Immigrants RPL Working Group

Posted on September 11, 2014

The CAPLA Board of Directors approved a new working group – CAPLA Immigrants RPL Working Group at the CAPLA Board of Directors Meeting on October 20, 2012. On November 29, the working group held its first meeting and has 16 members who are actively engaged in RPL practices, immigrant related services, and research. The purpose […]

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

Posted on March 1, 2012

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 […]

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

Posted on October 24, 2011

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 […]

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

Posted on October 13, 2011

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 […]