Teaching Essentials

Research

Browse through this list provincial, national and international RPL Research Reports.

RPL Research Reports

Best Practices in RPL – Fanshawe Report

Red River College Polytechnic was pleased to participate as the out of province comparator for the college sector in this research project focused on recognition of learning at post secondary institutions.

Harrison, Mary J. (2018). Best Practices in Prior Learning Assessment and Recognition in Ontario Colleges & Universities.

Pan Canadian RPL Quality Assurance Project

In 2015 Red River College Polytechnic participated with the Canadian Association for Prior Learning Assessment (CAPLA) in a research project which resulted in development of a new resource Quality Assurance for the Recognition of Prior Learning in Canada.

Adult Learner Friendly Institution

Canada (ALFICan) Research project – April 2007

RRC Polytech participated in the Adult Learner Friendly Institution – Canada (ALFICan) research study with 14 partners from across Canada.  Funded by HRSDC and co-coordinated by Paul Zakos, RPL Manager at First Nations Technical Institute,  the ALFICan study researched the transferability of the 8 ALFI principles of Best Practice to the Canadian context. Led by RRC Polytech Research & Planning department, the College assessed its services with adult learners using the ALFI self-evaluation scale with 7 principles:

  1. Outreach
  2. Life & Career Planning
  3. Financing
  4. Assessment of Learning Outcomes
  5. Teaching/Learning Process
  6. Technology
  7. Strategic Partnerships

RRC Polytech developed an ALFI portfolio with evidence for each principle to prove the implementation of ALFI principles. The full research report is available on the ALFICan website. The RRC Polytech ALFICan Portfolio is available in RRC Polytech Research & Planning department. 

Recognizing the Prior Learning (RPL) of Immigrants to Canada

Moving Towards Consistency and Excellence – a CAPLA Research project completed by principal Researcher, Margaret Riffell –  Red River College Polytechnic (June 2006).

This CAPLA research report, funded by HRSDC  examined promising  joint models of RPL and Qualification Recognition (QR) systems, ( known as RPL systems), for foreign trained individuals. Developed by Canadian organizations, these systems offered exemRPLy and successful RPL systems for foreign trained individuals. The study organizations completed a self assessment survey with 7 RPL principles and reflected good practice in many of the seven principles with strong performance in the Values, Pre-Advising, Client Responsive, Quality Assurance, and Assessment principles. The study results indicated that there is room for improvement. The Transparency and Transferability principles need to be further developed and demonstrated by most organizations.

Principal Researcher for this study was Margaret Riffell, Red River College Polytechnic, School of Construction & Engineering Technologies.

CAPLA’s Cross-Canada Studies on RPL

Red River College Polytechnic participated as a lead institution in conjunction with CAPLA in these cross-Canada studies on RPL:

  • A Slice of the Iceberg: Cross-Canada Study on Prior Learning Assessment and Recognition. The purpose of the Cross-Canada Study on RPL is to elicit valid information on RPL in Canada and to observe whether RPL lowers the waterline on the “iceberg” by increasing recognition of informal learning. It is hoped that the information provided will assist institutions, governments, adult learners and workplaces with their decision-making on the funding, development, delivery, use and evaluation of new and existing RPL services. 
  • Feedback from Learners. 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 RPL 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.