State of PLAR at Alberta
Post-Secondary Institutions
by: Lucille Walter, Chair
September 22, ,2005
Alberta Council on Admissions and Transfer
Best Practices in PLAR
• Conducted by Barrington Research
Group Inc. spring 2005
• Primary object was to document best
practices among Alberta PSIs regarding
PLAR in order to inform policy
development in this area.
• Focus was on prior learning from
previous experience as opposed to
transfer credits from previous education
Key Findings…
• 88% were strongly in favour of PLA
• 62% of responding organizations have
PLAR policies in place
• 37% did not have policies in place or
policies were under review
• Implementation of PLAR is not
standardized within/among institutions
Key Findings…
There is some resistance to PLAR:
• 72% reported PLAR was not universally
accepted among staff and administrators
at their institution
• 62% reported their personnel thought
PLAR lowered academic standards
• 52% reported some institutional
perceptions that PLAR is a drain on
resources
Key Findings…
Ability to provide PLAR appears to be
related to institutional size
• Larger institutions offer PLAR extensively
to a wide range of courses and programs
• Smaller institutions/departments do not
have the capacity to conduct PLAR
Key Findings…
Percentage of students receiving PLARrelated credits is small in most of the
Alberta post-secondary institutions.
− 1-2% in smaller colleges
− Up to 5% in the larger college
PLAR Policy
• No special policies in Alberta regarding PLAR
beyond general ACAT guidelines.
• Institutions do their best to accommodate
learners, but it will be important to develop:
• provincial standards;
• guidelines; and
• clear processes.
• Practitioners recommended that a system similar
to the ACAT transfer credit system be developed
for PLAR.
Institutional
Recommendations
• Ensure that the institution has a PLAR champion
• Actively market and promote PLAR
• Incorporate PLAR into implementation planning
• Evaluate the efficiency & effectiveness of PLAR
• Collaborate with other PSIs, communities and
industries in Alberta
• Move to outcome-based curriculum planning
Institutional
Recommendations
• Developing policies and procedures that are
explicit, fair and applied consistently.
• Develop an integrated PLAR process among staff
functions and the candidate, to provide an
effective and efficient PLAR system.
• Increase professional development opportunities:
– Provide access to courses and conferences
– Promote opportunities for interaction with and among
PLAR practitioners
– Commit funds
Provincial PLAR
Recommendations
• Build greater PLAR capacity within PSIs to
maximize the impact of PLAR within education
system
• Ensure cost effective delivery of PLAR
• Increase financial commitment to PLAR
• Initiate and support a provincial PLAR
networking group to create a forum for sharing
ideas and conducting research
PLAR Process
Recommendations
• Provide full and clear information
• Implement standards and requirements that are
transparent and based on knowledge & skills
needed to demonstrate learner has achieved the
course outcomes
• Give credit for learning, not for experience
• Ensure that the content experts in the field
conduct PLAR assessment process
• Ensure guidelines for assessments are clear,
consistent and evidence-based but allow some
flexibility to meet specific needs
PLAR Process
Recommendations
• Reduce barriers
• Provide assessment processes that are
accessible & realistic
• Provide clear reasons for unsuccessful
assessments
• Provide unsuccessful applicants the right to
appeal
• Provide learners with information on ways to
bridge the gaps between the skills and
knowledge they have and what is required
Is there support for PLAR?
• PLAR is not completely accepted as a credible
exercise
• Confidence in the process is needed.
• Policies and procedures should be explicit, fair
& applied consistently
• Ensuring PLAR assessment processes are
rigorous, and providing information about the
standards to organizations will assist in raising
the profile of PLAR.
Successful PLAR
projects in Alberta
Lakeland College
Petroleum Certificate of
Training Program
• Working with the petroleum industry and
Quick Test International to develop a
system to assess competencies in the field
and to apply this knowledge to the
development of the Petroleum Certificate of
Training Program.
• Together, the college and petroleum
industry personnel defined the curriculum
and the associated validation system.
Portage College
Certificate Program for
Working Paramedics
• Grande Prairie Regional College contracted
curriculum from Portage College. GPRC, in
partnership with GPREMS, hosts a Grande Prairie
based Emergency Medical Technician - Ambulance
program.
• GPREMS is providing facilities, instructions and
practicum placement and coordination.
• Created to meet the growing need for training of EMS
personnel in Northwestern Alberta.
• The course was based on a list of competencies
defined by the national certification organization.
Mount Royal College
PLA Research Project,
Nursing
• 3-yr program funded by HRSDC
• Purpose - find a way to speed up the process for
assessing and accrediting nurses by looking at prior
learning and credentials
• Students in the program are all practical nurses.
• Operating in partnership with several agencies including
Athabasca University. AU grants the degree and the
program has clear outcomes and clear assessment
methods.
• Competency based courses, often using clinical practice
demonstrations and performance as a basis for
assessment.
• However, not too many nursing students are motivated to
request PLAR; prefer being part of a cohort of students
learning together.
www.acat.gov.ab.ca/acat_information
acat@gov.ab.ca
780-422-9021