FIRST NATIONS TECHNICAL INSTITUTE
NATIONAL STANDARDS, CERTIFICATION AND TRAINING FOR PLAR Winnipeg, October 2003 Prepared by Paul Zakos, Manager, PLA and Program Development First Nations Technical Institute
WE ARE NOT ALONE! A holistic approach to the process and execution of assessment - In many ways, a holistic approach represents the ideal, the vision for the transformation of assessment and therefore RPL in South Africa. It incorporates the principles of good assessment, i.e. fairness, validity, reliability and practicability. But it also reflects the need to look for the intrinsic, rather than extrinsic value of someone s learning within a particular context and the ways in which some forms of knowledge are privileged.
The question that we need to answer is how to re-define, systematically and consciously, which knowledge is valued. This is to ensure that both old and new forms of discrimination are avoided and to mediate knowledge transfer across contexts. A holistic approach to RPL attempts to prevent assessment from becoming a purely technical application, dislocated from a particular individual and broader context. The Recognition of Prior Learning in the context * Policy Document, The South African Qualifications Authority, June 2002.
PRESENTATION GOALS Outline development of 1999 CAPLA Benchmarking Study List main findings/recommendations: Benchmarking Study List recommendations of Pre-conference Workshop May 02 Developing Common Standards Differentiate technical and holistic approaches Discuss concerns about quality Describe emerging international best practice model
AIMS AND OBJECTIVES OF THE BENCHMARKING STUDY AIM: to develop and promote national benchmarks for those engaged in PLAR across Canada, in all sectors and communities. OBJECTIVES: gain practitioner consensus on the development of benchmarks for PLA assessment across Canada; produce a guide to support the implementation of national benchmarks for PLA assessment; make recommendations for the promotion of the national benchmarks and distribution of the guide; and investigate the feasibility of developing a system to confirm the competence of PLA practitioners, based on nationally agreed-upon benchmarks for practice.
ACTIVITIES UNDERTAKEN 1. A review of the outcomes-based approach to learning in Australia, United Kingdom and Canada. 2. An overview of the diversity of PLAR practice in Canada. Case study presentations included: Canada-wide PLAR initiative for the technology professions; the development toward a national tourism learning system; a focus on health and human service programs in two Canadian provinces; a focus on the role of post-secondary institutions in two Canadian provinces; and a focus on community-based PLAR services (or centres) in two provinces.
3. A review of the benchmarking process and a report outlining the development of emerging benchmarks for Canadian PLAR Practitioners. 4. An analysis of the strengths, weaknesses, opportunities and threats for using PLAR benchmarks in Canada. 5. The recognition of emerging benchmarks for PLAR Practitioners in Canada. 6. An example of a possible mechanism for validating the competence of PLAR Practitioners based on feedback received from focus group participants. 7. Discussion of the development of a comprehensive policy for the establishment of PLAR training organizations in Canada and a suggested framework. 8. The development and dissemination of a printed, text-based guide for Canadian PLAR Practitioners.
RESEARCH STRATEGY OF BENCHMARKING STUDY A qualitative approach was taken to identify the issues that PLAR Practitioners wrestle with every day. Research activities included: A screening survey to determine an appropriate sample; A Benchmarking survey of PLAR practitioners; and Focus groups to determine policy application for PLAR benchmarks. 168 PLAR Practitioners across Canada participated in this study including individuals from British Columbia, Alberta, Saskatchewan, Manitoba, Ontario, Quebec, New Brunswick, Nova Scotia, Prince Edward Island, Newfoundland and Labrador and the Yukon. Representatives from the Aboriginal community, labour, business and industry, community colleges, government, professional associations and universities were included in the consultation.
FINDINGS OF THE STUDY THE KEY PURPOSE OF THE PLAR PRACTITIONER review progress and/or assess achievement, so that individuals and organizations can achieve their personal development and/or education and training objectives The key purpose recognizes the range and diversity of PLAR Practice in Canada. This includes: assisting individuals with their personal growth and development; human resource development; the preparation of professionals; and assessment of individuals for academic credit.
EMERGING ROLES FOR PLAR PRACTITIONERS IN CANADA This study found that the main functions and activities of the PLAR Practitioner s role are to prepare the Individual for Assessment. This may include the following activities help the individual to identify relevant learning; agree to and review and action plan for demonstration of prior learning; and help the individual to prepare and present evidence for assessment assess the Individual. This may include the following activities agree to and review an assessment plan; judge evidence and provide feedback; and make an assessment decision using differing sources of evidence and provide feedback.
RECOMMENDATIONS ARISING FROM THE STUDY 1. The newly-emerging benchmarks for PLAR assessment should be implemented within the context of existing codes of practice and the diversity of approaches to PLAR which characterize the Canadian landscape. 2. A self-assessment process for ongoing professional development of PLAR practitioners should be an important component of the practitioner guide. 3. A non-mandatory mechanism for validation of PLA practitioner competence was recommended for consideration by HRDC and CAPLA as part of the ongoing development of PLAR practice in Canada.
INPUT PRE-CONFERENCE WORKSHOP-MAY 2002, 13 TH ANNUAL PLA CONFERENCE TOPIC: COMMON STANDARDS FOR PLAR IN CANADA QUESTIONS: 1. Why should we develop common standards? 2. Who should take the lead? 3. What are the first steps in the process? 3. What are the long-term goals?
1. WHAT ARE THE FIRST STEPS IN THE PROCESS? Identify need Component of education and training standards for work with adult learners-invite education and training organizations to integrate PLAR into their training strategies Define the basic structure and elements of PLAR standards Develop formal links with national education and training authorities Secure funding Form working group to get the ball rolling Ensure key stakeholders are involved and committed
2. WHO SHOULD TAKE THE LEAD? CAPLA should clarify mandate, co-ordinate and create necessary linkages across country CAPLA with validation from ministries of education, national educational organizations, labour, industry bodies and other stakeholder groups
3. WHY SHOULD WE DEVELOP COMMON STANDARDS? Quality assurance to safeguard integrity of practice Consistent and equivalent outcomes for training with flexibility of application across sectors Identify and collaborate with other stakeholder groups committed to PLAR Important role of government in policy development and funding to support, facilitate broad implementation Need for provincial organizations such as MPLAN, OPLAN, and practitioner networks in NS, Sask. BC, etc. Develop strategy to continue to expand network in all sectors e.g. community of practice Improve access, equity, transferability, efficiency, mobility, credibility
4. WHAT ARE THE LONG-TERM GOALS? Common standards recognized by all stakeholder groups Consistency of practice with flexibility of application Certification of practitioners by accrediting PLAR training programs that adhere to the standards Improve efficiency, credibility based on a common philosophy and a set of principles of good practice Create a community of PLAR practitioners to keep practice alive and changing over time
CHARACTERISTICS OF EMERGING INTERNATIONAL BEST PRACTICES MODEL FOR PLAR Several countries have policies/practices based on similar principles e.g. Canada, UK, Australia, South Africa and USA International practice is based on the following qualities and characteristics, which are not necessarily applied in every country: Policies and practices generally initiated by governments as part of education and training reforms and labour force development strategies Both competency and holistic approaches are employed Competency or outcomes-based assessment often part of national qualifications frameworks e.g. UK, SA
Assessment based on generation of evidence or documentation to prove learning, confirm competence Principles of assessment include validity, reliability, sufficiency, currency (and increasingly) a self-assessment component Concerns that this approach is reductionist or technicist Holistic approach to advisement and assessment clearly values and respects diversity of culture, language and backgrounds of adult learners Assessment process is individualized and inclusive Compulsory training and registration of assessors in national systems such as the National Qualifications Framework (NQF) in South Africa and the National Vocational Qualifications (NVQ) in England Adults are increasingly being seen as partners in advisement, assessment processes
CREATING AND SUPPORTING A COMMUNITY OF PRACTICE PLAR is one ingredient in an array of services to adults that include outreach, life and career planning, appropriate financing, student support systems, learning outcomes, technology, teaching learning strategies and strategic partnerships among key stakeholder groups Strengthen and expand practitioner network Renew focus, commitment to adult learning, policies and practices, and momentum for change Value, respect, recognize the gift of diversity Quality and quantity are important considerations for practitioners and as indicators of change
Practice is an effective teacher and the community of practice an ideal learning environment. Practice both shapes and supports learning. The Social Life of Information. John Seely Brown and Paul Duguid. Harvard Business School Press. Boston, Massachusetts. 2000