Policy: AC12: Prior Learning Assessment and Recognition (PLAR) Policy and Procedure in RHI

Prior learning assessment and recognition (PLAR)

Policy and procedure in RHI

  1. Introduction

Canada is leading the way in advocating and implementing more fully recognizing the effectiveness and importance of Prior Learning Assessment and Recognition (PLAR). PLAR for formal education refers to evaluating completed formal education courses for credit. For non-formal experiential learning, PLAR is an assessment of the achievement of adult learners through a wide range of experiences outside the formal education system. The Robert Health Institute follows the guidelines of the Canadian Association for Prior Learning Assessment and utilizes its PLAR resources.

  • Purpose

RHI PLAR processes evaluate the competency of the candidate’s previous knowledge, skills, and attitude for entry into the DMS program and ability to pass the  Sonography Canadia Licensing Examination or other educational programs. Equip candidates with the qualifications and requirements of professional competency to meet the Canadian labor market and fill vacant positions.

  • Definitions

3.1. PLAR

PLAR has been defined by the Canadian Association for Prior Learning as “processes that allow individuals to identify, document, have assessed and gain recognition for their prior learning. The learning may be formal, informal, nonformal, or experiential. The context of the learning is not key to the process as the focus is on the learning. In this policy, PLAR represent all of related terms, such as:

  • PLA: prior learning assessment,
    • APL: accrediting prior learning/assessing prior learning,
    • APEL: accrediting prior experiential learning/assessing prior experiential learning,
    • RPL: recognition of prior learning,
    • VPL: validation of prior learning
    • RC: recognition of credentials
    • VNIL: validation of non-formal and informal learning

3.2. Candidate

Adult learners who have learned at work and obtained experience in society or partially completed formal education courses are demanding to be recognized within formal educational institutions or government associations when they seek to transition to formal higher education or professional license examination.

3.3. Student

Student refers to full- and part-time vocational students currently registered at RHI to participate in the PLAR process.

3.4. Administrator

The administrator refers to the academic director responsible for the PLAR program to support candidates to earn credit for the course.

3.5. Senior Administrator

Senior administrator includes the president of the RHI campus or the vice president responsible for an academic department.

  • PLAR Procedure

Candidates who have acquired professional, academic, and informal knowledge and skills in life experience can demonstrate the ability to become excellent sonographers or graduates.

4.1. Step 1: Procedures for candidates prior to participating in PLAR

  1. RHI treats PLAR candidates as unique individuals they represent, so RHI has a formula way to provide them. All we know is to fulfill our mission and prove to candidates that their experience and knowledge are invaluable.
  2. To provide support and raise awareness, RHI has developed intentional and purposeful policies and procedures to validate previous learning and encourage participation in PLAR.
  3. Institutional professionals strive to build relationships across the institution via educational program meetings; Ongoing marketing outreach to build and maintain awareness; Administrator, senior administrator, and faculty engagement and involvement.
  4. Create a PLAR information leaflet for the DMS program designed to demonstrate the program-specific PLAR process available to students.
  5. Update the website to showcase PLAR-specific topics and reasons to support and encourage individuals in the PLAR process.

4.2. Step 2: Methods apply to participating in PLAR

RHI’s mission is to provide equal PLAR opportunities for all candidates to become our students, supporting their unique personal backgrounds. Here are some of the ways in our PLA program to choose to participate in PLAR:

  • Personal-driven Portfolio
    • Candidate Self-assessment
    • Interview
    • Peer-reviewed for quality assurance
    • Taking the final exam and simulation exam for each specialty course.

4.3. Step 3: Support PLAR awarding credits

RHI provides additional efforts outside of formal academics to support PLAR awarding credits to meet the requirements of the DMS program or other educational programs, including:

  • Course Scheduling: The process by which students apply to document DMS program learning outcomes and course equivalency. Teachers provide self-directed, comprehensive course instruction and surveillance to complete assignments and exams.
    • Portfolio Credit: Students record college-level coursework for credit based on previous learning experiences to attain the chance to challenge the exams and simulation exams. Candidates who fail the exam and simulation exams are assisted by lecturers who provide independent, comprehensive course guidance and supervise passing exams.
    • Credit earned through licensure or certification to attain a formal educational credential: Demonstrate competency by successfully completing a professional credential or licensure exam for the opportunity to study with faculty go through a comprehensive curriculum, supervised exams, and complete a clinical placement.
    • Transfer from another institute’s educational program:
      • Personal-driven Portfolio
      • Candidate Self-assessment
      • Interview
      • Peer-reviewed for quality assurance
      • Taking the final exam and simulation exam for each course.

4.4. Step 4: Post-PLAR support

    • Through these efforts, students gain confidence in their ability to complete the PLAR program to challenge the professional licensure examination while acquiring the tools necessary for future professional success.
    • Providing continuous support for students through the portfolio forum increases the probability of retention and diploma completion.
    • Providing Support After PLAR Engagement
    • Promote PLAR effort to produce effective positive outcomes for students and the institution.

Appendix. Related policies, procedures and directives

  1. Robert Health Institute Student Complaints Policy and procedure POLICY001
  2. Robert Health Institute Student Expulsion Policy POLICY002
  3. Robert Health Institute Academic Integrity Policy POLICY003
  4. Robert Health Institute Sexual Violence and Harassment Policy POLICY004
  5. Robert Health Institute Attendance Policy POLICY005
  6. Robert Health Institute Integrated Accessibility Standards policy POLICY006
  7. Robert Health Institute Grade Appeals Policy and Procedure POLICY007
  8. Robert Health Institute Emergency Safety Policy and Procedure Policy 008
  9. Robert Health Institute Admission Policy and Procedure 009
  10. Robert Health Institute Accessibility Policy POLICY011