Browse through this list provincial, national and international RPL Research Reports.
RPL Research Reports
- Substantial Agreement–Academic Credential Assessment in Canada: Implementation of Lisbon Recognition Convention and Preparation for UNESCO Global 2020
Author: Cambridge Professional Development
- Best Practices in Prior Learning Assessment and Recognition in Ontario Colleges and Universities (December 2018)
Author: Mary J. Harrison, Fanshawe College
- Faculty Perceptions of Prior Learning Assessment and Recognition: A University Case Study (2018)
Author: Kimberly Faye Browning
- CAPLA RPL Quality Assurance Manual, including RPL Guiding Principles (2015)
- Adult Learning Trends in Canada (2013)
Author: D.W. Livingstone and M. Raykov
- Assessing the Skills and Competencies of Internationally Trained Immigrants: A Manual for Regulatory Bodies, Employers and Other Stakeholders (CAPLA 2012)
Author: Susan Simosko
- Recognition of Non-Formal and Informal Learning: Country Practices (Feb 2010)
Author: Patrick Werquin, OECD
- Taking Account: A Report on the number of PLAR Assessments Conducted by Public Post-Secondary Institutions in Canada (January 2009)
Author: Joy Van Kleef
- RPL Standards and Guidelines for Canada: Mapping the Road Ahead – A Call to Action (November 2009)
Author: Lauren Waples (for CAPLA RPL Standards Working Group)
- Buyer Beware: Report on PLAR Policies and Procedures of Post-Secondary Educational Institutions in Canada (February 2009)
Author: CTHRC Gail Hall
- Achieving our Potential: An Action Plan for Prior Learning Assessment and Recognition (RPL) in Canada (2008)
Author: Mary Morrissey, Douglas Myers, Paul Bélanger, Magali Robitaille, Phil Davidson, Joy Van Kleef, Rick Williams
- Quality Assurance in PLAR (November 2007)
Author: Joy Van Kleef, Martha Ireland, Kim Orynik, Judith Potter
- PLAR and Career Development Integrated Efforts: Needs and Opportunities (August 2007)
Author: Gail Hall
- Adult Learning Friendly Institution – Canadian Style (2006)
Author: Paul Zakos
- Recognizing the Prior Learning of Immigrants to Canada (October 2006)
Author: Margaret Riffell
- Canadian Adults’ Interest in Prior Learning Assessment and Recognition (PLAR): A 2004 National Survey (October 2005)
Author: D.W. Livingstone (Dr.), M. Raykov, C.Turner
- A Spring 2003 Snapshot (May 2003)
Author: Bonnie Kennedy, Canadian Association for Prior Learning Assessment (CAPLA)
- Feedback from Learners: A Second Cross-Canada Study of Prior Learning Assessment and Recognition (2003)
Author: Sandra Aarts, Deb Blower, Roberta Burke et al
- Brain Gain: The Economic Benefits of Recognizing Learning and Learning Credentials in Canada (2001)
Michael Bloom, Michael Grant Conference Board of Canada
- Halifax Declaration for the Recognition of Prior Learning (2001)
Author: Recognizing Learning Joint National Conference for Prior Learning Assessment and Qualifications Recognition
- Developing Benchmarks for Prior Learning Assessment and Recognition: Practitioners Perspectives (CAPLA 2000)
Author: Malcolm Day
- A Slice of the Iceberg (1999)
Author: Sandra Aarts, Deb Blower, Roberta Burke, Eleanor Conlin et al
- Reaching our Full Potential: prior learning assessment and recognition for foreign trained Canadians
Author: Canadian Labour Force Development Board, 1999
- Prior Learning International Research Centre (PLIRC) – research database
- PLA Inside and Out – International Journal Special Issue: Recognizing Learning in the 21st Century: U.S. Perspectives (2020)
Author: SUNY Empire State College
- Global Convention on Recognition of Qualifications concerning Higher Education. The new convention establishes universal principles for recognition of studies and degrees, and will improve mobility for the more than 220 million students enrolled in higher education worldwide. (November 2019)
- Creating a Positive Prior Learning Assessment (PLA) Experience: A Step-by-Step Look at University PLA (Jan 2011)
Author: Sara M. Leiste and Kathryn Jensen Capella University, USA
- Recognition of Non-formal and Informal Learning – Home
Author: OECD (Organization for Economic and Cooperative Development) Report
- Recognition of Non-Formal and Informal Learning: Country Practices (2010)
Author: Patrick Werquin
- The Adult Learning Focused Institution (ALFI). Principles of Effectiveness for Serving Adult Learners in Higher Education
Author: Council for Adult and Experiential learning (CAEL). 1999-2001
- Fueling the Race to Post-Secondary Success: A 48 Institution Study of PLA and Adult Student Outcomes
Author: Council for Adult & Experiential Learning (CAEL)
- Guidelines for the Recognition, Validation and Accreditation of the outcomes of Non-formal and Informal Learning
Best Practices in RPL – Fanshawe Report
Red River College 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 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 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 Research & Planning department, the College assessed its services with adult learners using the ALFI self-evaluation scale with 7 principles:
- Life & Career Planning
- Assessment of Learning Outcomes
- Teaching/Learning Process
- Strategic Partnerships
RRC 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 ALFICan Portfolio is available in RRC 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 (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, School of Construction & Engineering Technologies.
CAPLA’s Cross-Canada Studies on RPL
Red River College 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.