Prior learning assessment and recognition: Emergence of a Canadian community of scholars

Prior learning assessment and recognition (PLAR) is the practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners have gained through experiential or self-directed (informal) learning rather than through formal education (Thomas, 2000). As ou...

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Autor principal:	Christine Wihak
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	PLAR research lifelong learning self-directed learning Canada Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/3f044a0807be47f6bfc292a8f20d1b55
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spelling	oai:doaj.org-article:3f044a0807be47f6bfc292a8f20d1b552021-12-02T17:16:18ZPrior learning assessment and recognition: Emergence of a Canadian community of scholars10.19173/irrodl.v12i1.9611492-3831https://doaj.org/article/3f044a0807be47f6bfc292a8f20d1b552011-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/961https://doaj.org/toc/1492-3831Prior learning assessment and recognition (PLAR) is the practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners have gained through experiential or self-directed (informal) learning rather than through formal education (Thomas, 2000). As our current economy and workplaces experience rapid and continuing change, PLAR offers a vital contribution to supporting lifelong and life-wide learning (Evans, 2000). Beyond significant benefits to individual adult learners in terms of confidence-building and enhanced reflective capacity, PLAR’s process translates personal and workplace learning into a portable format, a common coin suitable for public recognition in many different venues. PLAR has hence become an integral feature of lifelong learning policies around the globe and is closely linked with the implementation of national and transnational qualification frameworks (Morrissey et al., 2008). PLAR scholars have a vital role in ensuring that policy and practice in this important field is informed by innovative research. This brief report describes a workshop on scholarly PLAR research, held in Ottawa, Canada on November 6 and 7, 2010 with funding from the Social Sciences and Humanities Research Council (SSHRC).Christine WihakAthabasca University PressarticlePLARresearchlifelong learningself-directed learningCanadaSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 1 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	PLAR research lifelong learning self-directed learning Canada Special aspects of education LC8-6691
spellingShingle	PLAR research lifelong learning self-directed learning Canada Special aspects of education LC8-6691 Christine Wihak Prior learning assessment and recognition: Emergence of a Canadian community of scholars
description	Prior learning assessment and recognition (PLAR) is the practice of reviewing, evaluating, and acknowledging the information, skills, and understanding that adult learners have gained through experiential or self-directed (informal) learning rather than through formal education (Thomas, 2000). As our current economy and workplaces experience rapid and continuing change, PLAR offers a vital contribution to supporting lifelong and life-wide learning (Evans, 2000). Beyond significant benefits to individual adult learners in terms of confidence-building and enhanced reflective capacity, PLAR’s process translates personal and workplace learning into a portable format, a common coin suitable for public recognition in many different venues. PLAR has hence become an integral feature of lifelong learning policies around the globe and is closely linked with the implementation of national and transnational qualification frameworks (Morrissey et al., 2008). PLAR scholars have a vital role in ensuring that policy and practice in this important field is informed by innovative research. This brief report describes a workshop on scholarly PLAR research, held in Ottawa, Canada on November 6 and 7, 2010 with funding from the Social Sciences and Humanities Research Council (SSHRC).
format	article
author	Christine Wihak
author_facet	Christine Wihak
author_sort	Christine Wihak
title	Prior learning assessment and recognition: Emergence of a Canadian community of scholars
title_short	Prior learning assessment and recognition: Emergence of a Canadian community of scholars
title_full	Prior learning assessment and recognition: Emergence of a Canadian community of scholars
title_fullStr	Prior learning assessment and recognition: Emergence of a Canadian community of scholars
title_full_unstemmed	Prior learning assessment and recognition: Emergence of a Canadian community of scholars
title_sort	prior learning assessment and recognition: emergence of a canadian community of scholars
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/3f044a0807be47f6bfc292a8f20d1b55
work_keys_str_mv	AT christinewihak priorlearningassessmentandrecognitionemergenceofacanadiancommunityofscholars
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Prior learning assessment and recognition: Emergence of a Canadian community of scholars

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