PLAR: A Career Advising Tool

1. PLAR: A Career Advising Tool Cacuss presentation June, 2007 Cristal Gobeil, Shirley Amichand

3. Presentation Overview • Introduction to RPL and PLAR • PLAR process at SIAST • The RPL Practitioner Program • Scenarios of Career Advising Using PLAR • Questions and discussion

4. Recognition of Prior Learning • Transfer credit • Equivalency credit • Qualification Recognition • PLAR Workshop will concentrate on PLAR

5. What do we mean by ‘Learning’? Non-Formal Learning • Work experience • Non-credit courses • Industry training • Self-study • Volunteer activities Knowledge Skills Formal Learning Abilities Personal Attributes Career Opportunities

6. PLAR is a Valid Process Of: • identifying learning • documenting/proving learning • assessing learning • formally recognizing that learning PLAR measures prior learning and current competence against clear learning outcomes, job requirements and occupational standards.

7. Ten Step Process Used at SIAST • Consult with PLAR advisor • Apply for PLAR • PLAR Audit Meeting • Develop an Action Plan • Pay Course Assessment Fee • Prepare for Prior Learning Assessment • Assessor Facilitates the Challenge • Assessor Evaluates the Challenge • Results are submitted to Registration Services • Client is Notified of Results

8. Today, SIAST offers... • 93 Programs provide some level of PLAR • 35 Programs have candidate guides posted on the Web • 8 Programs provide program level certification • 495 courses available for challenge • 63 Transfer credit agreements • 1,234 individual course credit transfers

9. RPL Practitioner Program Provides practical training in all aspects of the recognition of prior learning for Practitioners working in: • Education • Career Counselling • Career Development Applications • Career Counselling with Aboriginal Clients • Human Resource Management • Employee Recruitment

10. PLAR Advising – Quick Check • Discuss PLAR AFTER establishing the career goals and possible training needs. • Determine Eligibility for PLAR. • Explain the PLAR Process. • Provide counselling and post assessment guidance as required.

11. Referral Situations • Grade 12 graduate seeking credit for high school elective class • Extension contracts • Supplemental exams • Apprenticeship referrals • Professional growth (i.e. teachers) • Military request

12. Scenario One: Janice(Job Transition) • Training as a medical office assistance at a non-accredited private college • Training took place 4 years ago • Most recent work experience includes 5 years as a part time receptionist at medical office • Prior work experience in general office duties • Opportunity to gain permanent employment as a school division secretary. • School division requires Office Education Certificate from SIAST.

13. Suggestions for Janice • Produce an evidence file matching skills and knowledge to Office Education Program courses learning outcomes • Cannot return to training full time • Meet with Office Education program advisor • Determine courses she can challenge • Arrange to complete any gap training • Meet with Director of School Division to negotiate time lines for certification

14. Scenario Two: Steve(Retraining) • Skilled farmer • Forced to leave farm • Needs to retrain to secure a career that he can pursue off the farm • Experiential knowledge in the carpentry • Would like to pursue a career as a professional carpenter or cabinet maker

15. Career Options for Steve • Needs credentials to work in the carpentry field or documentation of knowledge and skills to secure a carpentry position • Evidence File/Portfolio demonstrating knowledge and skills of carpentry and essential skills needed for carpentry • Farmer (check out special government program incentives for retraining) • If Steve decides to attend training for carpentry match skills/knowledge against program course outcomes to earn advanced credit. • If Steve decides to secure a job and work in the carpentry industry, match skills and knowledge to job description. Apply to work his way through apprenticeship to gain a journey status.

16. Scenario Three: Irene(Reentering the Workforce) • Recently widowed • Member of a Saskatchewan First Nation • 3 young children to support • Homemaker for the last 10 years • Limited formal education • Considerable experiential learning in the area of food services

17. Career Options for Irene • Develop of a portfolio/evidence file highlighting her experiential knowledge and skills • Match her skills and knowledge to Occupational Standards for Cook and the essential skills needed for a cook. • Apply for work as a dietician aid at All Nations’ Healing Hospital

18. For more Information Contact: • Cristal Gobeil (306) 933- 8052 • Shirley Amichand (306) 798-0575 Or Visit our Website www.siast.sk.ca/departments/rpl/ On Line Resources: • Home page -http://www.siast.sk.ca/

19. Awareness & Resources CAPLA – Canadian Association for Prior Learning http://www.capla.ca RFL – Recognition For Learning http://recognitionforlearning.ca

20. References Essential Skills, Human Resources and Skills Development Canada, http://srv108.services.gc.ca/english/general/home_e.shtml Essential Skills are the skills needed for work, learning and life. They provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change. Labour Market Information, Human Resources and Social Development Canada, www.hrsdc.gc.ca Answer your questions about jobs, skills and the availability of workers in local areas across Canada. SIAST Office Education Program PLAR Candidate Guide http://www.siast.sk.ca/siast/educationtraining/oncampusprograms/5882/5524/5852/index.shtml Provides PLAR information specific to the SIAST Office Education Program. It includes explanation of the process, self-audits with detailed course learning outcomes, and information about assessment methods.