Plar Presentation General for Michael

8/6/2019 Plar Presentation General for Michael

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Realizing Potential through CertificationRealizing Potential through Certification


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Wha t is LA ?Wha t is LA ?

Prior learning assessment (PLA) is a process that involves

the identification, documentation and assessment of learning

acquired through formal, non-formal and informal learning.

This may include work and life experience, training,

independent study, volunteering, travel, hobbies, and family

experiences.

R ecognition (R) is the award of a trade/occupational and/or

professional certification (TTNVQ or CVQ)


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Formal learning**refers to a learning

activity that takes place in anorganized way, that by

its very nature leads to certification,

PLAR can be used todemonstratecompetencies in all threelearning venues: formal,non-formal & informal.

Informal learning**consists of learning activities that

occur by chance or througheveryday activities.

e.g. reading, self-directedresearch, community and

volunteer activities).

What is PLAR?What is PLAR?

N on-formal learning**refers to organized activities

that take place within or outsidethe workplace which are not

explicitly identified as learningactivities, and do not lead to

qualifications or certification,but have a major

learning component.(e.g. workplace training).


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An IcebergAn Iceberg

W hat is seen

W hat is not seen

Re c g ized le ar i g i c t ex tRe c g ized le ar i g i c t ex t


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Recognized learning is like the tip of an icebergRecognized learning is like the tip of an iceberg

R ecognized(Paper)

Formal (School)

N on-formal (Apprenticeship) Informal (Life experiences)

Large Section of the workforce

Most learning exists below thesurface where it isunrecognized and under-utilized.

U nrecognized

Re c g ized le ar i g i c t ex tRe c g ized le ar i g i c t ex t


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The key focus is on what the learner knows and can do rather than

where, when and how it was learned.

Clear learning outcomes/competencies are identified by the PLAR

Assessor in accordance with the requirements of the Competency

Standard

The system has been developed through a collaborative effort by

industry stakeholders and NTA representatives.


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Why se LAR?Why se LAR?

H elp identify and define a broader range of your skills

and knowledge

H elp identify new career options and choices

H elp employers understand what you know and can do


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PLAR can h elp to:

y I dentify education and training goals

y I dentify personal strengths and interests

y I dentify skills and knowledge gaps

y Make a personal education and training plan


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W h at are t h e b enefits o f PLAR ?

F ormal paper certification

Better job opportunities

Job reclassification/promotion

Reduced certification time, eliminates duplication of learning

Accommodates for working people

Validates learning gained through work and life experience


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D eveloping a more competent, flexible workforce;

Empowering individuals to take more responsibility for their

training and personal development

Making the certification of individuals more flexible

Recognizing the validity of learning outside of the formal

education sector.

Th e Na ti a l Tra i i g Agen cy (NTA) f Trin id a d a nd

Tob a go end o rs e s t h e e rtific a ti o n o f ri o r Le a rn in g a s

a n a lte rn a tiv e m e a n s o f:


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Thorough

Transparent

Fair

Flexible


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Currency

Validity

Sufficiency

ReliabilityAuthenticity


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I mportance of self-assessment

Examples of flexible assessment:

Projects, assignments, case studies

Product assessments

Essays, reports, diaries, logs, journals

Tests/examinations (written, oral)

Role playing

Skill demonstrations/performance assessments

I nterviews, oral exams, panels, oral presentations

Portfolio review/evidence collection


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D

irect Evidence anything produced by thelearner/individual

I ndirect Evidence - information about the

learner/individual from another source

Self-Assessment/Narrative results of the

learner/individuals reflection on what they have

learned and can do

Triangulation of Evidence


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THE LAR ROC ESS DEVE LOPM ENTAL GUIDELINES THE P LAR PROC ESS DEVE LOPM ENTAL GUIDELINES

P LARP LAR a s a h o listic app ro a cha s a h o listic app ro a ch ::

Requires a high degree of flex ib ility, sen sitivit y and

specialisation focusing on le a rne r s pp o rt and le a rne r

p re pa ra ti o n

Attempts to prevent assessment from becoming a purely

te ch n ica l app lica tio n , dislocated from a particular individual

and broader context

Recognises the rich d ive rsit y o f kn ow led ge and learning styles

and the rights of learners to participate in selection of

assessment instruments methods


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Plar Presentation General for Michael

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