Title: Saskatchewan Labour Force Development Board
1Saskatchewan 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
2Panel 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
3Mission
- The Saskatchewan Labour Force Development Board
shall foster, promote and coordinate, through
partnership and equity, the effective development
of the Saskatchewan labour force.
4Mandate
- 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
5Guiding 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
6Guiding 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
7Board Composition
- Business (8)
- Labour (8)
- Education and Training (2)
- First Nations (1)
- Metis (1)
- Youth (1)
- Women (1)
8Board Composition
- Persons With Disabilities (1)
- Racialized Canadians (1)
- Low Income People (1)
- Agriculture
- Government
- (HRDC, Education, Labour)
9Key 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
101. 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.
111. PLAR Services Project
- Key Findings
- Administration
- Services and Products
- Promotions and Resource Building
- Policy Development
- Forestry
- Unanticipated Outcomes
- Evaluation Results
- Conclusions and Recommendations
122. 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.
132. PLAR Enhancement Funding Initiative
- 1. 11 PLAR Pilot Projects
- 2. Findings
- 3. Lessons Learned and Best Practices
14Next Steps
- Provincial Policy Development
- 1. Provincial Framework for RPL
- 2. Recognition of Prior Learning
- in Saskatchewan
- Communities of Practice (Proposal)
15Recognition 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)
16Overview 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.
17Vision
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,
18Vision 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.
19Three 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
20Role 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.
21Brain 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.
22Brain 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.
23CAPLA Conference
- Pathways for the Recognition of Prior Learning in
Saskatchewan Collaboration is the Key to
Building CapacityA Saskatchewan Forum of
Racialized Canadians Perspective
24About 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
25About 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
26RPL 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
27RPL 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
28RPL 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
29RPL 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
30RPL 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
31Current 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
32Current 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
33Current 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
34Current 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
35Current 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
36Current 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
37Workplan 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
38Workplan 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
39References
- 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
40RPL for Literacy Learners and Aboriginal
Communities
- Bebe Ivanochko
- Literacy Coordinator
- Northlands College, SK
41Northlands 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
42Northlands 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.
43Northlands College Region
44Some Aboriginal Considerations
- Cultural values must be honoured
- Desire for group involvement
- Flexible schedule
- Open to all
45Some Aboriginal Considerations
- Mother Tongue first languages honoured
- Provide interpretors
- Arrange extra time for ESL adults who are
constantly translating
46Some 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
47Some Aboriginal Considerations
- Academic language is not normal language
Aboriginal people know - Decrease jargon
- Support study groups
- Interpret academic requirements
- Encourage plain language
48Some 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
49National Literacy Secretariat
- WECS
- WWESTNET
- Saskatchewan Labour Force Development Board
- ABC Canada
50Education 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
51The 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
52The 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.
53Lessons 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
54Northern 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
55Northern Literacy Network
- There is a need for practical on-site training
(workplace literacy)
Reading is your right, for family, life and
work
56How 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
57Main 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.
58Other 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
59Collaboration - Partners
- Small Business Employers
- First Nations, Metis, Non-status Aboriginal
- Universities, SIAST Regional Colleges
- SLFDB
- Professional bodies, Industry Sectors
- First Nations University of Canada
60-
- Recognizing Learning
- a unification of knowledge in action
61-
- 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
62- 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.
63- 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
64 65- 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
66- 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
67- 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
68- 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
69- 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)
70- 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
71- 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
72- 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