Why Portfolios of Learning and Experience (PLAR) Matter in Canada

In the dynamic and ever-evolving landscape of education and career development, the concept of Portfolios of Learning and Experience (PLAR) has gained significant traction in Canada. The recognition of non-formal and informal learning, also referred to as experiential learning, has been a key shift in the Canadian educational framework. This approach allows individuals to validate their previously acquired knowledge and skills through a formal process, providing them with opportunities for career advancement and personal growth.

PLAR and the Recognition of Career Experience

One of the principal reasons why PLAR has become an issue in Canada is the acknowledgment by educators and policymakers that a person’s career experience outside formal educational institutions is valuable. This perspective stands in contrast to the historical emphasis on traditional academic credentials in many parts of the world, including the United States. In Canada, organizations such as the Canadian Alliance for Enterprise Education (CAEL) have played a pivotal role in promoting PLAR by partnering with universities and colleges across the country.

CAEL and the PLAR Framework

CAEL has been at the forefront of establishing and promoting PLAR as a recognized pathway for adult students. Founded in 1978, CAEL has demonstrated that experiential learning can be rigorously evaluated and formally validated. Their innovative approach enables adult learners to leverage their past professional experiences as a basis for earning academic credits. By doing so, CAEL provides a robust system for validating non-traditional learning, ensuring that adult students are not penalized for having acquired their skills and knowledge through practical, real-world experiences.

Personal Insights: A Journey into Adult Learning

Reflecting on my own journey as a 40-year-old IT professional who initially had little interest in formal education, it is evident that the adoption of PLAR in Canada represents a significant milestone in the adult education landscape. Prior to 2014, the idea of pursuing a higher education seemed daunting and irrelevant to me. However, my experience has shown that when educational institutions and policymakers embrace PLAR, it can unlock new possibilities for a broader range of adult learners.

As an individual who had accumulated substantial knowledge and skills through years of working in the technology sector, I found myself in a position where formal education was suddenly necessary. Recognizing the value of my extensive professional experience, I was able to utilize PLAR to gain academic credits by demonstrating my proficiency in various IT disciplines.

Advocating for PLAR in Adult Education

The emphasis on PLAR in Canada should be celebrated and supported, particularly for adult students like myself who have a wealth of practical experience to offer. However, the same cannot be said for all countries, including the United States, where the recognition of non-formal learning has not yet achieved the same level of acceptance and integration into the educational system.

It is crucial to advocate for PLAR in Canada and ensure that it is widely promoted and implemented. This process requires collaboration between educational institutions, government bodies, and industry professionals to create a comprehensive framework that validates and rewards diverse forms of learning. By doing so, we can empower adult learners to advance their careers and contribute to the economic and social fabric of our society.

Conclusion

The advancement of PLAR in Canada represents a significant shift in how we value and utilize the knowledge and skills acquired through lifelong learning. As adult learners increasingly seek to retrain or reskill, the PLAR framework provides a crucial pathway for recognition and validation. By continuing to champion and support PLAR, we can ensure that the experience and expertise of adult learners are fully acknowledged and leveraged to benefit both individuals and society as a whole.