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A study examined how PLAR information was presented online by 60 Canadian universities, finding 24 offering PLAR for advanced standing. Results show significant differences in how easily PLAR details could be located, the quality of published information, and the learner supports, policy formality, and institutional scope. Implications are discussed for adult learners and future research needs.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/prior-learning-assessment-recognition-in-canadian-universities-view-from-the-web/597283/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/prior-learning-assessment-recognition-in-canadian-universities-view-from-the-web/597283.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is Prior Learning Assessment & Recognition (PLAR) in Canadian universities?","Question",{"text":112,"@type":113},"PLAR is the practice of formally assigning credit for learning gained outside the formal education system. In a university context, it recognizes informally acquired learning through work and life experience or non-credit training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was PLAR information for the study collected and evaluated?",{"text":117,"@type":113},"The study investigated the availability of PLAR information on the websites of 60 Canadian universities. It assessed both whether universities offered PLAR for advanced standing and how the information was presented.",{"name":119,"@type":110,"acceptedAnswer":120},"What variations did the study find among Canadian universities?",{"text":121,"@type":113},"Universities varied in the ease of locating PLAR information, the quality of information provided, the supports offered to learners, how formal their institutional PLAR policies were, and whether PLAR applied institution-wide or only within specific faculties or departments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597283,1792869807,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Canadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 37, No. 1, 2007, pages 95-112 [www.ingentaconnect.com/content/csshe/cjhe](www.ingentaconnect.com/content/csshe/cjhe)  \nPrior Learning Assessment & Recognition in Canadian Universities: View from the Web  \nChristine Wihak University of Calgary  \nABSTRACT  \nPrior Learning Assessment & Recognition (PLAR), the practice of formally assigning credit for learning gained outside the formal education system (Thomas, 2000), offers significant benefits to adult students. Previous research had demonstrated that adult students may not, however, be aware of the availability of PLAR. This study investigated the availability of PLAR information on the websites of 60 Canadian universities. The research found that 24 Canadian universities offered PLAR for advanced standing. Considerable variation existed in the ease with which PLAR information could be located and in the quality of information provided. Universities were also found to vary widely in the supports offered to learners seeking PLAR, in the formality of their institutional PLAR policies, and in the extent to which the practice is institution-wide or restricted to specific faculties or departments. Findings are discussed in terms of implications for adult learners and their advocates and for future research.  \nRÉSUMÉ  \nRDA (Reconnaissance d’acquis), la pratique d’accorder officiellement du crédit pour un apprentissage acquis en dehors du système formeld’éducation (Thomas 2000), offre des bénéfices importants à des étudiants adultes. Des recherches faites auparavant avaient démontré que les étudiants adultes ne seraient peut-être pas au courant du RDA (Schmyr, 2003) . Cette étude sur la disponibilité des informations sur RDA dans les sites web de 60 universités canadiennes a eu pour résultat de trouver que 24 universités canadiennes offraient RDA comme dé -  \n96 CJHE / RCES Volume 37, No. 1, 2007  \nsignation de classification scolaire avancée. La facilité avec laquelle des renseignements sur RDA pouvaient être localisés, de même que laqualité des renseignements, variaient beaucoup. L’appui offert par des universités à des étudiants recherchant RDA variait énormément, etaussi la formalité des politiques de RDA. Il s’agissait de savoir à quel point la pratique s’étendait à tous les départements d’un institut éducatif ou si elle n’était restreinte qu’à des facultés ou des départements bien spécifiques. On étudie les résultats quant aux implications pour des étudiants adultes et pour les recherches futures.  \nDistinct from the credit transfer process (Larose, 2000), PLAR (Prior Learning Assessment & Recognition) in the university setting involves giving formal recognition to learning that adult students have acquired informally through work and life experience or through non-credit training and education (Thomas, 2000; Wihak, 2005; Wong, 1999) . The Halifax Declaration for the Recognition of Prior Learning 2001 was issued by representatives of multiple stakeholders including education, business, government, labour, and adult education advocates. The argument for universities’ involvement in PLAR is based on the need to respond to changing demographics, the expectation that adult students have acquired considerable learning outside the formal education system, and the demand from workplaces that make lifelong learning a necessity (Belanger & Mount, 1998; Thomas & Klaiman, 1992; Wong, 1999). According to that document,  \nthe 21st century represents an extraordinary economic environment that includes significant demographic shifts, restructuring of economies and institutions, critical skills shortages, global competition for skilled workers, increased immigration and the relentless progress of technology. In order to maintain quality of life and achieve our goals for economic prosperity, we must support and recognize continuous lifelong learning in all its forms…When individuals are able to demonstrate that they ha","cbCaisOE05rzRcSE","https://ap.wps.com/l/cbCaisOE05rzRcSE","pdf",87334,18,"English","# Abstract\n## Study purpose\n## Findings across universities\n## Variations in information and supports\n## Implications","[{\"question\":\"What is Prior Learning Assessment \\u0026 Recognition (PLAR) in Canadian universities?\",\"answer\":\"PLAR is the practice of formally assigning credit for learning gained outside the formal education system. In a university context, it recognizes informally acquired learning through work and life experience or non-credit training.\"},{\"question\":\"How was PLAR information for the study collected and evaluated?\",\"answer\":\"The study investigated the availability of PLAR information on the websites of 60 Canadian universities. It assessed both whether universities offered PLAR for advanced standing and how the information was presented.\"},{\"question\":\"What variations did the study find among Canadian universities?\",\"answer\":\"Universities varied in the ease of locating PLAR information, the quality of information provided, the supports offered to learners, how formal their institutional PLAR policies were, and whether PLAR applied institution-wide or only within specific faculties or departments.\"}]","Prior Learning Assessment & Recognition in Canadian Universities: View from the Web | PDF",1792084739,45]