State of PLAR at Alberta Post-Secondary Institutions by: Lucille Walter, Chair September 22,,2005 A...
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Transcript of State of PLAR at Alberta Post-Secondary Institutions by: Lucille Walter, Chair September 22,,2005 A...
State of PLAR at Alberta
Post-Secondary Institutions
by: Lucille Walter, ChairSeptember 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 PLAR-related 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
• 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
Institutional Recommendations
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.
• 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.
• 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.
• 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
780-422-9021