Saskatchewan Labour Force Development Board

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Saskatchewan Labour ForceDevelopment Board

• Pathways for the Recognition of
• Prior Learning in Saskatchewan
• Collaboration is the Key to Building Capacity
• Recognizing Learning Conference
• Winnipeg, Manitoba
• October 21, 2003

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Panel Members
Conrad Pura, Saskatchewan Labour Force
Development Board Abu Bockarie, Saskatchewan
Forum of Racialized Canadians Bebe Ivanochko,
Northlands College Shelley Hosaluk, Marion M.
Graham Collegiate, Saskatoon Public School
Division
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Mission

• The Saskatchewan Labour Force Development Board
  shall foster, promote and coordinate, through
  partnership and equity, the effective development
  of the Saskatchewan labour force.

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Mandate

• Provides a forum for meaningful dialogue and
  consensus-building
• Consults with the federal and provincial
  governments
• Provides leadership in the areas of training and
  social and economic development
• Promotes equity of access to training and
  employment programs

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Guiding Principles

• Uniqueness of Saskatchewan
• Business and Labour are Primary Partners
• Partnership with the emerging workforce,
  agriculture, and education training providers
• Equity and Inclusion based on consensus
• Match training to economic development
• Address needs of industry and individual

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Guiding Principles

• Provincial representation based on broad
  constituency Reference Groups
• Accountability to communities and citizens
• Business and Labour represent all sectors
• Focused training to meet individual and
  industrys need
• Board members nominated by their Reference Groups

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Board Composition

• Business (8)
• Labour (8)
• Education and Training (2)
• First Nations (1)
• Metis (1)
• Youth (1)
• Women (1)

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Board Composition

• Persons With Disabilities (1)
• Racialized Canadians (1)
• Low Income People (1)
• Agriculture
• Government
• (HRDC, Education, Labour)

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Key Projects

• 1. PLAR Services Project Oct. 2000
• 2. PLAR Enhancement Funding Initiative
• Bonus Initiatives
• 1. Forestry Sub-project
• 2. A Youth Project
• 3. Professional Development Opportunities
• 4. Training for Excellence Award

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1. PLAR Services Project

• Project Goals
• 1. Development of PLAR services for improved
  access.
• 2. PLAR models and assessment tools to be
  demonstrated to the forestry sector.

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1. PLAR Services Project

• Key Findings
• Administration
• Services and Products
• Promotions and Resource Building
• Policy Development
• Forestry
• Unanticipated Outcomes
• Evaluation Results
• Conclusions and Recommendations

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2. PLAR Enhancement Funding Initiative

• Pilot Project Criteria
• 1. Demonstration of institutional readiness to
  action.
• 2. A project work plan or description.
• 3. Project outcomes enhanced long-term capacity
  building for PLAR in the institution/province.

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2. PLAR Enhancement Funding Initiative

• 1. 11 PLAR Pilot Projects
• 2. Findings
• 3. Lessons Learned and Best Practices

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Next Steps

• Provincial Policy Development
• 1. Provincial Framework for RPL
• 2. Recognition of Prior Learning
• in Saskatchewan
• Communities of Practice (Proposal)

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Recognition of Prior LearningSaskatchewans
Definition of RPL

• RPL is a broad umbrella concept that includes
  learning recognition practices undertaken in the
  fields of
• 1. Qualification Recognition (QR)
• 2. Credit Transfer (CT)
• 3. Prior Learning Assessment and Recognition
  (PLAR)

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Overview of Provincial Framework for RPL in
Saskatchewan

• The Framework is a culmination of the work
  undertaken during the SLFDB-PLAR Services Project
  with the leadership of the SLFDB and the RPL
  Management Committee.
• It has been instrumental in guiding strategic
  planning to improve the learning recognition
  system in Saskatchewan.
• The vision will be achieved through continuing to
  build collaborative partnerships across sectors.

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Vision
Saskatchewans education and training sector,
professional/trade associations, regulatory
bodies, government, business, industry and
communities work collaboratively to promote and
support the recognition of all learning,
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Vision continued
contributing to the development of a
skilled, flexible, and responsive labour force,
making Saskatchewan an ideal place to live and
work. All learning is valued because it
contributes to the social and economic well-being
and growth of individuals in our communities.
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Three Primary Objectives
A. Demonstrate Leadership B. Deliver
High-Quality, Accessible and Relevant RPL
Services in SK C. Demonstrate Accountability Th
e framework document is available online
at http//www.slfdb.com/rplpolicy.pdf
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Role of Stakeholders

• The adoption of a collaborative approach to the
  management and delivery of RPL services is
  required to achieve the vision.
• Each stakeholder has a role to play, supporting
  actions and initiatives that aim to achieve a
  series of goals/objectives.
• Many actions are already underway.

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Brain Gain The Economic Benefits of Recognizing
Learning and Learning Credentials in Canada
(September 2002)
The Conference Board of Canada estimated that
eliminating the learning recognition gap in
Canada would enable Canadians to earn an
additional 4.1 billion to 5.9 billion in income
annually. Without appropriate recognition of
their skills and abilities, many highly skilled
people remain unemployed or underemployed.
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Brain Gain The Economic Benefits of Recognizing
Learning and Learning Credentials in Canada
(September 2002)

• Three groups are primarily affected by the
  current learning recognition gap in Canada
• immigrants
• people with work-based training and
• people who have transferred between educational
  institutions or provinces in licensed professions.

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CAPLA Conference

• Pathways for the Recognition of Prior Learning in
  Saskatchewan Collaboration is the Key to
  Building CapacityA Saskatchewan Forum of
  Racialized Canadians Perspective

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About the Forum

• Established in the early 1990s as a provincial
  organization to provide a venue for discussions,
  and offer suggestions for decision making, on
  labour force development, immigrant and racial
  issues
• Membership restricted to immigrant and visible
  minority agencies, associations and organizations

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About the Forum, cont.

• Forum representatives sit on some key provincial
  organizations, like the SLFDB and several of its
  committees and the ATCC.
• Forums RPL activities generally focus on
  collaboration with other provincial
  organizations, as well as support for the
  activities of member-agencies

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RPL Trigger/Catalyst for Forum

• Although the origins of the Forums interest in
  RPL dates back to the early 1990s, it was not
  until the release of the findings of Nyathis
  (1998) study that the subject became a major
  concern
• Nyathis research, undertaken on behalf of the
  Forum, was titled Assessment and Recognition of
  Foreign Qualifications and Credentials A
  Racialized Canadian Perspective

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RPL Trigger/Catalyst, cont.

• The study sought to examine the reasons for the
  low representation of racialized Canadians in the
  provincial workforce relative to their
  population, and offer suggestions for improvement
• The findings of the study concluded that the
  absence of a fair and equitable system to assess
  and recognize the education, knowledge, skills
  and abilities of racialized Canadians is one of
  the most critical barriers they face in the
  province

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RPL Trigger/Catalyst, cont.

• The research recommended establishment of a
  Working group of Friends of PLAR to
• organize a publicity campaign for IQAS to raise
  public awareness, especially among racialized
  Canadians attention was also to focus on
  informal and work experience education and
  training
• develop a skills database directory to aid
  employers in understanding the skills of
  immigrants

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RPL Trigger/Catalyst, cont.

• conduct PLAR initiatives in post-secondary
  institutions, among professional associations and
  regulatory bodies, public and private employers
  and employees
• highlight the need for coordination among
  post-secondary educational institutions,
  professional associations and regulatory bodies,
  and private and public employers in developing
  and promoting PLAR programs
• monitor progress in developing PLAR activities on
  a regular basis

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RPL Trigger/Catalyst, cont.

• In terms of actual outcomes of these activities
  for forum members, not much was realized, but the
  Forum became a strong voice on PLAR issues across
  the province also it was given a seat on SLFDB
  and later, on the ATCC PLAR became one of the
  key projects of the SLFDB

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Current RPL Activities

• Collaboration with other provincial organizations
  and member-agencies on RPL activities constitutes
  a hallmark of the Forums work
• The SLFDBs PLAR Services Project was launched
  between October 2000 and March 2002, partly as a
  direct result of the leadership provided by the
  Forum
• The Forums involvement in the PLAR Services
  Project was through our membership of the SLFDBs
  RPL Administrative and Management Committees,
  both of which oversaw the general administration
  the project

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Current RPL Activities, cont.

• A Forum representative continues to serve on the
  SLFDBs RPL Management Committee through which we
  have been able to provide significant input into
  the development of a RPL provincial policy
  framework
• Along with other CBOs, the Forum has been
  assigned a lead role in the implementation of
  several action plans in the RPL policy framework
• As a reference group of the SLFDB, we continue to
  hold occasional information sessions with our
  member organizations to promote, discuss and
  share information about RPL
• We encourage our member-agencies to send
  representatives to RPL activities organized by
  provincial organizations

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Current RPL Activities, cont.

• As well, some of our member-agencies continue to
  undertake RPL work
• For example, the Sask. Association of Immigrant
  Settlement and Integration Agencies (2003)
  (SAISIA) sponsored a recent study of RPL within
  the immigrant community
• The study sought to determine the ways new
  immigrants and refugees to Saskatchewan might
  benefit from RPL

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Current RPL Activities, cont.

• Among the key findings of the study were that
• research subjects had no knowledge of RPL
• they thought they possessed skills that were not
  acknowledged by employers, and Accreditation
  Agencies although they failed to indicate
  whether or not their skills were being overlooked
  by educational institutions

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Current RPL Activities, cont.

• Key recommendations arising from the study
  included
• the need for RPL orientation workshops within the
  immigrant community
• RPL programs in the workplace are essential

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Current RPL Activities, cont.

• With regard to follow up on the study, the
  SAISIAs RPL Steering Committee is to
• identify mechanisms for the delivery of
  orientation services to immigrants and refugees
  on RPL and accreditation processes, including the
  development of appropriate orientation materials,
  
• identify mechanisms to develop and implement RPL
  pilot projects in the workplace
• identify mechanisms to enhance information
  available to potential immigrants and refugees on
  RPL and accreditation processes in the province

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Workplan for the future

• A three-year work plan was adopted at a recent
  meeting of Forum representatives. The plan
• identified RPL as still a key issue
• emphasized collaboration as a major strength of
  the Forums work in RPL

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Workplan for the future, cont.

• suggested that concrete actions on RPL are now
  required, as extensive research has been done
  the RPL policy framework is a huge step in the
  right direction
• suggested a more strategic approach to the RPL
  issue each professional organization, employer
  organization, etc. will be approached to discuss
  specific RPL issues as they relate to racialized
  Canadians in Saskatchewan

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References

• Nyathi, Jubbie (1998). Assessment and Recognition
  of Foreign Credentials A Racialized Canadians
  Perspective. Regina, SK Saskatchewan Labour
  Force Development Board
• Zoya, Shmyr (2003). Recognition of prior learning
  (RPL) within the newcomer community A needs
  assessment. Final report prepared on behalf of
  the Saskatchewan Association of Immigrant
  Settlement and Integration Agencies (SAISIA).
  Regina, SK SAISIA

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RPL for Literacy Learners and Aboriginal
Communities

• Bebe Ivanochko
• Literacy Coordinator
• Northlands College, SK

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Northlands College Mission

• The Mission of Northlands College is to provide
  quality education and training programs and
  services that will meet the development and
  employment needs of Northerners,

Reading is your right, for family, life and
work
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Northlands College Mission
Reading is your right, for family, life and
work

• . . . . . And which will enhance social and
  economic development, and prepare Northerners to
  participate in the global economy.

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Northlands College Region
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Some Aboriginal Considerations

• Cultural values must be honoured
• Desire for group involvement
• Flexible schedule
• Open to all

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Some Aboriginal Considerations

• Mother Tongue first languages honoured
• Provide interpretors
• Arrange extra time for ESL adults who are
  constantly translating

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Some Aboriginal Considerations

• Aboriginal learning styles may differ in various
  ways
• Allow as many formats for portfolios as possible
• Mediate for alternative assessment processes that
  fit the learner

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Some Aboriginal Considerations

• Academic language is not normal language
  Aboriginal people know
• Decrease jargon
• Support study groups
• Interpret academic requirements
• Encourage plain language

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Some Aboriginal Considerations

• Finally, Prevent Academic Gatekeeping
• Be a liaison between learner and goal
• Advocate on behalf of learners
• Bring institutions into your community
• Help learners package their material in a
  professional way.
• Educate institutions about Aboriginal issues

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National Literacy Secretariat

• WECS
• WWESTNET
• Saskatchewan Labour Force Development Board
• ABC Canada

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Education and Labour Buy-in

• University of Saskatchewan
• SK Institute of Applied Science and Technology
• First Nations University of Canada
• SK Labour Force Development Board
• Pahkisimon nuye ah Library System

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The Itinerant Instructor Model

• Workplace Literacy Needs Assessment
• Provincial Coordination
• Phase II Final Report
•   January 1999
•  Authors
• Roberta Duncan - SIAST Wascana Campus
• Pat Hoffman - SIAST Wascana Campus
• Bebe Ivanochko - Northlands College
• Lynda McPhee - Cumberland Regional College
• Sylvie Provencher - College Mathieu
• Adeline Steinley - Cypress Hills Regional
  College

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The Itinerant Instructor Model

• We recommended that . . . in some
  areas, a method of offering workplace training
  may be an itinerant instructor who travels to
  small communities offering scheduled services to
  small businesses.

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Lessons learned from the Northern Literacy Network

• Many can not afford to stop working to get
  upgrading, they need regular but flexible
  programs available to working people

Reading is your right, for family, life and
work
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Northern Literacy Network

• Training should be available as people need
  itmany are willing to train for better wages but
  can not stop work to obtain BE 10, Adult 12.

Reading is your right, for family, life and
work
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Northern Literacy Network

• There is a need for practical on-site training
  (workplace literacy)

Reading is your right, for family, life and
work
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How we fit RPL into the Northern Literacy Strategy

• Use holistic approach in literacy for community
  development
• Include northern values and cultural relevance
• Base programs on community needs and goals

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Main RPL Challenge for the North

• How to document experience of northerners with
  interrupted academic and work history so that it
  accurately portrays their skill and capability.

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Other Cautions for the North

• Aboriginal preference to work in group
• English as a second language
• Accommodating learning styles
• Geographic isolation over distance
• Business and Labour buy-in

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Collaboration - Partners

• Small Business Employers
• First Nations, Metis, Non-status Aboriginal
• Universities, SIAST Regional Colleges
• SLFDB
• Professional bodies, Industry Sectors
• First Nations University of Canada

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• Recognizing Learning
• a unification of knowledge in action

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• If the future is to remain open and free, we
  have to rear individuals who can tolerate the
  unknown, who will not need the support of
  completely worked-out systems, whether they be
  traditional ones from the past or blueprints of
  the future.
• Margaret Mead
• New Lives for Old

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• Catalyst for change
• Crucial questions
• 1. Why is recognizing learning important?
• 2. Why value the recognition of learning?
• 3. Why champion it?
• The recognition of individual success and
  achievement within the spectrum of multiplicity,
  is of inherent value to virtually all people.

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• Action Initiatives
• An investigation of the connection between
  instruction and assessment
• Identify the need
• Maintain curricular integrity
• Access tools and resources exploring the
  potential as a solution
• Build awareness and linkages across departments
  and/or institutions
• Continuously evaluate and aim for improvement

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• Follow your Heart

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• Building the Bridge
• 1. Increasing demands for skills in a
  knowledge-based economy
• 2. Portfolio approach explores formal, informal
  and experiential learning - supporting the
  provincial framework for Recognition of Prior
  Learning in Saskatchewan

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• Building the Bridge
• 1. Transitional tool to prepare students for the
  world of further academic study, work, or
  volunteerism
• 2. Proactive approach to assist students in
  setting career/life goals and defining student
  strengths/areas for improvement
• 3. If we develop our people - we invest in our
  future

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• A Retrospective The History of the Development
• of a K-12 and Beyond Model
• Provincial English Language Arts Curricula and
  Practical and Applied Arts Career/Work
  Exploration courses incorporate the portfolio
  approach to learning
• Research interests
• The interconnection of vision, communication and
  resiliency in creating a culture for career
  development
• Professional teaching portfolio - reflective
  practitioner

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• An Experiential Approach
• Student X, tangible student benefits
• Self-esteem and confidence
• Action research driven by student interest with
  administrative support
• Goals
• Broaden awareness of authentic assessment
  practices in the K-12 Sector
• Forge alliances and create linkages from K-12 to
• post-secondary

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• Accomplishments
• Partnerships with Junior Achievement Organization
  (portfolio development)
• Student Portfolio Exhibitions (spring 2001, 2002)
• Milestone celebrations of student success,
  attended by parents and community members
• Student awards granted for service and
  demonstration of excellence
• Networked community of learners
  (collaboration/common vision)

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• Lessons Learned
• Communication is vital to the awareness building
  process
• Traditional and alternative assessment processes
  are compatible and valid
• Best practice favours a coordinated approach to
  learning outcomes
• Developing people is an economic reality
• Success unites knowledge and action

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• Challenges to the Process
• 1. Societal pressures/expectations for both
  teachers and students to do more
• 2. Supports need to be strategically placed
• 3. Create linkages between K-12 and
  post-secondary institutions to remove systemic
  barriers
• 4. Continuity from year to year would assist the
  student in the developmental process and provide
  a tool for transition upon graduation

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• Vision for a Preferred Future
• 1. Seamless integration of the portfolio concept
  in the K-12 system will provide a strong bridge
  to post-secondary
• 2. We can build institutional capacity through
  coordinated efforts/tangible support
• 3. Celebrate and award recognition for prior
  learning experiences
• 4. Design the culture shift tolerate the
  unknown
• Youll never know whats on the other side until
  you land there.
• Sammy Duvall - World Record Holder, Water-ski
  Jumping