Thanks to everyone who was able to participate in our discussion on Recognition of Prior Learning.
Here are some key points of the discussion:
- The Portfolio – Chryssa opened the discussion by stating that the portfolio “helps the individual’s conscious ongoing process of developing skills and awareness of the acquisition of knowledge”. Chryssa also pointed out a major downfall of the portfolio in how to assess non-formal learning. Ildiko asserted that the “portfolio method or the challenge process face long delays, faculty resistance, portfolios used even when demonstrations are more appropriate and may lack of clear direction for assessment”. Although it lacks a standardized format, the portfolio is a tool that can be used to compile experiences that can be used to provide credit to informal and non-formal learning that one has acquired over their life.
- Terminology – Kelly mentioned the issues surrounding terminology during the credit transfer assessment process, finding “many variations of course outlines and there are no accepted standards”. With regards to PLAR, Anne shared her personal experience dealing with applications, finding “a few come across my desk [and that] the process… is time consuming and labour intensive”. Again, due to a lack of standardization (due to education falling under a provincial umbrella – and inconsistency between provinces), this process is both arduous and costly.
- Foreign Credential Recognition– Crystal shared in her experience in that there is a “lack of recognition of credentials for foreign-trained individuals”. Judith also shared her experiences “bearing witness to immigrants struggling to have foreign credentials recognized”, and cited examples from her personal experience. Jasmine G added that “the standards and norms of one country is not necessarily the same as another country and that experience does not equate to learning”. If assessment is not rigorous, Jasmine G stated “there can be huge implications for the validity of the credentials obtained”. This is another area that appears to be contentious and brings issues of ethnocentrism to the forefront.
- Current State of RPL – Jasmine G appropriately stated that “RPL in Canada has been in ‘waves’ depending on the socioeconomic and political climate of the times”. Also of interest is the current work Jasmine G shared with us about CAPLA. Similarly, Ildiko provides important links to other RPL associations in Canada. This is optimistic. Crystal believes that “RPL is still necessary to remove barriers for all, but especially for the three identified groups of adult learners, Aboriginal peoples and immigrants/newcomers to Canada”.
- Future Implications – Maria contends that “we should consider ourselves – citizens of the world”, lending to a more streamlined process for credential recognition in our increasingly globalized society. Similarly, Judith also stated that “Canada needs to increase its focus in RPL in order to address social and economic development needs”. Jasmine B believes that “Educators should still pay attention to RPL because although the demands of the work market change people still have many basic transferable skills”. In this way, the workforce will be able to keep up with changes.
Thank you for a lively week of discussions! I think this is an area that definitely will benefit from increased collaboration among stakeholders. My hope is that an intense, standardized process can be agreed upon and implemented so that Canada does not continue to lose foreign trained workers and decreases barriers to other learners as well.
