Abstracts
Abstract
The curse of being the “new, new” thing was initially hung around the neck of the current incarnation of Quebec’s ‘recognition of prior learning’ program. However, this has changed as the program has evolved into a working service for Quebec residents. This article will examine the current public offering of the recognition of prior learning program in Quebec school boards and colleges, and will briefly discuss the historical context of the program in the province of Quebec.
Résumé
La malédiction d’être la « nouvelle, nouvelle » saveur a initialement plombé la mise en oeuvre du programme québécois actuel de reconnaissance des acquis. Or, cette situation a changé avec l’évolution du programme en service à l’emploi offert aux Québécois. Dans cet article, l’auteur analyse l’offre actuelle des commissions scolaires et collèges québécois en termes de reconnaissances des acquis. De plus, elle aborde sommairement le contexte historique du programme au Québec.
Download the article in PDF to read it.
Download
Appendices
Biographical note
LEAH MOSS is a graduate of the McGill Faculty of Education where her doctoral thesis was entitled “Prior Learning Assessment and Recognition (PLAR) and the impact of globalization: A Canadian case study. She was the RAC Coordinator for the English school boards of Quebec from 2006 to 2010.
Bibliography
- Barakett, J. & Cleghorn, A. (2000). Sociology of education: An introductory view from Canada. Scarborough, ON: Prentice-Hall Canada Inc.
- Bill 100: An Act to implement certain provisions of the Budget Speech of 30 March 2010, reduce the debt and return to a balanced budget in 2013-2014. (2010). 1st Reading March 30, 2010, Thirty-Nineth National Assembly, Government of Quebec, First Session. Retrieved from: http://www2.publicationsduquebec.gouv.qc.ca/dynamicSearch/telecharge.php?type=5&file=2010C20A.PDF
- Brookfield, S. (2005). The power of critical theory: Liberating adult learning and teaching. San Francisco, CA: Jossey-Bass Publishers.
- Day, Malcolm. (2000). Developing benchmarks for prior learning assessment and recognition – executive summary. Belleville, ON: Canadian Association for Prior Learning Assessment.
- Greason, V. (1998). Adult education in Quebec. In G. Selman & others, (Eds.). The Foundations of Adult Education in Canada (2nd Ed., pp. 83-102) Toronto, ON: Thompson Educational Publishing, Inc.
- Hamilton, R.J. (1997). The assessment of noncollegiate sponsored programs of instruction. In A.D. Rose & M.A. Leahy (Eds.). Assessing adult learning in diverse settings: Current issues and approaches (New Directions for Adult and Continuing Education, No. 75, pp 31-40). San Francisco, CA: Jossey-Bass Publishers.
- Ministère de l’Éducation, du Loisir et du Sport. (2005). Recognition of prior learning and competencies in vocational and technical training: General and technical frameworks. Québec, QC: Gouvernement of Québec.
- Ministère de l’Éducation, du Loisir et du Sport, and Ministère de l’Emploi et de la Solidarité sociale. (2011). Document d’appui à la réflexion l’amélioration de l’adéquation entre la formation et les besoins du marché du travail: une contribution au développement du Québec. Québec, QC: Gouvernement du Québec.
- Ministère de l’Éducation du Quebec. (2002). Government policy on adult education and continuing education and training. (Publication No. 2002-01-01581). Québec, QC: Gouvernement du Québec. Retrieved from http://www.mels.gouv.qc.ca/REFORME/formation_con/Politique/politique_a.pdf
- Peruniak, G., & Powell, R. (2006). Coming to terms with prior learning assessment. In T. Fenwick, T. Nesbit, & B. Spencer, (Eds.). Contexts of adult education: Canadian perspectives (pp. 316-325). Toronto, ON: Thompson Educational Publishing, Inc.
- Quinnan, T.W. (1997). Adult students ‘at risk’: Culture bias in higher education. Westport, Connecticut: Bergin & Garvey.
- The Council for Adult and Experiential Learning (2011). Prior Learning Asserssment Services. Retrieved from http://www.cael.org/pla.htm#What Is Prior Learning Assessment (PLA)?
- Thomas, A.M. (1998). The tolerable contradictions of prior learning assessment. In S. Scott, B. Spencer & A.M. Thomas (Eds.). Learning for life: Canadian readings in adult education (pp. 354-364). Toronto, ON: Thompson Educational Publishing, Inc.
Appendices
Note biographique
LEAH MOSS a obtenu un doctorat à la Faculté des sciences de l’éducation de l’Université McGill suite à la rédaction de sa thèse intitulée « Prior Learning Assessment and Recognition (PLAR) and the impact of globalization: A Canadian case study ». Elle a occupé le poste de coordonnatrice RAC au sein de l’Association des commissions scolaires anglophones de 2006 à 2010.