What is the initiative and where is it implemented (city or country, for example)?
PLAR is an initiative developed by the Canadian Association for Prior Learning Assessment (CAPLA). PLAR/RPL stands for Prior Learning Assessment and Recognition of Prior Learning. Prior learning assessment and recognition defines processes that allow individuals to identify, document, have assessed and gain recognition for their prior learning. The learning may be formal, informal, non-formal, or experiential (CAPLA, 2021).
Self-knowledge, credit or academic advancement, employment, licensure, career planning and recruitment are among the key aims for PLAR processes that focus on learning.
Some organizations in Canada use the term PLAR to describe processes associated with assessment and recognition of non-formal and informal learning only. Tools such as challenge exams, demonstrations, structured interviews, simulations and portfolios can be used alone or in combination for experiential learning and competency assessment in such instances.
How was the initiative established? How was it implemented?
Canadian PLAR emerged as a governmental initiative to increase and improve the quality of Canadian labour supply. Through further and accelerated education PLAR allows the recognition of learning that takes place in different educational settings and through experience outside classrooms. The initiative has been in practice for over two decades.
PLAR highlights the importance of learning experience; participants are encouraged to validate their knowledge and skills related to the workplace standards and competencies as identified by professional bodies, or learning outcomes as described in the course outlines of institutions.
Learning assessment is organized in two steps: the first, portfolio development, collects materials and records that verify learning achievements and relates them to the requirements of an education or training programme, work standards, or a professional qualification. Portfolio development produces a valuable product but the process is also important in helping the candidates analyse, understand and explain to others what they know and can do, as well as what they still need to learn. The second step, the challenge process, is necessary for obtaining credit for particular courses. The term ‘challenge’ is most often used in the Community College system. Challenge processes differ amongst educational institutions but is present in most of Canada’s public colleges (CAPLA, 2021).
Which stakeholders are involved in the design and/or implementation of the initiative? Which sectors do they represent?
The Canadian Association for Prior Learning Assessment (CAPLA) has over 400 members nationally and internationally.
CAPLA was developed with the support of First Nations Technical Institute (FNTI) and has maintained its aboriginal legacy by sustaining the beliefs in respect towards learners, inclusions, cultural diversity, formal recognition for appropriate learning achievements, reducing barriers to labour force participation, advocacy for improvements in formal education and credential systems (CAPLA, 2008).
In 2002, CAPLA became an independent organization, and holds yearly workshops and conferences. It has been instrumental in bringing the fields of prior learning assessment and recognition and formal credential recognition (qualification recognition, QR) together in order to support the recognition of prior learning as a holistic process. CAPLA has developed the RPL site into a world-renowned model in leadership for sharing information as an on-line community of best practices for PLAR stakeholders and a hub for national and international research in PLAR and QR.
Led by the CAPLA Board Members, PLAR is a highly-decentralized process with the responsibility for assessment and validation distributed across the nation’s provincial/ territorial governments, educational institutions and professional bodies. The ten Canadian provinces have full responsibility over educational matters, while education and training providers and other local agencies at the local levels have a strong operational autonomy (Singh, 2015).
What are the impacts of the initiative in terms of facilitating lifelong learning? Whom does it benefit and how?
PLAR is a tool that support several target groups, including:
- older workers with or without formal credentials who wish to identify their prior learning and have it certified for employment advancement;
- immigrants who require recognition of competencies acquired outside of Canada;
- members of marginalized groups who have not had their learning valued for a number of reasons;
- human resource managers and counselling practitioners supporting adults who have work and life experience but little confidence in their skills (Singh, 2015).
According to the Strategic Plan of 2008, CAPLA and PLAR have the following aims:
- to promote recognition of credentials in Canada and internationally;
- to support professional development and expertise among stakeholders;
- to foster research and development of resources for the improvement of recognition practices;
- to continue to develop and grow as non-profit organization committed to advancing the awareness, acceptance, and practice of recognition (CAPLA, 2008).
Although PLAR explicitly states that it is focused on all areas of learning, it has a strong vocational and labour market focus. Progression through access to formal qualifications still remains the key aspect of PLAR, and opening up access and progress in skilled and professional occupations in the labour market is the key issue of the initiative (Singh, 2015).
References
CAPLA, 2008. CAPLA Strategic Plan. [Online] Available at: https://capla.ca/capla-strategic-plan/ [Accessed 24 May 2021].
CAPLA, 2021. What is Prior Learning Assessment & Recognition (PLAR)/ Recognition of Prior Learning (RPL)? [Online] Available at: https://capla.ca/what-is-rpl/ [Accessed 24 May 2021].
Singh, M., 2015. Global perspectives on recognising non-formal and informal learning: Why recognition matters. [Online] Available at: https://unesdoc.unesco.org/ark:/48223/pf0000233655 [Accessed 24 May 2021].