UNESCO Guidelines for the Recognition, Validation and Accreditation of the Outcomes of Non-formal and Informal Learning: Critical success factors in applying them

To follow up the Belém Framework for Action adopted at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009, the UNESCO Institute for Lifelong Learning (UIL) has taken the initiative to develop the UNESCO Guidelines for the Recognition, Validation and Accreditation (RVA*) of the Outcomes of Non-formal and Informal Learning. UNESCO’s broad agenda […]

Read More...

Assessing the Skills and Competencies of Internationally Trained Immigrants: A Manual for Regulatory Bodies, Employers and Other Stakeholders

Author(s): Susan Simosko ISBN: 978-0-9781782-1-5 This manual provides an overview of the five assessment methods commonly associated with PLAR and with competency-based assessment. These methods—self-assessments, written examinations, oral questioning, demonstrations and observations, and portfolios—are used by regulatory and licensing bodies, and by educational and training organizations, across Canada and around the world. The manual is […]

Read More...

Evaluating Learning Beyond Academic Credentials: A 360-degree Look at the Recognition of Prior Learning

Determining the competencies of an individual requires careful consideration of the person’s knowledge, skills, abilities and experience. Regulatory bodies, certification organizations and universities frequently rely on the evaluation of credentials to determine the level of immigrants’ competence. Increasingly, however, organizations realize that credentials alone do not—perhaps cannotprovide an adequate reflection of what an individual has […]

Read More...

The IPLAN (International Prior Learning Assessment Network) Canada-Australia exchange on RPL Practitioner competencies and assessment

In this webinar you will learn about: Canada: CAPLA’s work related to RPL Practitioner competencies, the RPL Standards Working Group and efforts to encourage national standards, identify related training, and consider options for recognition of competent RPL practitioners (assessors, advisors and system facilitators). Development requirements and possible routes for the recognition of competency of individual […]

Read More...