Transferring Learning: who s minding the store

Transcription

1 Transferring Learning: who s minding the store 2017 PCCAT Conference 150 Ways to Transfer: A celebration of pathway initiatives and research Toronto, ON June 8-9, 2017

2 Closing Plenary Exploring the transfer of learning through four lenses: an adult learner, sector-specific NGO, a government s initiative, practitioner organisation CAPLA will provide overview, Liz s organization, Richard s experience, Ann Marie s updates from AB; Q&As; polling exercise

3 Introduction to RPL CAPLA and the recognition of prior learning (RPL) Ways to make the invisible, visible Important RPL groundwork in Canada and international activities Supporting strategies for those seeking recognition of skills and competencies Continuous improvement in RPL A preferred future

4 About CAPLA Began in 1994, incorporated not-for profit, Canada s only national RPL membership organization, an elected Board of Directors Advocates for formal recognition of knowledge, skills and abilities acquired through work and life experience; support efforts to improve access for those seeking recognition for their prior learning (i.e. Indigenous peoples, adult learners, disadvantaged groups, noncompleters, new credential seekers, newcomers) Provides professional development opportunities (webinars, yearly conferences, training), creates working groups, Strategic Advisory Panel for the Recognition of Prior Learning Partners with a range of stakeholders, nationally and internationally, to bring about change

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6 Defining recognition of prior learning (RPL) RPL is a set of processes that allows individuals to identify, document, be assessed and gain recognition for their prior learning. The focus is on the learning, rather than on where or how the learning occurred. Knowledge, skills and abilities gained from life experiences may be formal, informal or non-formal. RPL processes may serve several purposes including licensure, certification, credit or advanced standing at an academic institution, employment, career planning, recruitment or self-knowledge.

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9 How can we make learning from all sources visible what has to happen? Recognize the barriers we impose for adult learners if we consider visible learning only (e.g. admissions, certification practice, employment, promotion) Increase awareness about learning from experience through career development practice, at employment agencies, colleges, HR departments Articulate the standards, competencies, learning outcomes that are required so assessment can take place Develop quality-assured tools to evaluate the candidate s knowledge, skills and abilities in a variety of ways; train career advisors and assessors (subjectmatter experts) Acknowledge the uniqueness of the non-traditional learner

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15 Using research to support innovative approaches Portfolios can be transformative for candidates self-confidence; reflection and analysis as a higher-order process RPL is a joint enterprise between client and assessor; centrality of the assessor/candidate relationship Value of dialogue/competency conversation as an RPL tool Importance of advisor/assessor values (plaio.org)

16 bethechangecareers.com

17 Opportunities and Challenges RPL in Canada has matured from a movement in one sector to a cross-cutting strategy - an essential practice for occupational bodies, immigration policy and labour force development All learning must be valued, assessed and recognized at appropriate levels RPL is a bridging tool into education/training programs, into regulated trades and professional practice, into employment, certification; can improve retention/persistence in PSE (cael.org) RPL is decentralized in Canada and found in diverse settings; initiatives may be funded by the federal, provincial/territorial governments or other sources By using CAPLA s RPL quality standards, we help allay the concern about the rigour surrounding the assessment of prior learning

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21 CAPLA s RPL Quality Assurance MANUAL cites the importance of a RPL quality assured system for the purposes of reporting, activity tracking, data collection, ongoing monitoring and review (pgs. 15, 19, 27, 36, 37 ) as a requirement for a quality RPL system identifies training for advisors and assessors as a guiding principle (Professionally Supported) and a key component of any quality RPL system. The importance of training (professional competences, RVA personnel, developing evaluators) is also highlighted by UNESCO (RVA Guidelines pg. 6), CEDEFOP (European Guidelines pgs ) and OECD (Recognising Non-Formal and Informal Learning. Werquin pg. 80)

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24 A PREFERRED FUTURE

25 Brain Gain 2015: The State of Canada s Learning Recognition System Dr. Michael Bloom Vice President, Industry and Business Strategy The Conference Board of Canada Canadian Immigration Summit 2016 April 5, 2016

26 Conference Board of Canada recommends Options for Action Expand Use of PLAR Systems and Tools and Communicate Widely. Nine guiding principles: accessible, consistent, fair, respectful, valid, flexible, rigorous, transparent. CAPLA s Manual: Quality Assurance for the Recognition of Prior Learning (RPL) in Canada (2015) is the leading guide/toolkit. Provides organizations and institutions with a clear framework for developing, implementing RPL.

27 Recognition of Prior Learning as a tool to assist with the Integration of Skilled Immigrants into Canada s Labour Market The recognition of prior learning (RPL)1 is a systematic process of identifying, assessing and recognizing what a person knows and can do. Receive advanced standing or academic credits Acquire licensure or certification in regulated occupations Improve selfesteem, social cohesion SOCIO ECONOMIC BENEFITS Improve employment and career opportunities Increase opportunities across occupations and regions Professional organizations Employers Regulatory bodies Immigrant serving organization NEWCOMER IMMIGRANTS AND REFUGEES Educators LEVELS 27

28 Moving Forward Promote Recognized Prior Learning tools and techniques to our stakeholder networks at upcoming events and fora -P/T government members of the Settlement Working Group, the Foreign Qualification Recognition Group, and the Language Forum; -Settlement and Employment Service providers (National Settlement Council); -Regulatory bodies, National associations, Educational institutions

29 A preferred future A national, multi-stakeholder skills recognition and lifelong learning strategy to increase capacity for advising, assessment and recognition of all learning (formal, informal, non-formal) for all Canadians Implementation of and referral to quality-assured RPL services delivered in the P/T by trained career advisors and subject matter experts/assessors, using Canadian quality-assured RPL guidelines and processes (colleges/universities) Consider CAPLA s RPL Guiding Principles, the framework for quality RPL practice and use of Self-Audit Checklists to promote continuous improvement in your organization

30 Thank you Bonnie Kennedy