Reference document coordinated by the Ontario Ministry of Education and Training and
prepared by Joy Van Kleef, PLAR Consultant, for the sub-theme on School to Work and Work to School Transitions
EXECUTIVE SUMMARY
This discussion paper on Prior Learning Assessment and Recognition (PLAR) has been prepared
to provide participants at the Third National Forum on Education with a general understanding of
PLAR and the major issues facing organizations involved in its implementation. Extensive
consultations were conducted with a nation-wide range of experts and organizations involved in
PLAR. The paper provides an historical overview of PLAR's development in Canada and a chart
on PLAR activities in governments and education/training institutions across the country. Three
important PLAR issues are introduced and suggestions on how the education/training community
may wish to collaborate to resolve these issues are presented for discussion.
Prior Learning Assessment and Recognition is based on the premise that significant learning
takes place in a wide variety of contexts throughout a person's life, and that it is beneficial to
both organizations and individuals to recognize that learning wherever possible. PLAR is a
process used to identify, verify and recognize learning (knowledge and skills) that have been
achieved through activities such as work, travel, independent study and community work.
Examples of recognition gained are educational credit, occupational certification, employment
and access to advanced training.
Through the use of assessment methodologies such as standardized tests,
demonstration/challenge testing, portfolio and external course assessments, individuals are able
to assess their own learning with a view to creating appropriate educational plans; educators are
able to evaluate learning that has been acquired outside the classroom for academic credit.
Quality assurance mechanisms built into the PLAR process ensure that legitimate learning is
recognized and that the integrity of institutions' credentials is maintained.
PLAR has grown considerably in Canadian education/training institutions since 1993 and a
number of issues have emerged. Among these are: 1) Funding - Although there is general
agreement that PLAR costing arrangements should encourage learners and institutions to
participate in PLAR, there are currently federal, provincial and institutional financial
disincentives affecting the number of learners accessing PLAR services. 2) Quality Assurance - Despite initiatives to ensure quality, some organizations express reservations about the integrity
and utility of the PLAR process. Lack of information about PLAR as well as a scarcity of
research on its efficacy exacerbate these reservations. 3) Portability - Education and training
initiatives are scattered without cohesion across levels of education, institutions, workplaces and
government departments. PLAR's potential to facilitate learners' transitions from one learning
environment to another is not being realized.
The Third National Forum on Education's theme, "Education and Life: Transitions" and the
sub-theme "School to Work and Work to School", present an opportunity to explore how
education/training organizations within and across jurisdictions can collaborate to enhance the
lifelong learning process. This paper presents a number of suggestions for such collaboration
within the context of PLAR.
PRIOR LEARNING ASSESSMENT AND RECOGNITION
INTRODUCTION
The purpose of this paper is to provide participants at the Third National Forum on Education
with a basis for discussion on the topic of Prior Learning Assessment and Recognition (PLAR)
within the School to Work and Work to School sub-theme. A definition of PLAR, its potential
benefits and history are offered and a cross-Canada overview is given. Three key issues facing
governments, consumers and direct deliverers are presented. Policy areas are identified in which
potential collaboration may be possible. An effort has been made to balance introductory
information on PLAR with a discussion of more in-depth issues regarding the future of PLAR.
Preparation of this document included research and extensive consultations with PLAR experts
in organizations across sectors, across Canada. Specialists in matters relating to both PLAR and
education/training were invited to provide commentary. In keeping with the terms of reference
established by CMEC, it is not the purpose of this paper to represent any single perspective or to
recommend any specific course of action.
DEFINITION AND RELEVANCE TO EDUCATION
PLAR is based on the premise that significant learning takes place in a wide variety of contexts
throughout a person's life, and that it is beneficial to both organizations and individuals to
recognize that learning wherever possible. PLAR is a process used to identify, verify and
recognize learning (knowledge and skills) that have been achieved through activities such as
work, travel, independent study and community work. Examples of recognition gained are
educational credit, occupational certification, employment and access to advanced training.
PLAR is an ideal tool to use in responding to the learning needs of Canadians because it supports
continuous engagement in learning activities at home, at school and in the workplace throughout
our lifetimes. PLAR provides reliable mechanisms through which achievement of common
expectations of educators, trainers and employers can be measured, mutually recognized and
continuously used for educational and workplace planning purposes.
The Third National Forum on Education's theme, "Education and Life: Transitions" and the
sub-theme of "School to Work and Work to School" are particularly suited as a backdrop for
discussions on PLAR. In recent years, governments have been interested in improving links
between education and labour force development. This interest now has become a critical need
as Canada's labour force struggles to keep up with changes caused by workplace downsizing,
closures and technological development. No education/training organization is immune from the
need for infrastructural changes to provide accessible, flexible learning mechanisms that are
relevant to the workforce. No organization can hope to achieve these changes in isolation.
There are several methodologies used to conduct PLAR, some of which are:
a) standardized testing (for which validity and reliability checks have been completed)
b) demonstration/challenge testing (e.g. exams, audio presentations, product evaluations)
c) portfolio assessment (presentation of learning from an individual s perspective)
d) external course assessment (e.g. courses offered by industry for college credit)
PLAR has a number of fundamental elements that have been adopted by organizations to ensure
high quality PLAR processes. Some of these elements are:
- Recognition is provided for learning (knowledge, skills), not experience (time spent).
- Assessments are conducted in relation to specific criteria (e.g. course outcomes).
- Assessments take into account the necessary depth, breadth and level of learning and the
appropriate balance of theory and practice, required for recognition.
- Only appropriately trained persons conduct assessments.
- Assessment methods and tools must be high quality and flexible.
POTENTIAL BENEFITS
PLAR benefits individuals. It assists them in taking responsibility for their own learning,
increases access to education, eliminates duplication of training, facilitates development of
educational goals and plans, improves self-esteem and motivation to learn, reduces program
workloads, reduces costs and facilitates transition between learning environments.
PLAR benefits institutions. It serves a wide, diverse learner population, increases retention,
assists in effective student placement, increases efficiency, and provides opportunities to partner
with employers and other community organizations.
PLAR benefits faculty. It stimulates discussions on program content and the relevance of
credentials, increases interaction with non-traditional learners, broadens understanding of
assessment and evaluation, and creates opportunities for professional development.
PLAR benefits the community. It promotes a high quality workforce, contributes to
community stability, reduces the costs of education, provides role models for youth and improves
links among industries and educational institutions.
HISTORY
PLAR began at the postsecondary college level in Canada, largely for the purpose of granting
academic credit. PLAR was first used in 1980 in the Nursing Diploma program at Red River
College in Winnipeg, Manitoba. First Nations Technical Institute and Mohawk College in
Ontario followed suit in 1982 and 1985 respectively.
The first province-wide implementation was in Quebec CÉGEPs commencing in 1984. In 1992,
the Government of Ontario embarked on system-wide implementation for Ontario colleges and
from 1992 to the present, a number of other postsecondary institutions and provincial
governments (including Newfoundland, New Brunswick, Nova Scotia, Saskatchewan, Alberta
and British Columbia) developed PLAR policies and procedures at the secondary and/or
postsecondary levels.
During the early and mid-1990s, a number of national organizations began to recognize the
potential of PLAR and to support the work conducted by institutions. Human Resources
Development Canada (HRDC) supported a number of initiatives, conferences, network
development and sectorally sponsored pilot projects in several regions. Recently, HRDC has
expressed its interest in facilitating the resolution of issues identified by provincial and national
groups through pan-Canadian partnerships.
The Canadian Labour Force Development Board (CLFDB) adopted PLAR as one of its priority
policy development areas and also began to support PLAR initiatives in the early 1990's. The
Board proposed a modification to the term then used by most Canadian organizations, "PLA",
and recommended that the term "PLAR" be adopted to mark the importance of recognition
awarded through assessment. In 1997 the CLFDB also hosted the second National Forum on
PLAR which was highly successful.
In the mid-1990s, the usefulness of PLAR began to be recognized by some universities'
continuing education faculties. Projects have subsequently sprung up to explore the
implementation of PLAR at universities. This area of PLAR development has been slower than
at the community college level, but appears to be gaining support. Other sectors, particularly
industry and labour generally have not acted to adopt PLAR on their own or in partnership with
education/training institutions.
CROSS-CANADA OVERVIEW
It is difficult to obtain a clear picture of the progress of PLAR in Canada. Few institutions
collect data; few governments monitor activities. Policy responsibilities for PLAR are frequently
scattered across government departments that may or may not be linked and the priority assigned
to PLAR varies. Provincial government involvement in PLAR has largely been in the form of
policy development and initial implementation funding support to institutions. Few initiatives
have been undertaken to use PLAR to link secondary and postsecondary levels of
education/training or to enhance mobility across sectors.
The attached chart summarizes major PLAR activities in Canada by province/territory (pages 11-14) and by participant group (page 15). The chart confirms an uneven distribution of PLAR
activity across the country. The most active participants are community colleges and national
organizations providing financial support for PLAR development. The chart also reveals some
excellent partnerships and projects within some provinces, little activity in others, and limited
collaboration across provinces.
At the secondary school level, British Columbia, Alberta, Saskatchewan, Quebec, New
Brunswick and Nova Scotia have provincial policies on PLAR and Ontario is in the process of
replacing its current policy of maturity credits through its Secondary School Reform Project.
These provincial policies differ substantively as do provincial funding arrangements.
At the college level, provincial policies on PLAR exist or are nearing completion in British
Columbia, Alberta, Ontario, Quebec and New Brunswick. However, these provinces' positions
vary widely on common policy issues. For example, in British Columbia, recording PLAR on
college transcripts is currently optional; in New Brunswick transcripts do not record PLAR.
Funding arrangements vary dramatically from no provincial support for PLAR activity to sliding
scale assessment fees and special budget allocations for promotion, development and delivery.
With few exceptions, colleges receive little or no permanent, targeted funding for PLAR
activities.
At the university level, formal institutional PLAR policies are least developed across Canada.
With few exceptions, activities tend to be on a project basis and funding is limited (see chart).
In apprenticeship, formal provincial PLAR policies are under development in Newfoundland
and Ontario. In most provinces, reductions in apprentices' formal training programs are often
based on a calculation of the amount of time an individual has spent working in an occupation
rather than an assessment and verification of knowledge and skills. The extent to which this
practice occurs varies by province and occupation. The extent to which this practice is
considered to be PLAR also varies. There are currently no provincial funding mechanisms
specifically for PLAR in apprenticeship.
KEY ISSUES
During the research and consultation phase of this work, the following three issues of concern
were raised repeatedly.
1. Funding for Institutions and Learners
The management and delivery of PLAR at both the system-wide and institutional levels require
human and financial resources. The up-front developmental work and the training of assessors
and portfolio instructors are critical PLAR activities, but often represent costs over and above the
day-to-day operating costs of organizations. Long-term activities that have additional direct and
indirect costs are internal PLAR co-ordination, development of assessment tools, delivery of
assessments and support services to PLAR candidates and the search for improved efficiencies
through research.
In most provinces, no specific, ongoing funding is provided to institutions to support continuous
development or delivery of PLAR. Some institutions are receiving temporary, targeted funding.
In a few cases, support has been in the form of temporary allocations for initial implementation;
in others, college PLAR assessments are recognized in the calculation of regular provincial
operating grants to institutions.
In Ontario, the level of recognition of PLAR assessments in the funding formula for colleges
represents about 12% of the funding provided for one student taking one course. In Quebec,
assessments are funded at 30% of regular course funding, with an additional 40% provided for
cases in which top-up training is required. In British Columbia, flexible assessment is funded in
two ways. The first is at the value of 33% of the funding provided for one student taking one
course. Funding per student is based on actual credits awarded. The second method of funding
is by block grant. British Columbia is currently reviewing its funding mechanism. In all
provinces, assessment fees are charged to learners.
Although detailed financial arrangements vary, there is general agreement among supporters that
PLAR costing arrangements should encourage both eligible learners to pursue assessments and
institutions to offer them. Currently there are financial disincentives affecting both groups, with
a direct impact on the number of learners accessing PLAR services. The following are examples
of such disincentives:
At many institutions, students enrolled in full-time programs must pay PLAR assessment fees
in addition to course tuition, even though they do not take the courses for which their PLAR
assessments are conducted.
Decreases in student workloads as a result of PLAR reduce some institutions' operating
grants and act as financial disincentives to offer PLAR.
Prior learning assessment fees are often provincially capped. This factor coupled with the
lack of other revenue sources, results in deficits for institutions that are pro-active in offering
PLAR.
Student eligibility for assistance to finance PLAR assessments under the Canada Student
Loan program is inconsistently determined across the provinces.
Credits earned through PLAR can reduce student assistance by reducing students' status to
part-time.
Credits earned through PLAR can eliminate student eligibility for some provincial student
assistance programs.
Government loan remission policies can reduce the length of re-payment periods for students
who have had PLAR, sometimes to the detriment of the student.
Institutions' interpretations of rules on tax deductibility of PLAR fees are inconsistent. Some
learners are not able to file for tax deductions even though course tuition fees are often the
same amount and are deductible.
Although there may be a number of ways to improve cost-efficiencies in developing,
co-ordinating and delivering PLAR assessments, current financial disincentives are resulting in
decreases in the volume of assessment activity at many institutions. Experience in Ontario,
Quebec and the United States indicates that when financing, sufficient to at least neutralize the
costs of PLAR, is not available over the long term, it is difficult for an effective PLAR service to
be sustained.
2. Quality Assurance
The need to ensure quality in the PLAR process is an issue repeatedly raised by adult learners,
practising institutions and employers exploring the potential benefits of PLAR. Candidates want
to be assured that they will be properly placed in a program following their assessments and that
assessors are appropriately trained in both PLAR and the subject matter being assessed.
Institutions are concerned about maintaining standards and the credibility of their credentials.
Faculties express concern that inadequate PLAR processes will set up inadequately prepared
candidates for failure. Potential workplace clients want to know that their training funds are
being appropriately spent.
Concerns about quality in PLAR have been addressed in several ways in Canada:
- Standards for assessment, policies and procedures have been developed at most practising
institutions.
- Educators and trainers have begun to prepare course descriptions using learning outcomes,
which are clear statements about what an individual needs to know and be able to do to be
successful in a course.
- Institutional faculty and staff have been trained in PLAR so that adequate support services are
provided.
- Institutions have enabled faculty assessors to use a range of appropriate methods and tools in
their work.
- PLAR candidates are provided with orientation to enable them to make informed decisions
about undertaking an assessment.
- Community outreach activities are undertaken to disseminate accurate information on PLAR
and promote services to non-traditional markets.
- National organizations have funded the development of standards for PLAR practices, quality
audits and conferences promoting best practices.
Despite efforts to address quality assurance concerns, some workplaces and education/training
institutions continue to express reservations about the integrity and utility of the PLAR process
as currently structured. These reservations are exacerbated by a lack of information on PLAR
and research on its impact over the short and long-term. PLAR's slow growth rate in universities
and workplaces appears to be a result of these concerns.
3. Portability of Recognized Learning
The fact that PLAR is criterion-referenced is both enabling and restrictive. It allows greater
recognition of learning within a specific context but that recognition can be limited in its
application to other contexts. However, where individuals' learning needs and organizational
learning requirements are identified collaboratively, these limitations can be addressed and the
results can be dramatic. The case of Gunther, a computer technician who has a one-year
Certificate in Computer Studies, illustrates this point.
Gunther lived and worked with several companies in Eastern Europe for a number of years. Lack
of work required that he obtain a job in a printing company, first as an assistant and later as a
colour separator for publications and advertising. Gunther has come to Canada but has no North
American academic credentials. He has been unable to obtain an evaluation of his one-year
Certificate in Computer Studies.
At an ESL class provided by a local community-based organization, Gunther learns from fellow
students that if he wants to work in his field, he may have to complete additional training and his
current credential may not be accepted. He makes inquiries with the local university, a Ministry
apprenticeship office and the community college in his region. At the college, staff review his
documentation. They accept the ESL certification and confirm that his Certificate in Computer
Studies is equivalent to a one-year college certificate. Gunther is granted a one-year certificate
through credit transfer.
The college also concludes that some of the courses Gunther has taken in Europe are transferable
into credits for the in-school portion of an apprenticeship program through the college's
cross-accreditation system. Gunther is awarded two credits toward an apprenticeship program in
an automotive trade.
Because Gunther's work experience is extensive, the college suggests that he may wish to request
prior learning assessment for additional credit toward a 3-year diploma in computer studies.
Gunther takes a one-semester portfolio course that focuses on employment-related skills and
career planning. He develops a personalized career path and decides to enroll in the computer
diploma program. The learning outcomes documented and verified in his portfolio are
successfully assessed against the learning outcome requirements of four computer studies
courses. A demonstration of his computer skills is undertaken for an additional elective credit.
After one semester of course work, Gunther decides that he needs to work to finance his future
studies. Using his new credentials, he obtains a job with a car manufacturer as an apprentice. He
spends three years in the apprenticeship, but his true interest is in research. He takes workplace
training courses in manufacturing and test development at the company's research laboratory to
pursue this interest. Gunther completes his apprenticeship, writes a standardized examination
and qualifies as a journeyperson.
He then continues to work but returns to the college to complete his diploma on a part-time basis.
Another review of the computer studies program reveals that through his workplace training
courses he has the learning required in two of the most advanced diploma courses. These
workplace-based courses have already been evaluated for credit by the college through its PLAR
initiative. Gunther is given credit for these courses and with financial support from his employer,
completes the remaining course requirements on a part-time basis. He completes his three-year
diploma in computer studies.
Gunther finally decides to pursue his dream and enrolls at the local university's computer studies
degree program, specializing in research. An articulation agreement with the region's colleges
allows him to enter partway through the second year of the program and study on a part-time
basis. He completes his research degree in less than two years and obtains a promotion into the
research department of his employer.
Gunther's experience illustrates what is possible when different sectors co-operate to provide a
flexible system for lifelong learning. In his case, a community-based trainer, a college, an
apprenticeship program, a university and a workplace had each integrated PLAR into their
training activities and consequently contributed to his learning without duplication. Several
different types of assessment methods and tools were utilized.
PLAR played a significant role in linking the various education/training programs across the
sectors and facilitating Gunther's transition from one learning experience to another. As a result
he was not only able to remain employed in a rapidly changing work environment but came to
recognize the value of his own knowledge and skills. PLAR's ability to assist individuals to be
confident about meeting society's demand to continually learn, is perhaps its greatest strength.
The key issues presented above represent specific policy areas that not only reflect practical
problems in implementing PLAR but also act as inhibitors to the strategic development of a
lifelong learning approach to education and training.
POTENTIAL COLLABORATION
There are a number of areas for pan-Canadian collaboration. Although PLAR is active in parts
of Canada, the extent to which provincial governments endorse the recognition of prior learning
is unclear. Agreement among Education Ministers on the importance of PLAR's integration
into secondary and postsecondary education/training systems would clarify government positions
and encourage education/training institutions to develop strategies for integration.
Information on education/training policies that include PLAR is not readily available across
governments. In follow-up to the above agreement, support for a pan-Canadian exchange of
information on policy issues related to PLAR integration, would aid development of compatible
policies and joint efforts to resolve common issues, such as those related to the Canada Student
Loan program.
National Forum participants might consider collaborative actions to develop effective strategic
plans that utilize PLAR to its maximum capacity, bearing in mind the three key issues presented
here. For example,
1. How can PLAR be funded so that both learners and institutions benefit from PLAR?
2. What steps can be taken to ensure the quality and integrity of PLAR?
3. How can PLAR be used to enhance learner mobility across learning organizations?
PLAR's current growth in some regions and its decline in others, make assessment of its future
difficult. The ultimate success of PLAR may depend on the extent to which it is used by
institutions, workplaces and governments to facilitate transitions between school and work,
throughout the learning lifetimes of Canada's labour force members.
PLAR CROSS-CANADA OVERVIEW - by province/territory
"PLA" and "PLAR" are used in accordance with provincial policies and practices |
| PROV/TERR.
|
SECONDARY
|
COLLEGES
|
UNIVERSITIES
|
APPRENTICESHIP
|
PROJECTS AND PARTNERSHIPS
|
| BRITISH COLUMBIA |
Provincial policy:
challenges available for
credit in Grades 11 and
12 - no maximum limit.
Equivalency
assessments for Grade
11 and 12 including
selected external
learning activities (e.g.
cadets, 4-H) - no maximum limit.
General Educational
Development Test
(GED).
Provincial funding for
assessments is under
consideration. |
Provincial policy framework and
guidelines for postsecondary PLA
should be complete by Fall 1998.
Specific provincial funding
allocation to colleges and
institutes for PLA activities.
Ongoing funding formula is under
review. All colleges/institutes
provide PLA but not in all
programs. Portfolio, challenges
and other approaches are used.
Several projects under way
between colleges and occupational
groups. Report completed on
status of PLA at the colleges -
October 1997. |
Provincial policy framework
and guidelines should be
complete by Fall, 1998. Each
institution is provided with a
grant to devote to PLA
activities. Every university
has PLA co-ordinator.
Simon Fraser Univ. has PLA
in 5 programs allowing up to
2yrs. of non-traditional
learning.
Royal Roads Univ. has PLA
in all programs. Univ. of B.C.
has a policy. Univ. of Victoria
supports PLA in principle at
the "departmental level".
Some faculties have adopted
PLA (e.g. social work). The
Open University provides
PLA services. |
Newly established Industrial
Training and Apprenticeship
Commission (ITAC) will examine
flexible assessment particularly as
it relates to workplace training
credits. No specific provincial
PLA funding to date.
Current assessment and
recognition of foreign trade
credentials involve elements of
PLA (auto service technician,
landscape horticulture, electrical
trades-entry level). |
Consortium of Schools of Social Work offering Bachelor program with
PLA for practicums.
Partnership - Univ. of Victoria, Malaspina College, and Univ. College of
the Fraser Valley offer a degree in Child and Youth Care with a PLA
component.
Multi-lateral Task Force establishing occupational competencies for 6
sub-sectors in community social services sector. Looking at how PLA
can be used to link practice and training with assessment in the
workplace and classroom.
Centre for Applied Academics is developing examination bank for
assessing prior learning of college applicants in field of information
technology.
B.C. Credit Union is working with colleges to negotiate credit for their
training programs.
Former Ministry of Education, Skills and Training was a sponsor of the
1997 National Forum on PLAR.
Best Practices Report by Centre for Curriculum, Transfer and
Technology - Camosun, Douglas, Selkirk colleges, Simon Fraser Univ. |
| ALBERTA
|
Provincial policy:
challenges for credit for
senior high school
courses - no maximum
limit. Schools apply
policy to varying
degrees.
General Educational
Development Test
(GED) |
Provincial policy framework for
PLA is under development. No
specific provincial PLAR funding.
All colleges and institutes of
technology have PLA policies and
procedures. |
University of Calgary and
Athabaska University have
PLAR policies. No specific
provincial PLAR funding.
Athabaska Univ. has a Centre
for Learning Accreditation to
co-ordinate assessments and
accredit external training
programs. |
Policy on Progressive Assessment
Practices for Advanced Placement
in Apprenticeship, provides for
challenge exams to recognize of
additional forms of learning for
credit (1997).
No specific provincial PLAR
funding. |
Department of Advanced Education and Career Development: sponsor
of the 1997 National Forum on PLAR, included PLAR as integral to its
Adult Development Reform Initiative, with Department of Education
developed Framework for the Development of Essential Competencies
and companion Employability Assessment Instrument to assist in linking
prior learning to individual learning plans and portfolio development.
Department of Education published CD ROM and workbook Creating a
Career Skills Portfolio.
Central Alberta Technology Preparation Consortium of schools and
colleges includes prior learning portfolio development as a condition of
high school graduation.
Alberta Council on Admissions and Transfer published Principles and
Standards for the Recognition of Prior Learning in the Alberta Transfer
Guide. |
| SASK.
|
Provincial policy:
challenges for 1 credit
through PLA for adults
seeking grade 12
No specific provincial
PLAR funding
General Educational
Development Test
(GED) |
No provincial policies or specific
PLA funding. Saskatchewan
Institute for Applied Science and
Technology (SIAST) has
implemented policies and
procedures and is scheduled to
provide PLA challenges in all
programs by the end of 1997/98. |
No universities have PLA
policies. The provincial govt.
has allocated $100,000 in
1997/98 to investigate the
applicability of PLA at
universities. A PLA advisory
committee has been set up.
Faculty development
workshops and website to be
set up 1998. |
No formal provincial PLA
policies or funding. Applicants'
experiences are reviewed for
reductions in in-school and/or
workplace components. In some
trades, challenges are available
for level 1 apprenticeship if
courses have been taken in high
school. |
Prov. government, Univ. of Sask. and Univ. of Regina have partnered to
conduct 5 pilot projects related to PLA.
Saskatchewan Tribal Councils are considering PLA for health care
workers - Saskatchewan Indian Federated College.
Department of Post-secondary Education and Skills Training was a
major sponsor of the 1997 National Forum on PLAR. |
| MANITOBA
|
No provincial policies
or specific PLA
funding. Some
individual high school
projects (e.g. Technical
Vocational High
School school-wide
portfolio including
articulation with Red
River College in some
areas).
General Educational
Development Test
(GED) |
No provincial policies or specific
PLA funding. Red River College
has policies and procedures for
PLA in all postsecondary
programs. Assiniboine College is
considering policies and has PLA
in some program areas. Keewatin
College is reviewing
implementation of PLA. Ecole
Technique et Professionelle
conducts PLA in some programs. |
No provincial policies or
specific PLA funding.
Univ. of Winnipeg is
participating in a fed./prov.
initiative called Taking
Charge to provide training and
PLA for sole support parents
on social assistance. Pilot
currently under way with staff
includes PLA orientation,
ongoing advisement, portfolio
development, faculty training
and assessments re: degree
and non-degree courses. |
No formal provincial PLA
policies, funding or initiatives.
Challenge of level tests for in-school are available for applicants
who meet the time requirements
or who have credits from
accredited high school or college
pre-employment programs. |
Brandon Univ. & Winnipeg Transition Centre use career portfolio
development and PLA in a counseling certificate program.
Bristol Aerospace and Manitoba Aerospace Human Resource Council
have partnered with Red River College to deliver training with a PLA
component.
Manitoba PLA Centre - a partnership between 2 levels of govt. and Red
River College to provide information and training to assist business and
industry to develop their PLA capacity. The partnership will be
expanded to include all postsecondary institutions.
Winnipeg Metis Association with govt, education, employers and
community-based partners are designing a PLA model for employment
purposes.
MPLAN - a network of persons interested in practicing and promoting
PLA in Manitoba.
Department of Education and Training was a sponsor of the 1997
National Forum on PLAR. |
| ONTARIO
|
PLAR policy,
announced January
1998 as part of
Secondary School
Reform, will be
implemented in 2001
with grade 10 courses.
Additional grades to be
implemented in 2002,
2003. Adolescents:
challenge process -
maximum of 4 credits
in grades 10-12, with
no more than 2 in any
one subject. Adults:
challenge &
equivalency processes -
up to 16 credits for
grade 9 & 10 at
discretion of principal.
Remaining 14 required
grade 11& 12 credits:
must take 4 and either
challenge, present
equivalency or take the
remaining 10 credits.
General Educational
Development Test
(GED) |
Provincial policies are in place.
All colleges provide PLAR
challenges and/or portfolio
assessments on request for all
postsecondary programs. A few
colleges are pro-active.
Implementation funding provided
between 1992 and 1996. Colleges
receive funding for assessments
through provincial operating
grant. |
No specific provincial policies
or PLAR funding.
University of Guelph has a
senate policy on PLAR.
Ryerson offers PLAR in its
Primary Health Care Nurse
Practitioner Program.
Council of Ontario
Universities
has a policy supporting the
development of PLAR at
universities. Supports the
operation of 6 pilot projects at
universities across Ontario
with funding from MET.
|
PLAR policies re: in-school
workplace training and funding
are under development.
Currently, applicants' experiences
are reviewed for reductions in in-school and/or workplace
components. |
Ontario Prior Learning Assessment Network (OPLAN)
A provincial PLAR association that focuses on sharing information and
professional development.
Ministry of Citizenship, Culture and Recreation (MCCR) partnered with
Mohawk College to pilot a demonstration to provide an alternative to
written Certificate of Qualification exam in apprenticeship; funded
development of PLA for College of Midwives; is funding College of
Physiotherapists' review of entry to practice and development of PLA
tools; is co-sponsoring a project to survey PLAR practices at university
professional schools; provides PLAR information on Ministry website.
MCCR was a major sponsor of the 1997 National Forum on PLAR.
Ministry of Education and Training (MET) currently exploring formal
PLAR for apprenticeship.
Supports the pilot projects conducted by Council of Ontario
Universities.
MET was a major sponsor of the 1997 National Forum on PLAR.
Sheridan College developed a multi-media package on PLAR (funded by
HRDC) for use in local HRDC offices, training information centres,
boards of education and selected community agencies. |
| QUEBEC
|
Provincial policies and
funding are in place for
PLA in 50 vocational
education programs.
Ministry produces PLA
materials and
assessment tools used
to evaluate
competencies. In non-vocational programs,
assessment tests in
French, English and
Math for recognition of
"level of scholarity."
PLA policies and tests
are in place for adults
in secondary schools. |
Provincial funding policy in place.
All cegeps provide PLAR on
request. Assessments are funded
at 30% of regular course funding,
with an additional 40% provided
for cases in which top-up training
is required. |
No specific provincial PLAR
policies. No institutional
PLAR activities identified. |
PLAR tests available in several
subject-areas through which
learners can earn a postsecondary
Diploma of Vocational Studies. |
Some individual projects under way to tie technical programs in
secondary schools with colleges.
Regroupement des colleges du Montreal metropolitan was a sponsor of
the 1997 National Forum on PLAR |
| NEW BRUNSWICK |
Provincial policy: no
specific PLAR funding.
Challenges for up to 2
credits total in Grade
11 & 12 courses in
english-administered
schools. |
Provincial policies and procedures
are in place. No specific
provincial PLAR funding. All
campuses provide PLAR
challenges in all programs. No
portfolio development.
Recognition of informal learning
and external courses toward the
Adult High School Diploma
program is permitted on a case by
case basis.
General Educational Development
Test (GED) |
No specific provincial PLAR
funding. Univ. of New
Brunswick and Univ. of
Moncton have PLAR policies.
|
No formal provincial PLAR
policies, funding or initiatives.
Applicants' experiences are
reviewed for reductions in in-school and/or workplace
components. |
Department of Advanced Education and Labour project under way on
training PLAR assessors through distance learning.
PLAR project under way between New Brunswick Community College
and the Registered Nurses Association.
The New Brunswick Community College is exploring potential of
partnerships with industry (e.g. aquaculture workers).
Department of Advanced Education and Labour was a sponsor of the
1997 National Forum on PLAR. |
| NOVA
SCOTIA
|
Provincial policy:
challenges for up to 6
credits, maximum 2 per
senior grade level only.
No specific provincial
PLAR funding.
General Educational
Development Test
(GED) |
College policies and procedures in
place, all 14 campuses provide
PLAR in all programs. Nova
Scotia Community College
(NSCC) exploring portfolio
development as part of curriculum
for academic upgrading, core
programs. Portfolio Development
Course offered as part of Faculty
Development Institute. NSCC
PLAR brochure being prepared
for distribution in Spring 1998. |
St. Mary's Univ. has a PLA
policy. Other institutions are
exploring PLAR's potential
application. PLAR available
in a few programs (e.g.
Atlantic School of Theology
Masters of Divinity).
Dalhousie Univ. has
developed an MBA in
Financial Services in co-operation with the Canadian
Institute of Canadian Bankers. |
No formal provincial PLA
policies, funding or initiatives.
Applicants' experiences are
reviewed for reductions in in-school and/or workplace
components. |
PLA Centre, funded by HRDC, work endorsed by Department of
Education and Culture, collaborative initiative by 5 Metro Halifax
universities, NSCC, employers, community-based organizations, Native
Council of Nova Scotia, to provide PLA services to individuals/groups
for transition into further education/training, labour force development,
organizational human resource development, community capacity
building. Responsible for encouraging, assisting postsecondary
institutions to adopt PLA principles and practices. Centre exploring
pilot portfolio course projects with several university partners, providing
PLA services to CFB Halifax on contract basis and "train-the-trainer"
program to Ministry of Community Services (MCS) professionals. MCS
sponsor of the 1997 National Forum on PLAR. |
| PEI
|
No provincial PLAR
policies or activities.
General Educational
Development Test
(GED) |
No provincial policies but
Department encourages adoption
of PLAR. PLAR model piloted
(1997/98) currently under
evaluation; college-wide
application under consideration. |
No PLAR policies or
initiatives. |
No formal provincial PLAR
policies, funding or initiatives. |
Department of Education was a sponsor of the 1997 National Forum on
PLAR. |
| NEWFOUNDLAND
|
No provincial PLAR policies or activities.
General Educational
Development Test
(GED) |
Provincial guidelines for
institutional policy development
will be circulated in Spring 1998.
Provincial funding for 2-year
implementation period ended
Dec. 1997. College of the North
Atlantic will provide PLAR in all
programs and is developing
procedures and marketing
materials. |
Memorial University has a
Challenge for Credit policy. |
Provincial policy in place since
Sept. 1997. Provides all
individuals seeking certification
with the right to PLAR.
Developmental funding has been
provided by HRDC in 1998 to
develop and deliver workshops to
HRDC, Department and college
staff. |
Apprenticeship training initiative funded by HRDC for one year.
Newfoundland and Labrador Council on Higher Education was a
sponsor of the 1997 National Forum on PLAR |
| N.W.T. |
No PLAR policies or
activities |
PLAR policies and practices in
place. |
N/A |
No formal provincial PLA
policies or initiatives |
Dept. of Education, Culture and Employment and Aurora College have
completed a background research document on the viability of
implementing PLAR. A committee was established in early 1998 to
review issues. |
| YUKON
|
No PLAR policies. |
Yukon College has adopted PLA
into its academic regulations and
are in the early stages of
development and implementation. |
N/A |
No formal PLAR policies or
specific funding.Applicants'
experiences are reviewed for
reductions in in-school and/or
workplace components. |
Department of Advanced Education was a sponsor of the 1997 National
Forum on PLAR. |
