New Brunswick Prior Learning Assessment and Recognitionnbplar.ca/wp-content/uploads/2015/11/NBPLAR...3.pdf · New Brunswick Prior Learning Assessment and Recognition Curriculum 1

New Brunswick

Prior Learning Assessment

and Recognition

NBPLAR Action Group

Curriculum Development Guide

Prepared for the NBPLAR Action Group By the New Brunswick Multicultural Council, Inc.

August, 2011

Contents

About This Guide ...............................................................................................................................1

Recognition of Prior Learning .............................................................................................................1

Understanding Prior Learning Assessment and Recognition (PLAR) ........................................................ 2

PLAR Practice ........................................................................................................................................ 2

Advising ................................................................................................................................................. 3

Assessing ............................................................................................................................................... 3

Prior Learning Assessment Methods .................................................................................................... 3

Management (Administration) ............................................................................................................. 4

PLAR in New Brunswick ......................................................................................................................5

NBPLAR Action Group ............................................................................................................................... 5

The Role of PLAR ................................................................................................................................6

Universities ................................................................................................................................................ 6

Definition .............................................................................................................................................. 6

Rationale ............................................................................................................................................... 6

Process .................................................................................................................................................. 6

Outcomes .............................................................................................................................................. 6

Community Colleges .................................................................................................................................. 7

Definition .............................................................................................................................................. 7

Rationale ............................................................................................................................................... 7

Process .................................................................................................................................................. 7

Outcomes .............................................................................................................................................. 7

Industry ..................................................................................................................................................... 8

Definition .............................................................................................................................................. 8

Rationale ............................................................................................................................................... 8

Process .................................................................................................................................................. 8

Outcomes .............................................................................................................................................. 8

Community-based Organizations .............................................................................................................. 9

Definition .............................................................................................................................................. 9

Rationale ............................................................................................................................................... 9

Process .................................................................................................................................................. 9

Outcomes .............................................................................................................................................. 9

NBPLAR Curriculum Model ............................................................................................................... 10

NBPLAR Curriculum .......................................................................................................................... 11

PLAR Orientation Curriculum .................................................................................................................. 11

Introduction/Rationale ....................................................................................................................... 11

Required Competencies ...................................................................................................................... 11

Description .......................................................................................................................................... 11

Learning Outcomes ............................................................................................................................. 12

PLAR Advising Level I Curriculum ............................................................................................................ 13



Description .......................................................................................................................................... 13


PLAR Advising Level II Curriculum ........................................................................................................... 14



Description .......................................................................................................................................... 14


PLAR Assessing Level I Curriculum .......................................................................................................... 15



Description .......................................................................................................................................... 15


PLAR Assessing Level II Curriculum ......................................................................................................... 17



Description .......................................................................................................................................... 17


PLAR Management Level I Curriculum .................................................................................................... 18



Description .......................................................................................................................................... 18


PLAR Management Level II Curriculum ................................................................................................... 19



Description .......................................................................................................................................... 19


Appendix I: NBPLAR Action Group Principles & Standards ................................................................. 20

Guiding Principles .................................................................................................................................... 20

Effectiveness ....................................................................................................................................... 20

Consistency ......................................................................................................................................... 20

Collaboration ....................................................................................................................................... 21

Transparency ....................................................................................................................................... 21

Council for Adult and Experiential Learning (CAEL) Standards ............................................................... 22

Quality Assurance ................................................................................................................................... 23

Appendix II: Recommended PLAR Practitioner Certificate Programs ................................................. 24

Red River College PLAR Practitioner Training ......................................................................................... 24

Saskatchewan Institute of Applied Science and Technology (SIAST) Recognition of Prior Learning Practitioner Program .............................................................................................................................. 24

DePaul University Continuing and Professional Education Online PLA Certificate Program .................. 24

Resource Index ................................................................................................................................ 25

Prior Learning and Assessment Resources .............................................................................................. 25

Post-Secondary Institutions ................................................................................................................ 25

Regulatory Bodies/Professional Associations/Communities of Practice ............................................ 26

Other ................................................................................................................................................... 27

Portfolio Development ............................................................................................................................ 27

Post-Secondary Institutions ................................................................................................................ 27

Regulatory Bodies/Professional Associations/Communities of Practice ............................................ 27

Prepared for the NBPLAR Action Group By the New Brunswick Multicultural Council Inc.: 361 Victoria Street | Fredericton, NB | E3B 1W5 Phone: (506) 453-1091 Fax: (866) 644-1956 Email: [email protected]

mailto:[email protected]

New Brunswick Prior Learning Assessment and Recognition Curriculum

1

About This Guide

This curriculum guide was created to inform and support individuals involved in developing, delivering and/or managing Prior Learning Assessment and Recognition (PLAR) systems and services in New Brunswick institutions, organizations and workplaces. It can serve as an aid in the review and/or selection of appropriate existing PLAR curricula as well as the development of new curricula tailored to the needs of New Brunswick PLAR communities of practice.

Recognition of Prior Learning

Recognition of Prior Learning (RPL)1 is a broad term used to describe all forms of assessment, recognition and formal accreditation of prior learning. As the following graphic illustrates, RPL encompasses three distinct fields of assessment and recognition: credential assessment, credit transfer and PLAR.

This curriculum guide will focus on the third branch seen here – Prior Learning Assessment and Recognition (PLAR).

1 Achieving Our Potential: An Action Plan For Prior Learning Assessment And Recognition (PLAR) In Canada. PLA Centre, Halifax, Nova Scotia. 2008. http://www.priorlearning.ca/cms/wp-content/uploads/2010/04/200810PLAR-Report-ExecSumEN.pdf

Recognition of Prior Learning (RPL)

Professional and Academic Credential

Assessment

Recognition by one academic or professional body of

qualifications awarded by a different body

Foreign Credential Recognition

Credit Transfer

Awarding by one education/ training institution of credits

or advanced standing for credits achieved in another

institution

Prior Learning Assessment and

Recognition (PLAR)

Evaluation & recognition of non-formal, informal, formal and/or experiential learning

(Can result in academic credits/credentials)

* Competency Assessment

* Learning Outcomes Assessment

* Portfolio Learning

http://www.priorlearning.ca/cms/wp-content/uploads/2010/04/200810PLAR-Report-ExecSumEN.pdf


2

Understanding Prior Learning Assessment and Recognition (PLAR)

Prior Learning Assessment and Recognition (PLAR) 2 involves a systematic process of identification, documentation, assessment and recognition of an individual’s prior learning (i.e., skills, knowledge and values). This learning may have been acquired through formal and/or informal study, including work and life experience, training, independent study, volunteer work, travel, hobbies, etc. PLAR processes can be used to help individuals meet the requirements of education and training programs; occupational and/or professional certification; labour market entry; and organizational and human resource capacity building.

The goals of prior learning assessment and recognition include:

identification of learning, wherever it has taken place

selection of that learning relevant to a desired outcome career or occupational plan

demonstration of the validity and appropriateness of the learning

matching learning outcomes to those stated within a chosen accreditation or progression framework

assessment of evidence against predetermined criteria to ensure the validity of the claimed learning

accreditation within an appropriate and recognized accreditation framework

PLAR Practice

An individual, who employs learner-focused activities to prepare for and/or formally assess a candidate's prior learning; either for academic credit, professional designation or recognition of competence for the workplace; using the goals and methods of prior learning assessment and recognition, is practicing PLAR. The functions that make up this practice include advising, assessing and administration or management.

Designated PLAR Practitioners have taken professional development programs and workshops to develop the competencies required to understand PLAR philosophy and processes and apply a learner-focused approach to implementing PLAR in their field of practice.

In addition to developing particular areas of expertise in PLAR advising, assessing and administrative systems, PLAR Practitioners are able to:

apply PLAR philosophy and knowledge

maintain a learner and/or client-focused approach

advocate for PLAR

demonstrate professionalism

2 Developing Benchmarks for Prior Learning Assessment and Recognition. Malcolm Day / Edited by R. E. Tucker. 2008. http://www.capla.ca/benchmark_en.php

http://www.capla.ca/benchmark_en.php


3

Advising

PLAR Advising functions guide candidates through a process of reflection, organization, and communication of their learning in preparation for a Prior Learning Assessment. These functions are performed through a variety of activities, including:

Adherence to the values and principles inherent to prior learning assessment and recognition

Compliance with legal and regulatory frameworks as well as policies/procedures defined by an individual’s organization and/or institution

Guidance of candidates throughout the prior learning assessment and recognition process

Coordination of evaluation activities

Training and supervision of professional and support staff who provide services

Development of appropriate support tools for use in prior learning assessment and recognition

Design of materials required for developing services or collaborating in their development

Promotion of services (internally and externally) as well as establishment of partnerships to enhance PLAR practice within an individual’s organization, institution or workplace

Assessing

The assessing function in a PLAR process can range from a candidate’s self-assessment through an ongoing assessment process in conjunction with advising activities to a formal assessment of the candidate. A formal assessment occurs when a candidate’s information about their knowledge, skills and abilities are interpreted for recognition as part of their entry to, or advancement in, an organization, institution or workplace. Those who conduct the assessment must have the required subject matter expertise and specialized knowledge, skills and abilities related to the learning that is being assessed.

The identification and/or development of Prior Learning tools relevant to the requirements of the organization institution or workplace are essential to ensure government and/or professional standards are maintained.

PLAR Assessing functions are performed through a variety of activities, including:

Adherence to the values and principles inherent to prior learning assessment and recognition

Compliance with legal and regulatory frameworks as well as policies/procedures defined by an individual’s organization and/or institution

Review of assessment plans

Judging of evidence and provision of feedback

Making an assessment decision using differing sources of evidence and provision of feedback

Development of appropriate support tools for use in prior learning assessment and recognition functions within the individual’s organization, institution or workplace

Design of materials required for developing and/or enhancing assessment methods or collaborating in their development

Prior Learning Assessment Methods

The methods available to recognize prior learning include assessment of educational documents, portfolio review, demonstration or challenge processes (i.e., written/oral examinations, projects,


4

assignments, performance observation, skill demonstrations, simulations and product assessments); standardized tests and program review.

Specifically, the list could include but not be limited to the following:

University courses

Continuing education/extension certificates/courses

Public college/ Technical institution courses

Interviews

Workplace training/ experience

Private institution courses

Workshops /Correspondence study

Volunteer activities and hobbies

Challenge examinations

Standardized tests (e.g., TESOL)

Portfolio assessments

Travel

Published papers

Professional examinations

Foreign professional/work experience3

Management (Administration)

PLAR flourishes in institutions, organizations and workplaces where the concept is respected and demonstrated. Evidence of that respect lies in organizational values, policies and administrative systems that enable PLAR to be accessible, credible and sustainable.

PLAR management is involved with developing & administering systems that facilitate institution-wide PLAR implementation and system maintenance; and developing policies and procedures within the systems that support staff practicing PLAR as well as the candidates engaged in the PLAR process.

PLAR management functions include:

PLAR integrated into the larger organizational strategic plan and approach

Staff responsible for PLAR-based advising, assessing and administrative functions collaborate effectively and efficiently for the benefit of both the candidate and the organization, institution or workplace

Sustainable PLAR structures and practices in an institution-wide system

Dynamic and flexible training materials and processes in place for all involved with PLAR

Good practices promoted internally and externally

Well managed PLAR budgets and resources

PLAR policy and procedures being followed.

3 PLAR can be part of a Foreign Qualification Recognition Process as an assessment method


5

PLAR in New Brunswick

NBPLAR Action Group

The NBPLAR Action Group was established to promote and facilitate the delivery of prior learning assessment and recognition (PLAR) practices in New Brunswick through increased awareness, collaboration, common terminology, and tools. NBPLAR Action Group is a participatory committee of PETL in association with the New Brunswick Council on Admission and Transfer (NBCAT) and consists of member organizations representing key PLAR stakeholders in New Brunswick. The primary responsibilities of the Action Group include:

(A) Recommend and develop policies, procedures and guidelines to promote the provincial coordination of PLAR activities.

(B) Encourage NBPLAR stakeholders to expand and develop their policies and practices related to PLAR

(C) Provide a leadership role in educating and informing New Brunswickers about PLAR

Effective Prior Learning Assessment and Recognition (PLAR) delivery is built on a clear understanding of effective PLAR principles and practices. To promote effective PLAR delivery in New Brunswick, the NBPLAR Action Group developed a set of guiding principles that provide a context for the delivery of PLAR services (see Appendix I).

It is hoped the development of these principles, acquired through a number of excellent PLAR resources, will provide a vision that encourages organizations to pursue a course of continual improvement in the delivery of their PLAR services and assist learners in the understanding of PLAR services available to them.

For the purpose of this document, PLAR is considered to consist of the evaluation and recognition of non-formal, informal and/or experiential learning (as well as formal learning not considered for credit transfer) that can result in academic credits, and/or professional credential and workplace recognition. A PLAR process may include activities such as interviewing, competency assessment, learning outcome assessment and portfolio development.4

In New Brunswick, credit transfer and PLAR are defined separately. The awarding of credit based on a PLAR process is an after-the-fact assessment of what a student has learned. In contrast, awarding Transfer of Credit provides credit for previous formal course work.5

4 Formal Learning: Courses or programs taken at recognized educational institutions, with related assessment processes and credits. Informal Learning: Learning gained from life and work experiences. Non-formal Learning: The skills and knowledge gained through learning experiences. Such as on-the-job or industry-based training, professional development workshops, seminars, private study, or work experience.

5 University of New Brunswick (UNB) College of Extended Learning: Prior learning Assessment. http://www.unb.ca/cel/gettingstarted/pla.html

http://www.unb.ca/cel/gettingstarted/pla.html


6

The Role of PLAR

Universities

Definition

Prior Learning Assessment (PLA) refers to the systematic evaluation of a student’s previous learning and its relationship to the expected learning outcomes of university courses and programs in which the candidate is enrolled for the purpose of granting credit where appropriate. 6

Rationale

The validity of PLA is based on the recognition that learning takes place in a variety of settings through a variety of experiences, and students who bring university-level learning upon entrance to a degree, diploma, or certificate program should receive credit for what they already know or can do, as assessed against the expected outcomes of that program.

Process

Students initiate the admission process to a degree program. In consultation with a designated PLA staff member, the student prepares relevant documentation for analysis. The evidence learning is then presented and assessed through one or more of the following methods (determined by appropriate faculty):

Portfolio of learning experience

Interview with content specialist

Challenge exam

Product or skill demonstration

Outcomes

The result of a PLA evaluation is recorded subsequent to registration.

Specific course/s for which credit has been approved through prior learning assessment are identified as such on the student's record. Unassigned credit to be applied to a student's program is identified as such on the student record.

Partial course credit as a result of prior learning assessment forms part of a student's computer record and will be held on file in the student's program Faculty and the Registrar's Office.

6 University of New Brunswick, College of Extended Learning. http://www.unb.ca/cel/gettingstarted/pla.html



7

Community Colleges

Definition

Prior Learning Assessment and Recognition (PLAR) is a process of identifying, documenting, assessing and recognizing skills, abilities and knowledge that have been acquired through formal or informal learning. Through PLAR, colleges and institutes can facilitate the recognition of foreign credentials based on education and work experience gained prior to coming to Canada.7

Rationale

The PLAR process compares prior learning gained from prior education, work/life experiences and personal study to the learning outcomes of college and institute courses so that students can obtain credit equivalent to college and institute level courses.

Process

Students demonstrate their prior learning through valid, rigorous assessment methods which follow institution policies and procedures and ensure that credible learning has taken place. Most often, faculty at colleges and institutes are the “course” experts who assess the learning and determine the credit awarded for prior learning.

Prior Learning Assessments and credential recognition for career and technical programs are done through:

entrance tests to assess language and mathematical skills;

Services from national or provincial credentialing associations; and

Prior Learning Assessment and Recognition services.

Colleges and institutes have PLAR Facilitators or Advisors that students contact, or in some cases students must contact the specific programs area for information on the college/institute PLAR practices. Institutions may also offer PLAR orientation sessions which students can attend to determine whether they can benefit from this service.

Outcomes

If the learning demonstrated is equivalent to what would normally be acquired through a formal course(s) in the chosen area of study, then credit is granted.

7 Association of Canadian Community Colleges (ACCC). http://www.accc.ca/english/services/i-services/assessment.htm

http://www.accc.ca/english/services/i-services/assessment.htm


8

Industry

Definition

Prior Learning Assessment and Recognition (PLAR) is a process that captures and recognizes an individual's learning in the workplace, in the classroom and in the community.8

Rationale

PLAR can describe competencies and help to measure performance while documenting the skills and knowledge needed for a job.

PLAR can assist the unemployed to:

identify learning needs to create continuous learning plan

apply prior knowledge, skills and experience to a workplace context

Organize/structure job search activities

PLAR can assist employees to:

identify learning needs to create continuous learning plan

demonstrate what they know and are able to do

clarify employment goals

gain academic credits, occupational certification or promotion/mobility within the workplace

PLAR can assist employers to:

understand employees' skills, knowledge and training needs

develop appropriate workplace training

recruit, develop and retain a workforce,

clarify learning goals and outcomes, including succession plans

define, document and verify processes

PLAR can assist regulatory bodies to:

identify competencies

benchmark competencies against established standards

create competency-based assessment

Process

Criteria for certification in a designated apprenticeship trade include a predetermined number of years working in the trade and proven hands-on experience. Individuals can also apply for assessment of work experience, level placement testing and review or validation of other jurisdictional credentials.

Outcomes

Through a PLAR process, experienced trades people can become certified based on their work experience. PLAR can save time and money by recognizing existing skills and shortening training.

8 Industry-Based Prior Learning Assessment Recognition (PLAR) in Manitoba. http://www.gov.mb.ca/tce/emp_work/bus_ind/plar.html

http://www.gov.mb.ca/tce/emp_work/bus_ind/plar.html


9

Community-based Organizations

The New Brunswick Multicultural Council (NBMC) offers a PLAR e-Portfolio Program for internationally educated professionals and skilled workers through their New Brunswick Employment Language Training Program (NBELT). The program is delivered by immigrant-serving agencies across the province.9

Definition

PLAR is a process of identifying, assessing and recognizing a person’s knowledge, skills and expertise, gained through life/work experiences, whenever or wherever the learning has taken place.

Rationale

PLAR Programs for Internationally Educated/Trained candidates “provide for training that allows them to acquire the knowledge & skills necessary to bridge the gap between their prior learning and the requirements of their occupations in Canada.” 10 The New Brunswick Employment Language Training Program (NBELT) is specifically designed to address the key determinants of successful newcomer integration into the New Brunswick Labour Market.

Process

NBELT is based on a PLA e-Portfolio development curriculum with an eight week classroom-based rotation. One e-Portfolio module session is delivered per week, and sets the theme for the employment language, workplace culture, computer skills and soft skills development training incorporated in the four other classroom sessions. The supplementary self-directed, online, community networking and workplace learning activities provide the learning hours required for program completion.

Outcomes

The completed e-Portfolio enhances the participant’s opportunity to:

Gain employment in New Brunswick commensurate with their knowledge, skills and experience

Complete an occupation-specific credential recognition process

Achieve credit recognition for prior learning at New Brunswick post-secondary educational institutions

9 New Brunswick Multicultural Council Inc. www.nb-mc.ca

10 Recognizing the Prior Learning of Immigrants to Canada. 2008. http://www.capla.ca/Immigrants_to_Canada.php

http://www.nb-mc.ca/

http://www.capla.ca/Immigrants_to_Canada.php


10

NBPLAR Curriculum Model

The NBPPLAR Curriculum Model provides a recognition framework for PLAR practices related to PLAR delivery in NB. The curriculum model for each level would contain the necessary competencies related to that level and list any courses/programs equivalent to the level competencies.

Activity Recognition levels

Duration Description

Orientation Initial Training 0.5 day - 1 day An introductory workshop on PLAR and related concepts for candidates whose work duties require an

understanding of PLAR

Advising Advising

Level I

20hrs Provides an individual with the knowledge, skills and abilities needed to begin carrying out advising functions

in an established PLAR system

Advising

Level II

40hrs Permits individuals who have acquired basic advising skills with the knowledge, skills and abilities to develop

advising tools and processes for a new or existing PLAR system

Assessing Assessing

Level I

20hrs Provides an individual with the knowledge, skills and abilities needed to begin carrying out assessing

functions in an established PLAR system

Assessing

Level II

40hrs Permits individuals who have acquired basic assessing skills with the knowledge, skills and abilities to develop assessments and assessment processes for a new or

existing PLAR system

Managing PLAR Management

Level I

20hrs Provides an individual with knowledge, skills and abilities needed to begin carrying out management functions in

an established PLAR system

PLAR Management

Level II

40hrs

(20hrs if completed Advising &

Assessing Levels)

Permits individuals who have acquired skills related to managing a PLAR system with the knowledge, skills and

abilities to develop or revamp a new or existing PLAR system


11

NBPLAR Curriculum

The Learning Outcomes for each level of the NBPLAR training curriculum were drawn from a number of excellent resources found through the Recognition for Learning (RFL)11 and the Canadian Association for Prior Learning Assessment (CAPLA)12 websites.

PLAR Orientation Curriculum

Introduction/Rationale

Staff and/or members of organizations or institutions that offer PLAR as an entrance method, and who have some form of contact with potential candidates, require a basic knowledge of PLAR and its role within their organization, institution or workplace . They should also be familiar with the specific PLAR processes carried out by their organization, institution or workplace and have the skill to transfer that information and/or refer the potential candidate to the appropriate resource.

Required Competencies

Participants should demonstrate the following competencies prior to entering this training level:

Describe the type of prior learning/credential recognition system in place within their organization, institution or workplace

Comply with policies and procedures related to the system

Initiate and maintain respectful interactions when responding to candidate queries and making referrals to appropriate resources

Description

An introductory workshop on PLAR and related concepts, for candidates whose work duties require such an understanding, would provide an overview of PLAR, experiential learning, competency-based outcomes and PLAR activities.

The following topics would be addressed within the session:

The experiential learning cycle and reflective practice as learner-focused activities

Philosophical framework, definitions, basic assumptions, standards, and benefits of PLAR

Practical applications of PLAR (credit transfer, credential recognition, employment)

Steps in the PLAR Process, who is involved and methods of assessment

11

Recognition for Learning (RFL). http://recognitionforlearning.ca

12 Canadian Association for Prior Learning Assessment (CAPLA). www.capla.ca

http://recognitionforlearning.ca/

http://www.capla.ca/


12

Learning Outcomes

Explain what PLAR means, the basic principles of PLAR and the benefits for potential candidates

Identify roles, responsibilities and reporting procedures for all involved with the PLAR system in their organization, institution or workplace

Describe the steps in the PLAR process and various methods used to assess PLAR

Utilize resources and contacts within their organization, institution or workplace to refer potential candidates

Apply PLAR philosophy through a client-focused approach in all interactions with potential candidates


13

PLAR Advising Level I Curriculum


Staff and/or members of organizations or institutions who carry out advising functions as part of their job description may also be required to participate in PLAR processes. Understanding effective PLAR principles and practices and how their advising functions are applied within a PLAR context is essential to effective PLAR advising practice.


In addition to competencies identified in the PLAR Orientation training, participants should demonstrate the following competencies prior to entering this training level:

Assist candidates to identify goals and develop an action plan

Support candidates through an action plan (appointments, workshops, courses, videos, teleconferencing, etc.) to gather appropriate evidence

Practice good communication and listening skills

Perform well in teams, respect others, and act with tact and diplomacy

Description

Training at this level would focus on how the guiding, advising, and/or counselling activities they carry out – for their organization, institution or workplace – are transferable to the PLAR process. It would also include the development of skills and strategies conducive to effective advising, coaching, and mentoring through collaborative learning, reflection, and practice.

Learning Outcomes

Identify the knowledge, skills, abilities, and responsibilities required to carry out PLAR advising functions

Adhere to institutional, organizational, legislative and professional association PLAR requirements when advising candidates

Advise candidates through a PLAR process adhering to institutional, organizational, legislative and professional association requirements

Implement quality practices to prepare for prior learning assessment, using a variety of processes including portfolio development, that meet candidate needs

Link candidates to appropriate resources

Promote candidates' independence/ownership of their articulation of prior learning

Facilitate portfolio development13

Liaise with those providing assessment and/or administration to ensure a smooth process

Review the structure of the submission of evidence to ensure that the information is well organized and meets the organization’s or institution's criteria

Provide post-assessment guidance and opportunity to discuss results

13

It is beyond the scope of this training level to provide specific training in Portfolio development (see Appendix II)


14

PLAR Advising Level II Curriculum


Staff and/or members of organizations or institutions experienced in carrying out PLAR based advising functions may be expected to assist and/or supervise other staff and/or members involved in advising. They may also be called upon to assist in developing advising tools and processes for a new or existing PLAR system.


In addition to competencies identified in the PLAR Advising Level I, participants should demonstrate the following competencies prior to entering this training level:

Adhere to the values and principles inherent in their organization’s or institution’s PLAR system

Comply with legal and regulatory frameworks as well as PLAR policies/procedures defined by their organization, institution or workplace

Demonstrate essential and employability skills in oral, written and interpersonal communication, teamwork, critical thinking and problem solving, group facilitation, and research

Apply a collaborative learning approach in facilitating groups and training processes

Description

Training at this level would focus on putting the knowledge, skills and abilities required for PLAR advising into the larger context of PLAR. It would include identifying key questions and issues related to PLAR within the organization, institution or workplace; coordinating the components of a PLAR system and linking to other internal and external systems; as well as explaining the process of developing, implementing and maintaining quality in PLAR advising for new and existing systems.

Learning Outcomes

Outline a model for PLAR, including team composition and roles

Train and/or supervise professional and support staff who provide PLAR advising services

Design materials to develop/enhance PLAR advising services or collaborate in their development

Complete administrative responsibilities related to their role in the PLAR process

Maintain the quality standards of PLAR practice in their organization, institution or workplace

Demonstrate professional practices including, but not limited to, leadership skills, cultural sensitivity, ethical behaviour

Promote PLAR advising services internally and externally as well as establish partnerships to enhance PLAR practice within their organization, institution or workplace


15

PLAR Assessing Level I Curriculum


Staff and/or members of organizations, institutions or workplaces who carry out assessing functions as part of their job description may also be required to participate in PLAR processes. Assessment occurs when information about a candidate’s knowledge, skills or abilities is interpreted for the purpose of acceptance to or advancement within an organization, institution or workplace through formal recognition/ acknowledgement of their prior learning. Proper assessment depends on qualified subject matter experts, trained in assessment methodology, evidence gathering and evaluation criteria required by the organization, institution or workplace conducting the assessment. 14


Participants should demonstrate the following competencies upon entering this training level:

Provide subject matter expertise in their field

Use a variety of assessment tools

Verify authenticity of evidence

Apply assessment criteria with flexible yet rigorous assessment practices

Evaluate evidence and provide feedback

Document relevant observations and answers to questions

Make reasoned judgments on evidence

Provide and document rationale for decisions

Identify learning gaps

Determine credit awards or competence level

Description

An assessor’s content expertise is specific to the subject matter requirements of the organization, institution or workplace. This training level focuses on the process knowledge, skills and abilities needed to begin carrying out assessing functions in an established PLAR system. It is intended to provide a framework for quality PLAR practice and principles of sound assessment. It should also offer a broader view about the evidence of learning and valid assessment processes.

14

ITA Multiple Assessment Pathways (Map) Project. 2008. http://www.itabc.ca/AssetFactory.aspx?did=250

http://www.itabc.ca/AssetFactory.aspx?did=250


16

Learning Outcomes

Identify responsibilities, key skills and abilities required to carry out PLAR assessing functions

Describe how PLAR fits within their organization, institution or workplace

Explain components of conducting a PLAR assessment within their organization, institution or workplace

Describe the relationship of learning outcomes to assessing and the organization’s or institution’s assessment resources and tools

Use various PLAR assessment criteria to measure prior learning

Verify authenticity of evidence

Adhere to institutional, organizational, and/or professional association PLAR requirements when assessing candidates

Complete administrative responsibilities related to the assessing role in the PLAR process


Provide quality post-assessment guidance and feedback for the PLAR learner and the system.


17

PLAR Assessing Level II Curriculum


Staff and/or members of organizations or institutions experienced in carrying out PLAR based assessing functions may be required to assist and/or supervise other staff and/or members involved in assessing. They may also be called upon to assist in developing assessing tools and processes for a new or existing PLAR system.


In addition to competencies identified in the PLAR Assessing Level I, participants should demonstrate the following competencies upon entering this training level:



Demonstrate essential and employability skills in oral, written and interpersonal communication, teamwork, critical thinking/ problem solving, group facilitation, and research

Apply a collaborative learning approach in facilitating groups and training processes

Description

Training at this level would focus on putting the knowledge, skills and abilities required for PLAR assessing into the larger context of PLAR. It would include identifying key questions and issues related to PLAR within the organization, institution or workplace; coordinating the components of a PLAR system and linking to other internal and external systems; as well as explaining the process of developing, implementing and maintaining quality in PLAR assessing for new and existing systems.

Learning Outcomes

Outline a model for PLAR, including team composition and roles

Train and/or supervise professional and support staff who provide PLAR assessing services

Explain the principles of sound assessment within a PLAR system

Identify the components of PLAR assessor training

Analyze purposes, benefits and challenges of Assessor standards and certification

Identify components of assessment plans that are effective and efficient for both the learner and the system

Identify benefits and challenges of various PLAR assessment methods used by their organization, institution or workplace

Develop or collaborate in the development of appropriate instruments to be used in prior learning assessment and recognition

Complete administrative responsibilities related to the assessing role in the PLAR process



Promote PLAR assessment services internally and externally, as well as establish partnerships to enhance PLAR practice within their organization, institution or workplace


18

PLAR Management Level I Curriculum


Staff and/or members of organizations or institutions, who are in the process of becoming certified or are already certified as PLAR Practitioners (see Appendix II), and engaged at the management level, may become responsible for administering processes that facilitate the institution-wide maintenance of an existing PLAR system.


Participants should have demonstrated competencies in the following areas upon entering this training level:

Describe PLAR based management systems and resources that support PLAR processes within their organization, institution or workplace

Complete administrative responsibilities related to their management functions within their organization, institution or workplace

Demonstrate essential management level skills in oral, written and interpersonal communication, teamwork, critical thinking, problem solving and supervision

Description

Training at this level includes completing Certification as a PLAR Practitioner through a recognized PLAR training facility (see Appendix II) and focuses on managing a PLAR system within their organization, institution or workplace. It is intended to provide a framework for quality PLAR practice and principles of sound management.

Learning Outcomes

Administer systems that facilitate PLAR

Promote systemic change

Use outcomes-based models

Promote increased PLAR capacity with programs and departments

Facilitate PLAR application within and across programs and departments

Build and maintain partnerships and linkages

Interpret policies and systems

Ensure quality in PLAR projects and practices

Support all PLA policies and procedures

Monitor program consistency and clarity

Assess PLA process

Apply administrative principles of prior learning assessment within the context of their organization, institution or workplace

Describe the responsibilities of the body (e.g., committee, individual) that provides oversight to the policies and guidelines for the PLA system in their organization, institution or workplace


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PLAR Management Level II Curriculum


Staff and/or members of organizations or institutions, who are certified as PLAR Practitioners (see Appendix II) and experienced in carrying out PLAR-based management functions, may become responsible for developing/supervising PLAR staff and/or members. They may also be called upon to engage in developing processes and strategies to maintain quality in PLAR management for new and existing systems.


In addition to demonstrating competencies identified in PLAR Management Level I, participants should have competencies in the following areas upon entering this training level:




Promote PLAR quality management internally and externally as well as establish partnerships to enhance PLAR practice within their organization, institution or workplace

Description

Training at this level would include identifying key questions and issues related to PLAR within the organization, institution or workplace; coordinating the components of a PLAR system and linking to other internal and external systems; as well as implementing the process of developing and maintaining quality in PLAR management for new and existing systems.

NOTE: If the management tasks include initiating development and /or implementation of a PLAR system for an organization, institution or workplace, Certification at the Mastery Level through DePaul University is recommended (see Appendix II).

Learning Outcomes

Develop & administer systems that facilitate PLAR

Develop strategic plans for institution-wide PLAR implementation and system maintenance

Educate and train PLAR staff; develop training materials, conduct training needs assessments and deliver training using good adult learning practices

Create sustainable PLAR structures/ practices and embed PLAR in existing structures/practices

Create formal and informal development teams

Secure and manage resources

Develop resource materials, processes, administrative systems, and learner/client feedback mechanisms

Lead policy and procedure development for PLAR

Develop and use PLAR tracking and administrative systems

Oversee integrity of PLAR practice within their organization, institution or workplace

Appendix I: NBPLAR Action Group Principles & Standards

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Effective Prior Learning Assessment and Recognition (PLAR) delivery is built on a clear understanding of effective PLAR principles and practices. To promote effective PLAR delivery in New Brunswick, the NBPLAR Action Group has undertaken to develop a set of guiding principles to provide a context for the delivery of PLAR services in the province.

It is hoped that the development of these principles, borrowing graciously from a number of excellent PLAR resources, will provide a vision to assist learners in the understanding of PLAR services available to them and to encourage organizations to pursue a course of continual improvement in the delivery of their PLAR services.

For the purpose of this document, PLAR will be considered to consist of the evaluation and recognition of non-formal, informal and/or experiential learning (as well as formal learning not considered for credit transfer) that can result in workplace recognition, as well as academic credits and/or credentials. A PLAR process may include activities such as interviewing, competency assessment, learning outcome assessment and portfolio development.15

Guiding Principles

Effectiveness

Organizations embracing effectiveness are able to deliver PLAR services in a fashion that makes use of available resources to deliver the maximum level of service possible. Services shall be delivered in a manner consistent with best practices of Quality Assurance (see Section C) and with a commitment to continuous improvement of service delivery.

Organizations can ask themselves questions such as:

Does this policy or process make the best use of available resources?

Will this action work to make PLAR services more accessible to learners and easier to provide by staff?

Are there best practices in use by other organizations that we could implement or use to make our current practices more effective?

Consistency

Organizations must recognize the diversity of background and experience that learners bring to the assessment process, along with the social, linguistic and cultural distinctiveness of the region they serve.

While respecting these differences, organizations must ensure that all learners receive equitable service, with learners having equal access to advising and assessment services, in addition to a clearly defined appeals process. Learners must not be subject to any form of discrimination as defined by the New Brunswick Human Rights Act.

15

Formal Learning: Courses or programs taken at recognized educational institutions, with related assessment processes and credits. Informal Learning: Learning gained from life and work experiences. Non-formal Learning: The skills and knowledge gained through learning experiences. Such as on-the-job or industry based training, professional development workshops, seminars, private study, or work experience.


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There are several questions organizations may want to consider:

Will this process or practice provide equity or service to all user groups?

Will advisors, assessors and other practitioners be able to provide increasingly similar results in their delivery of services?

Would an outside observer be able to determine that learners have received equitable treatment in their PLAR requests?

Collaboration

Organizations will recognize that the delivery of PLAR services is a collaborative effort at all levels, ranging from collaboration between:

Learner, advisor and assessor

PLAR practitioner(s) and faculty

Supporting organizations and delivering organizations

Institutions, professional associations and educators

Collaboration provides organizations with greater access to resources, training and tools, as well as the sharing of best practices.

Questions to promote collaboration can include:

How will this action encourage sharing and communication between learners and staff? Between staff?

Are there other organizations with which we could share our successes and challenges regarding PLAR?

Do our policies and processes encourage communication and consultation?

Transparency

Organizations recognize that a transparent PLAR process instils confidence in learners and recognition between organizations. Providing learners with well-documented policies related to advising and assessment, assessment criteria and assessment feedback forms the basis of a transparent PLAR process.

Clearly defined PLAR processes based on broadly accepted standards and supported by a quality assurance framework provide other organizations with a rationale for accepting the PLAR assessments made by an organization.

Questions that can be asked include:

Are learners able to access information to understand the entire PLAR process before they begin?

Do advisors, assessors and other practitioners have access to information that clearly explains their role in the process and what is expected of them?

Is there a mechanism in place to review decisions that are questioned and to ensure that all participants in the PLAR process have upheld their responsibilities?


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Council for Adult and Experiential Learning (CAEL) Standards

While there are a number of excellent standards currently in use by entities providing PLAR services, internationally many countries and organizations (including CAPLA in CANADA) have based their practice on the CAEL standards for Assessing Prior Learning. These standards, while initially developed for post-secondary institutions, can easily be adjusted to meet the needs of work-based PLAR, credential recognition or other audiences to whom PLAR is delivered. 16

At the core of these standards is the distinction between “experience” or the amount of time spent doing something, and the “experiential learning” gained during that time-it is the learning that is recognized, not solely the passage of time.

It is recommended that each member organization of the NBPLAR Action Group adhere to the best of its ability the ten standards (revised version) as established by the Council for Adult and Experiential Learning (CAEL).

1. Credit or its equivalent should be awarded only for learning; not for experience.

2. Assessment should be based on standards and criteria for the level of acceptable learning that are both agreed upon and made public.

3. Assessment should be treated as an integral part of learning, not apart from it, and should be based on an understanding of the learning process.

4. The determination of credit awards and competence levels must be made by appropriate subject matter and academic or credentialing experts.

5. Credit or other credentialing should be appropriate to the context in which it is awarded and accepted.

6. If awards are for credit, transcript entries should clearly describe what learning is being recognized and be monitored to avoid giving credit twice for the same learning.

7. Policies, procedures, and criteria applied to assessment, including provision for appeal, should be fully disclosed and prominently available to all parties involved in the assessment process.

8. Fees charged for assessment should be based on the services performed in the process and not determined by the amount of credit awarded.

9. All personnel involved in the assessment of learning should pursue and receive adequate

training and continuing professional development for the functions they perform.

10. Assessment programs should be regularly monitored, reviewed, evaluated, and revised as

needed to reflect changes in the needs being served, the purposes being met, and in the state

of the assessment arts.

16

Fiddler, M., Marienau, C., Whitaker, U. Assessing learning: standards, principles, and procedures (2nd ed.) Chicago, IL: The Council for Adult and Experiential Learning. 2006.


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Quality Assurance

Quality Assurance as it relates to the delivery of PLAR should be integrated into an overall Quality Assurance activity in order to ensure that the delivery of PLAR supports the overall objectives of the organization.

While there are a number of Quality Assurance processes that can support an organization’s PLAR activities, it is again recommended that the solution chosen be easily integrated into existing organizational QA activities to ensure maximum effectiveness, minimal duplication and as much communication as possible.

The primary elements of an effective Quality Assurance effort should include:

1. Establishing Key Performance Indicators by which the delivery of PLAR services will be measured. These can be quantitative (number of clients served, conversion rate, success rate, etc) or qualitative (results of satisfaction surveys, feedback from advisors/assessors, etc.) and should be captured as part of a formal measurement and reporting process.

2. Establishing and implementing a comprehensive set of policies and procedures related to the delivery of PLAR services. These policies should be readily available to all persons who will be involved in the PLAR effort-both learners and staff-and should be sufficiently detailed so as to provide clear guidance in the use and/or delivery of PLAR services.

3. Ensuring that the actual delivery and use of PLAR services is faithful to the organization’s policies and procedures through a process of audit and review.

4. Providing support services to learners to ensure that they are able to make effective use of PLAR services as well as the mechanisms made available to them including feedback and appeal processes.

5. Supporting the entire activity with accessible and effective communication mechanisms. Many difficulties can be identified, resolved and ultimately corrected through an organizational emphasis on communication between the various parties in PLAR service delivery.

Appendix II: PLAR Practitioner Certificate Programs

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Appendix II: Recommended PLAR Practitioner Certificate

Programs

Red River College PLAR Practitioner Training

Red River College17 offers a multi-faceted two level PLAR training program to ensure quality practice for those who implement PLAR processes and systems. Two courses – the PLAR Foundation Course (basic level) and the PLAR Practitioner Course (advanced level) form the core of the training and help to ensure equivalency and consistency of practitioner competence in the province.

Recognition of Prior Learning (RPL) Practitioner Certificate is an expansion of RRC’s existing RPL courses and is designed for those entering the RPL field as well as experienced RPL Practitioners:

Saskatchewan Institute of Applied Science and Technology (SIAST) Recognition of Prior Learning Practitioner Program

Recognition of Prior Learning Practitioner18 is an advanced certificate program. It provides practical training in all aspects of the recognition of prior learning field and preparation for implementing recognition of prior learning practices (such as PLAR, credit transfer and qualification recognition). Prior learning assessment and recognition practices are emphasized. This program involves 260 hours of course work.

DePaul University Continuing and Professional Education Online PLA Certificate Program

The PLA certificate program19 consists of four web-based workshops each with 4-7 modules. During each 4-week workshop, participants work through a series of structured activities employing online and off-line materials. Each group of participants is assigned an online consultant to facilitate learning and provide feedback. Participants may discuss issued and activities within their learning group.

Completion of the first two workshops leads to a Certificate of Professional Achievement as a Prior Learning Assessor. Participants who successfully complete all four facilitated workshops will be granted a Certificate of Mastery in Prior Learning Assessment.

17

Red River College Recognition of Prior Learning Practitioner. http://me.rrc.mb.ca/Catalogue/ProgramInfo.aspx?ProgCode=RECPP-CT&RegionCode=WPG

18 Saskatchewan Institute of Applied Science and Technology (SIAST) Recognition of Prior learning Practitioner Program. http://www.gosiast.com/programs_courses_descriptions/RPLPACERT.shtml

19 DePaul University Prior learning Assessment Certificate Program. http://www.learning.depaul.edu/standard/content_areas/continuity_application/coursegroup.asp?group_number=139&group_version=1

http://me.rrc.mb.ca/Catalogue/ProgramInfo.aspx?ProgCode=RECPP-CT&RegionCode=WPG

http://www.gosiast.com/programs_courses_descriptions/RPLPACERT.shtml

http://www.learning.depaul.edu/standard/content_areas/continuity_application/coursegroup.asp?group_number=139&group_version=1

http://www.learning.depaul.edu/standard/content_areas/continuity_application/coursegroup.asp?group_number=139&group_version=1

New Brunswick Prior Learning Assessment and Recognition Curriculum: Resource Index

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Resource Index

Prior Learning and Assessment Resources

Post-Secondary Institutions

PLAR Report and Recommendations: A Prior Learning Assessment and Recognition (PLAR) model for nursing baccalaureate equivalency. Prepared for the College of Nurses of Ontario by the Canadian Institute for Recognizing Learning (CIRL). 2006.

http://www.cno.org/Global/docs/policy/46010_PLAR.pdf

Prior Learning Assessment and Recognition Framework for Assessing Nurse Practitioners. CRNBC. 2006.

https://www.crnbc.ca/Registration/Lists/RegistrationResources/440PLAR.pdf

Best Practices in Prior Learning Assessment and Recognition (PLAR) Handbook. Alberta Council on Admissions and Transfer. 2005.

http://www.acat.gov.ab.ca/acat_information/PLAR_Final_report_May_11_2005.pdf

Prior Learning Assessment and Recognition (PLAR) and Portfolio Development Project. Nunavut Arctic College.

http://www.plar.arcticcollege.ca/apps/authoring/dspPage.aspx?page=home

RPL: A Quick Reference Guide for Faculty and Staff. Red River College, Manitoba.

http://air.rrc.mb.ca/rpl/RPL%20documents/Quick%20Reference%20Guide%202010-11%20EMAIL.pdf

Prior Learning Assessment. University of New Brunswick, College of Extended Learning.


The Competency Portfolio as a Learning Management Tool. CAPLA Fall Focus Workshop Toronto, ON. 2009.

http://recognitionforlearning.ca/library/competency-portfolio-report

Quality Assurance in PLAR Volume I: Issues and Strategies for Post-Secondary Institutions. 2007.

http://www.ccl-cca.ca/pdfs/OtherReports/VanKleefFINALREPORT.pdf

Quality Assurance in PLAR Volume II: A Guide for Institutions. 2007.

http://www.ccl-cca.ca/pdfs/OtherReports/VanKleefFINALGUIDE.pdf

Quality Assurance in PLAR Volume III: Annotated Bibliography. 2007.

http://www.ccl-cca.ca/pdfs/OtherReports/VanKleefFINALBIBLIOGRAPHY.pdf

Producing Results In Prior Learning: A Report from the Gateways Project. Athabasca University. 2007.

http://plar.org/documents/FINALreport.pdf

Situating Prior Learning Assessment and Recognition (PLAR) In an Online Learning Environment. D. Conrad. Athabasca University.

http://www.nald.ca/library/research/conrad/plar/plar.pdf

Revisiting the Recognition of Prior Learning (RPL): A Reflective Inquiry into RPL Practice in Canada. D. Conrad. Canadian Journal of University Continuing Education, Vol. 34, No. 2, pp. 89–110. Fall 2008.

http://www.ccde.usask.ca/cjuce/articles/v34pdf/3425.pdf

Dental Hygiene Program: Guide for the Application Portfolio. Saskatchewan Institute of Applied Science & Technology. 2011.

http://www.siast.sk.ca/programs/high_demand/dentalhygieneportfolioguide.pdf



http://www.acat.gov.ab.ca/acat_information/PLAR_Final_report_May_11_2005.pdf

http://www.plar.arcticcollege.ca/apps/authoring/dspPage.aspx?page=home

http://air.rrc.mb.ca/rpl/RPL%20documents/Quick%20Reference%20Guide%202010-11%20EMAIL.pdf


http://recognitionforlearning.ca/library/competency-portfolio-report

http://www.ccl-cca.ca/pdfs/OtherReports/VanKleefFINALREPORT.pdf

http://www.ccl-cca.ca/pdfs/OtherReports/VanKleefFINALGUIDE.pdf

http://www.ccl-cca.ca/pdfs/OtherReports/VanKleefFINALBIBLIOGRAPHY.pdf

http://plar.org/documents/FINALreport.pdf


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First Nations Technical Institute FNTI: Overview of Prior learning.

http://www.fnti.net/prior-learning-overview/

Regulatory Bodies/Professional Associations/Communities of Practice

PLAR Report and Recommendations: A Prior Learning Assessment and Recognition (PLAR) model for nursing baccalaureate equivalency. Prepared for College of Nurses of Ontario by Canadian Institute for Recognizing

Learning (CIRL). 2006.


Prior Learning Assessment and Recognition Framework for Assessing Nurse Practitioners. CRNBC.


Recognizing the Prior Learning of Immigrants to Canada. 2008.

http://capla.ca/Immigrants_to_Canada.php

Going to Canada Online Portfolio Model.

http://capla.ca/going_to_canada.php

Canadian Tourism Human Resource Council: Credential Recognition.

http://cthrc.ca/en/programs_services/credential_recognition.aspx#q1

Canada’s Portfolio.

http://www.canadasportfolio.ca/

Council for Adult and Experiential Learning (CAEL).

http://www.cael.org/

Canadian Association for Prior Learning Assessment (CAPLA).

www.capla.ca

Canadian Council on Learning.

http://www.ccl-cca.ca/ccl/Reports/OtherReports/QualityAssurancePLAR.html

A Regulators’ Guide to Improving Qualification Recognition Practices. Credential Assessment, Saskatchewan.

http://www.aeei.gov.sk.ca/regulators-guide-improving-credential-assessment-users-manual

ITA MULTIPLE ASSESSMENT PATHWAYS (MAP): A Project to Develop Alternative Methodologies for Assessing Challengers Seeking Trade Qualification. Industry Training Authority, British Columbia.

http://www.itabc.ca/AssetFactory.aspx?did=250

Recognizing Prior Learning (RPL) in Saskatchewan: Provincial Policy Framework. 2009.

http://www.aeei.gov.sk.ca/provincial-policy-framework

Manitoba’s Policy Framework for Prior learning Assessment & Recognition. 2001.

http://www.edu.gov.mb.ca/ael/all/plar/policy_30nov01.pdf

Prior Learning Assessment and Recognition Manual. Manitoba. 2006.

http://www.gov.mb.ca/tce/docreports/plar_03.pdf

Prior Learning Assessment and Recognition (PLAR) Policies and Procedures Guide for Adult Learning Centres. Manitoba. 2007.

http://www.edu.gov.mb.ca/ael/all/plar/plar_policies_final_0706.pdf


http://cthrc.ca/en/programs_services/credential_recognition.aspx#q1

http://www.canadasportfolio.ca/

http://www.cael.org/


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NBPLAR Action Group

http://www.nbplar.ca

New Brunswick Employment Language Training Program. New Brunswick Multicultural Council Inc.

http://www.nb-mc.ca

Try Another Way: Prior Learning Assessment (PLA) and Accreditation of Foreign Training and Experience. A. Davis, C. Wihak. 2006.

http://www.natcon.org/archive/natcon/papers/natcon_papers_2006_e3.pdf

PLA Training Modules, British Columbia.

http://recognitionforlearning.ca/library/pla-training-modules-british-columbia

British Columbia's Prior Learning Action Network.

http://bcplan.ca/

Other

Canadian Institute for Recognizing Learning.

http://www.cirl.org/index.html

Achieving Our Potential: An Action Plan for Prior Learning Assessment and Recognition (PLAR) In Canada. PLA Centre, Nova Scotia.

http://www.ccl-cca.ca/pdfs/OtherReports/2008PLAR-FullReport-EN.pdf

Portfolio Development

Post-Secondary Institutions

Athabasca University Centre for Learning Accreditation.

http://priorlearning.athabascau.ca

Toronto School of Art; Portfolio Development Program.

http://www.tsa-art.ca/index.php?option=com_content&view=article&id=76&Itemid=95

Red River College: Portfolio Development Courses.

http://www.rrc.mb.ca/index.php?pid=648

University of British Columbia, Elearning: E-Portfolio.

http://wiki.ubc.ca/Elearning:E-Portfolio

Nunavut Arctic College: Portfolio Development Facilitator’s Guide.

http://www.plar.arcticcollege.ca/apps/authoring/dspPage.aspx?page=guide

Regulatory Bodies/Professional Associations/Communities of Practice

Canadian Society of Association Executives: PLAR Portfolio Development Guide. 2010.

http://www.csae.com/PublicUploads/220598PLAR%20Guide_Canada_November%202010.pdf

A Journey of Self-Discovery: Facilitator's Guide to Reflection and Portfolio Development. Saskatchewan. 2005.

http://www.aeei.gov.sk.ca/Recognizing%20Prior%20Learning%20-%20A%20Journey%20to%20Self%20Discovery

PLAR Profile and Proof of Learning Schematic. 2007.

http://recognitionforlearning.ca/library/plar-profile-and-proof-learning-schematic

http://www.nb-mc.ca/

http://recognitionforlearning.ca/library/plar-profile-and-proof-learning-schematic


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Career Assistance Network (CAN), Alberta: Portfolio Development Workshop.

http://www.rdcan.ca/Content/49/CAN_Services_for_Workers/Portfolio_Development_Workshop

PLAR Portfolio Components: Prior Learning Assessment Recognition.

http://plar.org/portfolio/components/

PLAR Portfolio Development Course: Canadian Steel Trade & Employment Congress (CSTEC).

http://www.cstec.ca/Training_Services_Detail.asp?CourseID=12

Canadian Professional Sales Association Prior Learning Assessment and Portfolio Development Guide Book.

http://www.cpsa.com/pdf/salescertificate/PLARGuideBook.pdf

Prior Learning Assessment and Recognition (PLAR) Portfolio Development Series: Employability Partnership.

http://www.webenergy.ca/employability/index.taf?_function=workshops#priorlearning

The Reflective Practitioner: Applying Prior Learning Assessment & Recognition (PLAR) to Professional Growth & Recognition.

http://www.career-dev-guidelines.org/career_dev/CD/English/Mkting/PLARE.pdf

Documents

New Brunswick Prior Learning Assessment and Recognitionnbplar.ca/wp-content/uploads/2015/11/NBPLAR...3.pdf · New Brunswick Prior Learning Assessment and Recognition Curriculum 1