Setting the stage for systems and policies in RPL

Presenters: Deirdre Goggin Deirdre Goggin
Research Fellow, Recognition of Prior Learning & Work Based Learning, CIT Extended Campus
Cork Institute of TechnologyDeirdre Goggin is currently a research fellow in the CIT Extended Campus, Cork Institute of Technology. Deirdre has an Honours Degree in Business, a HDip in Business and Financial Information systems and a Masters Degree in Validation as well as a Masters Degree in Teaching and Learning in Higher Education. . . . Read moreDeirdre has been actively involved in the area of validation in higher education in a research, development and lecturing capacity since 2003. She led the research reports on RPL in Higher Education in Ireland in 2015 and on RPL in VET in Ireland in 2017 completed with her colleagues in the CIT Extended Campus. Within CIT she supports staff capacity and capability building and policy development.

Deirdre engages with industry on validation and workplace learning and in the internal infrastructures necessary to build sustainable validation systems and processes. Deirdre has pioneered the ‘learning clinic’ concept whereby the CIT engages with employers and staff on upskilling and reskilling opportunities at a time and place convenient for them. In addition to the external development work on validation, Deirdre also supports senior staff in customised course developments in collaboration with industry partners responding to current and emerging industry needs and encompassing validation.

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 , Research Fellow, Recognition of Prior Learning & Work Based Learning, CIT Extended Campus, Cork Institute of Technology; Lia Quickert Lia Quickert
Director of Strategic Communications and Public Affairs
Ontario Council on Articulation and Transfer (ONCAT)In her role, Lia Quickert is responsible for leading all the communications, marketing and government affairs functions of the organization.

Prior to joining ONCAT, Lia was at York University where she was responsible for managing the President’s communications. . . . Read moreShe has also worked in corporate communications at a major Canadian bank. Before that, she served the Government of Canada in a number of progressively senior positions, including developing communications materials for two Prime Ministers, and as press secretary to the Deputy Prime Minister and Minister of Public Safety and Emergency Preparedness. Lia holds an Honours degree in Political Science with a minor in History from the University of Ottawa.

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 , Director Strategic Communications and Public Affairs, ONCAT;

Deirdre Goggin: Recognition of Prior Learning(RPL) has existed in Cork Institute of Technology since 1999 as part of its central services to all learners for access, transfer and progression. The sustainability of RPL within the institution is as a result of strategic decisions made as to its importance and the multi-faceted approach which has been adopted and embedded within the institution. This presentation will outline the policy, systems and processes which the institution has adopted to meet the needs of all stakeholders including learners, staff, institution and industry. It will also outline the challenges and how they have been addressed by CIT.

Lia Quickert: The Importance of Investing in Institutional and System-Level Transformation to Support Credit Transfer
Credit transfer is an important element within the realm of prior learning recognition. In this presentation, Lia will discuss what the Ontario Council on Articulation and Transfer (ONCAT) has achieved to date and what is on the horizon, share best practices, and why credit transfer is important for students, a responsive PSE system, and a strong economy.

Introducing the Quality of PLAR Processes Spectrum

Presenter: Mary Harrison Mary Harrison
Curriculum Consultant
Fanshawe College1>50, Curriculum Consultant, Fanshawe College

In this session, I introduce a two-phase research project I undertook to compile an inventory of best practices in Prior Learning Assessment and Recognition (PLAR) in Ontario colleges. This study arose within the context of a Recognition of Prior Learning (RPL) policy revision at Fanshawe College, and out of our desire at Fanshawe to better understand how other Ontario colleges implement and operationalize their PLAR policies and processes. The first phase of the research project involved an environmental-scan of the publically available information about PLAR on the websites of all 24 Ontario colleges. To systematize the e-scan, I drew upon CAPLA’s (2015) RPL Quality Assurance Self-Audit Checklists, and themes found in a literature review, to compose a master checklist. In the second phase of the project, I collected qualitative data directly from a smaller number of institutions. The research tool for this phase was a questionnaire establishing colleges’ current practices, lessons learned, and future directions. I used data from phases one and two of the study to compile the “Quality of PLAR Processes Spectrum,” a tool inspired by Penner, Howieson & DiTullio’s (2017) “Culture of Mobility Spectrum.” The Quality of PLAR Processes Spectrum is an index of sample PLAR policies, processes, and practices, aligned with CAPLA’s “6 Steps for Quality RPL” framework, at various stages of institutional development. The spectrum is designed to showcase PLAR practices at Ontario colleges and to provide colleges with specific goals for enhancing their policies, processes, and practices, regardless of their current level of development.

Faculty Perceptions of Prior Learning Assessment and Recognition: A University Case Study

Presenter: Kimberly Browning Kimberly Browning
Manitoba Education and Training1>50, Manitoba Education and Training

There is merit to advancing our knowledge about PLAR policy within the university setting. Research shows that assessment and recognition of learning acquired from informal and non-formal means outside of formal education is under-utilized, and to some extent, resisted at universities. The purpose of this doctoral study was to determine if elements of PLAR policy and practice can be developed and implemented more widely across fields of study within the university setting. The study explored some of the elements of PLAR policy and practice based on a university case study identified in the literature. These policy elements include the conceptualization of PLAR, purposes and processes, methods of assessment, and institutional support for PLAR. The study draws on the conceptual framework of professional capital as a lens with which to identify elements of PLAR policy development and practice. Data collection was based on document analysis, semi-structured interviews, and a focus group discussion.

The findings of the study indicate that on one hand, there was opportunity lost, and differences in understanding often associated with ideas about PLAR. Other themes revealed the imperceptibility of PLAR, and many roadblocks to implementation. On the other hand, the study uncovered a strong, intrinsic belief in the value and benefits of PLAR, as well as many insights and constructive ideas for moving forward. The study offers several research opportunities for PLAR in the future.

Persistence in PLAR, how to decrease attrition rates in post-secondary settings

Presenter: Susan Forseille Susan Forseille
Director, PLAR
Thompson Rivers University1>50, Thompson Rivers University;

A growing amount of research has been focussing on the impact of PLAR on subsequent education attainment, employment, and the savings in time and money to participants. This research is largely focussed on students who have completed the PLAR process and been awarded academic credit. However, it is more difficult to find evidence-based research on PLAR attrition rates and the variables that positively and negatively impact these completion rates. The TRU PLAR department has investigated our PLAR attrition rates, reviewing the number of students who have started the process versus those who completed it, asking what more could we do to improve our completion rates? A mixed-method research project was initiated to explore the reasons for early PLAR leavers. This information will be used to inform TRU’s PLAR tools, systems and policies. Specifically, the research findings will inform our practice and enhance our pedagogical models. Most importantly though, this research has the potential to increase the PLAR completion rates, improving accessibility, making the process more “doable” for a variety of learners from a wider variety of backgrounds than is currently occurring.

Through exploring the variables that influence our attrition rates we can provide students with enhanced tools, systems, and policies to improve their success and attract more diverse learners towards the completion of PLAR.

This research has the capacity to transform the future of PLAR, challenging underlying assumptions anchoring RPL work, moving past statistical analysis into the realm of psycho-social understanding.

Continuing Care Assistant RPL Program - 16 Years of Evolution: Health Association Nova Scotia

Presenter: Cailleagh Sharples Cailleagh Sharples
CAA Certification Coordinator
Health Association Nova Scotia1>50, Health Association Nova Scotia;

In Nova Scotia, Continuing Care Assistant (CCA) Certification is the entry to practice education requirement for individuals providing direct care/support services in Department of Health and Wellness (DHW) funded organizations and agencies. DHW supports and provides oversight through an Advisory Committee (CCAPAC) for the CCA Program which is managed by Health Association Nova Scotia under contract with the DHW. The CCA Recognizing Prior Learning (RPL) Program is offered on a provincial basis by the CCA Program as an avenue for eligible individuals (robust experience and/or education in health care) to gain credit for what they already know and can demonstrate towards CCA Certification.

During this presentation, we will provide a brief history of the RPL Program including an overview of the structure of the RPL Program process. We will cover how RPL has been adopted as a successful human resource tool to meet hiring requirements and assist individuals to achieve CCA Certification. We will identify how RPL is applied to conditionally hire diverse individuals with a variety of qualifications and backgrounds and we will share the process developed to award credit based on international credentials (over 30 national and international learning paths). We will discuss how RPL transitioned to a sustainable model using contracted navigators (RPL trained RNs with a Certificate in Adult Education) and share significant RPL statistics, i.e.; now the 2nd largest producer of Certified CCAs. We will share significant Program milestones that led to increased accessibility and capacity including some of our “AHA” moments.

What Can we Learn Through Indigenous Students Experiences with PLAR

Presenter: Susan Forseille Susan Forseille
Director, PLAR
Thompson Rivers University1>50, Thompson Rivers University;

Background Information: The Truth and Reconciliation Commission (TRC) outlined numerous calls to action, stressing we all have a role to pay. This includes Prior The research on Prior Learning Assessment and Recognition has been growing over the years. However, there is still limited research, especially Canadian Research, on the experience of Indegionous students going through PLAR for post-secondary academic credit. This presentation will share the initial research findings on a Thompson Rivers University (TRU) research project exploring the PLAR experience for Indigenous students. The presentation will share information on the Indigenous students’ experiences, and the lessons learnt, including the strengths, opportunities, aspirations, and results (SOAR).

Key Ideas: Through exploring Indigenous student’s PLAR experiences we can provide Indigenous and non-Indigenous students with enhanced tools, systems, and policies to improve their PLAR understanding and success.

Conclusions: The sharing of this TRU research is an effort to enhance the PLAR experience for Indigenous students, to improve the PLAR processes for all learners, and to honour the TRC.

Recognizing Prior Learning in Competency-Based Assessment Programs for Internationally Educated Professionals

Presenters: Rosemary Matsell, ISANS; Denise Callahan, ISANS;

At ISANS we provide profession-specific bridging and communications programs for Internationally Educated Engineers (IEEs) and recently Internationally Educated Architects (IEAs) who are trying to bridge the gap to licensure in their professions.

By using a recognition of prior learning approach, we help clients understand how their experience and education translates in a Canadian context. We provide a competency-based assessment program which allows clients an opportunity to demonstrate what they know to employers in their fields for 12-week work placements. We also offer a communications course for IEEs who intend to work in their field, focusing on workplace communication skills, licensure and orientation to the sector. Clients gain valuable local work experience, feedback on their on-the-job competencies and hours towards their professional designations. More than 120 Engineers were matched and 80% secured employment in their fields.

A Systems Approach to Continuous RPL Improvement within a Learner-centred Institution

Presenter: Kate O'Brodovich Kate O'Brodovich
RPL Facilitator
Saskatchewan PolytechnicKate O’Brodovich has worked at Saskatchewan Polytechnic for 14 years as a career counselor, program counselor, educational psychologist, student services program head, and currently as a Recognition of Prior Learning Facilitator. Previous experience includes managing community-based programs, teaching University . . . Read moreof Regina courses in vocational/technical education (including competency-based assessment), and an early career in construction and cabinet-making. Her formal qualifications include vocational training, a bachelor’s degree in adult vocational/technical education, a master’s degree in counselling psychology, and licensing as a registered psychologist in Saskatchewan.

A common theme throughout Kate’s career has been assessing and building capacity, whether the focus was on products, programs and services, or people’s lives. The field of prior learning assessment and recognition (PLAR) focuses all of her accumulated expertise toward promoting valid, reliable, and practical assessment of occupational competencies.

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 , Saskatchewan Polytechnic & CAPLA Board;

In 2015, Sask Polytech’s RPL team attended the CAPLA Boot Camp, took the badge challenge, and conducted a quality assurance audit of Sask Polytech’s RPL system. We concluded that our system has strong validity, flexibility, rigor, and professional support. Obvious weaknesses were institutional consistency and participant accessibility, transparency, and respect. We had a good system, but navigation was hit or miss. Online info was piecemeal, dated, and vague. RPL opportunities were missed because frustrated participants could not access complete, accurate, and timely information. We addressed this by streamlining the PLAR process and Candidate Guides and by developing a complete package of webpage info to fully explain options for equivalency credit, transfer credit, and PLAR. This was a major, daunting renewal effort. Mapping out the complexities of our RPL system was challenging in itself and revealed further improvements needed in policy, procedures, tools, and training. This presentation explains our ongoing journey from quality assessment to practical solutions; identifies issues of organizational inertia and complexity that we all grapple with; and showcases Sask Polytech’s new suite of RPL information products.

A Global Compact and Local Response; Innovation in Educational Credential Assessment

Presenters: Beatrice Kohlenberg Beatrice Kohlenberg
World Education Services / Global Talent Bridge1>50, World Education Services / Global Talent Bridge; Beka Tavartkiladze Beka Tavartkiladze
Director, Evaluation Services
World Education ServicesBeka has 15 years of experience in credential evaluation and has extensive knowledge of foreign education systems and the issues surrounding the recognition of international educational qualifications. He frequently presents on foreign systems of education and the recognition of international educational credentials at conferences and workshops. . . . Read more

He has delivered WES Workshop for regulators and academic institutions on How to Evaluate Credentials for Refugees. Currently he is leading a team of senior credential evaluators working on WES’s pilot project: Alternative Credential Assessment for refugees.

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 , Senior Director, Evaluation Services, World Education Services / Global Talent Bridge;

In 2018, the member states of the United Nations are expected to approve and implement a Global Compact on Migration which, among other objectives, commits governments to facilitate recognition of skills, qualifications and competencies and to invest in developing skills of migrant workers to ensure they are fully employed in decent work. Achieving this will require collaboration and innovation across regions, as well as utilization of new technology and assessment schemes.

Assessment of qualifications and skills can support this vision of a skilled global workforce. With over 40 years of experience, World Education Services (WES) is using both tried and innovative approaches to assess and encourage wider recognition for the international qualifications and skills of immigrants and refugees, creating opportunities for local economies to harness the power of immigrant talent.

In this workshop, participants will hear about WES’ work supporting the assessment and integration of internationally-educated immigrants and refugees in Canada and the US, resulting in the launch of new approach to assessing the education of immigrants and refugees with no access to official documents. This innovative approach engages local service providers in new pathways which support stronger labour market attachment.

Always Room for Improvement

Presenters: Denise Neutel Denise Neutel
Director
Canadian Society for Medical Laboratory Science1>50, Canadian Society for Medical Laboratory Science; Lorna Zilic Lorna Zilic
Manager
Canadian Society for Medical Laboratory Science1>50, Canadian Society for Medical Laboratory Science;

As the certification body for Medical Laboratory Professionals, the Canadian Society for Medical Laboratory Science (CSMLS) continuously works to improve our RPL tools, systems, and policies. Since the profession is expected to be under capacity by at least 4000 MLTs in the next 10 years, the importance of keeping Canadian educated MLTs in, and bringing Internationally Educated MLTs to, the Canadian profession is growing each year. Continuous Improvement to our PLA process can be seen in the following,

Tools, Communications:

In order to improve the success rate of PLA clients, to communicate the language requirements for our PLA process, and the difficulties in achieving eligibility to the national MLT certifying examination, we are looking to translate a small amount of our RPL information into Arabic and Hindi/Urdu, as a large share of our PLA clients come from the Middle East and India.

Systems, Surveys:

We have recently implemented a survey to our PLA clients, in different stages of the process, to help with continuous improvement to our RPL system.

Policies, PLA for PLI:

We have added PLA for Personal Liability Insurance as one Medical Laboratory discipline is being condensed. We have re-evaluated this discipline’s Competency Profile and added a sub-discipline to it, in order to keep these highly trained individuals within the profession. Those practicing in this discipline can, through our PLA for PLI process, prove they have the education and experience to be licensed in a regulated province to work in both disciplines.

Using PLAR assessments to get PT Learners to the Finish Line!

Presenter: Kim Pavan Kim Pavan, B.A., MBA
Director of Continuing Education, School of Social and Community Services
Humber CollegeKim Pavan is currently the Director of Continuing Education for the School of Social and Community Services at Humber College. Her professional background includes 20 years of experience in the Post Secondary Education Administration. Kim has worked at York University, the University of Toronto and for the last 10 years, . . . Read moreat Humber College where she has contributed to the college’s best practices in the Recognition of Prior Learning (RPL) for part-time students.

Kim’s formal studies include a Double Degree in Anthropology and Latin American and Caribbean Studies, a Post Graduate Certificate in International Project Management, an MBA in International Management, and the recent initiation of her Doctoral Degree with a focus on Recognition of Prior Learning in Higher Ed.

She has been a team member on numerous multi-million dollar international development projects and has refined skills in project management and adult education administration.

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 , Director, Professional & Continuing Education, School of Social and Community Services, Humber College

Open Badges: Transparent Tools for Portable RPL in the 21st Century

Presenter: Don Presant Don Presant
President
Learning AgentsCAPLA is partnering with CanCred.ca to provide eCredentials (an Open Badge) for learning acquired at the CAPLA Boot Camp.19>50, President, Learning Agents / CanCred.ca

RPL at Loyalist College

Presenter: Mark Gallupe Mark Gallupe
Professor and RPL Advisor
Loyalist College
Mark Gallupe is a professor in the Social Service Worker Program at Loyalist College in Belleville, Ontario.

Over the years he has worked closely and extensively with his colleagues Paul Zakos and Rose Marie Reid on many projects . . . Read moreinvolving adult learning practice, prior learning assessment and recognition (PLAR/RPL), portfolio development and adult learner friendly institutions (ALFI). Their work has taken them across Canada, South Africa and Chile.

Mark is a PLAR/RPL Advisor and Assessor at Loyalist College and a PLAR/ RPL Assessor with Athabasca University in Alberta, Canada. For over twenty five years he has attended and presented at the Annual PLA Conferences in Belleville and at CAPLA.

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 , Professor and RPL Advisor, Loyalist College

Greetings from Estonia

Presenter: Külli All, Ministry of Education and Research, Estonia

Setting the stage for tools in RPL

Presenters: France Dussault France Dussault
General Manager / Directrice générale
Qualifications QuébecFrance Dussault, Qualifications Quebec director general, has worked more than a decade in the education field as an agri-food microbiology teacher and as a technical school manager. She has participated to implement a training program in the agri-food sector in Burkina Faso.

She also worked . . . Read moretwelve years in research and development for Agriculture and Agri-Food Canada. Her career path lead her to develop interests and skills for technological transfer, international project management, adult education and adaptation of vocational training to employment.

In that sense, her principal goal with Qualifications Quebec is to provide accurate information and personalised accompanying measures for people needing assistance before the beginning of their prior learning process.

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 , General Manager / Directrice générale, Qualifications Québec; Sarah-Anne Barriault Sarah-Anne Barriault
Advisor in Competencies Recognition
Qualifications QuébecGraduate in law of Sherbrooke University, Sarah-Anne Barriault, worked for four years in international development. She worked in Madagascar for an organization promoting universal access to quality health care. She also conducted a study on children rights in Madagascar.

For some years, concerned . . . Read moreabout immigrant’s rights and their integration to the host society, she has been interested in prior learning assessment as a tool for economic integration.

At Qualifications Quebec, Sarah-Anne collaborates with professional organizations to increase immigrants understanding of the recognition process policy and regulation for foreign trained professional. She is also involved in the development of the Competencies Recognition Portal.

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 , Advisor in Competencies Recognition, Qualifications Québec; Lt(N)/ltv Donald (Doug) Gray Lt(N)/ltv Donald (Doug) Gray, CD
CAF-ACE Manager / Personnel Generation / Military Personnel Generation, Accreditation, Certification, and Equivalence
Canadian Armed ForcesLieutenant Navy Donald (Doug) Gray joined the Canadian Armed Forces in 2002 as a Reservist while completing a certificate in French Immersion, a Bachelor of . . . Read moreArts and Bachelor of Education at Université Sainte-Anne in Nova Scotia. In 2010, Lieutenant Navy Gray transferred to the Regular Force as a Maritime Surface and Subsurface Officer. While awaiting training, he commenced a Masters of Education in Post-Secondary Studies from Memorial University in Newfoundland. In 2014 Lieutenant Navy Gray voluntary change occupations to become a Training Development Officer.

Currently he is posted Military Personnel Generation Headquarters and is the Manager of the Canadian Armed Forces – Accreditation, Certification, and Equivalence portfolio. This portfolio included curriculum assessment and alignment between Post-Secondary Education and the Canadian Armed Forces training requirements. This is to facilitate and to leverage Prior Learning from Post-Secondary Institution across Canada when members join the Canadian Armed Forces.

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 , CD, CAF-ACE Manager / Personnel Generation Military Personnel Generation, Accreditation, Certification, and Equivalence, Canadian Armed Forces;

France Dussault and Sarah-Anne Barriault will discuss “Qualifications Québec”, the one-stop-shop for information on recognition of competencies in Quebec. They will provide a glimpse of the history of the organization and the support services offered to immigrants. An explanation of the portal’s connection to the labour market will be provided, along with a demonstration of how the site is based on the National Occupational Classification (NOC). Some typical cases of immigrants seeking recognition of their competencies for different regulated and non-regulated professions will be presented.

Recognizing prior learning and experience in the assessment for entry to practice in Respiratory Therapy

Presenters: Lori Peppler-Beechey Lori Peppler-Beechey, RRT
Manager, Governance & Quality
College of Respiratory Therapists of Ontario1>25, College of Respiratory Therapists of Ontario; Carole Hamp Carole Hamp, RRT
Manager, Quality Practice
College of Respiratory Therapists of Ontario1>25, College of Respiratory Therapists of Ontario;

The College of Respiratory Therapists of Ontario (CRTO) regulates respiratory therapists practicing in Ontario. As part of its mandate, the CRTO is responsible for appraising the previous education and experience of all applicants. This is to ensure that applicants have the required entry-to-practice respiratory therapy competencies to provide safe and effective patient care. Due to differences in academic preparation and experience, internationally educated applicants must undergo assessments related to: language proficiency; academic credentials; and clinical competencies. Over the past 2 years the CRTO has made several improvements to the assessment process that have included the implementation of tools to aid internationally educated health professionals (IEHP) in understanding the expectations of the assessment as well as opportunities to receive feedback and ask questions throughout the process.

This presentation will examine the integration of a variety of these tools used as part of the IEHP assessment process for entry to practice in respiratory therapy. The following components of this multi-stage assessment process will be discussed; program review, interview, and clinical skills assessment. Particular focus will be placed on applicant preparation and the opportunities for feedback that occur throughout the process.

How PLAR opens doors: a Red Seal Journeyperson's story from potential job loss to obtaining new certification through the prior learning process at Saskatchewan Polytechnic

Presenter: Selene Wray Selene Wray
Learner Pathways Facilitator
Saskatchewan Polytechnic (SIAST)Selene Wray is a Learner Pathways facilitator (formerly Recognition of Prior Learning) at Saskatchewan Polytechnic. Selene recently received her M.Admin from the Levene Graduate School of Business, University of Regina. As part of Sask Polytech’s new academic model, the Learner Pathways office strives to improve and support RPL and flexible student pathways at all levels within the institution. The . . . Read morerole of the facilitator is to incorporate recognition of prior learning into all programs. Selene has been involved in the N-APPL project shortly before the MOU signing in June 2018.

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 , Saskatchewan Polytechnic;

In 2017, a young Journeyperson Plumber approached Saskatchewan Polytechnic with a need to obtain the 23-course, full year Building Systems Technician (BST) certificate in order to keep his job. The Building Systems Technician program is a unique program that gives comprehensive training in maintaining, operating and repairing electrical, ventilation, refrigeration and water treatment systems. Selene Wray, Learner Pathways facilitator, will tell the story of the types of systems supports and assessment tools that were in place in order for the student to do an unprecedented challenge for entire program certification. Along with the Program Head, the candidate was able to collect evidence, use transfer credit from the Red Seal Plumbing program, and complete a combination of exams, skill demonstrations and gap training. The student graduated from the BST program on June 22, 2018.

The presentation will end with an open discussion of how this full program PLAR model could be applied to fit other scenarios.

Flexible student pathways and incorporating RPL into all programs, is part of Saskatchewan Polytechnic's new academic model. The Learner Pathways office strives to improve and support RPL at all levels within the institution. Last year, Sask Polytech supported 1548 PLAR challenges.

Overcoming Systematic Barriers to Education of Immigrant Women: A collaborative approach to broaden horizon and support system

Presenters: Eva Szasz-Redmond, Calgary Immigrant Women's Association; Tihana Radojcic, Calgary Immigrant Women's Association;

Canada is taking its pride on the world stage as one of the most inclusive countries for immigrants. Its global image is built on attractive immigration programs which have branded the country as the immigration haven. OECD has recently ranked Canada as the second most educated country in the world and the latest Statistics Canada report shows that new immigrants dominate the figures. The same report points out that immigrant women were more likely than Canadian-born women to have completed a university certificate or degree at the bachelor's level or above, and worked in the positions that require less education. Calgary Immigrant Women's Association is renowned for developing customized educational training programs to serve mid-literacy immigrant women, help them overcome structural barriers to education and recognition of credentials. Through such programs, these women are able to transition their competencies and build respective careers in Canada. This presentation will demonstrate how to integrate CAPLA's RPL guiding principles and develop adult-friendly system to break down barriers that immigrant women face when applying for academic programs. The participants will get an overview of CIWA's innovative Child Development Worker Training program and learn about the process of overcoming the unrealistic and demanding language requirement which affected the client recruitment and jeopardized the implementation of the program. Participants will be provided with practical examples of how CIWA developed an innovative training system to prepare immigrant women for the academic course and build sustainable multi-level partnership with recognized educational institutions and business partners.

Using a Competency-Based Approach to Build Effective RPL Assessment Tools

Presenter: Dan McFaull Dan McFaull
Managing Partner
North Pacific Training & Performance Inc.1>50, North Pacific Training & Performance Inc.;

This session is designed for those who assess and recognize knowledge, skills and experience and for professionals who facilitate assessment services for clients/adult learners/workers. The Residential Construction Site Manager (RCSM) occupation in Nova Scotia is featured as an RPL case study to illustrate solutions that were developed using a competency-based approach to guide the design and development of RPL tools. The tools are currently being used to assess and recognize work experience within a credentialing model.

North Pacific Training & Performance Inc. (Vancouver) is committed to developing competency-based qualification, assessment and certification standards for trades and technical occupations in Canada. Beginning in February 2016, the Atlantic Home Building and Renovation Sector Council (AHBRSC) engaged North Pacific in a progressive series of projects with this goal in mind.

This session will focus on how the development of the RPL process for the RCSM occupation in Nova Scotia was guided by the nine principles for quality RPL practice developed by CAPLA. We will present the Competency Profile document that was developed to provide a balanced and consensus-based foundation for the development of RPL assessment tools and systems for the RCSM occupation in Nova Scotia. We will then discuss specific RPL assessment tools and guidelines (portfolio review and technical interview) that were created to support candidates and assessors to enable the identification and recognition of existing competencies, as well as to enable the development of competencies for those wishing to progress within the RCSM occupation.

Inclusive Workplace Competencies

Presenters: Nigel Lloyd Nigel Lloyd
Principal
CamProf Inc.Nigel’s interests: competencies, professionalism, professional development / regulation, occupational standards, assessment, qualifications / open badges, learning through experience, recognition of prior learning, quality, cultures, refugees, migration, qualification frameworks, international project design / management, employability of older workers. . . . Read more

After 13 years as civil engineer on rural development projects in Kenya, Indonesia and Bangladesh, he became a development specialist, setting up Cambridge Professional Development (CamProf) in 1994.

Nigel helped develop the UK’s competency-based National Vocational Qualification (NVQ) system, and has promoted the uptake of occupational standards (competency profiles) for business and professions, across Europe and Canada. He is both Canadian and British.

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 , CamProf; Anna Kostecka Anna Kostecka
TRIEC (Toronto Region Immigrant Employment Council)1>50, TRIEC (Toronto Region Immigrant Employment Council); Eva Schausberger Eva Schausberger
CamProf1>50, CamProf;

In 2017 the Toronto Region Immigrant Employment Council (TRIEC) commissioned CamProf to create a set of competencies that everyone in an organization needs to build an inclusive workplace. The framework defines the necessary knowledge, skills, and behaviors. Together with a working group from employers in the GTA we created a set of 15 competencies divided into 3 categories:

• within myself
• within my team
• within my organization, workplace and community

The competencies give organizations a road map and a common language to talk about aspirations and expectations regarding diversity and inclusion. They can be used for:

• Job descriptions
• Training needs assessment
• D&I planning and monitoring
• Organizational policy development
• Continuing professional development
• Recruitment, selection & promotion
• Supplier and community development initiatives
• Learning objectives for programs
• Criteria for assessment

TRIEC Inclusive Workplace Competencies are generic, and not restricted to ethnic and cultural diversity. They cover all the ‘dimensions of diversity’: age, sex, disability, education, socioeconomic factors and many more, including those which are outside the legal frameworks.

TRIEC has also created a tool to enable any organization to freely access the competencies, tailor them for their own use, and make full use of them. Now TRIEC and partners are piloting the competencies in different organizations.

The session will present the competencies and the tool and explore with participants how they can be customized for their use and benefit.

Make Distance Learning Accessible, Engaging and Successful – Learn Five Key Steps to Make it Happen

Presenter: Laura Malbogat Laura Malbogat
Academic Advisor for RAC Program
Champlain College1>50, Champlain College;

This presentation will focus on the steps involved in making ‘Distance Education’ a thriving reality for one program. It took one adult learner to reach out and ask, “is it possible to access your program at a distance, I have no possibility in Gaspe where I live to complete this program in English” or another adult learner who shared, “with two young children under the age of five I cannot attend the onsite program at the college, but would love the opportunity to learn from home.”

This presentation combines practical steps and stories to bring ‘theory to life’. Five key steps will highlight how to move from an idea of distance learning to reality.

1) Listen with Openness: Understand what a community needs, be receptive to what potential students need.

2) Network and Reach Out: Build community connections and partnerships to make the difference between something impossible to achievable.

3) Research How to Make it Possible: Research what other organizations have done, to implement ‘distance learning’ into practice. Learn what strategies, best practice and support systems facilitate success.

4) Choose the Right Option(s) to Deliver Distance Education: Ask the right questions and identify the unique needs of your community and adult learners.

5) Create a team of teachers/content specialists who can deliver active learning via distance.

RPL in the Military Pre Conference Event

Don’t miss this opportunity to find out about new and innovative programs in the field of PLAR/RPL, so those leaving the military and those enlisting in it can realize their personal and professional goals.

Pre-conference topics, programs and organizations include Veteran Affairs Canada (VAC) • how VAC’s new Education and Training Benefit (ETB) can help you recruit students• VAC’s Career Transition Services (CTS) • block credit for military training • new assessment and recognition tools • the Canadian Armed Forces Transition Services • Canadian Armed Forces Accreditation Certification Equivalency (CAF-ACE) • career transition services for military members and their families • National Advanced Placement and Prior Learning (N-APPL) • research on employer bias • RPL for incoming recruits and outgoing veterans looking for civilian jobs and/or academic credit • priority hiring strategies • assessment and recognition activity in academic institutions • the Canadian Council of Technicians and Technologists toolkit • British Columbia Institute of Technology • Yorkville University • Naval Fleet School (Atlantic), National Defence • Challenge Factory • Trenton Military Family Resource Centre • AGILEC • Algonquin College • University of Manitoba.

The cost of the RPL in the Military pre-conference session is $250 plus tax.

Government RPL Initiatives – Canadian Armed Forces

Presenters: Lt(N)/ltv Donald (Doug) Gray Lt(N)/ltv Donald (Doug) Gray, CD
CAF-ACE Manager / Personnel Generation / Military Personnel Generation, Accreditation, Certification, and Equivalence
Canadian Armed ForcesLieutenant Navy Donald (Doug) Gray joined the Canadian Armed Forces in 2002 as a Reservist while completing a certificate in French Immersion, a Bachelor of . . . Read moreArts and Bachelor of Education at Université Sainte-Anne in Nova Scotia. In 2010, Lieutenant Navy Gray transferred to the Regular Force as a Maritime Surface and Subsurface Officer. While awaiting training, he commenced a Masters of Education in Post-Secondary Studies from Memorial University in Newfoundland. In 2014 Lieutenant Navy Gray voluntary change occupations to become a Training Development Officer.

Currently he is posted Military Personnel Generation Headquarters and is the Manager of the Canadian Armed Forces – Accreditation, Certification, and Equivalence portfolio. This portfolio included curriculum assessment and alignment between Post-Secondary Education and the Canadian Armed Forces training requirements. This is to facilitate and to leverage Prior Learning from Post-Secondary Institution across Canada when members join the Canadian Armed Forces.

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 , CD, CAF-ACE Manager / Personnel Generation / Military Personnel Generation, Canadian Armed Forces; Lieutenant-Colonel (Retd) Sylvain Beauséjour Lieutenant-Colonel (Retd) Sylvain Beauséjour, CD, MAMSc, BSC, PSC, PLSC, PTSC
Staff Officer Personnel Generation, Team Lead, Accreditation Certification Equivalency (CAF-ACE), Military Personnel Generation Headquarters
Canadian Armed Forces . . . Read moreBorn in 1962 at Granby, Québec, he joined the CAF in 1978 and studied at the Collège Militaire Royal de Saint-Jean until 1983 when he graduated with a Bachelor’s degree (promotion lauréat) in Computer Sciences.

Joining the Royal 22e Régiment, he served with the three battalions of his regiment where he occupied various positions. He also served as an exchange Officer with the 3rd Battalion Princess Patricia’s Canadian Light Infantry in Victoria, (BC).

Outside of the regiment, he served in the Force Mobile Headquarters in St-Hubert, (Qué), and attended the Land Force Technical Staff Program in Kingston, (On). He served in the Army Headquarter in the Directorate of Land Requirement in Ottawa, (On) where he was responsible for weapons acquisitions ranging from pistols to long range antitank systems. He obtained his Masters in Applied Military Science from the Royal Military College in 2000.

LCol (retd) Beauséjour did five operational tours. He went twice to Cyprus on OP SNOWGOOSE, on OP HARMONY in Croatia, to Bosnia and Herzegovina on OP PALLADIUM and finally in Afghanistan on OP ATHENA.

He ended his military career as Assistant Professor at the Royal military College (RMC) where he occupied functions of Departmental Chief Instructor, Departmental Deputy Director and RMC Associate Vice-Principal (Academic). He created the AMS520 - Critical Thinking course in 2006 and has been teaching it since.

Retiring after more than 38 years of service, he transferred in the Federal Public Service where he is employed in the Education Group as the lead for Accreditation Certification and Equivalency in the CAF at the Military Personnel Generation Headquarters here in Kingston.

He is married to Johanne Beauséjour since 1983.

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  (R22eR), Staff Officer Personnel Generation, Team Lead, Canadian Armed Forces, Accreditation Certification Equivalency (CAF-ACE), Military Personnel Generation Headquarters; Major Jennifer E. Quesnel Major Jennifer E. Quesnel
Senior Outreach and Engagement Officer
Canadian Armed Forces (CAF) Joint Personnel Support Unit, Directorate of Transition Services and PolicyMajor Jennifer Quesnel is the Senior Outreach and Engagement Officer for the Canadian Armed Forces (CAF) Joint Personnel Support Unit, Directorate of Transition Services and . . . Read morePolicy. Major Quesnel facilitates and coordinates cooperation and initiatives with post-secondary institutions, employers and external partners assisting transitioning serving CAF members and veterans. She has worked in many areas across the CAF over her thirty-one year career including recruiting, selection and career counselling of Regular and Reserve Force military members as a Personnel Selection Officer.

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 , Canadian Armed Forces Transition Services Operations and Plans Officer, Joint Personnel Support Unit (JPSU), Canadian Armed Forces; Colonel K.I. Cameron Colonel K.I. Cameron, CD
Director Transition Services and Policy (DTSP)
Colonel Kevin Cameron joined the Canadian Armed Forces in 1989. Upon completion of Infantry Officer training, he was commissioned into The Royal Canadian Regiment (The RCR) and was posted to the 3rd Battalion. He deployed to Croatia, Sarajevo and Bosnia early in his career and held various positions within 3 . . . Read moreRCR and at Base Petawawa.

In 2004, Colonel Cameron graduated with a degree in Political Science & Psychology from the University of Ottawa. He was then posted to the Canadian Forces College in Toronto for two years; the first year as staff then as a student graduating from the Canadian Forces Command and Staff Course in 2006. Upon graduation, he was posted to Army Headquarters in Ottawa and was employed as a strategic planner before being promoted to LCol in 2007 and assuming command of the Strategic Plans branch within that directorate.

In 2008, Colonel Cameron was posted back to the field, first to the position of Chief of Staff 2 CMBG at CFB Petawawa, and in 2009 he assumed command of 3rd Battalion, The RCR at CFB Petawawa. Promoted to his current rank in May 2014, he was immediately deployed as a Senior Strategic Planner at SHAPE Belgium, and upon redeployment in Sep 2014, he assumed the appointment as Chief of Staff 4th Canadian Division.

In 2015, Colonel Cameron retired from service and worked extensively in the Veteran Career Transition space in the private and charitable sectors until 2017, when the needs of the service drew him back to duty. He was re-enrolled in the Regular Force in late 2017 and appointed to the new position of Director Transition Services and Policy for the Canadian Armed Forces in the newly formed CAF Transition Group.

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 , CD, Director Transition Services and Policy (DTSP)

The CAF Accreditation Certification Equivalencies (CAF-ACE) Directory is aimed at identifying training and education programs offered by Canada's Post-Secondary Training and Education Institutions (colleges, institutes of technology, polytechnics, CEGEPs and university colleges) so they can be recognized as aligning with the training and education requirements of the Canadian Armed Forces (CAF). Once a program is recognized, that program can be leveraged by the occupation as a recruiting tool that will allow the member to bypass large portions of occupational training and fostering an environment where more time can be dedicated towards military specific aspects of their training.

The intended outcomes of the CAF-ACE program are to:

• Identify programs and courses that meet CAF occupational training requirements;
• The Non-Commissioned Members - Subsidized Training and Education Program (NCM STEP) Military Occupation List Incentives and Allowances are driven from the CAF-ACE list of approved programs; and
• Facilitate recruitment of military members.

Community partnerships, RPL advising and the portfolio tool

Presenters: Mark Gallupe Mark Gallupe
Professor and RPL Advisor
Loyalist College
Mark Gallupe is a professor in the Social Service Worker Program at Loyalist College in Belleville, Ontario.

Over the years he has worked closely and extensively with his colleagues Paul Zakos and Rose Marie Reid on many projects . . . Read moreinvolving adult learning practice, prior learning assessment and recognition (PLAR/RPL), portfolio development and adult learner friendly institutions (ALFI). Their work has taken them across Canada, South Africa and Chile.

Mark is a PLAR/RPL Advisor and Assessor at Loyalist College and a PLAR/ RPL Assessor with Athabasca University in Alberta, Canada. For over twenty five years he has attended and presented at the Annual PLA Conferences in Belleville and at CAPLA.

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 , RPL Advisor Loyalist College, Belleville, Ontario; Brandon Rose Brandon Rose
Wing Personnel Selection Officer
CFB Trenton, Ontario - Second Career Assistance Network (SCAN)Capt Rose has been in the military since 2012, and working as the Wing Personnel Selection Officer for CFB Trenton since 2014, where he helps military members with transition between jobs inside and outside the Canadian Armed Forces; advises personnel on education and career options and coordinates with a number . . . Read moreof related organizations such as the Military Family Resource Centre (MFRC).

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 , Wing Personnel Selection Officer, CFB Trenton, Ontario - Second Career Assistance Network (SCAN); Elizabeth Nicholas Elizabeth Nicholas
Employment and Education Coordinator, HR Support
Trenton Military Family Resource CentreElizabeth Nicholas is the Employment and Education Coordinator, HR Support for the Trenton Military Family Resource Centre. She combines her natural passion for empowering others with more than 17 years . . . Read moreof professional employment & educational counselling, a background in marketing, a CHRL designation from HRPA and certification as a PLAR Practitioner to help members of the military community to successfully aspire and attain their transitional goals.

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 , Employment and Education Coordinator, HR Support, Trenton Military Family Resource Centre;

Mark Gallupe: This panel is comprised of three partners representing the military (Brandon Rose), military families (Elizabeth Nicholas) and a community college (Mark Gallupe). The panel members will discuss their unique roles in the partnership and how they assist people in furthering their education and career goals. A primary focus of the partnership is addressing and lowering barriers for those seeking recognition of their prior learning.

Brandon Rose: A huge challenge that military members face when releasing is that the majority of military training is not recognized by many civilian institutions, which can often result in a qualified soldier from a technical trade being forced to undergo a significant amount of training to be employed in a similar field.

By expanding PLAR opportunities towards recognizing military training, it would give these soldiers much greater access to the civilian workforce, as they possess a considerable number of soft skills that are highly desirable.

Elizabeth Nicholas will be speaking on the partnership the Trenton MFRC has with Loyalist, our work together over the past 8 years re the MFRC’s Portfolio Development Program.

Veterans Affairs Canada - Career Transition Services/Education and Training Benefit

Presenters: Kirsten Johnson Kirsten Johnson
National Manager, Re-establishment and Financial Well-being Programs, Service Delivery Program Management Division
Veterans Affairs CanadaI am the National Manager, Re-establishment and Financial Well-being Programs within the Service Delivery Program Management Division at Veterans Affairs Canada. Our role within SDPM is to provide functional guidance to the operational units delivering our programs. . . . Read moreThis includes developing requirements for systems as well as developing tools, letters, and communications for staff and clients and providing ongoing support for operational staff to help them understand and apply the program rules. With respect to the Education and Training Benefit SDPM is currently working on the development and improvement of the online application forms and supporting our operational teams in assessing and approving educational plans. We also manage the national contract with our Career Transition Services provider, Agilec.

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 , Manager, Re-establishment and Financial Well-being, Service Delivery & Program Management, Veterans Affairs Canada; Tara Jones Tara Jones
Registered Rehabilitation Professional (RRP), Contract Manager
AgilecTara Jones is the Contract Manager for the Career Transition Services at Agilec. Tara brings more than sixteen years of experience in operations, customer service, consulting and administration, drawn from both the public and private sectors. Tara possesses a very strong work ethic and has demonstrated excellent leadership and team . . . Read morebuilding skills in her work at Agilec. Her prior experience in career transition consulting, executive recruiting and administration along with successful completion of many related vocational courses, provide a solid foundation for her current role as Contract Manager. In addition, Tara has a strong academic background having gained a Bachelor of Arts at Brock University and a Post Graduate Diploma in Human Resource Management at the Honours level.

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 , Registered Rehabilitation Professional (RRP), Contract Manager, Agilec;

VAC and Agilec’s presentation will provide an overview of VAC’s Education and Training Benefit and Career Transition Services programs, including some of the history and information on the intent and objectives of the programs. We will speak to what program applicants can expect in terms of the application and decision process, including what information is required for VAC to make eligibility and funding decisions. We will also cover some of the trends that VAC and Agilec are seeing in both programs and Agilec will provide a look at the CTS participant experience.

Pathways to licensure

Presenters: Rick Tachuk Rick Tachuk
President and CEO
Canadian Council of Technicians and TechnologistsRick Tachuk serves as the President and CEO of the Canadian Council of Technicians and Technologists (CCTT), the national body representing over 500,000 applied science and engineering technology professionals across Canada.

. . . Read moreOver the past several years Rick has developed and managed numerous initiatives on behalf of CCTT focused on skills promotion for the technology professions. These include: the National Roundtable on Technology Skills; The Atlantic Canada Technology Roundtable; the launch of the Canadian Technology Immigration Network (CTIN) -- an on-line resource for internationally trained technology professionals; and, the IQN award-winning Engineering Career Pathways exploration tool.

Rick also represents CCTT on the Advisory Board of the Planning for Canada program and the Pan-Canadian Framework for the Assessment and Recognition of Foreign Qualifications Working Group.

He has been an active advocate to both government and industry on the critical need to increase Canada’s technical skills inventory and to attract and integrate internationally trained technology professionals into Canada’s labour market.

Rick holds a Masters degree in International Management from the Norman Paterson School of International Affairs at Carleton University in Ottawa and a Bachelor degree with majors in Business Administration (Marketing) and Economics from Bishop’s University in Lennoxville, Quebec.

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 , President & CEO, Canadian Council of Technicians and Technologists; Louis LeBel Louis LeBel

Louis started his career in Engineering Technology in 1984 at the Bedford Oceanographic Institute. Shortly after that, he moved to the airline industry as a flight simulator and avionics specialist. After gaining industry experience, he started a new career in education, teaching for 20 years at Dalhousie University under their military training contract, and for the past 11 years, teaching and acting as a program director for the Department of National Defence. . . . Read more

Over the course of his career, Louis has been an active volunteer promoting engineering education in schools. During this time, he has served on certification boards and has evaluated applicants from Canadian and international programs and military programs. He also served as President of TechNova, the certifying body for Technicians and Technologists of Nova Scotia between 2008-2011, and as Director and Chair for the Canadian Council of Technicians and Technologists. He is currently a member of the Internationally Educated Engineering Working Group (NS), Director with CCTT, Executive Director with TechNova and a Deputy Chair with the International Engineering Alliance.

Louis and his wife Debbie both enjoy camping and golf and have two adult daughters.

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 , FEC (Hon.), CET, IntET(Canada), Technical Instructor, Naval Fleet School (Atlantic), National Defence / Government of Canada;

The applied science and engineering technology sector offers excellent transitioning opportunities for military forces personnel. This session will provide an overview of the latest project currently undertaken by the Canadian Council of Technicians and Technologists (CCTT), which will utilize RPL and competency-based assessment methods to provide a pathway to certification as a certified technology professional in any one of Canada’s ten provincial technology associations.

Building on the work from Technology Qualifications Assessment Canada web application we will add the ability for military personnel to easily do an assessment based on the internationally recognized National Technology Benchmarks, NTBs. Military qualification standards, QSPs will be able to be compared to the NTBs to provide CF personnel a realistic civilian equivalency or provide information as to what training is missing to become fully certified. This application will also provide the necessary documentation to complete a fair assessment for certification for provinces that have fair access acts.

Research and college/university recognition

Presenters: Lisa Taylor Lisa Taylor
President
Challenge Factory & the Centre for Career InnovationPresident, Challenge Factory & the Centre for Career Innovation Lisa Taylor is a trail blazer intent on challenging outdated career thinking. Her work is focused on the Future of Work and key trends that are impacting workplaces and workforces. As President of Challenge Factory and the Centre for Career Innovation, Lisa offers a dynamic perspective . . . Read moreon how demographics, hidden talent pools and new market dynamics present organizations and individuals with opportunities to gain strategic advantage. Lisa is the author of “Retain and Gain: Career Management for Small Business” and “Retain and Gain: Career Management for Non-Profits and Charities,” action-focused playbooks for busy Canadian leader. Lisa’s third book, “The Talent Revolution: Longevity and the Future of Work” will be published in early 2019 by University of Toronto Press (UTP-Rotman Imprint).

With an MBA in Strategic Management and Public Administration from the Schulich School of Business at York University, Lisa is uniquely attuned to how business and employment-related policy impact the economy. Lisa was a senior consultant with Deloitte and held Practice Lead, National Managing Principal and Global Team roles with Hewlett-Packard (Canada) Co. In 2014, Lisa was recognized by the Urban Land Institute as one of Canada’s Top 100 Women for her work in the areas of leadership, employment and city building. In 2015 she received the highest honour from Career Professionals of Canada as Outstanding Career Leader. Lisa sits on several Boards, including the Canadian Special Operations Forces Regiment Association, the Dean’s Advisory Council, The G. Raymond Chang School of Continuing Education at Ryerson University and CERIC.

Lisa is a sought-after expert, keynote speaker and columnist. Her clients and audiences rely on her invaluable insights and real-world know-how. Indeed, Lisa’s expertise is widely recognized and regularly cited in the Wall Street Journal, TVO’s The Agenda, The Globe and Mail, Toronto Star, Sun Media, CBC, Zoomers Media, Rogers and other North American media sources.

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 , President, Challenge Factory & the Centre for Career Innovation; Warren Otto Warren Otto
Academic Advisor, Military Support Office, Extended Education
University of ManitobaWarren Otto has been involved in adult education for approximately 30 years. He currently serves as Academic Advisor in the Military Support Office (MSO) at the University of Manitoba where he assesses military trades and training for university credit and serves as student advocate for Canadian Armed Forces personnel studying . . . Read moreat the University of Manitoba. Prior to joining the MSO he managed a variety of non-degree certificate programs and special events for the University of Manitoba.

Warren holds an appointment as Senior Research Fellow with the Centre for Defence and Security Studies at the University of Manitoba and volunteers extensively within the local community. He chairs a committee assisting with Syrian refugee sponsorship and serves with organisations concerned with military history including the Military History Society of Manitoba, Maple Leaf Legacy Project and the Royal Winnipeg Rifles Regimental Senate.

Warren holds undergraduate degrees in criminology and recreation studies, and a master’s degree in history. He has taught courses for both the University of Manitoba and Assiniboine Community College, and led battlefield tours to the Western Front. His research interests focus on the effects of American neutrality on American citizens in the Canadian Expeditionary Force, and the creation and deployment of the 196th (Western Universities) Battalion.

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 , Academic Advisor, Military Support Office, Extended Education, University of Manitoba; Hugh Wright Hugh Wright
Manager
Algonquin College Corporate TrainingHugh Wright has been a leader with Algonquin College for over 25 years, focused on the design, development and delivery of training programs and learning services for government, industry and their workforce. Since 2006, Hugh has lead strategic training and partnership initiatives with the Canadian Armed Forces and has worked extensively with the . . . Read moreMilitary Personnel Generation Training Group; Canadian Defence Academy; and Canadian Forces Recruiting Group. He has lead training programs and services supporting the CAFs’ alternative training delivery strategy with Community Colleges, Military Occupational Training Recognition, and recruitment.

Hugh is a graduate of the University of Waterloo, Bachelors of Applied Studies, with specialization in Personnel Studies. He is an avid runner and has been proud to complete the Canada Army Run half-marathon eight times since its launch in 2008.

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 , Manager, Algonquin College Corporate Training;

Lisa Taylor: A Question of Style – Canadian Veteran Working Style and Employer Misconceptions
Translating military experience to civilian employment opportunity is challenging. Add in unfounded beliefs and stereotypes about cultural fit and Veteran job seekers find themselves sidelined before getting to the first interview. In this discussion, Lisa will share results from a groundbreaking new study, conducted in co-operation with the CAF and VAC in 2017, that quantified aspects of employer bias and its impact on Veteran recruitment, onboarding and retention.

In this session you will learn:

• How Canadian Veterans compare with Canadian civilians in terms of communication style, workplace behaviours and motivators
• What employers believe to be true about Veterans – and what they have completely wrong
• How Veterans and hiring managers can better prepare for employment and long-term retention success by overcoming common yet unfounded bias and stereotype

National Advanced Placement and Prior Leaning (N-APPL)

Presenters: Kevin Wainwright Kevin Wainwright, PhD
Director
British Columbia Institute of Technology (BCIT)Kevin Wainwright, PhD is the director of the BCIT SITE Centre, which carries out research in human capital. He created the Advanced Placement and Prior Learning Program, which assists veterans and reservists in transitioning to civilian life. Since 2010 APPL has been expanded to include First Responders, McDonald’s Managers, mature students and trades-to-degree. . . . Read more

In 2012 Kevin appeared before the Canadian Senate Committee on Veteran Affairs as a subject matter expert. This resulted in the development of a national program. The program is known as N-APPL (National Advanced Placement and Prior Learning) with twelve partner institutes from across Canada.

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 , Director, British Columbia Institute of Technology (BCIT); Selene Wray Selene Wray
Learner Pathways Facilitator
Saskatchewan Polytechnic (SIAST)Selene Wray is a Learner Pathways facilitator (formerly Recognition of Prior Learning) at Saskatchewan Polytechnic. Selene recently received her M.Admin from the Levene Graduate School of Business, University of Regina. As part of Sask Polytech’s new academic model, the Learner Pathways office strives to improve and support RPL and flexible student pathways at all levels within the institution. The . . . Read morerole of the facilitator is to incorporate recognition of prior learning into all programs. Selene has been involved in the N-APPL project shortly before the MOU signing in June 2018.

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 , Learner Pathways Facilitator, Saskatchewan Polytechnic; Deirdre Pickerell Deirdre Pickerell, PhD.
Yorkville UniversityDeirdre Pickerell, PhD, is a nationally recognized, award-winning career development specialist, human resource professional, and adult educator. She is the Dean of Academics at Yorkville University’s British Columbia Campus where she oversees all academic operations. Deirdre introduced Yorkville to the National Advanced Placement & Prior Learning Project, bringing together key . . . Read morestakeholders across all three campuses to advocate for Yorkville’s participation. She continues to oversee Yorkville’s participation in N-APPL and is currently working on an initiative to expand credit transfer to general studies and consider advanced placement into graduate programs.

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  PhD., Dean of Academics, British Columbia Campus, Yorkville University; Col Paul Ursich Col Paul Ursich, CD
Commanding Officer
39 Canadian Brigade GroupCol Paul Ursich, CD, is the Commanding Officer of 39 Canadian Brigade Group, composed of the Canadian Forces Primary Reserve units in BC. Paul has been involved with the N-APPL Program as the Military Liaison and Advisor providing guidance to the BCIT team throughout the development of the program. In . . . Read moreaddition to his military reserve career, Paul is the President and CEO of Ally Emergency Management Inc., providing facilitation, training, exercises and communications to assist clients with emergency preparedness efforts.

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 , CD, Commanding Officer, 39 Canadian Brigade Group;

The National Advanced Placement & Prior Learning (N-APPL) Program is a partnership among Canadian post-secondary institutes who evaluate and recognize the skills and expertise acquired through military service to provide fast-track credential options. Currently at 17 post-secondary partners, and growing, N-APPL uses a collaborative approach to recognizing military service. Partner education pathways are accessible and shared among N-APPL partners through a web portal developed and maintained in-house at BCIT. The web portal provides access to military training plans, academic assessment features and advanced placement pathways offered at each institute.

The N-APPL panel will bring together some of our partners from BCIT, Yorkville University and Saskatchewan Polytechnic as well as a representative from the Canadian Armed Forces. Come ask questions and learn about what we are doing to recognize military service and how your institute can get involved.