Revisiting the Recognition of Prior Learning (RPL): A Reflective Inquiry into RPL Practice in Canada

Dianne Conrad

doi:10.21225/d5mg6s

Abstract

The recognition of prior learning (RPL/PLAR) has been on the margins of Canada’s educational and economic scene for many years. A series of recent developments across Canada prompted this writer to reflect on whether a combination of forces may be moving RPL toward its “tipping point.” In examining this possibility, the article situates the issue educationally, socially, and economically. A developing societal and educational trend is identified and the use of the portfolio as an appropriate response tool is considered. Concluding remarks highlight anticipated and existing areas of resistance to moving the RPL agenda forward.

Highlights

It seems odd in the early days of the 21st century, to watch actors in old movies light up unending numbers of cigarettes and drag deeply on them in scene after scene—in cars, houses, restaurants, boardrooms, and offices
Concluding remarks are aimed at separating the smoke from the fire: What’s really going on? And, what does the current state of recognizing prior learning (RPL) in Canada hold in store for Canada’s adult learners, including those in continuing education programs?
Referred to as prior learning assessment (PLA), in recent years, it has become more popularly known as prior learning assessment and recognition (PLAR), with the addition of the concept of recognition (“R”) becoming a point of discussion among practitioners

Summary

Introduction

In the early days of the 21st century, to watch actors in old movies light up unending numbers of cigarettes and drag deeply on them in scene after scene—in cars, houses, restaurants, boardrooms, and offices. In the world of education, supporters of recognizing prior learning, upon reflecting on the degree of change in the public’s perceptions of smoking, might wonder wistfully if such change will ever work its magic on their cause. Perhaps, such change is already in the air. This article examines and reflects on the state of recognizing prior learning (RPL) in Canada, with a focus on RPL’s status in the post-secondary system. What does the current state of RPL in Canada hold in store for Canada’s adult learners, including those in continuing education programs? Concluding remarks are aimed at separating the smoke from the fire: What’s really going on? And, what does the current state of RPL in Canada hold in store for Canada’s adult learners, including those in continuing education programs?

The Difficulty of Language

Credit Transfer

Recognizing Prior Learning in Canada

What is the Question?

Findings

How is the Portfolio the Answer?