Recognizing Prior Learning (RPL) in the Context of Rural Community Development in Canada

Abstract

The capacity to engage in community development (CD) has been recognized as a perennial issue by rural organizations, provincial and federal governments, and community partners involved in projects managed by Brandon University’s Rural Development Institute (RDI). In response, we propose three pathways for rural community capacity building. First, we contrast capacity building with competency assessments to introduce the design of a CD competency framework to track learning acquired throughout the CD cycle. Second, we apply Canada’s National Occupational Codes to identify roles, competencies, and education requirements for community development practitioners. Third, we present a provisional CD competency framework and CD RPL Competency Assessment Process to identify gaps as well as learning acquired by individuals and organizations engaged in community development. We close with final comments and an outline of research limitations and future research.