 |
| Thursday, November 24
|
 |
|
|
|
| Plenary Session
|
| 9:00 AM – 10:30 AM NOVEMBER 24 |
|
|
|
| Welcome |
|
 |
|
Presenter Sandie Birkhead-Kirk, Assistant Deputy Minister (A), Labour Market and Training Division, Ontario Ministry of Training, Colleges and Universities
|
|
|
|
|
|
| Introduction to Workshop Themes |
|
|
|
| Public Policy-PLAR and QR in Ontario |
|
|
|
Presenter Sandie Birkhead-Kirk; Assistant Deputy Minister (A), Labour Market and Training Division, Ontario Ministry of Training, Colleges and Universities
|
|
|
|
|
| College and University Updates, Issues and Systems |
|
 |
|
Presenters Joan McArthur-Blair, President of Nova Scotia Community College; Christine Wihak, Assistant Professor, Workplace and Adult Learning, the University of Calgary
|
|
|
|
|
| PLAR/FCR Integrated Systems |
|
|
|
Presenter L. Andrew Cardozo, Executive Director, The Alliance of Sector Councils (TASC)
|
|
|
|
|
| Adult Learning Theory and Practice |
|
|
|
Presenter Bernard Normand, Director General, Institut de coopération pour l’éducation des adultes (ICÉA)
|
|
|
|
|
|
| Concurrent Workshops
|
| 11:00 AM – 12:30 PM NOVEMBER 24 |
|
|
|
|
| Provincial and Territorial Recognition of Prior Learning Policy Update |
|
|
|
Making Fundamental Change to
Adult Learning in Nunavut |
 |
| The adult education and learning environment in Nunavut is one which was inherited from a number of different sources, including the federal government, residential schools, and the former Northwest Territories. High school education to grade 12 was only introduced to the communities beginning in 1986. As a result, adult learners fall into a broad spectrum from those who were not able to attend high school or participate in adult learning and literacy initiatives, to those who require specific courses to enter post-secondary programs in southern Canada. In addition, no mechanism is in place to allow for PLAR, even though a multitude of individuals have years of applicable experience in many fields. The cooperative development of the Nunavut Adult Learning Strategy is the first attempt to place a Nunavut stamp on the adult learning needs of Nunavummiut, and to create a plan to deal with generations of learners who have not been able to obtain training, recognition or employment. The presentation will look at proposed policy changes which will begin this transition, and the integration of PLAR. |
|
|
|
|
Presenter Bruce Rigby, Senior Advisor for Adult Learning, Department of Education, Nunavut
|
|
|
|
|
| State of PLAR at Alberta's Post-Secondary Institutions |
|
| Of the 35 post-secondary institutions in the province of Alberta's transfer system, the majority have "policies /guidelines" to recognize prior experiential learning. That leads to an assumption that PLAR is common. However, the truth is far from that. Alberta's research project on PLAR outlines conditions that inspire the use of PLAR and best practices in post-secondary institutions. |
|
|
|
|
Presenter Lucille Walter, Chair, Alberta Council on Admissions and Transfer
|
|
|
|
|
| Recognition and Assessment in Colleges |
|
The Colleges of Ontario Network for Education and Training (CON*NECT), an alliance of Ontario's 24 Colleges of Applied Arts and Technology, ICDL Canada, Canada's governing body for the International Computer Driving Licence (ICDL), a program offering internationally recognized certification in computing skills, along with specific college partners, will discuss how this international credential is using PLAR to evaluate knowledge and skills.
The panel will present:a brief overview of ICDL as the largest worldwide standard for ICT user skills, its use in Post-Secondary education and its relevance to the workplace a look into the current project funded by HRSDC that is being delivered through a consortium of CON*NECT and ICDL Canada within five major Ontario colleges, and some practical understanding of how the standard works at a college testing location and the experience with implementation at such an institution. |
|
|
|
|
Presenters Bryn Jones, President, ICDL Canada; Joyce Irving, Program Administrator, Continuing Education, Conestoga College Institute of Technology and Advanced Learning; Darlene Cadeau, Professor, School of Computer and Engineering Technology ICDL Administrator ICDL Tester, Cambrian College
|
|
|
|
|
Occupational Health and Safety (OHS)
Practitioner PLAR Program |
|
| The SIAST OH&S Practitioner program was developed as a result of a needs assessment convened by Saskatchewan labour and Saskatchewan industries in 2003. It determined the need for an entry-level program in this emerging career. Participants surveyed emphasized an interest in attaining academically credentialed education and training. Critical to the development of this program was the need to recognize previous non-post-secondary training and experience in this area, since the majority of current practitioners in this field had received their education through a variety of industry and government courses. This presentation will review how the OH&S Practitioner program and PLAR were developed concurrently and collaboratively with government and industry. Discussion will also focus on the OH&S Practitioner PLAR delivery. |
|
|
|
|
Presenter Rita Seipp, Program Head and Lead Developer, OH&S, SIAST
|
|
|
|
|
|
| Institutional and International PLAR Research and Development |
|
|
|
The Adult Learning Friendly Institution (ALFI)
Self Evaluation Project |
|
| In May of 2005 Human Resources and Skills Development Canada in partnership with First Nations Technical Institute and 14 institutions and organizations serving adult learners across Canada embarked upon a research project aimed at opening up education and training opportunities for greater numbers of adult learners. The framework for the project is based on eight best practice principles and their performance indicators developed by the Council for Adult and Experiential Learning in the U.S. A. The principles include: Outreach, Life and Career Planning, Financing, Assessment of Learning Outcomes, Teaching-Learning Process, Student Support Systems, Technology and Strategic Partnerships. This workshop will outline the goals of the research project, describe the institutional self-evaluation process, discuss its utility in assessing both formal and informal adult learning practices and provide an update on initial site visits with project partners over the past three months. |
|
|
|
|
Presenter Paul Zakos, Project Manager and Manager, PLA, First Nations Technical Institute
|
|
|
|
|
|
| Super Session 1 |
| 1:30 PM – 3:30 PM NOVEMBER 24 |
|
| This workshop panel will be important for those participants wanting to develop or enhance PLAR systems in their institutions and organizations. Panel presenters from both the college and university sectors will provide examples of policies, procedures and personal insights into the internal and external environment which need to be taken into account, when introducing recognition and assessment activities for non-classroom learning. Panelists include:
|
|
|
|
|
Strategic Implementation –
College and University Policies and Procedures Panel |
|
|
|
| Adopting a PLAR Policy? Consider the Impact! |
|
| Following the belief that experience is often the best teacher, Kim Orynik will share the effects that adopting a PLAR model may have on units within an educational institution. For successful implementation, proponents must anticipate the impact such an initiative would have on the roles and responsibilities of: Registration, Senior Management, Counsellors, Faculty, and of course, students. Examples of some tools and best practices will help to demonstrate how PLAR has evolved at SIAST. |
|
|
|
|
Presenter Kim Orynik, PLAR Coordinator, SIAST Saskatchewan Institute of Applied Science & Technology
|
|
|
|
|
| Considering PLAR – At the Beginning |
|
| Trent University is beginning to consider the possibility of adopting PLAR. Driven by requests from students in recently established programs in Nursing and Forensic Science, the University is considering the process which will be required to not only adopt PLAR, but to implement. Susan will review the PLAR path to date and outline expectations for the future. |
|
|
|
|
Presenter Susan Salusbury, Registrar, Trent University
|
|
|
|
|
| 3 P's Of PLAR at UNB Fredericton |
|
| UNB formally introduced PLAR in the late 90's, building on PLAR practices already in place for two degree programs. The 3 P's to be covered in the presentation refer to "Policy, Practice, Problems". ("Problems" would be more appropriately referred to as "challenges" but "C" doesn't work into the title as well.) An overview of the UNB's Calendar policy will be given. A more detailed review of how the policy has been put into practice will follow, including an overview of how requests are managed. Areas where PLA has been integrated into degree programs will also be noted. PLAR at UNB comes with challenges and these will be considered in the final part of the presentation. |
|
|
|
|
Presenter David Hinton, Registrar, University of New Brunswick (Fredericton); Vice-President, Association of Registrars of the Universities and Colleges of Canada
|
|
|
|
|
| Are Policies Enough? Moving from PLAR Policies to System Implementation |
|
| As part of the panel, Deb Blower will share her insights and the successes and challenges of putting PLAR policies into "action" at Red River College. She will discuss policy development and the need for a planned strategy to ensure credible system wide implementation of PLAR. Highlights of the RRC PLAR Strategic and Operational Plan (2005-2010), designed to ensure PLAR is an integral part of RRC services and programs for learners, faculty, staff and the external community will be shared. |
|
|
|
|
Presenter Deb Blower, PLAR Facilitator, Red River College
|
|
|
|
|
The Policies and Procedures Database on www.recognitionforlearning.ca:
Wondering which institution in a particular province has PLAR policies and procedures that work for you? |
|
| www.RecognitionForLearning.ca (RFL) is a central resource hub for information about PLAR, including access to policies and procedures about PLAR. A new feature of the site is a searchable database of links to websites of all recognized post-secondary institutions across Canada, to their main website and to specific pages about PLAR and their related policies and procedures where this is available. The presentation will highlight how easy it is to use this searchable database, and some hints on searching. It will also show you how to participate in discussions about PLAR policies and procedures on the RFL Discussion Board. |
|
|
|
|
Presenter Gail Hall, RFL Coordinator
|
|
|
|
|
|
| Super Session 2 |
| 1:30 PM – 3:30 PM NOVEMBER 24 |
|
| This panel will explore the concept of portfolio learning and will consist of experts, familiar with electronic and paperless versions, skills and learning passports and profiles, and portfolios for professional competencies. Emphasis will be on curriculum and delivery ideas. Panelists include:
|
|
|
|
|
| Portfolio Development Courses and Curriculum Considerations |
|
|
|
Using Learning Portfolios in University Programs
"A Learning Portfolio Can..." |
|
| "One step at a time," "walk before you run," "plan your journey" . . . all these sayings take on a more intense meaning when a post-secondary institution is exploring the option of implementing a Prior Learning Assessment and Recognition (PLAR) process; then again, so does, "over my dead body!" Finding that critical first step, one that benefits both the learner and the institution, may be waiting to emerge from an existing curriculum. Faculty will seek out and embrace an instrument that enhances and supports their curriculum. A Learning Portfolio can be that instrument. A Learning Portfolio can assist faculty and learners to communicate more effectively on the expectations of learning from a course or program. A Learning Portfolio can provide a vehicle to introduce the concept and terminology associated with PLAR. A Learning Portfolio can...A Learning Portfolio can...A Learning Portfolio can... |
|
|
|
|
Presenter Gaelyne MacAulay, PLA Services Coordinator Workplace Education PEI: Using Portfolios as a tool in University Programs
|
|
|
|
|
| Positioning Portfolio on the PLAR Continuum |
|
| PLAR is increasingly on everyone's lips, but encompasses a broad range of significantly different approaches, issues and objectives. This presentation will position Portfolio Learning in a context that will explore both the complementary aspects and the distinctive characteristics of these various types of PLAR, with particular emphasis on what sets Portfolio Learning apart. While this presenter will express his views as candidly and provocatively as possible, a more sober and detailed written commentary will also be provided. |
|
|
|
|
Presenter Douglas Myers, Executive Director, Halifax PLA Centre
|
|
|
|
|
| The Portfolio College |
|
| At NSCC we are journeying toward making portfolio an integral part of the whole learning process. We see its purpose is to enable learners to answer three questions in terms of their life goals: Where am I now? Where do I want to be? How do I get there? Consider this analogy: graduates from any college or university in Canada normally receive two official records of their learning experience: a diploma or degree; and a transcript, which is a record of courses and grades. At NSCC, portfolio education offers students another record, their official record of their learning, their portfolio. The portfolio (the product) is not an end in itself, nor is it generally a separate course. It is primarily a process of reflection, critical analysis and articulation that helps make real conscious awareness of learning and personal development. |
|
|
|
|
Presenter Dave White, Director, Portfolio Learning, Nova Scotia Community College
|
|
|
|
|
| The Learning Record |
|
| Campus Canada's Record of Learning (RoL) is part of an electronic portfolio utility available on the Campus Canada web site. The RoL allows adult learners to have a central online location for confirmation of their prior formal learning information. This enables Campus Canada and its member institutions to quickly and easily confirm and validate a learner's educational history, without having to constantly request, wait for, and verify documents via paper-based communication channels. These learning credits might include courses and/or programs taken at a college or university, credits that have been earned through assessed workplace training programs and/or credits that have been recognized through a prior learning assessment. Like a bank, these credits can be transferred to an applicable program with any Campus Canada college, institute or university. Newcomers to Canada who have attended or graduated from a foreign college or university can use the Record of Learning to have their foreign credentials assessed for Canadian post-secondary equivalency by an authorized international credential assessment agency. |
|
|
|
|
Presenter Peter Donkers, Executive Director of Campus Canada
|
|
|
|
|
| ePortfolio for Skilled Immigrants |
|
The Learning Innovations Forum d'Innovation d'Apprentissage (LIfIA - www.lifia.ca), a non-profit organization dedicated to accelerating learning innovation, has launched a project to research and develop a strategy for an ePortfolio system for skilled immigrants to Canada. The project is funded through HRSDC's Foreign Credential Recognition Program. LIfIA has contracted with three consulting agencies to undertake the work: Learning Agents from Manitoba, FuturEd Inc. from British Columbia, and the Edmonton Mennonite Centre for Newcomers.
By March 31 2006, the team will be producing:- A comprehensive environmental scan of the current state of ePortfolio use, focusing on immigrants and the workplace;
- Research-based conclusions about the feasibility of an ePortfolio system in various industries and employment environments; and
- A strategy for a pan-Canadian ePortfolio system
|
|
|
|
|
Presenter Don Presant, President, Learning Agents for the Learning Innovations Forum (LIfIA) project
|
|
|
|
|
| Skills and Knowledge Profile |
|
|
|
Presenter Jen Liptrot, Executive Director, A Commitment to Training and Employment for Women (ACTEW)
|
|
|
|
|
|
| Concurrent Workshops
|
| 3:30 PM – 5:00 PM NOVEMBER 24 |
|
|
|
|
| Assessing Learning Against Standards |
|
|
|
Prior Learning Assessment for
Medical Laboratory Technologists |
|
| This presentation will focus on the PLA process offered by the Canadian Society for Medical Laboratory Science (CSMLS), including the process, the challenges and new initiatives by CSMLS in the area of PLA. |
|
|
|
|
Presenter Christine Nielsen, Director of Certification, Canadian Society for Medical Laboratory Science
|
|
|
|
|
PLAR for Internationally Educated Nurses:
One Ontario University-Based Initiative |
|
| In 2002, a project to help internationally educated nurses access the nursing profession began at Ryerson University's G. Raymond Chang School of Continuing Education, in collaboration with the Creating Access to Regulated Employment (CARE) for Nurses project. CARE for Nurses is funded by the Ontario Ministry of Training, Colleges and Universities. The College of Nurses of Ontario (CNO) has established baccalaureate level Nursing education as the entry to practice standard in this province. To address the needs of internationally educated nurses, The Chang School contracted with CARE for Nurses to develop a free online PLAR tool/process, based on the CNO entry to practice competencies, which would allow these nurses to self-assess and identify their degrees of competency mastery. When complete, this tool/process will be available to any candidate interested in using it. |
|
|
|
|
Presenter Martha Ireland, Manager, Support Services, Distance Education, The G.Raymond Chang School of Continuing Education
|
|
|
|
|
|
| Examining the Human Resources Implications of PLAR |
|
|
|
| PLAR & the HR Practice |
|
| This interactive workshop is designed to provide the participants with the linkages between PLAR, BDI and the HR practice. HR functions such as selection, succession, competency, learning, classification and work descriptions will be examined in the context of PLAR. |
|
|
|
|
Presenter Ken Kowalski, Program Coordinator, Manitoba Civil Service Commission
|
|
|
|
|
|
| Work and Lifelong Learning (WALL) |
|
|
|
| Canadian Adults' Interest in Prior Learning Assessment and Recognition (PLAR): A 2004 National Survey |
|
| We have little knowledge about the extent to which Canadians are actually interested in prior learning recognition for themselves. This question is addressed in the large-scale 2004 Canadian National Survey on Work and Lifelong Learning (WALL). In addition to attitudes toward PLAR, the survey provides data on a wide array of paid and unpaid work and formal and informal learning practices. This presentation analyzes these attitudes and practices in relation to socio-demographic factors. Racial minorities, recent immigrants and younger school dropouts all express a high interest in enrolment in adult education and training with PLAR, and all are found to be devoting very substantial time to informal learning. More generally, PLAR offers part of the solution to the unmet demand and barriers to formal education and training faced by millions of Canadian adults. The key question is can we develop adequate systems to support the current demand for PLAR? |
|
|
|
|
Presenter Dr. David Livingstone, Head, Centre for the Study of Education and Work, OISE/UoT
|
|
|
| Friday, November 25
|
|
|
|
|
| Concurrent Workshops
|
| 8:30 AM – 10:00 AM NOVEMBER 25 |
|
|
|
|
| Information Update on Research Projects for Immigrants |
|
|
|
Colleges Integrating Immigrants
to Employment (CIITE) Project |
|
| William Radford will discuss the goals and stages of this multi-year, multi-million dollar project, designed to help internationally-trained immigrants enter the college system at the appropriate levels in order to expedite their participation into the labour force. Information about pilot projects and future plans will enable participants to see the implications for long-term implementation. |
|
|
|
|
Presenter William Radford, Executive Director, CIITE
|
|
|
|
|
| Pan-Canadian Sector Council & Immigrant Dialogue |
|
| The Pan-Canadian Sector Council & Immigrant Dialogue was attended by approximately 90 people from across the country. ASPECT is the lead agency in this initiative with the Dialogue project and conference taking place under the auspices of the Canadian Coalition of Community-Based Employability Training (CCCBET) with partial funding from HRSDC, Foreign Credential Recognition Program and the International Qualifications Unit, Economic Competitiveness Division, BC Ministry of Economic Development. The purpose of the Dialogue was to promote networking, share information, and create partnerships among participants. The project includes a research component, the face-to-face dialogue in Ottawa and a follow-up report in early 2006. These efforts are meant to enhance the capacity of both employer sector councils and immigrant-serving agencies to increase employment opportunities that better match immigrants' skills, knowledge and experience. |
|
|
|
|
Presenter Bernadette Beaupré, Executive Director, Ontario Network of Employment Skills Training Projects (ONESTEP)
|
|
|
|
|
Brain Gain and Learning Losses:
An Interim Report on the Gateways Project |
|
| At the mid-way point in the Gateways project that will put 100 individuals at the college and university level through a program-based PLAR process in the Human Services we have found that PLA attracts adult learners primarily adult learners over age 25. Almost 95 % of our 100 or so participants are women, and a good 40% are over age 40. Many of the participants have gained up to a year's worth of post-secondary credit. Making sense of PLAR's capacity for brain gain as well as some worrying learning losses among students who have struggled to receive transfer credit for their credentials make up the two main discussion points of our session. The session summarizes positives and negatives encountered in meeting the needs of adult learners. We would like to learn from other administrators and users of PLAR how our findings support or challenge your experiences with PLAR. |
|
|
|
|
Presenters Jane Arscott, Human Services Program Coordinator, University of Athabasca; Ingrid Crowther, Team Leader, Gateway Project, University of Athabasca
|
|
|
|
|
Canadian Council on Learning –
Knowledge Centres Dialogue |
|
| Explaining the role of their respective centres and soliciting input and ideas from participants on where the PLAR research and knowledge mobilization agenda should go in order to build capacity in Canada for adult and workplace learning, recognition and assessment. |
|
|
|
|
Presenters Judith Potter, Executive Director, University of New Brunswick College of Extended Learning and lead organization for the Canadian Council on Learning Adult Learning Knowledge Centre; Shirley Seward, Chief Executive Officer, Canadian Labour and Business Centre, Lead Organization for the CCL Work and Learning Knowledge Centre; François Lamontague, Senior Researcher, CLBC
|
|
|
|
|
| Access to Learning for Working Adults |
|
| Workers in Transition Portfolio Project: Carol Hawkins will share the current activities associated with the Workers in Transition Portfolio research project which is currently being completed in four regions in Canada. The goal of the research is to evaluate the impact and measure the long term effects of portfolio as a tool to assist workers in transition in organizations affected by economic downturn. |
|
|
|
|
Presenters Carol Hawkins, Manitoba Centre for Education and Work; Janet Dassinger, Executive Director, Labour Education Centre
|
|
|
|
|
|
| Concurrent Workshops
|
| 10:30 AM – 12:00 PM NOVEMBER 25 |
|
|
|
|
| Update on Recognition of Prior Learning |
|
|
|
| Prior Learning Assessment and Recognition: An Update |
|
| Human Resources and Skills Development Canada (HRSDC) has the Government of Canada lead on the issue of Prior Learning Assessment and Recognition. The presentation will review the HRSDC perspective on the recognition of all types of learning, with the main focus the Adult Learning and Literacy Directorate's Prior Learning Assessment and Recognition Initiative. Discussion covers the objectives of the initiative and the support available to stakeholders in the adult learning community. Several PLAR projects which currently receive funding support will be described in greater detail. |
|
|
|
|
Presenter Susan Veilleux, Manager, Office of Learning Technologies, Human Resources and Skills Development Canada
|
|
|
|
|
| Internationally Trained Workers Initiative (ITWI) |
|
| One of the keys to Canada's prosperity and competitiveness will be the degree to which skilled immigrants and internationally trained Canadians are able to contribute to Canada's economic and social development. To this end, the Government of Canada launched the Internationally Trained Workers Initiative (ITWI) on April 25, 2005 to improve the integration of these workers into the labour force. To accomplish this, the ITWI has five main components: Foreign Credential Recognition; Enhanced Language Training; Bridge to Work; Labour Market Information; and, Research. Citizenship and Immigration Canada is the lead department on the Enhanced Language Training initiative and the Going to Canada Internet Portal. |
|
|
|
|
Presenter Jean Seguin, Director, Special Initiatives and Outreach, Citizenship and Immigration Canada
|
|
|
|
|
| The FCR Program |
|
| The FCR Program, a key component of the Internationally Trained Worker Initiative, is working to accelerate the assessment and recognition of foreign credentials. There has been increased focus on assessing not only formal credentials, but developing a better sense of prior learning to provide newcomers opportunities for recognition, certification and employment in the Canadian context. This is occurring at a sectoral level, within both regulated and unregulated occupations. The Government of Canada views immigrant integration as a key priority, and as such, will continue to explore ways to integrate internationally trained workers into the economy, to promote better inclusion and effectively benefit from these skills and experiences. |
|
|
|
|
Presenter David Moore, Director, FCR Program, HRSDC
|
|
|
|
|
| Cognitive and Epistemological Development and PLAR |
|
| Universities in Canada and elsewhere (UK, Australia) have been slow to implement PLAR in any meaningful way. This workshop looks at research on disciplinary perspectives on learning within the university and research on cognitive development in undergraduate students and adult learners. Reference will be made to empirical research on university-level PLAR in South Africa, where it has been mandated as part of post-apartheid educational policy. The workshop also draws on the presenter's experience in assisting students at Athabasca University to use Bloom's taxonomy of learning to articulate experiential learning in a form that academics can recognize as valid. Interweaving these strands of research offers new directions for the development of university-level PLAR. |
|
|
|
|
Presenter Christine Wihak, Assistant Professor, Workplace and Adult Learning, the University of Calgary
|
|
|
|
|
|
| Sector Councils Foreign Credential Recognition(FCR) Activities |
|
|
|
| Canadian Aviation Maintenance Council's (CAMC) Prior Learning and Foreign Credential Assessment and Recognition Project |
|
| The Aviation Maintenance and Aerospace Manufacturing sector presently has no formalized system to assess and recognize the skills and competencies of workers who have acquired credentials outside of Canada or, indeed, outside of the sector. The goal of CAMC's Prior Learning and Foreign Credential Assessment and Recognition (PLFCAR) project is to speed up the process for integrating highly skilled workers into the Canadian workforce without compromising the high standard for quality that is so critical in this industry. The system will clarify a worker's potential eligibility for CAMC credentials by building on the Council's well-developed system of occupational standards and certification for Canadian-trained and experienced workers. The new PLFCAR system will assess an individual's knowledge and competencies, evaluate gaps and define specific skills upgrading programs in order to ensure that new entrants into the Canadian workforce meet or exceed the standards required by industry employers and regulatory bodies. |
|
|
|
|
Presenters Barbara Kirby, Manager of Accreditation, Canadian Aviation Maintenance Council; Jake Bruneau, Senior Project Manager, PLFCAR Project
|
|
|
|
|
| Development of a Foreign Credential Recognition (FCR) System for Non-regulated Professions |
|
| The Canadian Tourism Human Resource Council has been selected by Human Resources and Skills Development Canada (HRSDC) to conduct research throughout 2005 to investigate the development of a Foreign Credential Recognition (FCR) system for non-regulated professions. Philip will report on the key findings of the Phase 1 Research, which highlights the need for PLAR systems and assessing of newcomer's competencies against job standards that employers understand. |
|
|
|
|
Presenter Philip Mondor, Vice President and Director of Development, Canadian Tourism Human Resource Council
|
|
|
|
|
|
| Closing Plenary
|
| 12:00 PM – 12:45 PM NOVEMBER 25 |
|
|
|
| The Joy of Learning: The Poetics and Mechanics of PLA |
|
- How to continue your voyage of self discovery in the wide world of possibilities, after you leave the CAPLA Fall Focus Workshop and AGM?
- How to do what is good for you while building sustainable communities that will support you in your voyage of self discovery?
- How to keep the flame of desire alive for new explorations?
|
|
|
|
|
Presenter Arpi Hamalian, Chairperson, Sectoral Commission on Education, Canadian Commission to UNESCO. Associate Professor, Department of Education, Concordia University
|
|
|
