Presenter: Paul Zakos, Manager, PLA at FNTI

1. 2nd International Indigenous Symposium“Ancestral Knowledge and Inter-culturalism”October 27 & 28, 2011La Pintana, Chile Title of Presentation: Moving Forward on the Development of an International Indigenous RPL* Collective Presenter:Paul Zakos, Manager, PLA at FNTI *Recognition of Prior Learning (RPL) also called Prior Learning Assessment (PLA) orPrior Learning Assessment and Recognition (PLAR)

2. REMEMBERING WHO WE ARE “We cannot know where we are going until we know where we come from.” 1

3. GOALS OF PRESENTATION: • Describe the context under which the Collective has been developing – e.g. Declaration on rights of Indigenous Peoples • Identify original partners • Describe basic principles of RPL and why they are important to Indigenous knowledge development • Outline development of Collective to date: mission, vision, objectives • Identify strategies for further development • Obtain input from conference delegates • Closing Summary 2

4. UNITED NATIONS DECLARATION ON THE RIGHTS OF INDIGENOUS PEOPLES Article 13 Indigenous peoples have the right to revitalize, use, develop and transmit to future generations their histories, languages, oral traditions, philosophies, writing systems and literatures and to designate and retain their own names for communities, places and persons… States shall take effective measures to ensure that this right is protected. Article 14 Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning… States shall in conjunction with Indigenous peoples, take effective measures, in order for Indigenous individuals to an education in their own culture and provided in their own language. 3

5. CONTEXT • FNTI’S COMMITMENT TO INTERNATIONAL INDIGENOUS PARTNERSHIPS • Partnership seeds were planted in 2001 • Why they are an important part of our mission and vision • Protocol agreements – Taiñ Akimn, School for Indigenous Governance • Relationship of PLAR, Adult Learning and Indigenous ways of knowing • Future aspirations • Role of Government(s) - Funding • Sustaining/strengthening the Collective • Next Steps for FNTI, the Collective 4

6. ORIGINAL PARTNERS –STEERING COMMITTEE • Taiñ Adkimn (Mapuche) Chile • Workers’ College – Durban, South Africa • School for Indigenous Governance – (Kichua) Ecuador • Nunavut Arctic College – (Inuit) Nunavut, Canada • First Nations Technical Institute (FNTI) (Mohawk) Canada 5

7. FNTI’s 19TH ANNUAL PLA CONFERENCE Closing Ceremony, May 2008 (L to R)Jose Zarate, Pedro Valenzuela and Maria Hueichaqueo 6

8. FNTI’s 19TH ANNUAL PLA CONFERENCE (L to R) Luis Maldonado, (Ecuador), Angie Kubluitok, (Nunavut), and Miguel Angel Carlosama, (Ecuador) Kessie Moodley (Workers’ College) and(Jan Hill), FNTI 7

9. PLAR TRAINING IN CHILE 8

10. PLAR TRAINING IN ECUADOR 9

11. FNTI/SCHOOL FOR INDIGENOUS GOVERNANCE Kariwakeron Tim Thompson and Luis Maldonado – Signing Protocol Agreement 10

12. PLAR TRAINING – NUNAVUT ARCTIC COLLEGE 11

13. NUNAVUT PLAR TRAINING 12

14. PLAR TRAINING IN SOUTH AFRICA • Workers’ College – Durban • MERSETA - Johannesburg 13

15. ORIGINS OF PLAR • Mid 1970’s Council for Adult and Experiential Learning (CAEL) USA • Research sponsored by the Educational Testing Service • Seeking alternate methods of assessing adults’ learning – paper, pencil, tests - inadequate, rigid disrespectful PLAR TAKES OFF • Gradually made its way to other countries: • Canada (Quebec) early ‘80’s • FNTI - 1985 • UK early 1990’s • Globally 2000+ 14

16. DEFINITION OF PLAR • Prior Learning Assessment and Recognition PLAR is a process that involves the identification, documentation, assessment and recognition of learning acquired through formal and informal study. This may include work and 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/ professional certification or for employment/labor market entry purposes. 15

17. PLAR ASSUMPTIONS • 1. Significant learning can and does take place outside of the classroom. • 2. Adults acquire important knowledge, skills and abilities through working, training, reading, traveling, television, parenting, community involvement, etc. • 3. Such learning can and should be evaluated for credit by educational institutions and in the workplace for hiring and promotion. • 4. Evaluation policies and procedure should be documented, clearly articulated and available to the public. • 5. Practices which force adults to repeat learning which they have already mastered are inefficient, costly and unnecessary. 16

18. ASSESSMENT METHODS • Standardized Tests • Review of Transcripts, Licenses and Certificates • Challenge Exams • Given as substitute for formal classroom workbut usually covering same material. • Portfolio Review • Oral Exam/Discussion • Performance Observation • Skills Demonstration/Product Assessment • Program Review/Evaluation • Self-Assessment } common methods 17

19. PORTFOLIO – A DEFINITION “A Portfolio is a record kept in a binder, a file or a folder – of an individual’s prior learning achievements – what she or he knows and can do. Some portfolios are extremely comprehensive and wide-ranging; some are more narrowly and specifically focused – depending on the purposes, objectives and goals of the individual. While portfolios often contain many of the elements and components outlined below, there is no single ‘right’ way to organize and present a portfolio. In fact, people exercise a great deal of creativity in this regard.” Guidelines for The Canadian PLAR Practitioner, CAPLA 18

20. CRITICAL COMPONENTS OF A PORTFOLIO Chronological Record Life History Paper Or Autobiography Goals Paper Educational and Career Plan Learning Outcomes or Competencies Documentation } optional 19

21. PLAR can be used: • By those seeking admission into post-secondary education • To obtain advanced standing for a course/program • To obtain credits towards a credential • To seek entry into a particular field of employment • For registration with professional bodies • For purposes of promotion • For purposes of self development, healing, community development • Strengthening cultural values, beliefs, ways of knowing 20

22. BENEFITS OF PLAR PLAR can benefit adult learners, institutions, companies and communities. The benefits to the adult learner are: Eliminates duplication of learning. Streamlines the learning process. Reduces the cost of formal education – take only what you need. Prepares adults to return to formal study: a. academically b. practically Enhances personal growth/development and self-confidence. Validates learning from outside the educational system from a variety of sources including workplaces, communities, families, cultures. 21

23. The benefits of PLAR to institutions/employers are: Recruitment and retention of growing number of diverse, experienced adult learners/workers. Effective tools for placement of learners/employees and ongoing education/training. Catalyst for organizational self-reflection/change processes. Enhanced access to diverse groups of adults, workplaces, communities. Improved learning environment for all workers/learners – better balance between theory/practice. Good marketing tool – opens up new vistas for educational delivery/on-the-job training and career path development – more efficient, systematic. Wider range of learning/training options suited to diverse learner/worker needs. Needed service to community, industry and the larger society. 22

24. THE INTERNATIONAL INDIGENOUS RPL COLLECTIVE 23

25. PURPOSES • Work collaboratively with education and training organizations helping them to assess their services to adult learners and their communities. • Determine the extent to which they embrace culturally respectful approaches to the delivery of learning to the individuals and communities which they serve. • Create and evaluate adult friendly policies and practices that formally recognize Indigenous knowledge using a variety of assessment approaches to identify, articulate and validate Indigenous ways of knowing • Assess the extent to which these services contribute to strengthening community capacity for self-determination and in linking communities together. 24

26. VISION The International Indigenous RPL Collective recognizes values and gives voice and legitimacy to Indigenous languages, cultures and ways of knowing. It is inclusive, reflecting the needs, values and wishes of diverse peoples. It nurtures and strengthens their desire to assume their rightful places as full partners in the societies in which they live. The Collective believes that culturally respectful approaches to learning enable Indigenous peoples to make informed choices related to improving their quality of life, standard of living and taking charge of their own destiny. 25

27. MISSION Working toward the creation of Indigenous controlled institutions of higher learning, the Collective aims to influence key policy decisions related to education and learning initiatives of governments and educational systems. It advocates for formal recognition of Indigenous ways of knowing which support and respect traditional knowledge, strengthen language, culture and self-determination. It works co-operatively with members and key stakeholders from the public and private sector, to create institutions and practices which respect the validity and credibility of Indigenous knowledge, cultural teachings and languages. Standards and methods of assessment are developed and articulated by recognizing knowledge keepers from within the Collective. 26

28. OBJECTIVES • enhance, safeguard and validate Indigenous languages, cultures and ways of knowing. • identify community strengths, resources, needs. • support collaborative approaches enabling collective consciousness-raising and social action • strengthen self-confidence, self-reliance and community capacity for self-determination. • promote Indigenous nations and groups as full partners in educational policy, planning, delivery and evaluation. • create international Indigenous benchmarks of best practice for RPL within an integrated framework of culturally respectful adult learning principles, practices. • support co-operative approaches to culturally-based wholistic learning. • disseminate best practices and discover new practices. • host regular gatherings of members and other interested stakeholder groups, organizations and individuals. 27

29. GOALS OF THE INTERNATIONAL INDIGENOUS RPL COLLECTIVE (July 2011) • Identify Sources of Funding – complete strategic plan enabling a more stable organization to evolve. • Develop a Website – share mission, vision, objectives and membership information ( www.alfican.ca, www.fnti.net) • Seek and Establish Membership – invite diverse Indigenous groups to provide feedback on mission, vision, objectives. • - create partnerships with other organizations sharing a common vision • Develop an Institutional Self-Evaluation Tool – design, implement a holistic, multi-faceted training program for Indigenous peoples to strengthen cultural applications of RPL. • Establish Regular Conference • - celebrate and share successes • - identify common challenges • - seek input from learners, Indigenous leaders, elders • - renew, strengthen commitment to Indigenous knowledge, RPL, adult friendly approaches to teaching/learning 28

30. SUMMARY EFFECTIVE PLAR/RPL MODELS They are: • Imbedded in wholistic adult learning policies tied to provincial, regional, national labour market policies. • Based on inclusive Best Practices Framework with accountability mechanisms • Focus on partnerships e.g. learners, communities, employers, post-secondary systems, government. • Reduce fragmentation, competitiveness, increase efficiency, effectiveness. • Reward and promote partnerships, shared vision • Sustained by: (i) learning culture which values highly informal and formal learning, diversity of language, culture, ways of knowing. (ii) funding which acknowledges legitimate learning needs of adults, not a barrier to participation. • RPL releases life-affirming, dynamic, positive energy. 29

31. SOME REFLECTIONS • Being a responsive, pro-active institution • Examine fitness to serve your adult learner population. • Expecting people from diverse backgrounds (ethnically, culturally, linguistically) to assimilate into an “alien” culture is counter productive to optimal human and cultural development. • Engage adult learners as co-developers, collaborators to transform institutions. • Move from “alien” (us-them) to welcoming, dynamic, visionary, leading edge (we) institutions. 30

32. Questions, Comments, Feedback 31

33. “What counts in life is not the mere fact that we have lived – it is the difference we have made to the lives of others that determines the significance of the life we lead.” Nelson Mandela 32

34. NIA:WENKOWA!!! (GREAT THANKS) MEGWETCH!!!! (GREAT THANKS) 33