May also be known as the PLAR Facilitator or PLAR Co-ordinator
PLAR flourishes in institutions and organizations where the concept is respected and demonstrated. Evidence of that respect lies in organizational values, policies and administrative systems that enable PLAR to be accessible, credible and sustainable. Within Canada, the PLAR Administrator (Facilitator or Co-ordinator) is involved with developing policies and designing and maintaining systems that support Advisors, Assessors and Individuals in the PLAR process. In some cases, the PLAR Administrator (Facilitator or Co-ordinator) may also be involved in the guidance and/or assessment of individuals.
Key Outcomes for PLAR Advisors
- PLAR is integrated into the larger organizational strategic plan and approach.
- Teams of Advisors, Assessors and Administrators are collaborating effectively and efficiently for the benefit of both the individual and the organization.
- PLAR structures and practices are sustainable in an institution-wide system.
- Dynamic and flexible training materials and processes are in place for all involved with PLAR.
- Good practices are promoted internally and externally.
- PLAR budgets and resources are well managed.
- PLAR policy and procedures are followed.
Skills, Knowledge and Attitudes of the PLAR Administrator
In addition to the Common Competencies, the PLAR Administrator is able to:
Note:
Competency statements in black have been reproduced with permission from the PLAR Practitioner Competency Profile and Self-Assessment Tool based on the PLAR Practitioner DACUM Occupational Analysis, Red River College of Applied Arts, Science and Technology, 2002.
Competency statements in light blue represent a compilation from international resources and CAPLA’s Developing Benchmarks for Prior Learning Assessment and Recognition – Practitioner Perspectives: Guidelines for the Canadian Practitioner, 2000.
D-1 : Develop & administer systems that facilitate PLAR
| D-1.1 : | develop strategic plans for institution-wide PLAR implementation and system maintenance |
| D-1.2 : | promote systemic change |
| D-1.3 : | use outcomes-based models |
| D-1.4 : | promote increased PLAR capacity with programs and departments |
| D-1.5 : | facilitate PLAR application within and across programs and departments |
| D-1.6 : | embed PLAR in existing structures and practices |
| D-1.7 : | create sustainable PLAR structures and practices |
| D-1.8 : | secure and manage resources |
| D-1.9 : | build and maintain partnerships and linkages |
| D-1.10 : | create formal and informal development teams |
| D-1.11 : | develop resource materials, processes and administrative systems and learner/client feedback mechanisms |
| D-1.12 : | lead policy and procedure development for PLAR |
| D-1.13 : | interpret policies and systems |
| D-1.14 : | ensure quality in PLAR projects and practices |
| D-1.15 : | develop promotional materials |
| D-1.16 : | conduct PLAR needs assessments (e.g. training, services, systems) and develop collaborative action plans |
| D-1.17 : | conduct research to create new PLAR knowledge |
| D-1.18 : | Educate and train practitioners; develop training materials, conduct training needs assessments and deliver training using good adult learning practices |
| D-1.19 : | Develop and use PLAR tracking and administrative systems |
Back to PLAR Practitioner Common Competencies and Other Roles or learn more about the knowledge, skills and abilities of the PLAR Assessor or PLAR Advisor.
An Invitation
To advance the practice of PLAR in Canada, RFL encourages ongoing learning and professional development and invites you to navigate through this site to learn more. Wherever you work, whatever your role, you might like to:- Self-assess your skills and knowledge about PLAR
- Look for training to enhance your PLAR skills under the Library or PLAR Resources sections of this site