A Second Cross-Canada Study of Prior Learning Assessment and Recognition
Prepared April 2003 by:
Sandra Aarts Fanshawe College Deborah Blower Red River College Roberta Burke Mohawk College Eleanor Conlin Conestoga College Institute of Technology and Advanced Learning Ginette Lamarre Collège Ahuntsic Wilhelmina McCrossan Douglas College Joy Van Kleef PLAR Consultant
The primary purpose of this study is to create a clear picture of adult learner views on prior learning assessment and recognition. The authors report the perspectives of both learners who participated in prior learning assessment and those who were oriented to PLAR but did not proceed with assessment. They also synthesize these learner perspectives with a review of the research literature and their findings on institutional activities over eight years.
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	Contents 308K This section contains the list of Tables and Charts, Acknowledgements, Executive Summary, and Preface
	Part One: Introduction 276K
	Part Two: Feedback From Learners 580K
	Robin's Story Purpose of Data Collection Methodology   Data Collection Data Analysis Methodological Limitations Results and Observations   Summary of Characteristics of PLAR and Non-PLAR Learners How People Learn about PLAR Satisfaction with PLAR Orientation Learner Motivation Impact of PLAR on Learners Recommending PLAR to Others Benefits of PLAR What PLAR Learners Say about the PLAR Process Non-PLAR Learners' Experiences with the PLAR Process Marketing PLAR Overall Rating of PLAR Profile of a Typical PLAR Learner Profile of a Typical Non-PLAR Learner
	Part Three: Plar And The Military – Workplace Training Evaluation 352K
	Marcel's Story The Service History of the Service The Process Purpose of Data Collection Methodology   Data Collection Data Analysis Methodological Limitations Results and Observations   Characteristics of Military Personnel How Military Personnel Learn About PLAR Military Personnel PLAR Motivation Benefits of PLAR What the Military Personnel Say about the PLAR Process Marketing PLAR with the Military Profile of a Typical Member of the Military Who Accessed PLAR
	Part Four: Longitudinal Data Analysis 424K
	Audrey's Story Purpose Methodology Results and Observations   Characteristics of PLAR Learners PLAR Assessments PLAR Program Activity PLAR Learner Academic Success Summary of Longitudinal Data Analysis
	Part Five: Conclusions And Recommendations 272K Mohamed's Story Introduction Overview Conclusions What Needs to be in Place for Good Practice The Role of PLAR in our Evolving World of Lifelong Learning Recommendations Areas for Future Study
	Bibliography 164K
	Appendix A 212K Executive Summary: A Slice of the Iceberg: Cross-Canada Study of PLAR (1999)
	Appendix B 216K Study Partners
	Appendix C 184K Advisory Committee Membership
	Appendix D 176K Memorandum of Understanding
	Appendix E 212K Cross-Canada Study of PLAR Institutional Profiles (2000/01), Updates, and Trends
	Appendix F 228K Glossary
	Appendix G 864K Questionnaires Sent to PLAR and Non-PLAR Learners; Observations and Recommendations regarding Future Surveys
	Appendix H 188K Detailed Study Methodology
	Appendix I 204K Data Fields used in First and Second Cross-Canada Studies
	Appendix J 196K Detailed Data Collection and Entry Procedures for Longitudinal Database
	Appendix K 156K Detailed Table on Age Distribution of PLAR Learners by Institution
	Appendix L 144K Sample Letters Sent to Survey Participants by Each College Partner