PLAR Practitioner Competencies

The following set of PLAR practitioner competencies were developed by BCPLAN through extensive stakeholder consultations in British Columbia and nationally with the Canadian Association for Prior Learning Assessment.

PLAR professional practitioners will be able to do the following.

1.0 – Apply PLAR Principles and Practices

1.1 – Interpret the definition, purposes, and values of PLAR in practice.

1.2 – Engage in reflective PLAR practices.

1.3 – Apply PLAR processes such as identifying and aligning relevant competencies, outcomes, indicators, and evidence.

1.4 – Demonstrate the applications of PLAR in different contexts and cases.

1.5 – Explain how PLAR impacts learning, education, and equity and contributes to change.

1.6 – Support clients to negotiate various pathways and stages in the PLAR process.

1.7 – Negotiate the various agents, agencies, roles, responsibilities, and networks of stakeholders involved in PLAR.

1.8 – Problem-solve challenges and issues in PLAR.

2.0 – Maintain a Learner and Client Focused Approach

2.1 – Accommodate different learners and contexts using adult learning principles.

2.2 – Engage in systematic needs assessment with clients to identify and consider differences in culture, communities and target client sector.

2.3 – Demonstrate client-centered communication and confidentiality when mapping out client circumstances, goals, and strategies.

2.4 – Explore alternative assessment pathways to reflect learner needs and preferences.

2.5 – Use online learning platforms to support clients in various PLAR stages and processes from advising to assessing.

3.0 – Demonstrate Assessment Literacy

3.1 – Distinguish between the following in PLAR practices: the purposes and outcomes of initial, formative, and summative PLAR assessments.

3.2 – Communicate the benefits and limitations of competency- and/or outcomes-based assessment frameworks.

3.3 – Apply an array of PLAR assessment methods and/or instruments, including portfolios, e-portfolios, surveys, demonstrations, interviews, and tests appropriate for specific trades, professions, sectors, or contexts.

3.4 – Apply regulatory frameworks from an array of regulatory bodies that clients need to negotiate to gain employment or recognition in their target fields.

3.5 – Apply relevant trade or sector-specific competency guidelines or standards.

3.6 – Use a range of different evaluation techniques such as rubrics, scales, checklists, tests to ensure quality assurance standards are met.

3.7 – Apply key validity safeguards including internal validity and external validity.

3.8 – Align clients’ demonstrated skills with indicators that derive from standards or competency frameworks for different client sectors and needs.

3.9 – Evaluate Essential Skills, life skills, and general skills on a range of levels.

3.10 – Interpret a range of language and literacy assessment framework and results.

3.11 – Distinguish language, culture, content, skills in assessing performance.

3.12 – Evaluate varieties of evidence from informal, non-formal, and formal contexts with reference to specific examples.

4.0 – Serve Diverse Clients

4.1 – Demonstrate intercultural competence.

4.2 Support clients through an action plan to complete the PLAR process.

4.3 – Apply strategies to support clients to distinguish, reflect on, and articulate what they know and what they can do.

4.4 – Consult cultural experts, insiders and other resources to promote PLAR and to develop more cultural sensitivity when working with diverse clients or client groups.

4.5 – Consult experts on how to accommodate clients of different abilities.

4.6 – Link clients to appropriate resources including other clients currently in the PLAR process.

4.7 – Apply strategies to support clients to provide evidence of learning from education, work, and life experiences that demonstrates the relevant criteria.

4.8 – Advocate for clients and troubleshoot any systemic barriers with them.

4.9 – Liaise with other PLAR stakeholders in the process.

4.10 – Provide post-assessment guidance and opportunities to discuss results.

5.0 – Develop Professionalism

5.1 – Promote PLAR as a positive change agent.

5.2 – Participate in PLAR networks, associations, organizations.

5.3 – Participate in PLAR networks, associations, organizations.

5.4 – Develop cooperative and constructive strategies to integrate PLAR into workplaces and regulatory bodies.

5.5 – Maintain professional competence in the field of PLAR through professional development activities.

BC Prior Learning Action Network
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Mailing Address: 300 - 722 Cormorant Street Victoria BC V8W 1P8

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