PLAR Advisor

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Whether it is about returning to school, finding work or traveling through any transitional phase, the PLAR advisor works with the client at their pace. You may advise individuals or groups.

You will definitely be asked to define Prior Learning Assessment and explain its processes. Often, you will be mentoring individuals through a process of reflection and communication of their learning and may even be expected to provide guidance following assessment.

Key Outcomes for PLAR Advisors
  • The individual is prompted to think critically about his/her goals and objectives.
  • The individual recognizes his/her PLAR advisor as an advocate.
  • The individual is self reliant in identifying achievements and claiming prior learning.
  • The individual is fully prepared and qualified to present evidence.
  • The Advisor is working with not for the individual.
  • Teams of Advisors, Assessors and Administrators are collaborating effectively and efficiently for the benefit of both the individual and the organization.
Skills, Knowledge and Attitudes of the PLAR Advisor

In addition to the Common Competencies, the PLAR Advisor 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.

B-1 : Advise Individuals with Prior Learning
B-1.1 : assist individuals to identify goals
B-1.2 : assist individuals to reflect on what they know and can do
B-1.3 : assist individuals to relate learning from education, work and life experiences to vocational or academic program learning outcomes
B-1.4 : collaborate in the development of an action plan to prove prior learning
B-1.5 : guide individuals to prepare and present evidence or demonstrate prior learning relevant to the outcomes or agreed-upon criteria
B-1.6 : link individuals to appropriate resources
B-1.7 : promote individuals’ independence/ownership of their articulation of prior learning
B-1.8 : support individuals through an action plan (appointments, workshops, courses, videos, teleconferencing) to gather appropriate evidence.
B-1.9 : facilitate portfolio development
B-1.10 : advocate for the individual or troubleshoot any system problems with the individual.
B-1.11: liaise with the assessor(s) and/or administrator to ensure a smooth process.
B-1.12 : review the structure of the submission of evidence to ensure that the information is well organized and meets the institution’s criteria.
B-1.13 : provide post-assessment guidance and opportunity to discuss results

Back to PLAR Practitioner Common Competencies and Other Roles or learn more about the knowledge, skills and abilities of the PLAR Assessor or PLAR Administrator.

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:
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