Reimagining PLAR that Honors All Adult Learners

Abstract

Prior learning assessment and recognition (PLAR) denotes a broad range of activities that make prior learning visible and supports attaining formal recognition for that learning, specifically for adult learners. With immigration increasing worldwide, the need for foreign credential recognition innovation is crucial. While the validation of knowledge, skills, abilities, personal attributes, and competencies is seen as an essential part of the immigrant integration process, using PLAR as part of the assessment and recognition of prior learning experiences of foreign educated professionals has not been an area greatly explored. Critical research has illuminated persistent challenges in the underlying structures of PLAR with some researchers expressing concern about PLAR’s deskilling and exclusionary practices when it comes to assessing immigrants’ prior learning. What seems to be missing are the voices of immigrants using, or considering using, the PLAR process.

This research study explores the experiences of immigrants in Saskatchewan who are considering using PLAR at post-secondary institutions in Saskatchewan. Using a narrative inquiry methodological approach, and guided by an integrative intersectionality framework, the experiences of seven participants were storied from interviews and analyzed thematically using existing theories on PLAR.

This study amplifies the stories of seven persons seeking to use PLAR to better understand their needs and experiences drawing on interviews. Results indicated that persistent barriers to recognition and commensurate employment exist for immigrants moving to Saskatchewan including unemployment/underemployment, and negative impacts on mental health.

Keywords: prior learning assessment and recognition (PLAR), immigration, post-secondary, intersectionality, narrative, adult learner, credential recognition