Program and Schedule
Where are you in your journey towards continuous improvement in RPL practice in the five key areas?
There are many helpful tools and resources (process guides, skills inventories, course requirements, competency profiles) used in quality RPL programs and services.
Key system components help to ensure quality RPL services, from professional development for advisors and assessors to policies, communication strategies and organizational support.
The purpose of an assessment strategy and the nature of evaluation tools (skills demonstrations, structured interviews, challenge exams, simulations, portfolios) vary from organization to organization. Each has its own strengths, limitations and potential applications.
From intake to exit, advisors and career development practitioners need multiple strategies and effective techniques to support learners/candidates/clients/employees through the RPL process.
There are policy implications for the recognition of learning at the organizational, community, provincial/territorial and national levels. Supportive RPL policies lead to better outcomes for all labour market partners in Canada.
These areas of practice are
- client-centered and interconnected
- flexible and adaptable to meet the needs of the client, the organization, the community and the country
- vital for a robust workforce that is dependent upon the skills and competencies of job seekers, adult learners and those requiring certification
What we offered at Recognizing Learning 2017
Recognizing learning in an effective and efficient way, begins and ends with good advising. Anyone who assists adults in achieving their personal, academic and career goals will need to be aware of the assessment and recognition systems which the client may encounter, both short and long term. In addition it is helpful to know how to create conditions for productive advising, in order to maximize the chance of lasting benefits for the learner. Although adult advisors may work in a particular institution or organization where RPL is offered, their expertise in career development and academic counseling may extend to other areas such as awareness of the local labour market and emerging economic trends. Recognizing the challenges and barriers to quality RPL advising is important to the development of strategies to overcome them.
Individuals prove their prior learning through an identified assessment process. It involves comparing knowledge, skills and abilities to the organization’s requirements. Setting criteria and conveying those expectations to the client is important for a transparent quality RPL process. Such requirements can take many forms such as competencies to perform a job, occupational standards or academic learning outcomes. Assessment affects people from all walks of life, and is used for a range of purposes in many different environments. For example, some assessment is considered ‘high stakes’ because the outcomes of assessment involve public health and safety. Done well, RPL opens doors and enriches people’s lives. Consequences of poorly managed assessment can cause great harm and hardship.
What we’re offering at Recognizing Learning 2018
a) RPL Tools
Tools used in the practice of RPL include but are not limited to:
- Communication tools for internal and external use (information guide for the prospective RPL candidate including self-assessment tools, ‘how to’ ideas for the advisor and assessor, follow-up protocols, awareness and promotional materials for staff, community stakeholders, partner organizations)
- Assessment-related tools such as different assessment methods, advisor and assessor guide books, assessment preparation and post-assessment processes, alignment of assessment criteria with assessment evaluation
b) RPL Systems
Systems associated with RPL could include:
- A ‘support’ system of early adopters and potential champions
- A range of structural components outlining anticipated procedures and processes
- A process to support the development and maintenance of a sound learning assessment practice
- The capacity to develop, implement and evaluate tools, resources and outcomes for use within the organization and among other stakeholders
- Developmental and ongoing professional development to build and sustain organizational commitment
c) RPL Policies
Policies to facilitate RPL systems involve:
- Identifying issues or problems that require our attention at any level (international, national, provincial/territorial, community, organizational)
- Orientation toward a goal or desired outcome and solution
- Consideration of existing policies, initiatives, priorities, economic factors, political climate and sustainability
- Preparing new or revising existing policies and procedures to include RPL as an integral part of quality assessment and recognition strategies
- Awareness of the importance of interconnectivity between and implications for other stakeholders and potential partners at all levels
All CAPLA training is based on the principles, procedures and practices outlined in its 2015 publication Quality Assurance for the Recognition of Prior Learning (RPL) in Canada - THE MANUAL. Click here to get information about purchasing the MANUAL and to download a free copy of the MANUAL’s Introduction.
Conference participants will have the opportunity to earn a badge for Tools and Systems/Policies through an evaluation process at the end of the conference.
Managing Director Canada, and Deputy Executive Director
World Education ServicesShamira Madhany will be opening CAPLA’s 2018 conference in Toronto this November. Shamira’s association with the RPL community goes back many years and her support for the Recognition of Prior Learning (RPL) can be traced back to 2001, when she affirmed the Halifax Declaration for the Recognition of Prior Learning, along with 36 other government
Ms. Madhany was a staunch supporter of bringing the fields of prior learning assessment (PLA) and foreign qualification recognition together, so all learning, regardless of where it was acquired, should be recognized. With widespread support from others across Canada, the concept of one national RPL conference was realized in 2001.
Shamira co-chaired the Federal/Provincial/Territorial Working Group on Access to Professions and Trades along with a co-chair from the federal government. After she left the Working Group on Access to Professions and Trades in Ontario, Shamira continued her work with the Ontario government at the Ministry of Colleges and Universities and later became Assistant Deputy Minister (ADM) and Chief Diversity and Accessibility Officer. In 2014, she went to the Cabinet Office as ADM for the Health, Social, Education and Children’s Policy portfolios. She has led important initiatives including the Poverty Reduction Strategy, Highly Skilled Workforce Review, Response to the Syrian Refugee Crisis and Community Hubs.
Systems/Policy FacilitatorAmanda Roberts
Southern Alberta Institute of Technology (SAIT)Amanda Roberts has been the Recognition of Prior Learning (RPL) Coordinator at Southern Alberta Institute of Technology (SAIT) in Calgary, Alberta since 1999. She served on the Canadian Association for Prior Learning Assessment (CAPLA) Board of Directors for eight years, SAIT’s
In terms of Amanda’s formal learning, she holds a Diploma in Criminology from Mount Royal University, a Certificate in Prior Learning Assessment and Recognition (PLAR) from Red River College and a Bachelor of Arts, Interdisciplinary Studies from Royal Roads University.
Amanda’s interest in organizational development, policy and governance finds expression in her work with academic staff and senior officials within her own institution, with colleagues in the province of Alberta and among those engaged in the RPL community of practice. Best of all, she is a strong advocate for adult learners, and mentors PLAR students in their journey to make connections and articulate ‘what they now and can do’ to gain recognition for their learning.
Tools FacilitatorTeresa Francis
Consultant, RPL and Career Development
Teresa Francis ConsultingTeresa Francis is a consultant specializing in the Recognition of Prior Learning (RPL) and Career Development. An adult educator, facilitator and counsellor, she has
Teresa was a core member of the Prior Learning Centre team for more than fifteen years until its closure in 2015, and has also held positions in student services management, university admissions and advising, and counselling. She has been involved in numerous PLAR/RPL projects including portfolio development (both academic and developmental, face-to-face and online) and the formal recognition of learning by regulating bodies. She has provided foundational and assessor training, has helped to develop learning recognition systems, and has worked one-on-one with individuals, using PLAR to support career transition.
Teresa is the immediate Past-President of the Career Counsellors Chapter of the Canadian Counselling and Psychotherapy Association and a board member of the Canadian Council for Career Development.
Presenters: Deirdre Goggin
Deirdre Goggin: Recognition of Prior Learning(RPL) has existed in Cork Institute of Technology since 1999 as part of its central services to all learners for access, transfer and progression. The sustainability of RPL within the institution is as a result of strategic decisions made as to its importance and the multi-faceted approach which has been adopted and embedded within the institution. This presentation will outline the policy, systems and processes which the institution has adopted to meet the needs of all stakeholders including learners, staff, institution and industry. It will also outline the challenges and how they have been addressed by CIT.
RESEARCH in RPL
This research panel will present their findings and share the implications of their work in three areas:
- Introducing the Quality of PLAR Processes Spectrum
- Faculty Perceptions of Prior Learning Assessment and Recognition: A University Case Study
- Persistence in PLAR, how to decrease attrition rates in post-secondary settings
Presenter: Cailleagh Sharples
In Nova Scotia, Continuing Care Assistant (CCA) Certification is the entry to practice education requirement for individuals providing direct care/support services in Department of Health and Wellness (DHW) funded organizations and agencies. DHW supports and provides oversight through an Advisory Committee (CCAPAC) for the CCA Program which is managed by Health Association Nova Scotia under contract with the DHW. The CCA Recognizing Prior Learning (RPL) Program is offered on a provincial basis by the CCA Program as an avenue for eligible individuals (robust experience and/or education in health care) to gain credit for what they already know and can demonstrate towards CCA Certification.
During this presentation, we will provide a brief history of the RPL Program including an overview of the structure of the RPL Program process. We will cover how RPL has been adopted as a successful human resource tool to meet hiring requirements and assist individuals to achieve CCA Certification. We will identify how RPL is applied to conditionally hire diverse individuals with a variety of qualifications and backgrounds and we will share the process developed to award credit based on international credentials (over 30 national and international learning paths). We will discuss how RPL transitioned to a sustainable model using contracted navigators (RPL trained RNs with a Certificate in Adult Education) and share significant RPL statistics, i.e.; now the 2nd largest producer of Certified CCAs. We will share significant Program milestones that led to increased accessibility and capacity including some of our “AHA” moments.
Presenter: Susan Forseille
Background Information: The Truth and Reconciliation Commission (TRC) outlined numerous calls to action, stressing we all have a role to pay. This includes Prior The research on Prior Learning Assessment and Recognition has been growing over the years. However, there is still limited research, especially Canadian Research, on the experience of Indegionous students going through PLAR for post-secondary academic credit. This presentation will share the initial research findings on a Thompson Rivers University (TRU) research project exploring the PLAR experience for Indigenous students. The presentation will share information on the Indigenous students’ experiences, and the lessons learnt, including the strengths, opportunities, aspirations, and results (SOAR).
Key Ideas: Through exploring Indigenous student’s PLAR experiences we can provide Indigenous and non-Indigenous students with enhanced tools, systems, and policies to improve their PLAR understanding and success.
Conclusions: The sharing of this TRU research is an effort to enhance the PLAR experience for Indigenous students, to improve the PLAR processes for all learners, and to honour the TRC.
Presenters: Rosemary Matsell, ISANS; Denise Callahan, ISANS;
At ISANS we provide profession-specific bridging and communications programs for Internationally Educated Engineers (IEEs) and recently Internationally Educated Architects (IEAs) who are trying to bridge the gap to licensure in their professions.
By using a recognition of prior learning approach, we help clients understand how their experience and education translates in a Canadian context. We provide a competency-based assessment program which allows clients an opportunity to demonstrate what they know to employers in their fields for 12-week work placements. We also offer a communications course for IEEs who intend to work in their field, focusing on workplace communication skills, licensure and orientation to the sector. Clients gain valuable local work experience, feedback on their on-the-job competencies and hours towards their professional designations. More than 120 Engineers were matched and 80% secured employment in their fields.
Presenter: Kate O'Brodovich
In 2015, Sask Polytech’s RPL team attended the CAPLA Boot Camp, took the badge challenge, and conducted a quality assurance audit of Sask Polytech’s RPL system. We concluded that our system has strong validity, flexibility, rigor, and professional support. Obvious weaknesses were institutional consistency and participant accessibility, transparency, and respect. We had a good system, but navigation was hit or miss. Online info was piecemeal, dated, and vague. RPL opportunities were missed because frustrated participants could not access complete, accurate, and timely information. We addressed this by streamlining the PLAR process and Candidate Guides and by developing a complete package of webpage info to fully explain options for equivalency credit, transfer credit, and PLAR. This was a major, daunting renewal effort. Mapping out the complexities of our RPL system was challenging in itself and revealed further improvements needed in policy, procedures, tools, and training. This presentation explains our ongoing journey from quality assessment to practical solutions; identifies issues of organizational inertia and complexity that we all grapple with; and showcases Sask Polytech’s new suite of RPL information products.
Presenters: Beatrice Kohlenberg
In 2018, the member states of the United Nations are expected to approve and implement a Global Compact on Migration which, among other objectives, commits governments to facilitate recognition of skills, qualifications and competencies and to invest in developing skills of migrant workers to ensure they are fully employed in decent work. Achieving this will require collaboration and innovation across regions, as well as utilization of new technology and assessment schemes.
Assessment of qualifications and skills can support this vision of a skilled global workforce. With over 40 years of experience, World Education Services (WES) is using both tried and innovative approaches to assess and encourage wider recognition for the international qualifications and skills of immigrants and refugees, creating opportunities for local economies to harness the power of immigrant talent.
In this workshop, participants will hear about WES’ work supporting the assessment and integration of internationally-educated immigrants and refugees in Canada and the US, resulting in the launch of new approach to assessing the education of immigrants and refugees with no access to official documents. This innovative approach engages local service providers in new pathways which support stronger labour market attachment.
Presenters: Denise Neutel
As the certification body for Medical Laboratory Professionals, the Canadian Society for Medical Laboratory Science (CSMLS) continuously works to improve our RPL tools, systems, and policies. Since the profession is expected to be under capacity by at least 4000 MLTs in the next 10 years, the importance of keeping Canadian educated MLTs in, and bringing Internationally Educated MLTs to, the Canadian profession is growing each year. Continuous Improvement to our PLA process can be seen in the following,
In order to improve the success rate of PLA clients, to communicate the language requirements for our PLA process, and the difficulties in achieving eligibility to the national MLT certifying examination, we are looking to translate a small amount of our RPL information into Arabic and Hindi/Urdu, as a large share of our PLA clients come from the Middle East and India.
We have recently implemented a survey to our PLA clients, in different stages of the process, to help with continuous improvement to our RPL system.
Policies, PLA for PLI:
We have added PLA for Personal Liability Insurance as one Medical Laboratory discipline is being condensed. We have re-evaluated this discipline’s Competency Profile and added a sub-discipline to it, in order to keep these highly trained individuals within the profession. Those practicing in this discipline can, through our PLA for PLI process, prove they have the education and experience to be licensed in a regulated province to work in both disciplines.
Presenter: Kim Pavan
Kim Pavan, B.A., MBA
Presenter: Don Presant
Presenter: Mark Gallupe
Presenter: Külli All, Ministry of Education and Research, Estonia
Presenters: France Dussault
France Dussault and Sarah-Anne Barriault will discuss “Qualifications Québec”, the one-stop-shop for information on recognition of competencies in Quebec. They will provide a glimpse of the history of the organization and the support services offered to immigrants. An explanation of the portal’s connection to the labour market will be provided, along with a demonstration of how the site is based on the National Occupational Classification (NOC). Some typical cases of immigrants seeking recognition of their competencies for different regulated and non-regulated professions will be presented.
Presenters: Lori Peppler-Beechey
Lori Peppler-Beechey, RRT
The College of Respiratory Therapists of Ontario (CRTO) regulates respiratory therapists practicing in Ontario. As part of its mandate, the CRTO is responsible for appraising the previous education and experience of all applicants. This is to ensure that applicants have the required entry-to-practice respiratory therapy competencies to provide safe and effective patient care. Due to differences in academic preparation and experience, internationally educated applicants must undergo assessments related to: language proficiency; academic credentials; and clinical competencies. Over the past 2 years the CRTO has made several improvements to the assessment process that have included the implementation of tools to aid internationally educated health professionals (IEHP) in understanding the expectations of the assessment as well as opportunities to receive feedback and ask questions throughout the process.
This presentation will examine the integration of a variety of these tools used as part of the IEHP assessment process for entry to practice in respiratory therapy. The following components of this multi-stage assessment process will be discussed; program review, interview, and clinical skills assessment. Particular focus will be placed on applicant preparation and the opportunities for feedback that occur throughout the process.
Presenter: Selene Wray
In 2017, a young Journeyperson Plumber approached Saskatchewan Polytechnic with a need to obtain the 23-course, full year Building Systems Technician (BST) certificate in order to keep his job. The Building Systems Technician program is a unique program that gives comprehensive training in maintaining, operating and repairing electrical, ventilation, refrigeration and water treatment systems. Selene Wray, Learner Pathways facilitator, will tell the story of the types of systems supports and assessment tools that were in place in order for the student to do an unprecedented challenge for entire program certification. Along with the Program Head, the candidate was able to collect evidence, use transfer credit from the Red Seal Plumbing program, and complete a combination of exams, skill demonstrations and gap training. The student graduated from the BST program on June 22, 2018.
The presentation will end with an open discussion of how this full program PLAR model could be applied to fit other scenarios.
Flexible student pathways and incorporating RPL into all programs, is part of Saskatchewan Polytechnic's new academic model. The Learner Pathways office strives to improve and support RPL at all levels within the institution. Last year, Sask Polytech supported 1548 PLAR challenges.
Presenters: Eva Szasz-Redmond, Calgary Immigrant Women's Association; Tihana Radojcic, Calgary Immigrant Women's Association;
Canada is taking its pride on the world stage as one of the most inclusive countries for immigrants. Its global image is built on attractive immigration programs which have branded the country as the immigration haven. OECD has recently ranked Canada as the second most educated country in the world and the latest Statistics Canada report shows that new immigrants dominate the figures. The same report points out that immigrant women were more likely than Canadian-born women to have completed a university certificate or degree at the bachelor's level or above, and worked in the positions that require less education. Calgary Immigrant Women's Association is renowned for developing customized educational training programs to serve mid-literacy immigrant women, help them overcome structural barriers to education and recognition of credentials. Through such programs, these women are able to transition their competencies and build respective careers in Canada. This presentation will demonstrate how to integrate CAPLA's RPL guiding principles and develop adult-friendly system to break down barriers that immigrant women face when applying for academic programs. The participants will get an overview of CIWA's innovative Child Development Worker Training program and learn about the process of overcoming the unrealistic and demanding language requirement which affected the client recruitment and jeopardized the implementation of the program. Participants will be provided with practical examples of how CIWA developed an innovative training system to prepare immigrant women for the academic course and build sustainable multi-level partnership with recognized educational institutions and business partners.
Presenter: Dan McFaull
This session is designed for those who assess and recognize knowledge, skills and experience and for professionals who facilitate assessment services for clients/adult learners/workers. The Residential Construction Site Manager (RCSM) occupation in Nova Scotia is featured as an RPL case study to illustrate solutions that were developed using a competency-based approach to guide the design and development of RPL tools. The tools are currently being used to assess and recognize work experience within a credentialing model.
North Pacific Training & Performance Inc. (Vancouver) is committed to developing competency-based qualification, assessment and certification standards for trades and technical occupations in Canada. Beginning in February 2016, the Atlantic Home Building and Renovation Sector Council (AHBRSC) engaged North Pacific in a progressive series of projects with this goal in mind.
This session will focus on how the development of the RPL process for the RCSM occupation in Nova Scotia was guided by the nine principles for quality RPL practice developed by CAPLA. We will present the Competency Profile document that was developed to provide a balanced and consensus-based foundation for the development of RPL assessment tools and systems for the RCSM occupation in Nova Scotia. We will then discuss specific RPL assessment tools and guidelines (portfolio review and technical interview) that were created to support candidates and assessors to enable the identification and recognition of existing competencies, as well as to enable the development of competencies for those wishing to progress within the RCSM occupation.
Presenters: Nigel Lloyd
In 2017 the Toronto Region Immigrant Employment Council (TRIEC) commissioned CamProf to create a set of competencies that everyone in an organization needs to build an inclusive workplace. The framework defines the necessary knowledge, skills, and behaviors. Together with a working group from employers in the GTA we created a set of 15 competencies divided into 3 categories:
The competencies give organizations a road map and a common language to talk about aspirations and expectations regarding diversity and inclusion. They can be used for:
TRIEC Inclusive Workplace Competencies are generic, and not restricted to ethnic and cultural diversity. They cover all the ‘dimensions of diversity’: age, sex, disability, education, socioeconomic factors and many more, including those which are outside the legal frameworks.
TRIEC has also created a tool to enable any organization to freely access the competencies, tailor them for their own use, and make full use of them. Now TRIEC and partners are piloting the competencies in different organizations.
The session will present the competencies and the tool and explore with participants how they can be customized for their use and benefit.
Presenter: Laura Malbogat
This presentation will focus on the steps involved in making ‘Distance Education’ a thriving reality for one program. It took one adult learner to reach out and ask, “is it possible to access your program at a distance, I have no possibility in Gaspe where I live to complete this program in English” or another adult learner who shared, “with two young children under the age of five I cannot attend the onsite program at the college, but would love the opportunity to learn from home.”
This presentation combines practical steps and stories to bring ‘theory to life’. Five key steps will highlight how to move from an idea of distance learning to reality.
1) Listen with Openness: Understand what a community needs, be receptive to what potential students need.
2) Network and Reach Out: Build community connections and partnerships to make the difference between something impossible to achievable.
3) Research How to Make it Possible: Research what other organizations have done, to implement ‘distance learning’ into practice. Learn what strategies, best practice and support systems facilitate success.
4) Choose the Right Option(s) to Deliver Distance Education: Ask the right questions and identify the unique needs of your community and adult learners.
5) Create a team of teachers/content specialists who can deliver active learning via distance.
Wednesday, November 21
|9:00 am – 5:15 pm||Pre Conference Event|
Thursday, November 22
|8:00 am – 4:00 pm||Registration & Information Desk|
|9:00 am – 9:30 am||Welcome, Keynote Session|
|9:30 am – 10:15 am||Opening Panel|
|10:15 am – 10:30 am||Networking Break|
|10:30 am – 12:30 pm||Session Leader (setting the table, breakouts)|
|12:30 pm – 1:30 pm||Lunch|
|1:30 pm – 2:30 pm||RPL Research Panel|
|2:40 pm – 3:40 pm||Concurrent Workshops|
|3:40 pm||Grab n Go Coffee|
|3:50 pm – 4:50 pm||Concurrent Workshops|
|5:00 pm – 5:30 pm||CAPLA AGM|
Friday, November 23
|8:00 am – 4:00 pm||Registration & Information Desk|
|9:00 am – 9:45 am||Opening Panel|
|9:45 am – 10:00 am||Networking Break|
|10:00 am – 12:00 pm||Session Leader (setting the table, session breakouts)|
|12:00 pm – 1:00 pm||Lunch|
|1:00 pm – 2:00 pm||Session continues|
|2:10 pm – 3:10 pm||Concurrent Workshops|
|3:10 pm||Grab n Go Coffee|
|3:20 pm – 4:20 pm||Concurrent Workshops|
(last update: November 8, 2018)
November 21, 2018
9:00am – 5:15pm
The Grand Hotel & Suites, Toronto
Don’t miss this opportunity to find out about new and innovative programs in the field of PLAR/RPL, so those leaving the military and those enlisting in it can realize their personal and professional goals.
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Fanshawe CollegePeter Devlin was appointed Fanshawe College’s fifth President effective September 2013.
Prior to joining Fanshawe, President Devlin served 35 years in the Canadian Armed Forces and retired commanding the Canadian Army at the rank of Lieutenant General. He has several UN, NATO and Coalition tours and his awards include Orders of Military Merit
President Devlin serves on provincial and national college committees. These include the Ontario Colleges Library Service Board, the Colleges Ontario Committee of Presidents, Nominating Committee and Committee of Presidents Executive Committee. He is a member of Colleges and Institutes Canada’s Presidents Leadership Network and Coordinating Committees and a Director on the Polytechnics Canada Board. Peter serves on the London Economic Development Corporation’s Board of Directors and is a member of the lvey Business School Leadership Council.
President Devlin received an undergraduate degree in Honours Economics from Western University, a graduate degree in Strategic Studies from the US Army War College and a certificate in Advanced Executive Management from Queen’s University. He has also studied at Command and Staff Colleges of the Canadian Defence Academy and is a graduate of the Institute of Corporate Directors (ICD.D).
Peter has been married for 34 years, and together he and his wife Judy have four children.
Presenters: Lt(N)/ltv Donald (Doug) Gray
Lt(N)/ltv Donald (Doug) Gray, CD
The CAF Accreditation Certification Equivalencies (CAF-ACE) Directory is aimed at identifying training and education programs offered by Canada's Post-Secondary Training and Education Institutions (colleges, institutes of technology, polytechnics, CEGEPs and university colleges) so they can be recognized as aligning with the training and education requirements of the Canadian Armed Forces (CAF). Once a program is recognized, that program can be leveraged by the occupation as a recruiting tool that will allow the member to bypass large portions of occupational training and fostering an environment where more time can be dedicated towards military specific aspects of their training.
Presenters: Mark Gallupe
Mark Gallupe: This panel is comprised of three partners representing the military (Brandon Rose), military families (Elizabeth Nicholas) and a community college (Mark Gallupe). The panel members will discuss their unique roles in the partnership and how they assist people in furthering their education and career goals. A primary focus of the partnership is addressing and lowering barriers for those seeking recognition of their prior learning.
Presenters: Kirsten Johnson
VAC and Agilec’s presentation will provide an overview of VAC’s Education and Training Benefit and Career Transition Services programs, including some of the history and information on the intent and objectives of the programs. We will speak to what program applicants can expect in terms of the application and decision process, including what information is required for VAC to make eligibility and funding decisions. We will also cover some of the trends that VAC and Agilec are seeing in both programs and Agilec will provide a look at the CTS participant experience.
Presenters: Rick Tachuk
The applied science and engineering technology sector offers excellent transitioning opportunities for military forces personnel. This session will provide an overview of the latest project currently undertaken by the Canadian Council of Technicians and Technologists (CCTT), which will utilize RPL and competency-based assessment methods to provide a pathway to certification as a certified technology professional in any one of Canada’s ten provincial technology associations.
Presenters: Lisa Taylor
Lisa Taylor: A Question of Style – Canadian Veteran Working Style and Employer Misconceptions
This presentation reviews the work of the MSO, the RPL practice and polices of Member Personal Record Resume (MPRR) assessments, transcription challenges and partnerships with other educational institutions.
Hugh Wright will provide an overview of Algonquin College’s experience and success in providing recognition of military occupational training and creating pathways for completion of College programs, including an Ontario College Certificate in General Arts and Science - One Year, with concentration in Defence and Security.
Hugh will share insights into the systems, communications and promotional initiatives that have been helpful in supporting success, and how these may evolve as Algonquin works in collaboration with the CAF, Directorate of Transition Services and Policy and Military Personnel Generation team, Veterans Affairs Canada, and other key stakeholders, to enhance military occupational training recognition and post-secondary program access and completion pathways for current and former CAF members.
Presenters: Kevin Wainwright
Kevin Wainwright, PhD
The National Advanced Placement & Prior Learning (N-APPL) Program is a partnership among Canadian post-secondary institutes who evaluate and recognize the skills and expertise acquired through military service to provide fast-track credential options. Currently at 17 post-secondary partners, and growing, N-APPL uses a collaborative approach to recognizing military service. Partner education pathways are accessible and shared among N-APPL partners through a web portal developed and maintained in-house at BCIT. The web portal provides access to military training plans, academic assessment features and advanced placement pathways offered at each institute.
CAPLA is looking for individuals and organizations who are interested and committed to RPL. Knowledge, skills and abilities of experienced Canadians and newcomers can be assessed effectively by using quality assured methods. Please consider supporting us as we continue to strengthen RPL in Canada.
Donations received for the Recognizing Learning 2018 Conference will be used to cover conference costs.
Friends of CAPLA ($500 – $2,499 or multiple participants’ registration of six people or more)
- Name listed in the printed Conference Final Program
- Name listed on the Conference website
Bronze Donor ($2,500 – $4,999)
- One exhibit booth (table top display)
- Name listed on the Conference website
- Logo displayed as a Bronze Donor in the printed Conference Final Program
- Acknowledgement from the podium (minimum one time)
Silver Donor ($5,000 – $9999)
- One conference registration or one exhibit booth (table top display)
- Quarter page advertisement in the Conference Final Program (partner is required to provide digital artwork)
- Logo displayed as a Silver Donor in the Conference Final Program
- Logo displayed on Conference signage and big screen powerpoint presentation in plenary meeting room (logo on screen minimum one time during the Conference)
- Logo displayed on the Conference website
- Acknowledgement from the podium (minimum two times)
Gold Donor ($10,000 – $24,999)
- Two conference registrations or one conference registration and one exhibit booth (table top display)
- Opportunity to thank a plenary speaker
- Half page advertisement in the Conference Final Program (partner is required to provide digital artwork)
- Logo displayed as a Gold Donor in the Conference Final Program
- Logo displayed on all Conference signage and big screen powerpoint presentation in plenary meeting room (logo on screen minimum three times over the Conference)
- Logo with hypertext link displayed on the Conference website
- Acknowledgement from the podium (minimum three times)
Platinum Donors ($25,000 +)
- Three Conference registrations or two Conference registrations and one exhibit booth (table top display)
- Opportunity to provide five (5) minutes of opening remarks at the Opening Plenary or at other mutually agreed time during the Conference
- Opportunity to thank a plenary speaker
- Full page advertisement (inside front or back cover) in the Conference Final Program (partner is required to provide digital artwork)
- Logo displayed as a Platinum Donor in the printed Conference Final Program
- Logo prominently displayed on all Conference signage and big screen powerpoint presentation in plenary meeting room (logo on screen minimum four times over the Conference)
- Logo with hypertext link displayed on the Conference website
- Regular acknowledgement from the podium (minimum five times)
- Opportunity to provide collateral piece to be distributed to all participant on the tables at the opening plenary
If we do not receive your Early Bird payment on or before Wednesday October 31st, 2018, the reduced rate will be changed to the full registration rate. All other conferences fees are due prior to the start of the conference on November 22, 2018. You are not registered until payment is received in full.
Register for the RPL in the Military Pre Conference Event
The cost of the RPL in the Military pre-conference session is $250 plus tax.
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Conference Registration Fees:
Exhibit at the CAPLA conference and promote your organization to all the CAPLA delegates. Please note, an exhibit booth does not include access to the workshops/sessions.
Cancellation PolicyCancellations received in writing prior to October 31, 2018 will be charged a $55 administrative fee. Cancellations received after this date will not be refunded. Replacements will be accepted with a request received in writing from the registered participant. Cancellations and replacements should be forwarded to the Conference Secretariat.
Conference SecretariatAgenda Managers Inc.
2979 Oxford Street
Halifax, Nova Scotia B3L 2W3
Phone: (902) 422-1886 or 1-877-731-1333
Fax: (902) 422-2535
Email: Conference Secretariat
Intimate, luxurious and warmly residential, The Grand Hotel located in downtown Toronto features 177 extraordinary guest suites. An exclusive retreat offering luxury accommodations and unsurpassed service. We are distinguished by our understated elegance and personalized service which make us quite simply one of the finest ways to experience this remarkable city.
CAPLA’s RPL Badge
What are Open Badges?
Open Badges are electronic credentials (eCredentials) that recognize skills and achievements, whether they’re based on formal, non-formal, informal or experiential learning. They contain detailed information about how they were obtained which makes them more transparent and useful. They’re also called micro-credentials, because they’re modular and stackable. They can also be endorsed by other organizations, which makes them more trustable. Open Badges can be securely stored online and shared over networks and on social media such as LinkedIn, greatly extending their reach and social impact beyond that of paper credentials.
Open Badges create many new ways for:
- individuals to achieve recognition for their learning and build their careers.
- employers to find qualified employees and develop the skilled workforces they need.
- learning providers to authentically demonstrate and disseminate the quality and usefulness of their programs.
Well over 10 million Open Badges have been issued since they were invented by Mozilla Foundation in 2011. They have been adopted in diverse sectors all around the world: by educational institutions such as Open University, by large professional organizations such as the Scottish Social Services Council and by large employers such as IBM.
Why Earn a CAPLA Badge?
By earning a CAPLA badge and sharing it online, you’ll be demonstrating:
- your knowledge and application of RPL by achieving the learning outcomes of our professional development opportunities.
- your support for the Canadian Guiding Principles for Quality RPL Practice in CAPLA’s RPL Quality Assurance Manual (2015).
- your public support for CAPLA and its mission as an organization.
Thursday, November 22, 20184:45 pm – 5:15 pm
All CAPLA members are encouraged to attend.