Implementation model of Recognition of competencies (PLAR) at Cégep Marie-Victorin

Ensure the access to Recognition of Competencies (PLAR) services: the organisational model implemented at Cégep Marie-Victorin.

Implementation model of Recognition of competencies (PLAR) at Cégep Marie-Victorin

PLAR, an approach

Process that leads to official recognition (credited courses, approved studies).

Qualification process.


Approach

Graph of the PLAR approach (other file).


PLAR approach-Welcome and general information.-Preparation of the candidate’s file.-Self-evaluation.-Analysis of the file.-Validation interview and contract signature by the candidate.-A preliminary approach to evaluation, if applicable (“peripheral” to the competence that needs to be demonstrated).-Demonstration of acquired competencies.-Measurement and evaluation of acquired competencies.-Missing components of education or the steps to acquire elements of missing competencies.-Approval of acquired competencies or official recognition.


The WelcomeThe most complete information as possible, for a solid foundation in the approach:

-From a distance-In person-In a group-Individually

Thoroughness when it comes to the contents of the file, regardless if the candidate is accepted or not.


Educational evaluation

An evaluation of educational acquired competencies that also takes into account life experiences.

A method of analysis that is identical from one program to the next.

Adaptations according to each program in the form of decisions that are documented and aggregated (fair practices).


ExtPLARurricular analysis

Taking into account academic development (previous programs, profile).

Work experiences.

Non-credited training.

Fields of interest.

Motivation.


An assessment for language capacities

Position the individual according to:

The program of study includes one or more competencies related to French (spoken or written).

There is no competency related to French (spoken or written) in the proposed training’s curriculum.


A validation interview and an initial review

Concrete propositions to allow the individual to proceed with his approach:

Take courses.

Evaluation of competencies to put in practice.

Missing components of education adapted to the needs that have been highlighted during the evaluation.


Evaluation of competencies

Tasks, interviews, etc., to demonstrate competencies.

Notes in the report card to officially certify acquired competencies.

Diploma or attestation of collegial studies.


Missing components of education

Novel and individualized methods to acquire the competency elements that were marked as unattained.


Proposal

PLAR requests generally occur on an individual basis but can sometimes be done by an establishment.

They are handled individually or in small groups (compartmentalized at the welcome and decompartmentalized in missing training).

Most often, they touch upon the whole competencies of the specific training and when relevant, the program’s overall educational training.


Clientele

Adults with atypical paths.

In the majority of cases, candidates who request our services for work opportunities.

Individuals with an uneven education.

Individuals who wish to complete their studies (diploma or attestation).


PLAR Institutional Policy

The PLAR (Prior Learning Assessment and Recognition) was adopted to provide a framework for our practices.

The evaluator is the specialist in charge of assessing the degree to which a competency (or competencies) is mastered, in accordance with the guidelines.

The educator is the specialist in charge of determining, in collaboration with the academic adviser, the methods that will allow the candidate to attain the competency elements that were deemed missing during the evaluation.


Application guidelines

These guidelines specify the regulatory framework. For example, concerning assignment deadlines, evaluation of French, reassessment of evaluation results, etc.

These guidelines are issued in coherence with a vision of recognition of academic and extracurricular competencies. They are flexible and allow the professionals to use their judgement.


Mandates and responsibilities of the Office

Management of all the steps of the approach in the targeted programs (7 DEC and 4 AEC).

Expertise in competency evaluation for an adult clientele who have pursued learning in a non-academic context. Most of the time the evaluation is made in regard to their competencies.

Training of the personnel in regards to the specifics of the implementation of the underlying practices and concepts.


Mandates given by the MELS

Act as counsellor at the collegiate level.Support and training for the educators in the collegiate network to implement the PLAR approach.Specific notices at different instances (ex.: Fédération des CÉGEPS) and participation in different support committees for the development of a national approach regarding PLAR.Supervision or elaboration of PLAR tools in different programs including the general training adjacent to DECs.These mandates rely on the ability of the Québec Collegial Network to work together.


Evaluation practices

The evaluation of competencies is supported by tools that are trusted and validated.

Approach by criteria.

Individual or grouped competencies


Missing components of training

This training is organized on an individual or small group basis. It targets single competency elements or several grouped elements. It can consist of modules, assisted independent learning, supervision, etc.


Framework of the approach

Tutoring that is well organized supports the evaluation and missing training approach. Individual or group meetings are scheduled to explain the conditions for recognition, give references, set deadlines. Each candidate is paired with an appointed individual who can counsel him or her.

Tutoring can be done in person or remotely.

This service significantly contributes to a high ratio of perseverance.


Training of the specialists

The counsellor trains and accompanies each new specialist so the evaluation of the competency level attained is well understood and the specifics of the evaluation, in the context of recognition, are taken into account.

A training in the form of workshops is offered to every specialist several times a year:

- Principals of adult education. - Notions of measurement and evaluation. - Role of the specialist with regards to each step

of the process - Learning styles.


Conclusion

A team entirely devoted to the recognition of acquired competencies is in a better position to establish specific collaborations in the file that will, within a timeframe, allow them to progress on both a local and national level.

Proof that a service that goes against usual practices can lead to graduation.

Proof that establishments can share good collegial practices.


Conclusion (continued)

The PLAR approach is simple, it’s the implementation that is complex!Being open to a diversification is stimulating but must not be done at the expense of the quality of the approach.The presence of qualified personnel who are interested in teamwork and who are entirely devoted to the PLAR is a considerable asset.The time required and resources allocated to quality training that affects the principles as well as their application are the best guaranties of the quality of the approval. A PLAR Institutional Policy constitutes a solid foundation to the recognition approach.


Thank you!Andrée Langevin

Coordinator, PLAR OfficeCégep Marie-Victorin

November 2011

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Implementation model of Recognition of competencies (PLAR) at Cégep Marie-Victorin

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