Prior Learning Assessment and Recognition: Emergence of a Canadian Community of Scholars

Autor/in	Wihak, Christine
Titel	Prior Learning Assessment and Recognition: Emergence of a Canadian Community of Scholars
Quelle	In: International Review of Research in Open and Distance Learning, 12 (2011) 1, S.116-122 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Adult Education; Prior Learning; Lifelong Learning; Adult Learning; Adult Students; Foreign Countries; Informal Education; Workplace Learning; Experiential Learning; Communities of Practice; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Vorkenntnisse; Life-long learning; Lebenslanges Lernen; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Informelle Bildung; Nichtformale Bildung; Experiental learning; Erfahrungsorientiertes Lernen; Community; Kanada
Abstract	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). (Contains 2 footnotes.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10