expands the existing database to include eight years of data on over 7,200 learners and 14,000 assessments at the seven partner institutions.

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2003 BC's Ministry of Advanced Education and BC's International Qualifications Program issues a call for proposals for jointly-funded PLA projects that build on current PLA systems or projects; assist in addressing current & future labour market needs; create mechanisms for assessing learning experiences of immigrants; and promote collaboration with BC's regulatory bodies and professionals/trades associations.

2003 The Association of Registrars of the University and Colleges of Canada (ARUCC) produces a National Transcript Guide for use in Canadian Post-Secondary Institutions. Funded by HRDC, a new category, "External Learning Recognized by the Issuing Institution," is included to address recognized courses from other institutions, demonstrated competencies, prior learning and experiential learning.

2003 HRDC supports Athabasca University's Pan-Canadian Pathways initiative to further develop a Human Services model for customizing Block Credit Transfer, course transfer and prior learning assessment recognition, in order to produce new, innovative and flexible pathways to undergraduate degree completion for practitioners in the Human Services field.

2003 HRDC supports First Nations Technical Institute’s paper on Integrating Adult Learning Theory and Practice into Human Resources Development Canada (HRDC) Activities, which includes recommendations on making HRDC more adult learning friendly, including developing a PLAR policy for employees and placing PLAR in the context of a continuum of essential services. To this end, the Halifax PLA Centre provides ‘blended’ on-site/on-line Portfolio for Academic Purposes Program to HRDC and Canada Customs and Revenue Agency (CCRA) public servants interested in the Dalhousie MPA(M) program.

2003 CAPLA begins development of an Online Community of Practice (OCOP). CAPLA will provide leadership to PLAR stakeholders across Canada in the development of an Online Community of Practice dedicated to the recognition of prior learning. Through support from HRDC and Industry Canada, the goals of the project are to increase the capacity for PLAR, information, services and practice in Canada and to provide leadership in the development of national PLAR standards and best practices.

2003 Mount Royal College, with support of HRDC and partners Ryerson University and New Brunswick Community College, undertakes action research to study the impact of prior learning assessment and recognition in the nursing field to improve access to nursing education programs and accelerate graduation and employment of nurses into the labour force.

2003 Report of the Parliamentary Committee on Human Resources Development and the Status of Persons with Disabilities, Raising Adult Literacy Skills: The Need for a Pan-Canadian Response includes two recommendations in support of PLAR for literacy learners.

2003 Halifax PLA Centre undertakes a major three-year research initiative - with support and cooperation from HRDC, federally and regionally - to provide professional development and capacity building support to Employment Assistance Services agencies across Nova Scotia, to enable them to offer "Skills and Learning Portfolio Programs" to their clients. This initiative

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will be carried out in the context of a comprehensive research and evaluation framework that will add significantly to impact and outcomes data required to assess the value of the PLAR approach and interventions.

2003 The Council of Ministers of Education, Canada (CMEC), supported by HRDC, initiates a study to build an inventory of provincial/territorial initiatives relating to PLAR, with a comparative analysis of best practices by individual jurisdictions on a Pan-Canadian level. The report will provide an analysis and assessment of jurisdictional practices with a focus on best practices, applicability of international models, recommendations for next steps, and future program and policy development to be considered by jurisdictions.

2003 Fifth International Forum on PLAR/QR, “Recognizing Learning–Building Capacity in a Knowledge Economy,” is held in Winnipeg and hosted by CAPLA, with support from HRDC and other partners.

2003 Launch of Canada's Portfolio: a web-based showcase of the recognition and assessment initiatives in PLAR/QR (http://www.capla.ca).

CAPLA: The development of Canadian standards for PLAR

Prior to the institutionalization of PLAR, universities and colleges would only in rare instances

accept non-formal learning as credit toward a diploma or degree. Prior to the institutionalization of

PLAR, credit was awarded on a case-by-case basis, in an ad hoc manner. There were no formal

guidelines that would grant credit for previous academic experience, or previous employment to govern

the evaluation of nonformal and informal prior learning. The evaluation processes developed by

CAPLA were designed to help institutions to systematize.

First Nations Technical Institute, in Deseronto, Ontario, Canada founded CAPLA in 1994. CAPLA

is comprised of many members: PLAR practitioners, adult learners, businesses, unions, academic

institutions, equity groups, and non-governmental organizations.13

CAPLA is increasingly recognized in Canada, the United States and many other countries. CAPLA

provides support to PLAR practitioners and academic institutions by providing conferences,

newsletters, and workshops that are developed and implemented on a yearly basis. According to 13 Retrieved December 17’ 2005 from http://www.capla.ca/Background.php .

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CAPLA, the mission statement is summed up in this way: “The existence of PLAR, the communities’

understanding, and use of it, and adult learners' awareness and access to it are key to removing barriers

to recognition, regardless of the end uses of the recognition process.”14

As a nationwide organization, CAPLA is the only Canadian organization that is dedicated to Prior

Learning Recognition (PLR). “CAPLA has developed considerable expertise in a wide range of areas

connected to PLAR. Its network of practitioners, advisors, and assessors can be found in communities

of every province and territory in Canada.”15 CAPLA has enhanced the lives of many individuals both

academically and personally. CAPLA has been advocating on behalf of the educational and human

resource sector to develop services that meet the needs of students, employees, and employers. The

organization monitors the needs of a changing society and develops workshops and conferences

accordingly, while addressing the most challenging societal changes. “CAPLA advocates for continuous

learning opportunities and formal acknowledgment of previous learning experiences.”16

PLAR Worldwide

Although Canada was one of the first countries to officially recognize informal and non-formal

learning as a means of academic acceptance, it has quickly spread to other countries and has become

common practice in the United Kingdom, New Zealand, and Australia. In Canada, Prior Learning,

Assessment, and Recognition is known as PLAR while other countries use different terms to provide the

same academic system.17

• (ACPL) Assessment of Certificate Prior Learning- United Kingdom

14 Retrieved December 17’ 2005 from: http://www.capla.ca/Background.php. 15 Retrieved December 17’ 2005 from: http://www.capla.ca/Background.php. 16 Retrieved December 17’ 2005 from: http://www.capla.ca/Background.php 17 Retrieved January 18’ 2006 from http://www.eciad.bc.ca/pla/glossary.pdf

21

• (APEL) Assessment of Prior Experiential Learning- Southern Ireland

• (APL) Assessment of Prior Learning- United Kingdom

• (PLA) Prior Learning Assessment- Canada and USA

• (PLAR) Prior Learning Assessment and Recognition -Canada

• (RPL) Recognition of Prior Learning- Australia

According to Wong (1997), “experiential learning has been prevalent in Europe since the dawn of

Christianity. The most dominant modes included apprenticeship training by craft guilds, “chivalry

training” held in courts, and private learning in monasteries and abbeys.” As industrialization began to

develop, apprenticeships became more common as did the term “learning on the job.”

In the UK, the open and distance learning movement has grown substantially throughout the country.

The UK is home to The Open University, which not only allows students to participate and obtain a

credential without having traditional qualifications but also allows them the option of applying for

APEL.

New Zealand and Australia both have open learning institutions that facilitate RPL. The process

however, is different from that of Canada, where each academic institution establishes its own PLAR

mandate. New Zealand has a national authority, the “National Qualifications Framework,” which was

founded in 1990 and is the basis for RPL in New Zealand.18 The National Qualifications Framework is

comparable to the Canadian Association for Prior Learning Assessment (CAPLA) in Canada; however,

institutions in New Zealand are governed by the national framework.

18 Chloe Dyson Jack Keating (university of Melbourne), Recognition of prior learning Policy and practice for skills learned at work. International Labour Office, Geneva. 2005, p.9.

22

Since the inception of PLAR in Canada, the practice has grown substantially to other countries. The

following is a list of academic institutions worldwide that accept PLAR and are willing to assess and

recognize prior learning as credit toward a college diploma or university degree as well as programs that

offer certificate credentials.19 Many of those institutions are located in British Columbia and Ontario.

Although there are many institutions listed, this is not a complete list since many institutions may not

advertise PLAR as a benefit to their programs or for economic reasons are not able to advertise PLAR

on the college or university website.

Listed in Alphabetical Order by Country:20

Canada

Algonquin College: Ontario, Canada

Assiniboine College: Manitoba, Canada

Athabasca University: Alberta, Canada

Brandon, University: Manitoba, Canada

British Columbia Institute of Technology: British Columbia, Canada

British Columbia Open University: British Columbia, Canada

Centennial College: Ontario, Canada

College of the Rockies: British Columbia, Canada

Douglas College: British Columbia, Canada

First Nations Technical Institute: Ontario, Canada

Humber College: Ontario, Canada

19 CAPLA Retrieved January 18’ 2006 from http://www.recognitionforlearning.ca/practitioner/contacts.php?RFL=2f9a18caa5a367e9803f19cd6dd6f066&t=all&c=all&p=all&l=all 20 CAPLA Retrieved January 18’ 2006 from http://www.recognitionforlearning.ca/practitioner/contacts.php?RFL=2f9a18caa5a367e9803f19cd6dd6f066&t=all&c=all&p=all&l=all

23

Justice Institute of B.C.: British Columbia, Canada

Kwantlen University College: British Columbia, Canada

Loyalist College of Applied Arts and Technology: Ontario, Canada

Malaspina University-College: British Columbia, Canada

Medicine Hat College: Alberta, Canada

Mohawk College: Ontario, Canada

Mount Saint Vincent University: Nova Scotia, Canada

Northern Lights College: British Columbia, Canada

Northwest Community College: British Columbia, Canada

Nova Scotia Community College: Nova Scotia, Canada

Okanagan University College: British Columbia, Canada

Prior Learning Assessment in British Columbia: British Columbia, Canada

PLA Center Halifax: Nova Scotia, Canada

PLAR Center Manitoba: Manitoba, Canada

Red River College of Applied Arts, Science, and Technology: Manitoba, Canada

Royal Roads University: British Columbia, Canada

Saskatchewan Institute of Applied Science and Technology: Saskatchewan, Canada

University College of the Cariboo: British Columbia, Canada

University of New Brunswick: New Brunswick, Canada

University of Saskatchewan: Saskatchewan, Canada

University of Winnipeg: Manitoba, Canada

WPLAR: Manitoba, Canada

Great Britain

24

The Open University

Thames Valley University

United States of America

James Madison University: Virginia, United States

Australia

Box Hill Institute: Australia

The WALL and NALL studies

Although research on the effectiveness of PLAR is limited, the Work and Lifelong

Learning research network (WALL) (2004) and New Approaches to Lifelong Learning

Network, (NALL) (1998), have conducted several surveys.

Two national surveys were conducted in 1998 by the NALL (www.wall.ca)

research network and in 2004 by the WALL research network (www.wallnetwork.ca); D.W.

Livingstone, M.Raykov, and C. Turner report the results of both national surveys.21 I was not able to

directly access the 1998 survey; however, the 2004 survey was summarized by PLARREPORTV (Oct

21/05)22. Titled, Canadian Adults’ Interest in Prior Learning Assessment and Recognition (PLAR): a

2004 National Survey, the surveys comprised random sample sizes of 1,562 (NALL) and 9,063

(NALL). The studies sampled Canadian adults over the age of 18. In both surveys, respondents were

asked the following question:

21 Retrieved January 16’ 2006 from http://www.oise.utoronto.ca/depts/sese/csew/nall/ 22 Retrieved January 16’ 2006 from http://www.recognitionforlearning.ca/pdf/PLAR_Interest_REPORT.pdf

25

“Would you be more likely to enroll in an educational program if you could get formal

acknowledgement for your past learning experiences so that it would require fewer courses to finish the

program?”23

Livingstone et al. (2004) report that, “more than half of all Canadian adults and over 60 per cent of

employed workers would be more interested in enrolling in further education with recognition of prior

learning.” The 1998 survey reports slightly higher results. Livingstone et al. report the results of the

survey show an increase interest in PLAR with subjects who are in their twenties, while the interest in

PLAR decreases with age. An increased workday and an aging population may influence the decision to

pursue formal educational studies. The relationship between and interest in PLAR and schooling

appears to be most affected if the recipient has some postsecondary education, while showing a

decrease in interest if the individual has more credentials. The results of all respondents from the 2004

survey shows that 52.8 per cent of respondents were interested in PLAR while only 47.2 per cent were

not; although of those currently employed, 37.7 per cent were interested in PLAR and 62.3 per cent of

respondents were not.24

The surveys show that many Canadians recognize that prior learning should

contribute to the quest for formal qualifications.

Canadian Immigrants and HRDC

For many years, Canada's governments have struggled to find ways to improve the lives of

immigrants, introducing various strategies to support immigrant families by improving their economic

23 D.W. Livingstone, M.Raykov, and C. Turner, (2004). Canadian Adults’ Interest in Prior Learning Assessment and Recognition (PLAR): 2004 National Survey. Retrieved January 6’ 2006 from http://www.recognitionforlearning.ca/pdf/PLAR_Interest_REPORT.pdf 24 D.W. Livingstone, M.Raykov, and C. Turner, (2004). Canadian Adults’ Interest in Prior Learning Assessment and Recognition (PLAR): 2004 National Survey. Retrieved January 6’ 2006 from http://www.recognitionforlearning.ca/pdf/PLAR_Interest_REPORT.pdf

26

conditions and educational opportunities. To help with a growing immigrant population, Human

Resources and Skills Development Canada (HRSDC) has initiated an on-going project titled “Going to

Canada, on-line Portfolio Model.” HRSDC has created a website for individuals and families who

would like to immigrate to Canada. The site offers skills development information, PLAR recognition

and other resources to assist with a successful transition to Canada.

HRSDC has come to realize the importance of PLAR and the development it will have on immigrant

communities.25 The Canadian government has recognized the need for highly skilled immigrants and

has emphasized the need for immigrants’ previous learning experiences to be recognized not only in the

country of origin, but also in Canada. HRSDC realizes the need for foreign-trained individuals to

become familiar with Canadian institutions, workplaces, and societal customs in order to sustain

Canadian economic growth for immigrants and non-immigrant residents.

HRSDC has outlined several goals with respect to the on-line portfolio model26:

These goals are to attract and select highly skilled immigrants; to develop an integrated and

transparent approach to the recognition of foreign credentials; provide better support for immigrants into

Canada’s labour market; and help immigrants to achieve their full potential over the course of their

working lives. 27

HRSDC began the project with a contracted agreement between HRSDC and CAPLA that would

commence March 1 2004 and conclude March 31 2004. There are three components to the project

including a web search, a survey, and analysis of the survey and web search.

25 An On-line Portfolio Development Model for the Going to Canada Portal For the Learning and Literacy Directorate, Human Resources and Skills Development Canada, June, 2004, p.3. Retrieved January 20’ 2004 from http://www.capla.ca/going_to_canada.php 26 ibid, pp. 3-4. 27 Knowledge Matters http://www.hrdc-drhc.gc.ca/sp-ps/sl-ca/doc/summary.shtml#immigration

27

HRSDC and CAPLA began the web search by researching particular websites for portfolio

development and on-line portfolio development. The results indicated a wealth of information

pertaining to PLAR and portfolio development; however, locating on-line portfolio development

resources proved to be problematic28.

HRSDC conducted the survey on individuals who worked in agencies that served immigrants; for

example, Asians and others. Canadian government agencies that had been involved in on-line portfolio

development or PLAR were also asked to participate.29 Those who worked in institutions and agencies

serving immigrants received the survey electronically and were given the choice of responding through

e-mail or verbally. According to HRSDC (2004) organizations that received the survey included

HRSDC; Industry Canada; Campus Canada; Sector Councils; Skills for Change; the Maytree

Foundation; York Region Neighborhood Services; Universities of British Columbia, Alberta,

Saskatchewan, and Athabasca; Red River Community College; Mohawk College; Conestoga College;

Nova Scotia Community College; First Nations Technical Institute; PLA Centre, Nova Scotia;

Ministries of Education in Quebec, Prince Edward Island; and Independent Consultants30. According to

HRSDC, as of March 31, 2004, seventeen responses had been received.

The analysis of the survey led to three recommendations:31

• “One, the portfolio development process should emphasize to immigrants the benefits to be gained by knowing where they will live and what they will do when they arrive.”

• “Two, immigrants need to be aware of the diverse types of documentation needed to support their

claims.” • “Three, immigrants need to be aware of the range of reactions to portfolios amongst Canadian

employers. All parties should be cognizant of the risk of misrepresenting the value of the portfolio,

28 ibid, pp. 5-6. 29 ibid, pp.5-6 30 ibid, pp.6-7 31 ibid, p. 7

28

given that advocates of the portfolio development process may place a higher value on portfolio than do employers.”32

This research indicated that the portfolio development process can assist immigrants in

recognizing the benefits of identifying language issues and cultural differences between Canada and the

country of origin.33

CONCLUSIONS AND RECOMMENDATIONS

Distance learning, coupled with PLAR, ensures many individuals have access to post secondary

education regardless of culture, country of origin and age. When an institution offers both PLAR and

distance learning, the learner is provided with a wealth of resources to enhance his or her learning

experience.

PLAR and distance learning are among the preferred ways of enhancing economic stability and

Canadian economic growth. PLAR and distance learning can offer the immigrant all the resources he or

she will need to pursue an education and increase economic stability.

Not only has Canada expanded the use of PLAR in many colleges and universities, institutions

worldwide have opted to increase enrolment through PLAR and distance learning. “By implementing

distance education where appropriate, school officials will be challenged to move beyond

preoccupation with the past, and become focused on reinventing schools appropriate to a changing

32 An On-line Portfolio Development Model for the Going to Canada Portal For the Learning and Literacy Directorate, Human Resources and Skills Development Canada, June, 2004, p.3. Retrieved January 20’ 2004 from http://www.capla.ca/going_to_canada.php 33 ibid, p.7

29

world.”34 There is a need for a systematic approach and consistent assessment of prior learning in post-

secondary education and workplaces; surveys of Canadian workers suggest institutionalizing PLAR

may result in increased post-secondary enrollments; and post-secondary institutions will benefit from

increased enrollments because government funding tends to be tied to enrollment levels.

Many colleges and universities receive government funding based on enrolments; therefore, when there

is an increase in enrolment, there is also an increase in funding.

The assessment of informal learning becomes beneficial when an adult has been away from formal

studies for many years but strives to maintain economic and social stability in his or her own

community. Many institutions and work places are allowing the recognition of informal and non-formal

learning, realizing the benefits of learning that occurs in everyday life. Informal and formal learning

provides a country with a sound economy and community growth.

Given the potential benefits of using PLAR, it is essential that more research be carried out on the

actual benefits of PLAR, to both institutions via increased enrolments, and to the students whose

admittance to programs and gaining of credentials is enhanced by the PLAR process. Such research will

help to inform both institutions and their clientele, and enable them to make appropriate decisions about

the use of this potentially valuable resource. There is definitely room for further PLAR research.

34 ibid, p.75.

30

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