Prior learning assessment and recognition: Emergence of a Canadian community of scholars

Christine Wihak

doi:10.19173/irrodl.v12i1.961

Abstract

Prior learning assessment and recognition (PLAR) is the practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners have gained through experiential or self-directed (informal) learning rather than through formal education (Thomas, 2000). As our current economy and workplaces experience rapid and continuing change, PLAR offers a vital contribution to supporting lifelong and life-wide learning (Evans, 2000). Beyond significant benefits to individual adult learners in terms of confidence-building and enhanced reflective capacity, PLAR’s process translates personal and workplace learning into a portable format, a common coin suitable for public recognition in many different venues. PLAR has hence become an integral feature of lifelong learning policies around the globe and is closely linked with the implementation of national and transnational qualification frameworks (Morrissey et al., 2008).  PLAR scholars have a vital role in ensuring that policy and practice in this important field is informed by innovative research. This brief report describes a workshop on scholarly PLAR research, held in Ottawa, Canada on November 6 and 7, 2010 with funding from the Social Sciences and Humanities Research Council (SSHRC).

Highlights

In Canada, federal and provincial governments have recognized the importance of Prior learning assessment and recognition (PLAR) in a globalized knowledge economy (Morrissey et al, 2008)
Eight of the 80 studies were masters or doctoral theses. These findings indicate that the large majority of PLAR research is taking place on the periphery of or completely outside of the scholarly community, without the benefit of the stimulation and critical review of the peer review process
Based on the understanding that PLAR scholars could benefit from a focused forum that could engage a community of scholars in the kind of discussion that would advance scholarly knowledge within the PLAR field, the research workshop “Prior Learning Assessment and Recognition: Emergence of a Canadian Community of Scholars” was held prior to the 2010 Canadian Association of Prior Learning Assessment (CAPLA) conference

Summary

Introduction

In Canada, federal and provincial governments have recognized the importance of PLAR in a globalized knowledge economy (Morrissey et al, 2008). Prior Learning Assessment and Recognition: Emergence of a Canadian Community of Scholars Wihak Recognizing potential benefits from PLAR for adult learners, provincial governments provide financial support for PLAR services for students in community colleges and in many provinces, in universities.

Results

Conclusion