Prior Learning Assessment and Recognition (PLAR) and Portfolio Development

1. Prior Learning Assessment and Recognition (PLAR) and Portfolio Development Santiago, Chile October 27, 2011 Rose Marie Reid, Loyalist College and Mark Gallupe, Loyalist College Belleville, Ontario, Canada

2. Prior Learning Assessment and Recognition • AGENDA • 1. Welcome and Introductions • What would you like from this session? • 2. Goals of the Session: • Recognition of Prior Learning (RPL)/Prior Learning Assessment and Recognition (PLAR): • Assumptions, Definition, Methods of Assessment and Processes • The Portfolio: definition, purpose, types, benefits • Portfolio-Assisted Prior Learning Assessment • 3. An interview with Maria: firsthand account of the RPL/PLAR experience • 4. Questions and answer period

3. PRIOR LEARNING ASSESSMENTAND RECOGNITION (PLAR)

4. PLAR Definition Prior Learning Assessment and Recognition (PLAR) is defined as a systematic process that involves the identification, documentation, assessment and recognition of learning (i.e. skills, knowledge and values).

5. PLAR Definition This learning may be acquired through formal and informal study, including: • work and life experience • training • independent study • volunteer work • travel • hobbies • family experiences

6. PLAR Definition Recognition of prior learning can be applied to: • the requirements of education and training programs • occupational and/or professional certification • labour market entry • organizational and human resource capacity building

7. Assumptions • Significant learning can and does take place outside of the classroom.

8. Assumptions • Adults acquire important knowledge, skills and abilities through working, training, reading, traveling, television, parenting, community involvement, etc.

9. Assumptions • Such learning can and should be evaluated for credit by educational institutions and in the workplace for hiring and promotion.

10. Assumptions • Evaluation policies and procedures should be documented, clearly articulated, and available to the public.

11. Assumptions • Practices which force adults to repeat learning that they have already mastered are inefficient, costly, and unnecessary.

12. PORTFOLIO – ASSISTED PLAR

13. Purpose of a Portfolio The development of a personal portfolio is becoming more and more crucial to individuals seeking to gain control over their future during these times of constant change.

14. Purpose of a Portfolio The portfolio provides a solid foundation from which decisions can be made and specific action taken. It can be used for a variety of purposes including personal and career development and prior learning assessment and recognition (PLAR).

15. Portfolio Definition A Portfolio is a record kept in a binder, file or a folder – of an individual’s prior learning achievement – what she or he knows and can do.

16. Portfolio Definition Some portfolios are extremely comprehensive and wide-ranging; some are more narrowly and specifically focused – depending on the purposes, objectives and goals of the individual.

17. Portfolio Definition While portfolios often contain many of the elements and components outlined below, there is no single “right” way to organize and present a portfolio. In fact, people exercise a great deal of creativity in this regard. Guidelines for the Canadian PLAR Practitioner, CAPLA

18. Critical Components of a Portfolio • Chronological Record, • Life History Paper (Optional) • Goals Paper • Educational and Career Plan • Learning Outcomes or Competencies • Documentation

19. Types and Uses of Portfolios

20. Types and Uses of Portfolios

21. Types and Uses of Portfolios

22. Types and Uses of Portfolios

23. Types and Uses of Portfolios • Job Promotion • Personal Development/Healing • Legacy Portfolio