Developing a Policy Framework for Assessing and Recognizing Prior Learning Key Issues for Consideration

Background & Context  Government recognition of the importance of developing PLAR policies and strategies:  Access to the Future Act, 2005  Building & Educating Tomorrow’s Workforce  A Learning Alberta  Building Vibrant Learning Communities  Alberta Council on Admissions and Transfer

Process & Timelines  Phase 1: Develop a PLAR Policy Framework  AET Working Group  Stakeholder Advisory Committee  Timelines: Spring & Summer - initial stakeholder input and development of a draft Policy Framework Fall - Engage in Stakeholder Consultations Winter - Finalize the Policy Framework 2008 – present to government for approval  Phase 2: Advance the Policy Framework as a Cross-Ministry Initiative

Overall Goals & Objectives  Support a learner-centred system  Foster a culture in support of prior learning  Increase value of all learning and knowledge  Increase access to lifelong learning  Increase access for untapped learners  Enhance learning and work transitions  Provide strategic policy directions for PLAR

Definition of PLAR Process of identifying, assessing, and recognizing credentials, competencies, and knowledge of individuals to facilitate the transfer of skills and knowledge in lifelong learning and work.

Key Considerations  Increasing participation & access :  Low advanced education participation rates  Delayed transitions into further learning  ¼ of youth do not complete high school  Over 80,000 working aged adults without high school completion  37% of Albertans have low literacy skills  Educational attainment gaps exist for Aboriginal, rural, people with disabilities, and Albertans from lower-income backgrounds

Key Considerations  Targeting learner groups: Aboriginal:  Demographic shifts indicate a young and fast growing Aboriginal youth population  Lower levels of educational attainment and participation rates among Aboriginal Albertans  Distinct barriers related to culture and geography International Immigrants:  Competitive demand for skilled immigrants  20% increase in the number of international immigrants in 2005  Increased demand for ESL and immigrant bridging programs  Recognition of foreign credentials and prior learning of immigrants a key policy issue

Key Considerations  Enhancing Workplace Education:  Strong economy drawing some Albertans away from formal learning  Lower levels of employer support for education and training  Large proportion of workplace learning is informal  Need to increase capacity to capture and track formal and informal workplace learning

Key Considerations  Ensuring Quality Assurance:  Shift from credentials to competencies  Standardization and mechanisms ensure quality assessments  Common policies for recognition and evaluation  Building support for PLAR within post- secondary institutions and professional regulatory bodies

Key Considerations  Increasing Capacity for PLAR & Ensuring Sustainability:  Recognition that PLAR activities require time and resources for community organizations, post- secondary institutions, and employers  Capacity and quality through training and professional development for practitioners  Remove affordability barriers for individuals in accessing PLAR services and resources  Ensuring funding mechanisms do not create barriers to engagement in PLAR

Key Considerations  Supporting an Integrated Approach:  Utilization of PLAR in community adult learning, apprenticeship system, post- secondary institutions, industry and employers.  Need to ensure alignment, consistency, and synchronicity across government departments, educational providers and community organizations

Key Questions  Do these issues and challenges represent the key priorities for Alberta? What other challenges might be facing Alberta?  In what areas might Alberta experience the greatest benefits from implementing a PLAR policy framework? Where could we have the greatest impact?  What barriers or impediments does Alberta face in implementing a PLAR policy framework?