This Fanshawe College research conducted by Mary J. Harrison (2018). It explores the concept and process of prior learning assessment and recognition (PLAR) at post-secondary institutions, with a particular focus on Ontario.
The goal of this study was to gather information about how colleges and universities in Ontario operationalize their PLAR policies and processes in order to develop a set of recommendations regarding how colleges and universities can enact the best practices in PLAR identified in the framework 6 Steps for Quality RPL (CAPLA, 2015).
To conclude, I adapt Penner, Howieson, & DiTullio’s (2017) model, the Culture of Mobility Spectrum, to propose a new tool called the Quality of PLAR Processes Spectrum. This tool can help institutions reflect on their PLAR practices and identify strengths and areas for improvement in relation to CAPLA’s quality framework. Institutions can use the Spectrum to set goals for improvement in their PLAR process, regardless of their level of development. My final overarching recommendation for this report is for a community of PLAR practitioners to develop a dynamic digital repository for sharing resources and best practices across institutions.