PRIOR LEARNING ASSESSMENT & RECOGNITION

1. PRIOR LEARNING ASSESSMENT & RECOGNITION An Overview Dr. Christine Wihak Workplace & Adult Learning University of Calgary

2. Definition of PLAR • Brief look at research on ITIs (internationally trained immigrants) and PLAR • Description of PLAR process • PLAR resources available in Canada

3. What is PLAR? “The practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners’ have gained through experiential or self-directed (informal) and/or non-credit courses and workshops (nonformal) learning, rather than through formal education” (Thomas, 2000).

4. Why do PLAR? • For immigrants, there is the potential for Canadian credentialing of foreign experience and training and connecting them to the right work • Potential benefits of PLAR to ITIs • It reduces time needed to complete credential; don’t need to re-learn material learned elsewhere • It reduces costs of completing credential • It improves confidence

5. Research on PLAR and immigrants • Livingstone, Raykov, & Turner (2005) cross-Canada survey on Work and Learning • Found two-thirds of immigrant respondents interested in gaining recognition for informal and non-formal learning • Saskatchewan survey of immigrants (Shmyr, 2003) found that none of the respondents had heard of PLAR (process, methods or term) • Learning Innovations Forum doing research on an e-portfolio system for immigrants (http://www.futured.com/documents/LIfIAProjectAnnouncementAugust05.pdf) • Wihak working on proposal to do applied research on PLAR and ITIs in Canadian post-secondary setting

6. PLAR for Immigrants has 3 parts….. • Assessment of formal international credentials: WES, 5 provincial agencies, professional associations, regulatory bodies, sector councils, h.e. institutions • Assessment of language skills in English and French: standard tests, ESL providers etc. • PLAR focus: assessment of work and other experience for formal educational credit recognition or to meet job requirements.

7. Informal and non-formal Internationally Trained Immigrant FormalCredentials Language Proficiency Experience

8. Internationally Trained Immigrant Formalcredentials Language Proficiency Experience Employment

9. Internationally Trained Immigrant Formalcredentials Language Proficiency Experience Competencies, knowledge, skills and attributes of the job Employment

10. Internationally Trained Immigrant Formalcredentials Language Proficiency Experience Competencies, knowledge, skills and attributes of the ITI Competencies, knowledge, skills and attributes of the job Employment

11. Internationally Trained Immigrant Formalcredentials Language Proficiency Experience Competencies, knowledge, skills and attributes of the ITI THE FIT = THE GAP + THE BRIDGE Competencies, knowledge, skills and attributes of the job Employment

12. Internationally Trained Immigrant Formalcredentials Language Proficiency Experience FCR e.g. TOEFL PLAR/APEL Competencies, knowledge, skills and attributes THE FIT = THE GAP + THE BRIDGE Competencies, knowledge, skills and attributes Employment

13. Nonformal learning • PLAR can recognize learning gained outside of formal education system • For ITIs, formal learning gained in foreign education system sometimes not recognized by through usual channels of Canadian formal education system • Foreign formal education might be recognized through PLAR process of recognizing nonformal learning

14. How is PLAR done? • Several different methods for assessing learning: • Interviews, demonstrations • Review of job-based training • Review of foreign credentials not recognized through credential evaluation services • Challenge exams • Portfolio development and review

15. Building a Portfolio • Portfolio commonly used for PLAR • Steps in portfolio development • Create a learning narrative that describes significant learning experiences • Identify specific learning in each learning experience • Create learning statements • Document learning statements

16. How to Describe Learning – Bloom’s Taxonomy

17. Learning Example (fictional) • Learning Narrative from an Eastern European ITI: • “I worked in an international NGO where a dress code was introduced. The effect on the employees was to make them feel more confident and more important. They make comments like: I feel like I’m really working because I need to wake up a little bit early and dress up for work.” • Learning Statements: • I observed the relationship between the employer expectations concerning dress and employees’ attitudes. • I hypothesized that employers could increase employee productivity by changing an organizational culture through methods such as dress codes.

18. Portfolio Process • Commonly used process • At Athabasca University, used to gain credits towards a program, not just a course • Portfolio development courses available on-line

19. PLA Centre -- Halifax

20. Athabasca University

21. Mohawk College -- Hamilton

22. CAPLA: Info on PLAR at Canadian Post-Secondary Institutions

24. References Livingstone, D. W., Raykov, M., & Turner, C. (2005). Canadian adults' interest in prior learning assessment and recognition (PLAR): A 2004 national survey. Toronto: Ontario Institute for Studies in Education. Shmyr, Z. (2003). Recognition of prior learning (RPL) within the newcomer community: A needs assessment final report. Regina: Saskatchewan Association of Immigrant Settlement and Integration Agencies (SAISIA). Thomas, A. (2000). Prior learning assessment: The quiet revolution. In A. Wilson & E. Hayes (Eds.), Handbook of adult and continuing education (pp. 508-522). San Francisco: Jossey-Bass.

25. More Info on PLAR? • State of the Field Review • Review of PLAR research from 2000-2005 • Coming soon to website of Canadian Council on Learning

26. Contact Information Dr. Christine Wihak cwihak@ucalgary.ca (403)-210-3921