Trends in Public Support for Prior Learning...
Transcript of Trends in Public Support for Prior Learning...
SSHRC-sponsored Workshop Ottawa, November 6-7, 2010
D. W. LIVINGSTONE Canada Research Chair in Lifelong Learning and Work
Professor Emeritus Department of Sociology and Equity Studies
Ontario Institute for Studies in Education of the University of Toronto
Trends in Public Support for Prior Learning Recognition:
National Survey Findings, 1998-2010
Prior Learning Assessment and Recogni2on: Emergence of a Canadian Community of Scholars
Abstract
This presenta2on will summarize basic findings from three na2onal surveys conducted in 1998, 2004 and 2010 on paid and unpaid work, formal and informal learning and aHtudes toward the principle of prior learning recogni2on. Trends in interest in using PLAR are summarized for the adult Canadian popula2on, the employed labour force and specific social groups, including recent par2cipants in further adult educa2on, non‐par2cipants who wanted to par2cipate, and those who did not par2cipate and did not want to do so.
Par2cular aLen2on will be paid to non‐par2cipants in further adult educa2on who wanted to par2cipate and are interested in using PLAR, a core group of those with unmet need for PLAR. In addi2on, the associa2on of prior formal educa2onal aLainment, occupa2onal class, age, sex, ethnicity, immigra2on status and underemployment with interest in PLAR will be assessed. Finally, the rela2onship between engagement in inten2onal informal learning ac2vi2es and interest in PLAR will be analyzed. Implica2ons of these paLerns for PLAR policy and program development will be suggested.
The PLAR Con2nuum
1. QR – qualifica2ons recogni2on – exchange and transferability of creden2als
2. Competency‐based PLAR systems – essen2al skills, performance indicators, etc
3. Developmental PLAR approaches – PorUolio Learning
[ Source: Livingstone and Myers 2006. ]
Table 1: Typology for Recognizing Prior Learning (RPL)
RPL
Formal Learning Informal Learning
Qualifica2on Credit Transfer PLAR
Recogni2on (por7olio)
(challenge for credit)
[ Source: Adapted from Conrad, D. (2008). RevisiDng the RecogniDon of Prior Learning (RPL): A ReflecDve Inquiry into RPL PracDce in Canada. Canadian Journal of University Con3nuing Educa3on, 34(2), 89–110. ]
Table 2: PLAR for different types of learning, different mo2ves
Motives Formal education Informal learning
Education-related
recognition of prior formal learning at another educational institution in granting advanced credit toward completion of a formal program at a given educational institution
recognition of prior informal learning in granting advanced credit toward completion of a formal program at a given educational institution
Work-related
recognition of prior formal learning in granting certification to practice a profession or trade
recognition of prior informal learning in determining responsibility and reward in workplaces
Many discussions of PLAR conflate or confound PLAR for different types of learning (formal or informal) as well as different motives (education or work-related) for PLAR:
PLAR Ques2ons in NALL 1998, WALL 2004 and WALL 2010
NALL1998: Would you be more likely to enroll in an educational program if you could get formal acknowledgment for your past learning experiences so that it would require fewer courses to finish the program? 1 Yes / 5 No
WALL2004: Would you be more likely to enroll in an educational program if you could get formal acknowledgement for your past informal learning experiences so that it would require fewer courses to finish the program? 1 Yes / 5 No
WALL2010: In general, would you be more likely to enroll in an educational program if you were given academic credit for knowledge gained through your past informal learning? 1 Yes / 5 No
PLAR questions in NALL 1998, WALL 2004 and WALL 2010 surveys focus on education-related motives-- advanced credit toward completion of formal education programs-- without distinguishing between formal and informal prior learning experiences.
Changing Nature of Work and Lifelong Learning http://wall.oise.utoronto.ca
• Changing Nature of Work and Lifelong Learning Research Network (www.wallnetwork.ca)
• Research funded by SSHRC under a series of Strategic Research Grants and the Canada Research Chairs Program
• Includes 1998, 2004 and 2010 representaDve naDonal surveys of randomly selected respondents over 18 on many issues of working condiDons and adult learning
• Also includes over 50 related case studies of different industry sectors, at‐risk workers, unpaid work and informal learning
Figure 1: Forms of Activity and Learning
Forms of Ac2vity
• Paid Employment
• Unpaid Housework • Community Volunteer Work
• Leisure (sleep, self‐care, hobbies)
Forms of Learning
• Formal Schooling
• Further EducaDon • Informal EducaDon
• Self‐directed Learning
General Context Findings
Graph 1: Par2cipa2on in Paid and Unpaid Work
All Adults, Canada, 2010 (%)
98
79
70
46
64
2
21
30
54
36
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Percent who do household work
Percent who parDcipate in volunteer work
Percent who parDcipate in informal volunteer work
Percent who parDcipate in formal volunteer work
Percent of all adults in employed labour force
Par2cipants Non‐par2cipants
[ Sources: WALL, 2010. ]
Graph 2: Educa2onal Job Requirements and Formal Educa2onal ALainments of Canadian Wage and Salary Earners,
1983‐2010 (% Post‐secondary CredenDal)
[ Sources: Canadian Class Structure Survey, 1983 (N=1462); WALL 2004 Survey(N=3887); WALL 2010 Survey (N= 933).]
28 45 53 25 56 64 0
10
20
30
40
50
60
70
CCS, 1983 WALL, 2004 WALL, 2010
Post‐Sec Creden2al Required for Entry to Job Post‐Sec Completed
Graph 3: Organiza2onal changes in past 5 years
Canada, 2004 and 2010
23
30
39
50
56
23
33
39
39
42
0 10 20 30 40 50 60
ReducDon in managers/supervisors
Increase in overDme
Part‐Dme or temporary workers
More job rotaDon/mulD‐skilling
ReducDon in number of employees
2004 (%) 2010 (%)
[ Sources: WALL 2004 survey (N=5581); WALL 2010 survey (N=1256). ]
Table 3: Job Demands “Great Deal” of Thought and ALen2on by Occupa2onal Class
Canadian Wage and Salary Earners, 1983‐2010 (% great deal)
Occupa2onal Class 1983 2004 2010
Managers 77 78 69 Supervisors 55 72 81 Professional employees 74 76 71
Service workers 25 60 50
Industrial workers 30 63 61
TOTAL 37 67 63 N 1,482 4,249 967 [Sources: Canadian Class Structure Survey, 1983 (N=1,482); WALL 2004 Survey(N=4,249); WALL 2010 Survey (N=967)]
Table 4: Creden2al Underemployment by Occupa2onal Class of Employee
1983‐2010 (% underemployed)
[ Sources: Canadian Class Structure Survey, 1983; WALL 2004 Survey; WALL 2010 Survey.]
OCCUPATIONAL CLASS 1983 2004 2010
Managers 15 25 29
Supervisors 21 43 24
Professional employees 17 20 20
Service Workers 25 36 39
Industrial Workers 33 33 36
Total [%] 25 31 31
N 1461 3844 934
PLAR Findings
Graph 4: Interest in Prior Learning Assessment and Recogni2on in Canada
All Adults and Employed Labour Force 1998‐2010 (% Interested)
0
10
20
30
40
50
60
70
80
1998 2004 2010
All Adults All Employees
[ Sources: NALL, 1998; WALL 2004 and WALL 2010. ]
Table 5: Current Par2cipa2on Status in Further Adult Educa2on and PLAR
All Adults, Canada, 2004‐2010
[ Source: WALL, 2004 and WALL, 2010. ]
Par2cipa2on Status % of Total Popula2on % Interested in PLAR
2004 2010 2004 2010
Enrolled past year 45 45 64 60
Not enrolled, wanted course 17 19 66 66
Not enrolled, did not want 37 36 34 35
TOTAL 100 100 52 53
[ Source: WALL, 2004 and WALL, 2010. ]
Table 6: Current Par2cipa2on Status in Further Adult Educa2on and PLAR
Employed Labour Force, Canada, 2004‐2010
Par2cipa2on Status % of Employed Popula2on
% Interested in PLAR
2004 2010 2004 2010
Enrolled past year 54 55 66 60
Not enrolled, wanted course 18 19 70 68
Not enrolled, did not want 28 26 49 45
TOTAL 100 100 62 58
Graph 5A: All Adults Graph 5B: Employed Labour Force
Graph 5: Current Par2cipa2on Status in Further Adult Educa2on
All Adults and Employed Labour Force, Canada, 2004‐2010 (% of total populaDon)
[ Source: WALL, 2004 and WALL, 2010. ]
45 17 37 45 19 36 0
10
20
30
40
50
60
70
80
Enrolled past year Not enrolled, wanted course
Not enrolled, not wanted
2004 2010
54 18 28 55 19 26 0
10
20
30
40
50
60
70
80
Enrolled past year Not enrolled, wanted course
Not enrolled, not wanted
2004 2010
Graph 6: Par2cipa2on Status in Further Adult Educa2on and PLAR
All Adults and Employed Labour Force, Canada, 2004‐2010 (% interested)
Graph 6A: All Adults Graph 6B: Employed Labour Force
[ Source: WALL, 2004 and WALL, 2010. ]
64 66 34 52 60 66 35 53 0
10
20
30
40
50
60
70
80
Enrolled past year Not enrolled, wanted course
Not enrolled, not wanted
TOTAL
2004 2010
66 70 49 62 60 68 45 58 0
10
20
30
40
50
60
70
80
Enrolled past year Not enrolled, wanted course
Not enrolled, not wanted
TOTAL
2004 2010
75 70
67
54
34
13
77
66 62
54
39
19
0
20
40
60
80
100
18‐24 25‐34 35‐44 45‐54 55‐64 65 +
WALL, 2004 WALL, 2010
Graph 7: Age and PLAR
All Adults, 2004-2010 (% interested)
[ Source: WALL, 2004 and WALL, 2010. ]
Graph 8: Formal Educational Attainment and PLAR
All Adults, 2004-2010 (% interested )
39 54 66 59 58 48 46 47 71 56 50 43 0
25
50
75
Incomplete HS Complete HS Some Post Sec Ed Non‐Univ Post Cert Undergraduate Degree
Grad/Prof Degree
WALL, 2004 WALL, 2010
[ Source: WALL, 2004 and WALL, 2010. ]
Graph 9: Current Participation in Formal Education and PLAR
All Adults, 2004-2010 (% interested )
60
77
69
44
67
84
66
46
0
25
50
75
100
Took Adult Ed. Course Full‐2me Student Part‐2me Student Non‐Par2cipants
WALL, 2004 WALL, 2010
[ Source: WALL, 2004 and WALL, 2010. ]
Graph 10: Age and Educational Attainment by PLAR
All Adults, 2004-2010 (% interested)
70 70 77
70 65 60
23
37 42 45 48
35
0
25
50
75
100
Incomplete HS Complete HS Some Post Sec Ed Non‐Univ Post Cert Undergraduate Degree
Grad/Prof Degree
Up to 45 years old Over 45 years
WALL, 2004
WALL, 2010 83
64
80
63 62
51
29 33
54 50
36 35
0
25
50
75
100
Incomplete HS Complete HS Some Post Sec Ed Non‐Univ Post Cert Undergraduate Degree
Grad/Prof Degree
Up to 45 years old Over 45 years
WALL, 2010
Graph 10A:
Graph 10B:
Graph 11: Race, Gender and PLAR
All Adults, 2004-2010 (% interested)
72 69 51 50 76 66 51 47 0
25
50
75
100
Non‐white Female Non‐white Male White Female White Male
WALL, 2004 WALL, 2010
[ Source: WALL, 2004 and WALL, 2010. ]
Graph 12: Period of Immigration to Canada & PLAR
All Adults, 2004-2010 (% interested)
[ Source: WALL, 2004 and WALL, 2010. ]
71 75 67
58 51
27
75 72 78
67
50
20
0
10
20
30
40
50
60
70
80
90
100
0‐5 years 6‐10 years 11‐20 years 21‐30 years 31‐40 years 41 or more
2004 2010
Graph 13: General Involvement in Informal Learning & PLAR
All Adults, 2004-2010 (% interested)
22 42 59 72 30 40 53 69 0
25
50
75
100
0‐5 Informal Learning Topics
6‐11 Informal Learning Topics
12‐19 Informal Learning Topics
20‐45 Informal Learning Topics
2004 2010
[ Source: WALL, 2004 and WALL, 2010. ]
Graph 14: Overall Involvement in Informal Learning, Unmet Demand for Further Adult Education Courses and PLAR (%)
All Adults, 2004-2010 (% interested)
[ Source: WALL, 2004.] [ Source: WALL, 2010.]
Graph 14B: 2010 Graph 14A: 2004
22 40 52 63 60 68 69 78 0
25
50
75
100
0‐5 Informal Learning Topics
6‐11 Informal Learning Topics
12‐19 Informal Learning Topics
20‐45 Informal Learning Topics
Did not want course Wanted course
27 31 49 60 46 62 60 75 0
25
50
75
100
0‐5 Informal Learning Topics
6‐11 Informal Learning Topics
12‐19 Informal Learning Topics
20‐45 Informal Learning Topics
Did not want course Wanted course
Table 7: Selected Occupa2onal Classes by Creden2al Underemployment and Interest in PLAR
Employed Labour Force, 2010
Occupa2onal Class Underemployed (% with higher creden2al than job
entry requires)
PLAR (% interested)
Professional employees 20 49
Service workers 39 67
Industrial workers 31 61
Total labour force 31 52
[ Source: WALL, 2010.]
Recognizing the Icebergs
of Informal Learning
[ Sources: NALL 1998 Survey; WALL 2004 Survey; WALL 2010 Survey. ]
Area of informal learning
Paid work Household work Volunteer work General interest
Year 1998 2004 2010 1998 2004 2010 1998 2004 2010 1998 2004 2010
Total% 86 87 90 79 82 82 81 76 90 83 82 88
N 962 5734 1256 1436 8607 928 795 3745 1914 1565 9024 1965
Table 8: Par2cipa2on rates in informal learning related to paid and unpaid ac2vi2es, 1998–2010 (%)
Graph 15: Time of Par2cipa2on in Different Forms of Informal Learning, 1998‐2010 (hours per week)
7 6 4 6 15 5 6 4 5 14 6 4 6 6 15 0
2
4
6
8
10
12
14
16
Job Housework Volunteer work General interest Total
NALL, 1998 WALL, 2004 WALL, 2010
[ Sources: NALL 1998 Survey; WALL 2004 Survey; WALL 2010 Survey. ]
Graph 16: Age and par2cipa2on in past year in adult further educa2on courses and informal learning ac2vi2es (%)
All Adults, 2010
[ Source: WALL 2010 Survey (N=1965).]
0
20
40
60
80
100
120
18‐24 25‐29 30‐34 35‐39 40‐44 45‐49 50‐54 55‐59 60‐64 65‐69 70‐74 75+
Taken a course in past year Any informal learning
The Gap between Working Knowledge and Formal Job Requirements
“Just involve the people … This guy might run this machine every day for years. He will come up with ideas that will make his job easier for him and easier for management … Give people some sort of a sense of importance … rather than being treated like caLle.”
[Ethan, a tool seier on an auto assembly line] [Source: Educa3on and Jobs 2009]
Conclusions
Concluding Remarks
• About half of all Canadian adults and greater numbers of the employed would be more likely to enroll in further formal educa2on if their previous learning experiences were recognized for credit.
• More than two‐thirds of racial minori2es, recent immigrants and younger school dropouts express a high interest in enrolment in further formal educa2on and training if their prior learning experiences were recognized for credit.
Concluding Remarks
PLAR for educa2onal mo2ves
• The survey results indicate substan2al unmet demand for par2cipa2on in further formal educa2on. About one fish of all adults wanted to enroll in further formal educa2on in the past year but did not. Two‐thirds of these people indicate interest in enrolling if their prior learning experiences were recognized for credit.
• This amounts to well over 10 percent of all Canadian adults, or over 3 million people. These people tend to be younger with less formal educa2on. Fuller recogni2on of less creden2aled Canadian adults’ prior informal learning could contribute to substan2ally greater par2cipa2on in further formal educa2on and training among those most at risk of being excluded from an increasingly creden2al‐oriented society.
Concluding Remarks
PLAR for employment mo2ves
• Fuller recogni2on in paid workplaces of current educa2onal creden2als and informally acquired job skills and knowledge among the large numbers of underemployed workers, especially service workers and industrial workers, as well as fuller recogni2on of formal creden2als from abroad and informally acquired job skills and knowledge of recent immigrants in employment seHngs could contribute to more effec2ve use of workers’ talents in fulfilling, decent jobs. Greater educa2onal equity, a more produc2ve labour force and a more sustainable just society could result.
• PLAR could address the chronic shortage of cer2fied skilled trades workers in Canada.
Concluding Remarks
• Can we develop the systems needed to support the current diverse demands for PLAR?
• Can we do so in a manner that is sensi2ve both to par2cipants’ learning capaci2es and work experiences, and also to their right to privacy in what they are prepared to reveal?
• More in‐depth studies by communi2es of scholars on prior learning assessment and recogni2on, studies that dis2nguish between prior formal and informal learning and also between mo2ves of educa2onal cer2fica2on and job benefits, are sorely needed.
Concluding Remarks
Lifelong and Lifewide Learning
• Broader than lifelong schooling mindset, as per WALL formal and informal learning in paid and unpaid work conceptual model.
• PLAR is not a ‘one‐trick pony’ – i.e.: superb bridge into formal educa2on and training but much more.
• PLAR applies to a broad range of transi2on challenges between learning and work throughout the life course– starts with strengths – builds confidence, mo2va2on – opens range of op2ons (labour market/career change/community engagement/legacy document/etc).
• Conrad, D. (2008). RevisiDng the RecogniDon of Prior Learning (RPL): A Reflec2ve Inquiry into RPL Prac2ce in Canada. Canadian Journal of University Con3nuing Educa3on, 34(2), 89–110.
• Livingstone, D.W. (2002). Working and Learning in the Informa2on Age: A Profile of Canadians. Oiawa: Canadian Policy Research Networks. [www.cprn.org]
• Livingstone, D. W. (2004). The Educa2on‐Jobs Gap: Underemployment or Economic Democracy. (2nd ed.). Toronto: Garamond Press.
• Livingstone, D. W. & P. Sawchuk. (2004). Hidden Knowledge: Organized Labour in the Informa2on Age. Toronto: Garamond Press, & Boulder: Rowman & Liilefield.
• Livingstone, D.W. and Douglas Myers. (2007). “I Might Be Overqualified: Personal PerspecDves and NaDonal Survey Findings on Prior Learning Assessment and RecogniDon in Canada”. Journal of Adult and Con3nuing Educa3on. 12, 2: 27‐52.
• Livingstone, D.W. (Ed.). (2009). Educa2on and Jobs: Exploring the Gaps. Toronto: University of Toronto Press. • Livingstone, D.W. (Ed.). (2010). Lifelong Learning in Paid and Unpaid Work: Survey and Case Study Findings.
London: Routledge. • Livingstone, D.W., & Raykov, M. (2010). WALL Papers: Resources from the SSHRC Collabora2ve Research
Ini2a2ve on the Changing Nature of Work and Lifelong Learning in the New Economy. Toronto: Centre for the Study of EducaDon and Work. (Available at www.wallnetwork.ca.)
• Livingstone, D. W.(2010) Job requirements and workers' learning: formal gaps, informal closure, systemic limits, Journal of Educa3on and Work, 23(3), 207‐231.
• Livingstone, D.W., Smith, D.E., & Smith, W. (Forthcoming, 2011). Manufacturing Meltdown: Recas2ng Steelworkers’ Labour and Learning. Black Point, NS: Fernwood Publishing.
References
Contact InformaDon
Dr. D.W. Livingstone Canada Research Chair in Lifelong Learning and Work
Professor Emeritus, Department of Sociology and Equity Studies
Ontario Ins2tute for Studies in Educa2on of the University of Toronto
252 Bloor St. W. Toronto, Ontario M5S 1V6
Email: [email protected]
Phone/fax: 905 271‐2755