Prior Learning Assessment and Recognition (PLAR), is a process that helps an individual identify, organize, describe and prove significant learning relevant to a particular purpose. Areas where PLAR is used include:
Transfer of academic credit from other institutions in Canada;
Transfer of academic or trades credit from other countries (recognition of foreign training and qualifications);
Proving learning from life or work experience to gain credit in an academic program;
Proving learning from life or work experience to gain promotion or a specific job;
Reflecting on and identifying individual knowledge and skills to assist in determining abilities and career direction or re-direction
Personal exploration and recognition of one’s own knowledge, skills and abilities.
What are some potential benefits of using PLAR?
PLAR has the potential to help adults:
identify personal strengths and abilities
set career and life goals
support educational planning and career growth
validate learning gained through experience
avoid the duplication of learning
shorten the time and cost involved in completing a college program
increase self confidence
Where is PLAR being used?
Use of PLAR is increasing across Canada, particularly in the public post-secondary educational system and its use in business and industry is growing in a wide range of sectoral groups. PLAR is used in many countries outside of Canada and is referred to by different titles as can be seen in the following:
In Canada & USA it is PLA/PLAR: Prior Learning Assessment (& Recognition), or in some provinces is referred to as RPL as below
In Australia it is RPL: Recognition of Prior Learning
In Southern Ireland it is APEL: Assessment of Prior Experiential Learning
In the United Kingdom it is APL: Assessment of Prior Learning
and in some countries it is now being referred to as RCC Recognition of Current Competency (RCC)
A PLAR Practitioner is defined as "An individual who utilizes learner-focused activities to advise, and formatively or summatively assess an individual's prior learning either for academic credit or recognition of occupational and/or professional competence, and/or who assists in the development of the PLAR system" (CAPLA Benchmarking Study 2000). However, anyone who uses PLAR in their work, whether paid or volunteer, may practice PLAR as part of their job. In many instances an individual will not have PLAR listed as one of their job responsibilities, but will use the principles, process and resources to assist the in their roles. They may be employment or career counselors, education faculty or administrators, human resource people in business or industry, or supervisors or managers of an organization or institution. In short, anyone who makes use of PLAR becomes a PLAR Practitioner . . . or practices PLAR.
If you review the competencies listed under "About PLAR Practitioners" under the About PLAR tab of Practitioners on RFL, you will see that the core competencies and many of those competencies identified for the role of Advisor, Assessor and Facilitator cross over to many positions in the workplace. This is why PLAR is important to a great many individuals and organizations.
The competency listing is a base document that is available for discussion and feedback by all those involved in the practices of PLAR (see the RFL Discussion Board).
There have been some initial benchmarks and principles of good practice established over the last 2 decades, but to date have been no widely accepted Standards of Good Practice in PLAR. This is an area of development that CAPLA would like to pursue.
To date, work has been done resulting in:
Canadian Labour Force Development Board (CLFDB) Standards: 14 general value principles;
Guidelines for the Canadian Practitioner (CAPLA Benchmarks), 2000;
Council on Adult Experiential Learning (CAEL in the United States) Academic and Administrative Standards for Education;
(For more detail, see Resources under drop down menu 'Best Practice Guidelines')
What national and provincial associations are there? Promoting PLAR, networking and professional development
The Canadian Association for Prior Learning Assessment (CAPLA). CAPLA's network extends across the country, into the United States and abroad. It has provided the expertise, advocacy and support for the development of prior learning assessment in Canada through its workshops, quarterly newsletter and education and training activities. View CAPLA's website.
Manitoba Prior Learning Assessment Network (MPLAN) is an active network of over 100 members in Manitoba. MPLAN's website
The PLAR Practitioners Network in Nova Scotia. This network is for those who have achieved the PLA Practitioner Certificate in Portfolio Development through the Nova Scotia PLA Centre. View the PLA Centre's website.
How do I find out about other PLAR projects in place?
See the postings about current projects on the RFL Discussion Board (you must be a member . . . joining is free), under Research/Research in progress; and under Practitioners/New Happenings with PLAR.
See in depth descriptions of past projects on the CAPLA 'Canada’s Portfolio', found at www.canadasportfolio.ca.
Resource/ResearchSHOWCASE
Competency Portfolio Report
In November 2009, a group of key stakeholders from acrossCanada came together at the CAPLA Fall Focus in Toronto, ON to discuss the concept of the competency portfolio as a learning management tool. The purpose of this paper is to share the knowledge brought forth in this session, to learn about current opportunities, identify keyingredients, and to discuss considerations and possible solutions in the development and use of competency portfolio.
PLAR ContactSHOWCASE
Manitoba Prior Learning Assessment Network (MPLAN)
MPLAN is a provincial association of individuals and organizations invoved in PLAR or related activities. Our membership includes industry, workplace, education, government and community practitioners. Meetings & workshops are held 6-8 times a year to provide networking and professional development opportunites for members.
PLAR ContactSHOWCASE
Canadian Tourism Human Resources Council
The Canadian Tourism Human Resource Council (CTHRC) is a national non-profit organization that promotes professionalism in the Canadian tourism industry. The pages on Occupational Standards link to numerous occupational profiles and focus on the essential skills which can serve as a basis for prior learning assessment and professional certification.
