Back Eddies of Learning In the Recognition of Prior Learning: A Case Study

Peruniak, Geoff; Powell, Rick

doi:10.21225/d5t01x

Cited by 6 publications

(20 citation statements)

References 18 publications

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“…Evidence is even less clear in the case of returns to prior learning. With the notable exception of Lima (2012), the studies that explore the benefits of RPL offer qualitative evidence based on case studies that does not allow for generalisation of results (Peruniak and Powell, 2007;Stenlund, 2010;Carneiro, 2011;Lima and Guimaraēs, 2016).…”

Section: Show Nomentioning

confidence: 99%

The return to recognition of prior learning: An analysis of the Portuguese case

Sgobbi¹

2020

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In the first decade of this century subsequent Portuguese governments promoted two large programmes (RVCC Centres, 2001-2005, and Novas Oportunidades, 2006-2010) aimed at improving the educational qualifications of the adult population by means of an extended network of centres in charge of apprising prior and experiential learning. Based on the Quadros de Pessoal survey this paper assesses the wage return to the recognition of prior learning promoted by the RVCC Centres and the Novas Oportunidades programmes by means of DID-PSM estimates. The outcomes of the empirical analysis outline non-negative wage effects from participation in recognition of prior learning compared to traditional formal adult education. However, the path undertaken to upgrade individual qualification matters. Participation in recognition of prior learning under the RVCC Centres initiative resulted in no significant wage increases compared to formal adult education, whereas differentials became mostly positive and statistically significant under the Novas Oportunidades programme.

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Section: Show Nomentioning

confidence: 99%

The return to recognition of prior learning: An analysis of the Portuguese case

Sgobbi¹

2020

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“…Various researchers have developed effective methods and tools for using prior learning assessment to recognize and measure an individual's skills and capabilities that may not be evident in their formal credentials (including course credits or advanced standing), which is commonly the case with internationally trained workers. The prior learning assessment process is particularly advantageous for adult learners, as it infers respect and acknowledgment for prior life experiences …”

Section: Assessment and Coaching Innovations In This Programmentioning

confidence: 99%

“…The prior learning assessment process is particularly advantageous for adult learners, as it infers respect and acknowledgment for prior life experiences. 14,15 The program emphasizes the use of testing as a learning tool rather than a by-product of learning. Previously, learner performance was hindered when practices common in their countries of origin or training differed significantly from Canadian practices.…”

Section: Assessment and Coaching Innovations In This Programmentioning

confidence: 99%

Diversifying the Midwifery Workforce: Inclusivity, Culturally Sensitive Bridging, and Innovation

Tyson¹,

Wilson‐Mitchell

2016

J Midwife Womens Health

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Midwifery educators and regulators in Canada have begun to address diversity, equity, and inclusion in admission processes and program curricula. Populations served by midwives value internationally educated midwives from their countries of origin. The International Midwifery Pre-Registration Program at Ryerson University in Toronto, Ontario, provides assessment, midwifery workplace orientation, and accelerated education for internationally educated midwives on behalf of the regulatory College of Midwives of Ontario. Between 2003 and 2015, midwives from 41 countries participated in the bridging program, and 214 (80%) successfully completed the program and qualified for licensure. Of these 214 graduates, 100% passed the Canadian Midwifery Registration Examination and 193 (90%) were employed full time as midwives within 4 months of graduation. The program curriculum enables the integration of these midwives into health care workplaces utilizing innovative approaches to assessment and competency enhancement. Critical to the bridging process are simulation-based practices to develop effective psychomotor learning, virtual and real primary care community placements, and coaching in empathetic, client-centered communication. Cultural sensitivity is embedded into the multiple assessment and learning modalities, and addresses relevant barriers faced by immigrant midwives in the workplace. Findings from the 13 years of the program may be applicable to increase diversity in other North American midwifery settings. This article describes the process, content, outcomes, and findings of the program. Midwifery educators and regulators may consider the utility of these approaches for their settings.

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“…There is a paucity of literature describing the use of PLA as a tool for continuing professional development (CPD); most existing studies focus on PLA as a mean of credentialling. 2,7 In pharmacy, PLA has been used to determine equivalent credit for courses in the setting of pharmacy education 8 and develop curricula and individualized learning plans for pharmacy students and foreign-trained pharmacists seeking Canadian licensure. 9 –11 Some regulatory authorities and pharmacy CPD bodies have used PLA in the context of program development, but these are generally knowledge-based 12,13 and not broadly inclusive of the array of skills and abilities that individuals may identify as learning needs in a professional workplace.…”

Section: Introductionmentioning

confidence: 99%

“…The modern workplace is an appropriate venue for PLA to support worker learning, training and CPD. 2,7,14 Pharmacists and technicians must employ a broad range of knowledge, skills and attitudes to ensure the safe and effective use of medications. Essential skills for pharmacy technicians include working harmoniously with others, numeracy, critical thinking and problem-solving skills.…”

Section: Introductionmentioning

confidence: 99%

Prior Learning Assessments in a Professional Workplace for Practising Pharmacists and Technicians

Raymond

Woloschuk

2011

Can Pharm J

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Background: A prior learning assessment (PLA) is a summative statement of an individual's learning acquired through education and experience. We developed PLA surveys for 3 groups of pharmacy staff: experienced pharmacists with supervisory or clinical roles; pharmacists entering a pharmacy practice residency program; and experienced pharmacy technicians. Methods: Each PLA survey was developed based on a literature review and desirable learning outcomes for a regional pharmacy program. PLAs consisted of numerous potential learning needs, including possible job roles, competencies, essential skills and areas of practice expertise in 11 domains. Pharmacy staff scored past exposure, perceived ability (prior experience) and interest for each potential learning need. Learning needs were calculated as interest score minus ability score. Results: 23 of 38 (61%) experienced pharmacists, all 24 (100%) pharmacy residents and all 17 (100%) pharmacy technicians invited to complete the PLA responded. For each of the 11 domains, Cronbachs alpha scores were greater than 0.69. For experienced pharmacists, the highest learning needs occurred in technical domains (drug distribution and computer/informatics), with low needs in practice management and patient care. For pharmacy residents, the highest learning needs occurred in patient care domains. Pharmacy technician learning needs were greatest in human resources and drug distribution. Conclusion: We developed PLA surveys for experienced pharmacists, pharmacy residents and pharmacy technicians that demonstrate internal consistency reliability. Regulatory bodies, education providers, employers, managers and individual pharmacy personnel can use PLA to identify learning needs either prior to a practice change or as part of continuing professional development planning.

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Back Eddies of Learning In the Recognition of Prior Learning: A Case Study

Cited by 6 publications

References 18 publications

The return to recognition of prior learning: An analysis of the Portuguese case

The return to recognition of prior learning: An analysis of the Portuguese case

Diversifying the Midwifery Workforce: Inclusivity, Culturally Sensitive Bridging, and Innovation

Prior Learning Assessments in a Professional Workplace for Practising Pharmacists and Technicians

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