Recognition of Prior Learning (RPL) Primer

Presenter: Ann Pedersen, Reframed Learning Concepts

What quality assurance practices will best assist the process of assessing knowledge, skills and abilities of those educated/trained in Canada or beyond its borders? How do they align with employee engagement, employment, and succession planning? Can RPL practices be used to gain advanced standing in education? The challenge is to identify, document, assess, and recognize learning in a rigourous, cost effective, and efficient manner against the accepted competencies and standards of practice.

This hands-on workshop is designed for participants who wish to learn the basic principles and practices of Recognition of Prior Learning (RPL/PLAR) and how that relates to assessment of competencies and standards. Topics to be explored include:

• RPL/PLAR Principles and Terminology
• Assessment models and tools
• Approaches and applications for portfolio development and assessment
• Principles of best practice and benchmarks for RPL/PLAR practitioners
• Examples of unique RPL initiatives
• RPL resources for learner, advisor, and assessor

Renewing and Validating Competencies for Quality RPL Practice – Advising, Assessing and Administering/Facilitating Systems

Facilitator: Rebecca Volk, Centre for Organizational Learning, Algonquin College; Presenters: Judy Harris, Manager, Policy and Research, Industry Training Authority; Christine Nielsen, CEO, Canadian Society for Medical Laboratory Science (CSMLS); Frank Vandenburg, Associate Director, New Brunswick PLAR (NBPLAR) Action Group

Be a part of this unique opportunity to contribute to the renewal and validation of CAPLA’s RPL/PLAR Practitioner Competencies. Skilled and competent RPL Practitioners are essential to successful implementation of quality RPL practices and systems - no matter which institution, organization, sector, regulatory body, or workplace is utilizing RPL.

Are you working in an advising, assessing or administrating system role in RPL? Do you assist individuals to prove prior learning toward required skills and abilities for a job, a trade, a regulated profession or post-secondary program/degree? Are you part of a team responsible for system implementation of quality RPL practices? If you are involved in advising or assessing prior learning as part of your current position or if you are a RPL Practitioner working in the field of adult learning, career and employment counselling or human resources, then this pre conference workshop is for you!

During the morning session, you will be a part of a facilitator led, interactive focused discussion designed to renew the CAPLA RPL Practitioner competencies. You will be actively involved, sharing your learning and expertise re: PLAR/RPL with many opportunities to network with other practitioners. Following this pre conference, the renewed RPL Practitioner competencies will be shared with the CAPLA community.

The afternoon session will include presenters from a variety of sectors (i.e. a workplace/employer, educational institution and regulatory body) who will share successful RPL practices, quality RPL systems and key RPL Practitioner competencies.

We need your expertise! Please join us for this exciting opportunity - be a part of renewing and validating CAPLA PLAR/RPL competencies for advisors, assessors and administrators/facilitators.

Background . . . Read more:

This 2014 pre-conference is a follow up to the 2013 preconference workshop, Exploring Competencies for Quality RPL Practice - Advising, Assessing and Administering/Facilitating Systems: What’s Key? that was designed to explore and expand the understanding of the RPL Practitioner roles and key competencies. The 2014 session is once again hosted by the Colleges and Institutes Canada (formerly Association of Canadian Community Colleges) Recognition of Learning Coordinating Committee.

CAPLA has articulated competencies for advising, assessing and administering/facilitating systems for RPL. These RPL/PLAR Practitioner competencies may be integrated as part of a current or a new responsibility in many positions, or they may be stand-alone RPL Advisor or Assessor or Administrator/Facilitator positions within an institution/organization. Key to quality RPL practice is the integration of RPL Practitioner competencies into multiple roles within institutions/ organizations.

At the 2013 pre-conference, there were presentations by RPL practitioners, who used these competencies in their RPL work in a variety of organizations/institutions. The presenters explored CAPLA’s competencies for Advisors, Assessors and Administrators/Facilitators, discussed the impact on and use of technology in these roles, and outlined additional competencies required for currency and quality in RPL practice.

The participants explored and analysed the RPL Practitioner competencies, specific to advising, assessing and administering systems. There were excellent recommendations for improvement to the advisor, assessor and administrator/facilitator competency lists and recommendations for new competencies to enhance the implementation of quality RPL practices within institutions/organizations.

The results of these discussions and recommendations for each of the RPL Practitioner roles were compiled. All participants registered for the 2014 Pre Conference session, will receive this information prior to the pre-conference.

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Please note: This session is for individuals who work with recognizing prior learning practices in a variety of settings (i.e. the workplace, education, regulatory body, immigrant serving agencies, career/employment counselling, sector councils, etc.). Please register early as spaces are limited and the workshop is expected to fill quickly.

The session will be hosted by the Colleges and Institutes Canada (formerly Association of Canadian Community Colleges) – Recognition of Learning Coordinating Committee. Michèle Clarke, CICan; Grant MacTavish, Saskatchewan Institute of Applied Science and Technology; Alan Gaudet, John Abbott Cegep/College; Nicole Drapeau, CCNB; and Deb Blower, Red River College of Applied Arts, Science and Technology (RRC)

Career Counselling: Pathways for Career Development Using PLAR

Moderator: Rennais Gayle-Indire, Project Manager, Alberta Association of Immigrant Serving Agencies; Presenters: Presenting organizations from the fields of immigrant settlement, literacy, employment counselling, academic advising, human resource management and public policy include: Corinne Prince-St-Amand, Director General, Integration-Foreign Credentials Referral Office Branch, Citizenship and Immigration Canada; Catherine Scott, Director General, Labour Market Integration, Employment and Social Development Canada; Erin Polcyn Sailer, Executive Director, Policy and Programs, Manitoba Civil Service Commission; Eileen Kelly-Freake, Director, Employment Programs and Career Services, AXIS Association for New Canadians; Joan Connolly, Executive Director, Literacy Ontario Central South; Carol Timlin, Executive Director, Victoria County Career Services; Karine Hopper, Manager of Education Programs, National Association of Career Colleges; Cynthia Murphy, Director, Canadian Immigrant Integration Program; Toyin Fatona, Human Resources Coordinator, Edmonton Mennonite Centre for Newcomers; Teresa Francis, Director, New Program Development, Prior Learning Centre

RPL as a 'promising practice' for career development practitioners – what is happening now and what could happen in the future

The assessment and recognition of skills and competencies is connected to many questions currently being asked in summits and symposiums across Canada – is there a skills shortage, how do we support under-represented Canadians in the labour force, how can we reform our education and training systems to make them more responsive to learners of all kinds?

Career development and PLAR/RPL techniques and practices are central to this discussion.

The field of career development and counselling is very broad, yet there are many areas of commonality. Most career practitioners put the goals of the client/job-seeker/learner at the heart of their work, while undertaking many functions such as

advising clients, facilitating recruitment/selection/promotion, providing academic, employment and personal counselling, articulating transferable skills, assisting with job search, uncovering hidden talents, suggesting alternative pathways/careers, job developer services, supporting marginalized populations, facilitating community employer engagement

This pre-conference session will explore RPL connections within current career development practice, starting with a discussion about the importance of articulating and proving skills and competencies and positioning acquired client learning alongside job or licensing requirements. Techniques that prepare job-seekers and adult learners to self-promote with confidence for employment and credentialing purposes will be highlighted through existing programs and new initiatives. Career counsellors and advisors will contribute to conversations about improving their practice, while those associated with policy development and implementation will hear about innovative ways of creating and enhancing an effective career development system that utilizes RPL components.

Come and be part of a conversation focused on programs and processes that use RPL, adult learning principles and innovative strategies for continuous improvement. Input and ideas from participants will contribute to the development of a What Was Said summary report.

Manitoba Competency Standard for Adult Literacy Instructors: RPL Adult Literacy Instructor Process

Presenter: Lois Morin, Manitoba Adult Learning and Literacy

A Manitoba Adult Literacy Framework was developed and includes core competencies of a competent adult literacy instructor. From the framework, Adult Learning and Literacy developed an RPL Instructor Process for adult literacy instructors. The process included the development of an RPL Portfolio Guide, Toolkit, and self assessment documents. The materials were designed for adult literacy instructors to demonstrate their knowledge/ skills in accordance with the competency statements of the Manitoba Adult Literacy Training Framework.

Adult literacy instructors participated in a project to validate the tools and RPL process. Findings from the project will be shared with workshop participants.

Development of Alternate Career Information for CSMLS Internationally Educated MLT Applicants: When the Fit is Not Quite Right

Presenters: Keith Johnson, Independent project manager; Christine Nielsen, Chief Executive Officer, CSMLS

Many internationally educated applicants to the profession have education and skills considerably different than that of a Canadian graduate. Directing applicants, early in the assessment process to potential, alternate careers may make better use of their skill system and decrease levels of unemployment and underemployment.

The CSMLS, with funding from Health Canada, is undertaking research related to this issue. The goal of the project is multifaceted, involving arriving at a working definition for what constitutes an alternate career, determining at what point in the assessment process to provide information and developing supporting communication materials for applicants and referral sources.

Increasing Recognition of Prior Learning in the Workplace: A Multi Stakeholder Partnership Initiative

Presenter: Christel MacAloney, Futureworx Society

In 2012, in partnership with employers and with support from the Nova Scotia Department of Labour and Advanced Education and other key community stakeholders, Futureworx began the development of a full cycle RPL model in response to unique needs of, previously unrecognized, mature learners. The presentation will focus on the process & methods used and provide a reflection on our experience. Presentation Topics will include:

Project Overview

• Model and Process used;
• Sector Involvement;
• Staff Training & Quality Assurance measures;
• Occupational Standards;
• Assessment Tools; methods and resources;
• Addressing Learning Gaps;
• Our Experience

Round Table on Research: Open to Novice and Experienced Researchers in PLAR/RPL/RAC

Presenter: Leah Moss, Champlain College - CAPLA Board member

Research in any field of practice is an integral part of the evolution and development of new innovations. We conduct research in order to learn something new, to challenge a notion or to contribute knowledge to our field. The session will be conducted in a round table format and will begin with a brief introduction of what is meant by research. Subsequent to this introduction and definition of terminology, a facilitated round table discussion will take place. The goal is to create partnerships in research or in a research question to a researcher.

Maintaining Quality and Sustaining Momentum

Presenters: Grant MacTavish, SIAST; Shirley Amichand, SIAST; Barb Gustafson, SIAST

PLAR follows a life cycle in organizations from a frenetic start-up phase, to maintenance, and even decline. How can quality be assured, and support maintained? How can a strong base of PLAR capacity be maintained? How should PLAR processes and usage be reviewed?

Based on experience gained at SIAST as an early leader in institution-wide PLAR development within Canada, this session looks:

• Back to the beginning: building capacity, training faculty and developing resources;
• At present realities: ensuring quality, and sustaining interest when PLAR is accepted and integral;
• To the future: polytechnics, changing demand, funding reductions, affecting attitudes toward PLAR.

Prior Learning Assessment in a research intensive university : the long path from 1978 to 2014 at the Université de Montréal

Presenters: Christian Blanchette, Faculty of Continuing Education, University of Montreal; Yves Tousignant, Faculty of Continuing Education, University of Montreal

After 35 years of debate, discussions and lack of consensus, the Faculté de l'éducation permanente has proposed the first policy for Prior Learning Assessment to be adopted at the University of Montreal. A research intensive university, it has seen typical objections to the notion that PLAR could be an academically sound tool to be used in the pursuit of academic excellence. We will present the strategy and PLAR model adopted. We will draught a road map to PLAR in research intensive universities.

Competency-based Assessment in Nova Scotia – Lessons Learned in Practice

Presenters: Clarence De Schiffart, Facilitator; Diane Gordon, Sponsor

In 2013-14 the Nova Scotia Community College in partnership with the Department of Labour and Advanced Education piloted two competency assessment training programs. The training helps industry put a greater focus on identifying what individuals know and can do. Valuable lessons were learned by reviewing participant evaluations from classroom and practicum experiences. One thing that became clear, was the importance to distinguish competency assessment and prior learning assessment. This session will examine other changes being made and to hear about future direction for creating an exemplary competency assessment process and community of practice in NS.

Building an RPL Service at the Faculty of Continuing Education of the University of Montreal: How to develop an assessment process and tools to get a clear view of the quality of the prior learning of a student?

Presenters: Jean-Pierre Lefebvre, Manager, RPL Service; Magali Marzo, Advisor

Faculty of Continuing Education’s new Service for Recognition of Experience-based Learning aims to offer a rigorous, well-structured process bringing to facts-based decisions from the student as well as from the content specialist and the director of the program. What assessment tools have we especially chosen? How to generate added value for the applicant students, for the program managers and for the Faculty? We shall finally explain the building steps to produce the assessment tools chosen by our Faculty, their benefits and their limits, and we will talk about the special support we can offer applicants to build their portfolios.

Removing the Canadian Experience Barrier – Recognizing Experience, Facilitating Learning

Presenters: Hon. Jean Augustine, PC, CM, Fairness Commissioner, Office of the Fairness Commissioner; Gillian Pichler, Director, Registration, Association of Professional Engineers and Geoscientists of British Columbia; Sam DiGiandomenico, Registrar, Ontario Association of Certified Engineering Technicians and Technologists; Priya Bhatia, Manager, Licensing and Accreditation, Law Society of Upper Canada

Immigrant professionals have struggled to access the local employment and practical training opportunities needed to meet Canadian licensing requirements. Some regulators are developing alternative approaches using RPL principles.

Panelists will reflect on effective engagement with stakeholders and quality assurance plus:

• Stakeholder concerns raised about moving away from traditional requirements
• What kind of quality assurance measures were needed to address these concerns?
• How can recognition of prior learning help to address the barriers associated with existing requirements for Canadian experience?
• What challenges remain and what roles need to be played by educators, employers and government?
• What opportunities exist for multi-stakeholder partnerships?

Towards Program Accreditation and Certification Standards for RPL/PLAR Practitioners: The BC PLAN Experience

Presenter: Seonaigh MacPherson, BC PLAN / Dept. of Adult Education, University of the Fraser Valley

This presentation shares an ongoing collaborative action initiative by BC PLAN (the BC Prior Learning Action Network) to develop accreditation standards for RPL/PLAR practitioner training in British Columbia. Results will be presented from an environmental scan of PLAR/RPL programs in Canada, with some international cases, and from a workshop process with key PLAR/RPL practitioners and stakeholders in BC to vet, revise, and/or validate the CAPLA PLAR/RPL practitioner competencies. Consideration will be given to how these program accreditation and competency standards will align with the proposed national CAPLA Quality Assurance Standards process. The session will invite feedback and discussion.

A Pan-Canadian Process of Assessing Competencies in Applied Science and Engineering Technologies

Presenter: Charles Joyner, BC Prior Learning Action Network (BC PLAN)

Fairness, transparency and consistency in assessing competencies to accelerate access to employment are fundamental tenets of Canadian regulatory authorities.

New models for regulators to assess the competencies of applicants are emerging. The workshop session will:

• Illustrate trends among Canadian regulators;
• Provide examples of how competency standards are set; and
• Discuss certification of PLAR assessors.

RPL as ‘a good solution’ to sudden, high unemployment: the case of post-Celtic Tiger Ireland

Presenter: Anne Murphy, Dublin Institute of Technology

This workshop presentation describes the RPL dimension of a major Government labour market re-skilling initiative 'Springboard' used in post-Celtic Tiger Ireland when the unemployment rate rose from 2% in 2007 to 15% in 2012. It includes both the national policy context as well as the higher education academic experience of contributing to, and implementing, 'Springboard'. It also explains how RPL provided an opportunity for academic and pedagogic innovation in programme design and delivery, using examples from pharmaceuticals, architectural technology and food innovation. It concludes by identifying how the various traditions of RPL became elided as a unitary model in this context.

Supports for Internationally Trained Individuals Who Pursue an Alternate Pathway to a Related Occupation

Presenters: Zuzanna Kucharski, Catholic Centre for Immigrants – Ottawa; Magdalene Cooman-Maxwell, LASI World Skills; Rick Tachuk, Canadian Council of Technicians and Technologists

The goals of the session will be to: identify linkages to Prior Learning Assessment and Recognition (PLAR); increase awareness and discussion on current alternative careers tools, supports, initiatives and resources; highlight and share information about successful initiatives; and encourage stakeholders to collaborate on alternative career initiatives.

This session will explore networking opportunities between, Immigrant Serving Organzations (ISOs), governments, employers and regulatory bodies provide internationally trained immigrants with the best opportunity to access bridging and training programs, mentorships, work placements, financial assistance and other key supports to obtain successful alternative career outcomes.

Developing Outcomes-based Block Credit PLAR with a Competency Framework in Adult Education – The UFV BA-Adult Education Experience

Presenters: Dr. Ian Hunt, Associate Professor, Department of Adult Education, University of the Fraser Valley; Dr. Seonaigh MacPherson, Associate Professor, Department of Adult Education, University of the Fraser Valley

This presentation outlines the development of a competency-based system of block credit PLAR, tested and implemented for students in the Adult Education Department at the University of the Fraser Valley. The BA in Adult Education is a mid-career program that recognizes PLAR as an important component of the degree, but where in practice PLAR proved difficult to implement. For Adult Education, PLAR was reframed and re-developed, from course-based credit to outcomes-based, block credit. For block credit PLAR to be tenable, it was essential that clearly aligned program learning outcomes be identified with associated adult education practitioner competencies.

The Rural Policy Learning Commons: An exercise in international, collaborative, and competency-based learning

Presenter: Gary McNeely, PLAR Coordinator

This presentation outlines the strategies and objectives of the Rural Policy Learning Commons, an international project spanning Canada, US, Mexico, and Europe. Achieving the project's goals relies on the identification of the competency and experiential-based learning principles essential to those involved in implementing rural policy including academics, policy analysts, development professionals, community stakeholders, and government agencies. Whereas some professions – accountancy or medicine – have integrated competencies into their training and practice, a lack of literature on this issue overshadows rural policy. This project provides opportunities to innovate around rural policy attentive to diverse community voices and interests, and competing stakeholder agendas.

Open Badges and the Recognition of Learning

Presenter: Don Presant, Learning Agents

Open Badges are transparent, digital indicators of skills learned inside or outside the classroom. Learn how Open Badges can motivate and make assessment more visible and collaborative, and make ePortfolios come alive. This presentation will use emerging examples from a variety of sectors, including adult learning, higher education, immigrant integration and workplace learning.

A Road with Many Turns: Developing an RPL-Based Certification Program for Career Development Practitioners in Nova Scotia

Presenters: Paula Romanow, Registrar, Nova Scotia Career Development Association; Rebekah Skeete, Voluntary Certification Committee, NSCDA

This presentation will outline the Nova Scotia Career Development Association's journey in developing a certification program, from its first conception in 2005 to its launch in the fall of 2014. It will discuss the challenges of taking a professional association to the next level from a small voluntary association of NS career development practitioners to a certifying body. Included will be an examination of: methods for educating the membership about the benefits of certification; determining the fee structure; developing and implementing policies and procedures, regulatory framework, communication protocols; training programs for assessors and proctors; quality assurance processes; and program sustainability.

Portfolio Based Language Assessment (PBLA): Engaging Language Learners

Presenters: Kathy Hughes, Centre for Canadian Language Benchmarks; Rana Ashkar, Centre for Canadian Language Benchmarks

Portfolio-Based Language Assessment (PBLA) is a teaching and assessment model designed to enhance nationwide consistency and standards of quality in English as a Second Language (ESL) training for adult newcomers to Canada.

It is aligned to the Canadian Language Benchmarks (CLB).

This session will provide an opportunity to explore key Assessment for Learning (AFL) strategies that are at the core of the PBLA practice maximizing student engagement and the enhancement of learning.

Pilot Bridge Program: IEPs and the Canadian workplace

Presenters: Margaret Riffell, Red River College; Kerri Caldwell Korabelnikov, Red River College; Victoria Schindle, Red River College

HRSDC anticipates that 65% of the new labour force will be made up of landed immigrants due to Canada's aging population. Therefore, the skills shortage in the Canadian labour market will be met by Internationally Educated Professionals (IEPSs). It is essential that educational institutions implement innovative programming to assess IEPs' prior learning, bridge their gaps and provide opportunities for them to gain valuable workplace experience and facilitate access to the professional labour market. Red River College designed a pilot bridge program including relevant, fair and transparent RPL assessment tools for internationally trained civil engineers/ technologists. This 18-month program incorporates three major components that are often barriers for IEPs when obtaining professional employment: effective Communication, Canadian work experience and applied field-specific training.

Assisting Internationally Trained Professionals in Accreditation and Employment

Presenters: Michael Lam, S.U.C.C.E.S.S.; Monica Mak, S.U.C.C.E.S.S.

To verify that an Internationally Trained Professional's (ITP) education and job experience obtained overseas are equivalent to the standards established for Canadian workers, many ITPs must undergo a process known as foreign credential recognition. To assist ITPs in establishing themselves within the Canadian economy, S.U.C.C.E.S.S.' Foreign Credential Recognition (FCR) Loan Project and Active Career Advancement Project (ACAP) deliver supporting services. The FCR Loan Project provides guidance and financial support to ITPs during the complex accreditation process. This presentation will enrich participants in their understanding of ITPs struggles, concerns and needs, as well as, recognizing current practices in assisting ITPs to find meaningful and sustainable employments.

Alberta Occupational Competencies & Recognition in the Settlement Sector

Presenter: Rennais Gayle, Project Coordinator, AAISA

AAISA is an umbrella organization of 19 member agencies. The association was established in 1980 and incorporated in 1987. AAISA's member agencies provide direct services in the areas of, but not limited to:

• English Language Learner Programs
• Child and family services
• Employment & Career Counselling
• Francophone support services
• Refugee resettlement services

Assessing the Employability of Immigrants with Skilled Trades

Presenters: Jim Tallman, North Pacific Training & Performance Inc; Taruna Goel, North Pacific Training & Performance Inc; George Costello, Costello Logistics Solutions Inc; John O'Sullivan, CamProf Inc; Nigel Lloyd, CamProf Inc

A shortage of skilled tradespersons looms as many employees approach retirement. Immigrants could make up much of the shortfall if small employers were willing to hire them. We want to share our experience to propose a suite of assessment tests that can provide reliable indicators and could be carried out by third-party assessment centres.

We will present a practical set of six assessment tools. We will share thoughts on the assessment of candidates before arrival in Canada and using this approach in the context of the new Express Entry immigration process. The session will encourage discussion, feedback and sharing ideas.

The Credits crunch. How Bloom's Trajectory can lead us out of the Credit Accumulation and Transfer cul-de-sac

Presenters: Eva Schausberger, CamProf Inc; Scott Murray, DataAngel Inc; Marta Jacyniuk-Lloyd, CamProf Inc; Nigel Lloyd, CamProf Inc

Credits suffer from conceptual and practical limitations, but credit transfer facilitates learners entering a program or transferring between institutions. We explore the issues with credits and offer an alternative basis for recognition, transfer and exemptions, based on Bloom's Trajectory of Learning (an update of Bloom's Taxonomy).

Brain scans show how different parts of the brain are used as mastery increases, demonstrating that the Trajectory levels reflect real underlying differences. Bloom's Trajectory enables learning to be appropriately designed and assessed, precisely measured, and used for recognition, transfer, and professional regulation.

This presentation builds on material developed by CamProf on a project for the Canadian Tourism Human Resource Council.

Aurora College Accredited Pathways

Presenters: Heather McCagg-Nystrom, Aurora College; Karen Willy, Department of Education, Culture and Employment, GNWT

Aurora College and the Department of Education, Culture and Employment (ECE), Government of the Northwest Territories are partners in the development and implementation of the Adult Recognition Model (ARM).

Aurora College has provided funding from the Northern Adult Basic Education (NABE) program to develop an Accreditation Framework and accreditation pathways for approved Aurora College programs and courses. Courses delivered in these programs have been matched against CTS credits. This information will become a reference that informs instructors, adult learners and the evaluation committee about which CTS credits may be granted towards the Senior Secondary School Diploma. This presentation will provide participants with information about the Framework and the development of accredited pathways for the Adult Recognition Model.

Using RPL to increase student enrolment, retention and graduation

Presenter: Joe Ranieri, Director Business Development, Algonquin College

Recent labour market analysis and student demographics point to changing Ontario College student needs. There is a trending change with typical Ontario college student profiles; combined with employer skills and credential demands, the implementation of specific RPL and related activities are key enablers that help students, colleges, and employers deal with labour markets and changing student demographics realities. Algonquin College has embraced RPL as a strategic tool to help increase student enrolment, retention, and graduation rates. Algonquin believes the RPL participant target market goes beyond existing full-time students and includes prospective students as well as those that have completed a College program, but have not met graduation requirements. The beneficiaries of embracing RPL as a strategic tool include students, college, employers, and governments.

The workshop presents context, student demographic trends and specific RPL activities. The workshop seeks alternative and additional RPL solutions from participants for a wholesome discussion and for participant takeaway.

“Where did I learn that?” Exploring and Recognizing Random Learning: the 4th learning type

Presenter: Frank Vandenburg, Department of Post-Secondary Education, Training and Labour

Canadian PLA practitioners are familiar with three types of learning commonly identified for assessment: formal, nonformal and informal learning. (Whether we can clearly differentiate them to clients is another story). Meanwhile, practitioners and researchers around the world are discussing the possibility of a fourth type of learning-the learning that “just happens” while you are living life.

Whether it’s called “random learning,” “incidental learning” or something else, groups such as UNESCO, CEDEFOP and Eurostat are debating the concept. What is it, how can we assess it and should we even consider it learning for the purpose of PLA are all approaches that different groups have put forward.

In this session, we'll look at the idea of “random learning” and how it developed; identify some examples; and explore possible benefits for PLA practice in Canada.

How “random learning” may measure skill mastery, or how it could lead to an embracing of the concepts of prior learning and recognition by the Canadian public will both be discussed, with possible next steps proposed. So join the discussion and share your thoughts. Who knows, you might “just learn” something!

The Canoe of Life Model: Indigenous Prior Learning Assessment and Portfolio Development

Presenters: Sharon Hobenshield, Director, Aboriginal Education & Engagement; Janet Sinclair, Aboriginal Student Transition Advisor, Vancouver Island University; Ellis Edgars, Aboriginal University Bridging Program Graduate

The Canoe of Life model of Prior Learning Assessment and Indigenous Portfolio process is grounded in the belief, expression, understanding and application of relationship with one’s self, family, community, and with the land. Because PLA looks back and also forward, PLA facilitates transformational learning, invites growth with one’s relationship with self and others, and reframes difficult times and setbacks from the past (always looking for strengths, knowledge and lived experience which can transfer to new learning situations). The Indigenous Portfolio development course at Vancouver Island University can be adapted for career and education exploration—recognizing that adults already have knowledge, skills, attitudes and abilities that can be utilized in new ways—thus establishing (or confirming) goals, and creating learning plans that lead to success. Portfolio development can also demonstrate Indigenous knowledge and competencies in specific areas of expertise. This workshop will focus on the impact of the portfolio as a tool to assist Aboriginal Adults returning to education and young Aboriginal Adult learners who lack a sense of direction and clarity related to education and career goals. The Canoe of Life model was developed in consultation with Elders and Coast Salish communities and blends with the Indigenous Prior Learning Assessment and Portfolio Development in facilitating learners to develop a sense of who they are, where they are from and where they are going. Our vision is that students will be able to formulate a strong sense of identity and appreciation for their indigenous and experiential knowledge, develop education and career goals, and create a Learning Plan and personal Indigenous Portfolio.

The International Indigenous RPL Collective – A Work in Progress

Presenter: Karihwakeron Tim Thompson, Former President, First Nations Technical Institute

In 2009, a steering committee comprised of representatives from Chile, Ecuador, South Africa and Canada came together to explore the development of an International Indigenous RPL Collective. The work was informed by the United Nations Declaration on the Rights of Indigenous Peoples. The vision of the Collective is based on the legitimacy of Indigenous languages, culture and ways of knowing. This workshop will:

• provide information about the history and barriers facing Canada’s Indigenous peoples
• identify similarities between the Canadian Indigenous experience and those in other countries
• explain the difficulties inherent in traditional education and training systems
• illustrate the characteristics of culturally-based RPL
• share ways in which participants can get involved with the Collective

RPL at Red River College – Key Components for Quality RPL Practice

Presenters: Deb Blower, RPL Facilitator, Red River College of Applied Arts, Science and Technology; Lauren Waples, RPL Academic Advisor, Red River College of Applied Arts, Science and Technology

When a post-secondary institution commits to implementing RPL practices and processes there is an expectation that quality will be embedded in the system. How does this happen? What are some key components and quality practice tools and resources that help to ensure good practice? How can RPL processes ensure learners have access to valid, fair and transparent RPL practices? Red River College (RRC) has a long history of implementing Recognition of Prior Learning (RPL) practices and uses key components to ensure quality. Join the Red River College RPL team to hear about strategies for quality RPL practice and to explore some of the challenges encountered when implementing a RPL system in a large post-secondary institution.

Quality Assurance and RPL – What’s In Your Manual?

Presenters: Deb Blower, Chair, CAPLA RPL Standards Working Group, and RPL Facilitator, Red River College; Ann Pedersen, CAPLA QA Project Researcher/Writer, & Principal Consultant Reframed Learning Concepts

What information do you need to be included in this practical manual to make it your ‘go to’ reference for quality practices in RPL? Why is quality practice in advising learners, candidates, and applicants and assessing their learning important for RPL in Canada?

This is a follow-up to the 2013 Quality Assurance and RPL session, where participants helped guide the direction of CAPLA’s Pan-Canadian Quality Assurance project activities. This ESDC funded, 3-year project aims to provide guidelines for quality assurance practices in assessment and recognition in Canada. An update on project activities will start the session. Various stakeholder input methods, such as webinars, polls, chats, surveys, and focus groups have begun to inform the development of an RPL QA Manual. Results from the most recent activities will be shared. Participants at this workshop will have an opportunity to provide ideas on manual content through collaborative table group discussions. We invite your suggestions now and throughout the development of a pan-Canadian RPL manual via our QA Project website.

Ontario College PLAR Network

Presenters: Sean Woodhead, Manager, Pathways & Academic Partnerships, Centennial College; Jan Carter, Manager, Immigrant Education, George Brown College

This session is for conference attendees from Ontario colleges. The group will discuss the importance of completing an Ontario PLAR environmental scan, data to collect, delivery dates and potential funding sources for the research. If time permits, the group will also discuss current research on PLAR institutional costs and the importance of building a quality assurance mechanism into the PLAR process.

Quality Assurance in RPL: What is the support system needed? (This session will also be part of an international webinar)

Moderator: Gail Hall; Presenters: Ann Pedersen, Researcher/Writer for CAPLA’s ‘Manual for QA in RPL’ project; Deb Blower, CAPLA RPL Standards Working Group Chair; Anne Murphy, Higher Education Policy Expert, Dublin Institute of Technology; Gernot Mitter, Senior Expert, Austrian Federal Chamber of Labour

Individuals who use the recognition of prior learning in their work may be involved in advising possible learners/clients/candidates about their skills and competencies or about the RPL process; they may be assessing individual’s knowledge and skills; or they may be responsible for systems and processes in RPL. No system or organization can provide quality practices and processes in RPL without support for those who work there. What are the key supports needed, for the roles of advisor, assessor or system coordinator/facilitator, in general and/or within specific environments such as education, employment counselling and qualification assessment and recognition?

The roles and responsibilities of advisor, assessor and administrator/facilitator are key to the delivery of quality RPL services. The session will focus on the following questions, providing initial ideas from presenters, and allowing time for participant input/discussion on these topics.

• What do each of these practitioner roles need to support their development and/or the enhancement (continuous improvement) of their work?
• Should there be training requirements for the role of advisor, assessor and/or administrator in any environment?
• What are the main barriers for good practice for each role?

Benchmarking UK and Irish Trades Qualifications Against Red Seal Standards

Presenter: Cynthia Murphy, Canadian Immigrant Integration Program (CIIP)

In March 2014, Colleges and Institutes Canada (formerly the Association of Canadian Community Colleges) signed an agreement with the UK's National Recognition Information Centre (UK NARIC). The agreement provided funding from Citizenship and Immigration Canada (CIC) for a benchmarking exercise to identify how British and Irish trade qualifications (in nine skill areas) would match up to Canadian requirements. This initiative was designed to support the new Federal Skilled Trades (FST) stream.

In conducting the exercise UK NARIC worked with the Red Seal Secretariat, as well as with provincial authorities. The resulting electronic guide has been shared with provincial assessors. This panel discussion will provide, from a number of perspectives, detailed information from the findings of the benchmarking exercise.

“How do I get there from here?” Creating Career Pathways through PLAR

Presenter: Teresa Francis, Prior Learning Centre

Prior Learning Centre has successfully piloted an individualized approach to delivering PLAR/Career Development services. Clients represented a continuum of needs and circumstances: self-directed individuals and those requiring comprehensive services and support; clients seeking academic admission, job advancement and career change; local clients and those at a distance.

This session will focus on three cases from our work – the stories of Clinton, Sonya and Mariko – and on how engaging in a PLAR process helped them to create and navigate their career pathways. The session will highlight the complementary nature of PLAR and career counselling, and will demonstrate the measures that ensure quality in an individualized, flexible approach.

A Competency Portfolio Pilot Project for Disadvantaged Populations

Presenters include: Carol Timlin, Executive Director, Victoria County Career Services (VCCS); Joan Connolly, Executive Director, Literacy Ontario Central South; Amanda Middleton, Employment Counsellor, VCCS

A third phase of the Competency Portfolio project has been funded by the Government of Ontario, under its ‘Employment Ontario Strategic Priorities’ which target vulnerable populations and those under-represented in the labour force. The workshop outcomes include

• Providing a project update
• Explaining the positioning of RPL as a best practice for career counsellors and advisors and their agencies
• Sharing enhancements to tools that have proven effective with at-risk youth, older workers and those receiving government assistance
• Clarifying the goals and activities related to promotional videos, intended for use by employers and agencies
• Distributing the revised resource materials

Recognition of Prior Learning (RPL): A Best Practice Tool for Human Resource Management

Presenter: Erin Polcyn Sailer, Executive Director, Manitoba Civil Service Commission

Manitoba’s civil service is continually challenged to capitalize on the wealth of skill and knowledge available in a labour pool of people from diverse occupations and backgrounds. In addition to reducing the use of formal credentials as a criterion during recruitment and selection activities, the Manitoba Civil Service Commission has integrated the principles of RPL into its policies and procedures in a way that has served to reduce employment barriers and promote inclusion. The workshop will focus on how these principles can be practically applied in recruitment, job evaluation, and learning and development. The presentation will also include an overview of Manitoba’s award-winning Career Gateway Program – a program that has successfully increased access to employment opportunities to persons with a disability, visible minorities, and Aboriginal persons.

PLAR and Credit Transfer: Models and Methods

Presenters: Frank Vandenburg, Department of Post-Secondary education, Training and Labour; Phil Belanger, NB Council on Articulations and Transfer (NBCAT); Stephen Chase, World Education Services (WES); Ann Marie Lyseng, Alberta Innovation and Advanced Education; Amanda Roberts, SAIT Polytechnic

Across Canada (and beyond) jurisdictions are responding to PLAR and Credit Transfer in different ways:

• PLAR as a type of Credit Transfer
• Credit Transfer as a type of Prior Learning
• Credit Transfer ad PLAR as two separate types of recognition

The World Assembly of Adult Education and Learning: What it is and How to Participate

Presenter: Daniel Baril, International Council of Adult Education (ICÉA)

In June 2015, Montreal will host the World Assembly of adult education and learning, an event held every four years by the International Council of Adult Education. For Canadians organizations and practitioners of adult education, this event is a major opportunity to share perspectives and practices with participants from all over the world. This workshop will give basic information about the World Assembly and will focus more practically on ways to participate in this unique event.

Innovation and Partnership to Support Vulnerable Populations: The Example of Meticulon and the Foreign Credential Recognition (FCR) Loan Pilot Project

Presenters: Gilles Potvin, Employment and Social Development Canada; Bill Locke, Capacity Builders; Garth Johnson, Meticulon; Jean-Pierre Voyer, Social Research and Demonstration Corporation; Julie Rodier, Social Research and Demonstration Corporation

This panel presentation is designed to introduce participants to the social innovation concept, and demonstrate how innovative approaches can leverage partnerships to better support vulnerable populations transition into the labour market. Two successful projects will be presented.

Meticulon is a social enterprise launched in Fall 2013 which, through extensive networks, multi-sectoral partnerships, and market research, is increasing labour market inclusion by harnessing the skills of individuals with Autism Spectrum Disorder in meaningful employment – as IT consultants.

The Foreign Credential Recognition (FCR) Loan Pilot Project was announced in Budget 2011 and launched in February 2012 as a measure to help internationally trained individuals (ITIs) finance costs related to the FCR process. As a research pilot, it is designed to create a strong evidence base of the financial barriers faced by ITIs while undertaking FCR activities. The Social Research and Demonstration Corporation will present an overview of the project results and linkages to social finance.

Viennese Qualification Strategy 2020 – PLAR as a new element of vocational training

Presenter: Gernot Mitter, Austrian Federal Chamber of Labour

The Viennese Municipality, backed by the social partners and the federal labour market service, has launched Qualification Strategy 2020 to increase the number of skilled workers in Vienna thus supporting the Viennese economic development and fighting unemployment. Maybe the most innovative part of this strategy is the use methods of PLAR in an environment of highly formalized vocational training. The presentation gives a review on the strategy, its rationale, objectives and first outcomes but is focused on the prerogatives and challenges to implement PLAR as a new element into a highly regulated system of vocational training.

Pathway to Success for Internationally Educated Nurses (IENs) – Certification and Licensure Stream

Presenters: Ann Mann, Exec. Director CLPNNS; Karen Sigouin, Director of Registration Services, CLPNNS; Kelly McKnight, Projects Director, Health & HumanServices, NSCC; Judy Morrow, Practical Nurse Program Manager, NSCC

The Pathway to Success consists of an assessment of the IENs current knowledge, provides for an orientation to the Canadian healthcare system and most importantly, educates the IEN to the role and scope of an LPN in NS. Of note, most Pathway participants have been educated as an RN in their home country. The program is delivered face to face over a 4 day period, three times annually in advance of the national exam, the Canadian Practical Nurse Registration Exam (CPNRE).

Since 2010, CLPNNS has licensed 113 IENs as LPNs in NS and approximately 90% are currently employed in NS.

Book Launch: Handbook on the Recognition of Prior Learning: Research and Practice. J.Harris, C. Wihak, J Van Kleef (Eds.)

Presenter: Leah Moss, CAPLA Board member

The purpose of this presentation is to present the latest book by editors Judith Harris, Christine Wihak and Joy Van Kleef, entititled: Handbook on the Recognition of Prior Learning: Research and Practice. The presentation will cover the subjects in this book and the implications for future research in the area of Recognition of Prior Learning.

Migrating Job Profiles into a Comprehensive Competency Framework

Presenters: Rhonda Sweeney, Developer/writer; Diane Gordon, Project Sponsor

The Department of Labour and Advanced Education and the Nova Scotia Community College launched a pilot project was to assist a business to develop a competency framework based on their existing job descriptions. The focus of the project was to rewrite the existing job profiles into a comprehensive competency framework. During the project, job descriptions were formed, an interview process was developed and an employee guide for gap analysis within the strategy was developed. The documents developed enabled the business to gain useful and targeted tools for recruiting, hiring and assisting employees to transition within the business.

Appreciative Hiring of PLAR Professionals

Presenter: Tetyana Tsomko, PLAR advisor, Champlain College

The presentation explores new pathways to more effective results in PLAR practices by applying appreciative inquiry techniques to hiring PLAR advisors. These techniques are most effective when their values, needs, and interests are aligned with the values of PLAR and the educational institution. Can a typical 30-45 minute interview identify a person's fit to PLAR? Can the use of AH in hiring processes not only serve to locate and hire the right people for the PLAR team, but also ensure they are put in the positions suited to their strengths? Who can contribute to identifying person-PLAR fit and values congruence?

Thompson Rivers University – Open Learning: Credit Bank

Presenter: Nicole Borhaven, TRU - OL PLAR Advisor

One way that Thompson Rivers University – Open Learning (TRU-OL) students gain PLAR credits for their non-formal learning is through our Credit Bank. This involves creating Strategic Partnerships with a variety of non-accredited training providers to allow the application of formally assessed credit toward students' programs at TRU-OL. We will discuss the processes involved with the Articulation Agreements, from formation to application of credit, and the experience of our students who access this. We will also explain the process where we assess non-formal courses/programs (e.g. industry certifications) that are well-recognized but not part of our Articulation Agreements.

Thinking of Doing: The Mind at Work

Presenter: Thomas Kerr, Harry Van Arsdale Jr. Center for Labor Studies, Empire State College-SUNY

Thinking of Doing: The Mind at Work will present the outcome of a group study course of the same name offered to a cohort of IBEW Local 3 electrical industry union labor leaders in New York City. The 14-week course enabled 13 students to develop not only PLA requests but also understand what it means to “know” something therefore knowing what is meant by “prior learning”. Reading writers such as John Dewey, Paulo Freire, and even Michel de Montaigne, these students came to see themselves as “learners” who understand ways they can use experiential learning to develop further practices on-the-job and in their personal or professional/union lives.

For more information read: An Update on PLA for Labor Leaders and Electricians (Journal of Continuing Higher Education 61:183-185 Nov. 2013) which details the PLA request process for students of the Harry Van Arsdale Jr. Center for Labor Studies, Empire State College–SUNY.