hub newsletter june 2013

7/28/2019 Hub Newsletter June 2013

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TheHUBCONTENTS

Yukons FQR

Conference

Employer

Engagement

and RPL

Lets Hear It

for the Grads

at RRC

le Devoir article

(French & English)

RPL and TradeUnions in

S. Africa

CAPLAs AGM

CAPLAs Board

of Directors

JUNE 2013 ISSUE 42

CAPLA

Canadian Association for Prior Learning Assessment...supporting the recognition of prior learning since 1997

Association canadienne pour la reconnaissance des acquis...oeuvrant la reconnaissance des acquis de puis 1997

Yukons Foreign QualicationsRecognition Conference

The Kwanlin Dn Cultural Centre in Whitehorse provided an attractive venue for

the Yukons rst FQR conference on April 24, 2013. The Honourable Scott Kentprovided opening remarks, followed by ve other speakers who addressed issuesrelated to immigration policy, settlement, credential assessment and the recogni-

tion of prior learning (RPL). Over fty people attended from a range of differentorganizations. Sharon Young from the Department of Education who plannedthe event received congratulatory comments from both participants and speakersfor her outstanding effort and wonderful hospitality.

From left to right: Government of Yukon ofcials Kelly Jiang and NathalieOuellet join speakers Tanis Sawkins (VCC), Bonnie Kennedy (CAPLA), Jeff

Stull (IQAS), Allain Lauzon (IQN) and Catherine Rivard (HRSDC) for a

picture with Mona Syed and Sharon Young (also Government of the Yukon).Like the new

look of the

HUB?

Let us know

what you

think at

[email protected]

CAPLAS Fall Focus Workshop is on

November 17 - 19, 2013 in Toronto.

Visit www.capla.ca to register and to

view program updates throughout the summer.


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Employer Engagement in RPLIncreasingly, RPL has become a focus of employersand is used as part of good human resource

management practice. RPL can be a cost andtime-effective tool to help employers gain a better

understanding of the skills for each employee and inan organization. RPL can inform selection and hiringpractices, training and development plans, or evensuccession planning. Ultimately, RPL can encouragea culture of learning, which helps build staff loyalty(and retention) and improved productivity.

Employers are also the recipient of RPL practice, i.e.applicants and workers will present an RPL statementthat is usually produced from an academic institutionindicating what was assessed and what is recognized,and often these are dened in terms of academiccredits (and not workplace skills). Where employerslearn to work with these statements, judgments canbe made on appropriate placements (e.g. job roles)or helping dene further education or training needs.

The term RPL (or its variants) is not widely usedby employers, nor is there a shared understandingabout what it means. RPL, however, manifests inhuman resource planning and management activities,

such as recruitment and selection processes, or skilldevelopment (i.e. employee training). Employerswant workers that are trained, skilled, committed,motivated, productive and loyal; they believethat training or career development initiatives are

expected to result in a positive return on investment

(ROI) and address business goals or key concernssuch as:

recruitment and retention of high performingemployees;

increasing motivation and productivity;

enhancing organizational commitment/loyalty;

reducing waste, absenteeism and turnover; and Increasing guest satisfaction and customerloyalty (e.g. reduce complaints).

Workplaces are signicant learning institutions. Formany adults, most (perhaps all) of their formativelearning is gained on the job. Workplaces that

have a positive learning culture enable workers gain practical skills and experience while earni

an income. Many of these workers have no meaor opportunity to gain education or training in

academic setting. RPL allows for the maximuutilization of human resources and saves both timand money by avoiding duplication of learning. Findividuals, RPL can facilitate access to employmeand opportunities for advancement.

Although workplaces are key learning environmenthe conditions are not always ideal or suitable learning. A preeminent Canadian employer onstated, Were not in the business of trainingindicating that they understand the need to invest and conduct training but that they are not specialisFor this reason, he elaborated by saying that tresult of their efforts was haphazard and disparateAlthough investments are made to improve on humcapital, and these investments are often referred to training, they may lack the rigour or scope to methe needs. Furthermore, the training is not adequatesupported and often treated as an event rather than

planned, systemic approach. For new hires, trainingenerally includes a brief orientation to the workpla

along with brief information on corporate values agoals, and job shadowing with a senior staff persoOther training investments tend to be limited permanent and senior staff; employers believe thnew hires, frontline staff, and seasonal or temporaworkers are not worth the cost to train. Often thetraining events are one day in length, designed raise awareness or reinforce values.

A similar issue concerns capacity and the alignmebetween employer needs and priorities and traini

programs and supports. Most employers in Canaoperate businesses that employee less than workers. Rarely will they have a dedicated staperson or specialist for HR. Subsequently, smand medium size employers will often lack tskills and experience, and the systems or support manage staff training and development needs. Oftemployers are unfamiliar with the terminology usto describe various initiatives, making it difcult

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nd appropriate supports or uncertainty on where tobegin to improve on practices.

At times, employers needs and priorities are notcharacterized as training or development issues, eventhough a common thread is RPL. This is particularly

true as they are faced with increased and conictingdemands related to social, political, environmental,economic, technological or regulatory inuences.(The list is long.) One employer has described theperfect storm, saying We are faced with an agingworkforce paired with skill shortages and competition

for skilled labour. The increased diversity andmobility of workers has introduced complexity andthe need to better understand skills, experience andqualications earned outside of Canada. Differencesin work culture and other cultural frameworks (such

as individualism versus collectivism, or achievementversus ascription) will continue to challengeemployers.

Canadian employers and workers would benetfrom a comprehensive RPL (i.e. skills) systemthat makes it easy for employers to understand howRPL is integral to good HR practices and addressingbusiness priorities. For workplace_based RPL to beembraced by employers, there must be a clear andexplicit link between employer stated goals and RPLprograms and services provided. This emphasizesthe need to integrate policy with corporate culture.

An RPL system would also help learners betternavigate education and work opportunities, creatingan increased demand for a currency of skills andincreased and improved RPL practices. Where RPLis not understood or stigmatized, a strong marketingeffort will help learners, practitioners, educators andemployers better appreciate the value and relevance

to needs. RPL practitioners will start to align practicand the language with business needs and prioritieand improve on helping learners communicate the

skills and prior experience in a way that is meaningfto employers (and not just educators). Practitionewould also benet from engaging employers

making decisions on RPL practices, which will hebring an understanding and create better alignmewith business needs.

RPL implementation can be complex anoverwhelming. Part of the challenge is beiable to communicate the concept. Eliminatinconfusing language and getting rid of jargon essential; instead, RPL must be dened by producand services that meet needs part of a systemapproach to addressing learner and labour mobilit

or addressing a skills agenda. Tools and strategithat illustrate practical applications of RPL, alonwith evidence of quality practice and standards aneeded. In many cases, this is simply an exercise building on current practice and bringing coherento the activities. This also highlights the need fadequate supports and the need to gather research evidence of good practice.

Employers are invested in RPL: its essential addressing core business goals. Improved programand services to assist employers will further improon practice, create better links with RPL practitioneand ultimately facilitate increased learner anworker mobility the tenet to a thriving, exibland productive workforce.

Philip MondorSenior Vice-President,CTHRC

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Lets hear it from the Grads!Lets hear it for the Grads!

On June 11, 2013 at Red River Colleges SpringConvocation, three experienced RPL professionalsgraduated with the RPL Practitioner Certicate -an advanced level of learning in RPL. This articleproles these three graduates and their journey in theRPL eld and in completing the certicate.

Graduates of this program acquire the knowledge,skills and abilities to function as a practitioner inthe RPL eld. Graduates develop skills in advising,assessing and facilitating credible RPL practices andsystems. The program is designed to build on andcomplement current skills and abilities in related

elds such as adult learning, human resources, careerand employment counseling, and qualicationsrecognition.

What skills and abilities do Program graduateshave?

The RPL Practitioner Certicate graduate should beable to: Advise clients through an RPL process adheringto institutional, organizational, legislative and

professional association requirements to ensureclients receive quality RPL services. Develop quality assessment practices and assessprior learning (knowledge, skills and abilities) usinga variety of processes, including portfolio, to meetthe needs of individuals. Demonstrate professional practices including, butnot limited to, leadership skills, cultural sensitivity,ethical behavior and maintaining quality standards inRPL practice.

Demonstrate essential and employability skillsin oral, written and interpersonal communication,teamwork, critical thinking and problem solving,group facilitation, and research. Practice quality assurance in advising, assessing,and facilitating processes within RPL systems. Implement and maintain sustainable quality RPLsystems as part of a team to meet the needs of keystakeholders.

Advocate for RPL and quality RPL practice findividuals and organizations.

Implement RPL professional developmeprogramming to meet individual and organizationneeds. Apply project management principles and practicto achieve organizational goals and strategic plans

Lets Hear it from the Grads!

I. Donna Riddell

1. Brief background:

I am Donna Riddell, a mother of four who lives in rurManitoba. I have a background in Early ChildhooEducation (ECE); I completed the RPL process upgrade my credentials so that I could continue ancomplete my Early Childhood Program Manageme(ECPM) post diploma. I currently teach in the EarChildhood Education (ECE) Diploma prograat the RRC Portage Campus, as well as distaneducation with the ECPM program at AssiniboiCommunity College (ACC). I became involv

with RPL because I truly believe in a strength basapproach to education - and RPL has the best t of athe educational philosophies/practices that I knowhave felt the benets and seen the benets of gooRPL practice and want to promote RPL in rurManitoba.

2. Describe how you completed the RPPractitioner Certicate:I completed my RPL Practitioner Certicate througa combination of processes - one Summer Institut

which was great to connect face-to-face with othstudents and the instructor; and several by LEAR(online course delivery), which was also an awesomexperience and helped me become more familiar wionline facilitation. I did the last course by an RPprocess, which I did nd challenging as I missed tclass interactions. I didnt always feel condent my own abilities as Im not immersed in RPL as pof my work.

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The RPL Practicum was denitely a highlight- I really, really appreciated being out in the RPLcommunity, learning from others. I really value thatexperience.

3. Identify some key areas in RPL practice where

you gained signicant learning:Empowering students; RPL use with gap trainingmethods; and I liked Workplace Education Manitoba(WEM) and WPLAR (Workplace PLAR)- thatsystem really made sense to me and was exciting!I really enjoyed the online courses through LEARNand the course facilitator, Gail Hall. I also reallyliked working with the other students from across

Canada - it was the same group for a few courses.I missed taking the RPL Special Issues course withthem a few years ago, during that Summer Instituteheld at RRC. It would have been so awesome to meetthem all! Students/instructors do build relationshipsvirtually - positive relationships. For instance, Ihave beneted from Frank Vandenburg in NewBrunswick I follow him on Twitter and email him

with questions. That relationship is all virtual; wevenever met!

4. Describe how you currently are using thislearning or plan to use this learning in future

work/endeavors:I am hoping to work my way into RPL through theRRC Regional Campuses. I am also continuing myeducation and seeking out a Masters program. I hopethat RPL will be part of my Masters focus.

5. Any other comments:I think that my favourite course was the Train theTrainer: Portfolio course - the e-portfolio was agreat task for me. I nd that portfolio developmentand maintenance is very rewarding and validating.

I think Im lonely at times in the rural areas - andhaving a portfolio/maintaining a portfolio givesme the needed validation for my skills and abilitieswhen I might not get that otherwise.

II. Mavis Lewis Webber

1. Brief background:For over twelve years I worked for the Province Manitoba, delivering Competency Based Assessmeand Prior Learning Assessment programs for Ear

Childhood Educators. I started to complete tRPL Certicate in 2004 as a means to further mknowledge, skills and abilities in that position.am currently employed at Red River College. Fa year I was the RPL Advisor/Assessor in the EarChildhood Education department. In my tenuin that position I began the process of developinRPL Resource Guides for the new early childhocurriculum.

2. Describe how you completed the RPPractitioner Certicate:

I completed the RPL Practitioner Certicate invariety of manners Summer Institute; on-line anLEARN; I completed RPL processes for 3 coursusing the Resource Guides; and I received transfcredit for completion of another related certicaprogram.

3. Identify some key areas in RPL practice whe

you gained signicant learning:

Over the years of completing the RPL Certicate, tknowledge I gained was put into practice advisin

and assessing learners in their RPL processes. Asworked through resource guides and proved my prilearning for some of the courses, I was able to transfthis hands-on awareness into the resource guides

developed for Early Childhood Education studenAlso, networking with other RPL practitioners winvaluable in sharing resources.

4. Describe how you currently are using thlearning or plan to use this learning in futuwork/endeavors:

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The learning that was gained during this certicateprogram will be utilized in the future developmentof RPL tools and resource guides.

5. Any other comments:

The options to complete the RPL PractitionerCerticate met the needs of a working professionalwith many other commitments. Thank you for thisopportunity.

III. Lauren Waples

1. Brief background:

I have been involved in working with and assessing

adult learners for more than 20 years. I was introducedto RPL in 1999 when I became part of a project teamtasked with developing an RPL process for EarlyChildhood Educators in Manitoba. In 2001 I beganworking as the Recognition of Prior Learning (RPL)Advisor at Red River College. Red River CollegesRPL Services has an RPL Strategic Plan whichdescribes and guides the system implementation.One key aspect involves quality. To engage in and toensure quality practice in RPL Advising, I set a goalto attain the RPL Practitioner Certicate.

2. Describe how you completed the RPLPractitioner Certicate:

When I became involved with RPL in 1999, Icompleted both PLAR Foundation and AdvancedPractitioner courses at Red River College. When Ibegan the RPL Practitioner Certicate, I transferredboth of those courses into the new program. I wasan instructor and course developer for the Train the

Trainer: Portfolio course and completed RPL SpecialIssues through a combination of classroom and RPLprocesses (report/assignments). RPL Practicumwas completed through RPL processes (portfolioincluding evidence and employer verication).

3. Identify some key areas in RPL practice whereyou gained signicant learning:

I have increased my knowledge of RPL and effectiand efcient RPL Advising practices. This hallowed me to more effectively guide and asspotential learners accessing College programs.developed relationships with RPL practitioneworking in a variety of organizations and po

secondary institutions across the country. I uthe RPL Stages identied by Susan Simosko categorize my RPL activities and I self-assess mknowledge and skills against the PLAR PractitionCompetencies for Advisors.I have enhanced my leadership skills and have bea member of the Board of Directors for the ManitoPrior Learning Assessment Network (MPLAN) fthe past 6 years.I have increased my understanding of ancommitment to quality RPL systems and practiceIn November 2009 I worked with CAPLAs RPStandards Working Group and wrote the call to actireport, RPL Standards and Guidelines for CanadMapping the Road Ahead.

4. Describe how you currently are using thlearning or plan to use this learning in futuwork/endeavors:

I use the information gained, as well as the resear

investigated, to examine my current practice an RPL Advisor. I am an instructor for the RPPractitioner Certicate and recently revised aupdated the online RPL Foundation Course. Whirevising this course, I researched RPL processand practices both inside and outside of Canada anincorporated this learning into the RPL Foundatiocurriculum. I will continue to research and connewith international RPL Practitioners and experts.

5. Any other comments:

My learning was richer because I was able to appthe RPL principles and practices, and implemethe knowledge and skills in my everyday workbelieve that specic RPL training and adherence professional standards helps to ensure credibiliand integrity of practice. I proactively completed t

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L-R: Donna Riddell, Lauren Waples

and Mavis Lewis-Webber

RPL Practitioner Certicate in response to potentialcertication requirements for RPL Practitioners.

Participants from all provinces and territories inCanada have participated in the Certicate courses.

To date over 710 individuals have completed thebasic RPL Foundation course with a growing numbercontinuing on to complete other Certicate courses.In addition, individuals from Ireland, Trinidad/Tobago, New Zealand, and Bermuda accessed thecourses online. Delivery internationally thus far hasincluded the RPL Foundation course, which wasdelivered in Brazil and in Bermuda.

Acquiring a credential in the RPL eld helps toensure quality practices in advising, assessing and

RPL administration /systems development.

Congratulations to these very successful RPLPractitioner Certicate graduateslets hear it forthe grads!!

Prepared by:Deb Blower, RPL FacilitatorRed River College of Applied Arts, Science an

TechnologyC519-2055 Notre Dame AvenueWinnipeg, Manitoba R3H 0J9204-632-2065 [email protected]

For more information on the RPL PractitionCerticate, please go to www.rrc.ca/rplcerticate

Though degrees will open the doors more easily inones career, past experience can also contribute

Hlne Roulot-Ganzmann

In Quebec as in many other places, prior learningassessment is a phenomenon that really appearedat the turn of the century, as part of the wave of alifelong learning philosophy. Ten years later wecan see that the new system is working well andbenets individuals, companies and society ingeneral. But now this new system surely deservessome improvements and better coordinationbetween all the players in order to reach maximumbenet. A major step was achieved when learningstopped being considered the exclusive domain of

educational institutions, commented Guy Fortiexecutive director of Comptence Montral, a grouof twelve post-secondary colleges in Montreworking to promote prior learning assessmenNowadays in the 21st century there is awarenethat all forms, sources and modalities of learniare valued, because of the importance of experiencMany people have acquired competencies in manways and if unrecognized, we could lose the valof such learning. Assessing competencies againrecognized degrees or certicates can help a whosegment of the population who would otherwise kept out of the labour market.In some circles, degrees are indeed an inescapabrequirement, especially among regulatory bodies, in the areas of education, administration or in heal

Le Devoir -Education, Thursday May 30th 2013, page C2Prior Learning Assessment School Is Not The Only Place of Learning

Reprinted with the permission of Le Devoir

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and social services sectors. Large companies lookingat time or energy savings will use them (degrees) as ameans of skimming off the most impressive resumes

received from recruitment drives in order to sort one

candidate from another. To individuals, degrees inwhich the PLA process is used will represent the

surest way to better working conditions, nding anew job or applying for a newly announced post intheir company explains Guy Fortier. Lets takethe case of an IT specialist with 10 or 15 years ofseniority. He will have acquired new competenciesthrough professional development and advanced

courses, updates, on the job training and so on, butmost of this is without any ofcial accreditation. Anew post will have been opened in the organizationasking for a specic degree but he wont have it. Thejob will stay out of reach unless he can demonstrate

his expertise and obtain the required degree.

An assessment is also very important for immigrantswith degrees from abroad. A company cannot easilydiscover the value and content of all the courses

given in colleges and universities all over the world.PLA can give you an ofcial assessment with aQuebec government seal to take with you into anyjob interview and can reassure employers as to thevalue of the individual in front of them.

Recognition by peers

It cannot be contested that in many elds hiringrates are inspiring. At Comptences Montral wesee gures of 98% in the eld of biological andfood-processing techniques, 97% in administrativetechniques, 95% in human techniques, 92% inphysical techniques and 88% in arts and graphiccommunications.

These good gures are partly due to degrees, addsGuy Fortier, but the impact of PLA on individualsself-condence and pride is not to be overlooked.What we have now is people having experienced

failure in school during their youth being gratiedwith a certication or a degree from a specialist intheir own eld!

Effectively PLA is an assessment system demandinthe individual to demonstrate their expertise. professions ruled by a regulatory body, the assessmeis controled by members of that body. In collegand in vocational training centers in School BoardPLA is performed by teachers and trainers, in are

such as ofce automation, computer techniques day care services etc. And in sectoral workforcommittees, these tasks are done by specialiscarpenters, cabinet makers, mechanics etc.

All of these content specialists will have usassessment tools to evaluate the expertise of t

individuals asking for a certication or a degreeexplains Guy Fortier. The process may be lonoften over many months. Many different abilitimay have to be veried, and often one by on

Whenever possible, evaluations are done usinsituations in a real working environment, where realife situations are presented. Finally, each individuwho demonstrates full or partial expertise will granted either a degree or a partial recognition. In tcase of the latter, individuals are offered training acquire the missing skills.

The Process

PLA may have a cost. Regulatory bodies and sectorworkforce committees have their own fees. Schoboards and Cegeps do receive some public nancifrom the ministry of Education. At the secondalevel every assessment is free while in the cege$40.00 will be asked for each skill evaluation, anthese fees may be paid by the company employing tindividual. Companies that are on the cutting edin human resources management are already awaof the advantages from assessing and recognizi

the expertise of their employees. says Guy Fortie

When keeping or attracting good employees is the table, such concerns can have a strong impaIn these times of a shortage of qualied employeePLA can be a benecial solution.

Since 2010 in Quebec, a consultation body whiis afliated with UQAM is looking at work-relatcompetencies and funded by the Commission dpartenaires du march du travail (CPMT). Its missi

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is to monitor international development and research

in the eld of in-service training, development andrecognition of skills in order to discover the bestpractices in these areas.

Quebec is well equipped with a good system

because, unlike the rest of Canada, we have developeda skill-based approach, even at the school educationlevel, says Guy Fortier. This doesnt mean thatthis new process runs smoothly, and the system stillremains relatively unknown. There needs to be agreater collective move of all the actors concerned

- government, companies, regulatory bodies, teducation system, sectoral workforce committe- so that this system may be more effectively usthroughout the province of Quebec.

Contributor

2013 Le Devoir. All rights reserved.Document id. : news20130530LE2013-05-30_379179

Le Devoir

ducation, jeudi 30 mai 2013, p. C2Reconnaissance des acquis et des comptences - Ilny a pas que lcole qui est un lieu de formationBien que le diplme permette plus aisment de fairevoluer une carrire, lexprience accumule peutaussi y contribuer

Hlne Roulot-Ganzmann

Au Qubec comme ailleurs, la reconnaissance desacquis et des comptences (RAC) est un phnomne

rcent, vritablement apparu au tournant du XXIesicle, dans la foule du courant prnant la formationtout au long de la vie. Une dcennie plus tard, lesystme fonctionne bien et on en voit tous les bncestant pour les individus que pour les entreprises et lasocit dans sa globalit. Il mriterait pourtant uncertain allgement et une meilleure coordination detous les acteurs pour passer la vitesse suprieure. Un grand pas a t franchi lorsque la socit areconnu que lapprentissage nest pas lapanage

des institutions dducation, estime Guy Fortier,directeur gnral de Comptences Montral, unregroupement des douze cgeps de lle uvranten faveur de la reconnaissance des acquis et descomptences. Aujourdhui, au XXIe sicle, [lasocit reconnat que] les formes, les sources,les modalits dapprentissage sont varies, quelexprience a une valeur certaine. Une partie de lasocit a des comptences dveloppes par toutes

sortes de moyens, qui, si elles ne sont pas reconnueforment une espce de manque gagner. Reconnatdes acquis et des comptences en les traduisant pun diplme ou une certication reconnus, cemobiliser toute une partie de la population, qui saa, peut tre exclue du march du travail.Car dans certains milieux, le diplme reste un passaoblig : dans les professions rgies par un ordrpar exemple, dans lducation, ladministratioles services sociaux, etc. Il est galement, pour lgrandes entreprises qui veulent gagner du temps de lnergie, un moyen dcrmer et de sassurde la crdibilit des curriculums quelles reoivelors de leurs campagnes de recrutement. Pour lindividus, cest donc le plus sr moyen damliorleurs conditions de travail, de trouver un nouvemploi ou de pouvoir postuler pour une ouverture

poste au sein de leur entreprise, explique Guy FortiPrenons lexemple dun informaticien qui a 10 ou

ans danciennet. Il a dvelopp des comptencparce quil a suivi du perfectionnement, parce qusest mis jour. Un nouveau poste souvre dans sorganisation, qui exige un diplme spcique. ne la pas. Il est bloqu... moins quil ne fasse dmonstration quil possde les comptences et quobtienne la certication.Une reconnaissance est trs importante galemedans le cas de personnes migrantes ayant obtenu u

Texte reproduit avec la perrrmission du journal Le Devoi

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diplme ltranger. Difcile pour une entreprisede connatre la valeur et le programme de toutes lesformations donnes dans les collges et universitsailleurs dans le monde. La RAC permet alors dese prsenter en entretien dembauche avec unpapier ofciel prsentant le sceau du gouvernementqubcois et rassurant les employeurs quant lavaleur de lindividu quils ont en face deux.

Reconnaissance par les pairsCar force est de constater que dans plus dundomaine, les taux de placement sont allchants.Chez Comptences Montral, on parle de 98 %dans le secteur des techniques biologiques etagroalimentaires, 97 % pour celui des techniquesadministratives, 95 % pour les techniques humaines,92 % pour les techniques physiques et 88 % en artset communications graphiques. De bons chiffresqui sont dus en partie au diplme, ajoute M. Fortier,mais il ne faut pas ngliger limpact de la RAC sur laconance et la ert des individus. Nous avons parfoisaffaire des personnes qui ont t en chec scolairedans leur jeunesse et qui, l, se voient attribuer unecertication, un diplme, par des spcialistes de leurdomaine !Car la reconnaissance des acquis et des connaissancesest un processus dvaluation durant lequel la personnedoit faire la preuve de ses comptences. Dans les

professions rgies par un ordre professionnel elle estralise par des membres de lordre en question. Dansles cgeps et les centres de formation professionnelledes commissions scolaires, la RAC est prise encharge par des enseignants, des formateurs, quilsagisse de bureautique, dinformatique, de servicesde garde, etc. Enn, dans les comits sectoriels demain-duvre, ce sont des spcialistes - menuisier,bniste, mcanicien, etc. - qui valuent les aspirants. Tous se dotent dinstruments et doutils dvaluationpour attester les comptences des personnes qui

souhaitent obtenir leur diplme ou leur certication,explique Guy Fortier. Le parcours peut tre long etstendre sur plusieurs mois. Parfois, il faut attesterquelques dizaines de comptences. Quand cestpossible, lvaluation se fait sur un cas rel, en milieude travail. Sinon, on met en place des situationsconcrtes. Au bout du compte, les comptences

peuvent tre reconnues de manire complte, auqucas lindividu obtient le diplme, ou partielle. Dans cas, nous mettons en place des ateliers lui permettadacqurir les comptences manquantes.

DmarchesLa RAC peut cependant avoir un cot. Dans

cas des ordres et des comits sectoriels de maiduvre, libres eux dtablir une tarication. Lcommissions scolaires et les cgeps reoivent qua eux un nancement public de la part du ministde lducation. Au niveau secondaire, lvaluatiest donc gratuite, alors quil en cote environ 40par comptence au niveau collgial. Des frais qpeuvent galement tre pris en charge par lentrepridans laquelle lindividu travaille. Les entreprises qui sont lavant-garde en matire gestion des ressources humaines sont trs conscient

des avantages quelles ont faire reconnatre lcomptences de leurs salaris, afrme Guy FortiEn ce qui concerne la rtention et lattraction personnel, a a un impact non ngligeable. Et en ctemps de pnurie de main-duvre qualie, ellpeuvent videmment y trouver un bnce.Depuis 2010, il existe au Qubec un Observatoicomptences-emplois afli lUQAM et nanpar la Commission des partenaires du march travail (CPMT). Sa mission ? Faire de la veil

internationale et de la recherche dans le champ la formation continue, du dveloppement et de reconnaissance des comptences, an dinventoriles meilleures pratiques en la matire. Le Qubec dispose dun bon systme, surtout parque, contrairement au reste du Canada, nous avobeaucoup dvelopp lapproche par comptencemme au niveau de lducation scolaire, estime GuFortier. Ce qui nempche pas une certaine lourdedans le processus et surtout que le systme resmconnu. Il faudrait une plus grande mobilisation

tous les acteurs - gouvernement, entreprises, ordremilieu ducatif, etc. - pour que ce systme soit plutilis lchelle du Qubec.

Collaboratrice 2013 Le Devoir. Tous droits rservs.Numro de document : news20130530LE2013-05-30_379179

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Linda Cooper, University of Cape Town

This paper is being re-printed with permission from

Linda Cooper who presented at the BC Summit inMarch, 2013

Introduction

My presentation will focus on the role of RPL asviewed by the trade unions, taking as a speciccase study the South African trade union movementwhich has placed high priority on RPL. Lookingback over the past few decades, I will show howthe union movements vision of RPL has shifted asthe political role and ideological orientation of the

trade unions has changed. Historically in the 1970sand 1980s, the black trade union movement builtitself as a powerful oppositional force to apartheid;the paper looks at how within this movement, theexperiential learning of workers was recognized

and valued within the day-to-day processes of tradeunion education and learning. I will then go on toexamine how, in the post-apartheid period tradeunions threw their weight behind the development

of new education and training policies whichincorporated a strong commitment to RPL. Thiswas aimed at having the skills and knowledge of

workers recognized and accredited in the workplace

for purposes of career advancement and for access to

further learning. These developments marked a shiftin the trade union movements discourse on RPL away from a radical, transformative approach to RPLto a more human capital approach to RPL. I willconclude by raising a number of critical questionsabout the implications of this shift for equality and

inclusivity, and what RPL practitioners might do toensure a more inclusive outcome for RPL.

The historical role played by RPL as Pedagogyin trade union education

The 1970s and 1980s in South Africa saw the re-emergence of a strong trade union movement

amongst black workers, despite black trade unions

being technically illegal and subject to repression bthe apartheid government. Black trade unions playa key role not only in shop-oor struggles but also

the broader anti-apartheid struggles of the 1970s a1980s. In this environment, these unions developsome distinctive organizational features includin

strong shop-oor structures and an emphasis worker leadership and workers control. Durithese formative years of the contemporary labomovement, a distinctive approach to the valuing workers experiential knowledge was forged:

For trade unions, knowledge had a strong politiccharacter; Knowledge was seen as arising out of workeexperiences of organisation and action; Common-sense, everyday forms of knowledwere valued, and there was a primary emphasis oknowledge being useful; Knowledge was seen as a collective resource ansomething to be shared by all workers; An important role of union education was to enabworkers to assert their own voice.(See Cooper 1998: 145- 146).

Within this context, RPL took the form of being integral part of, and almost synonymous with, traunion education. This is an example of what Brei(2011: 201) refers to as rpl lower case that RPL as part of adult pedagogy (as opposed to RPupper case that takes place prior to entry into education programme). This is clearly illustrated bone trade union educator of the time who describthe approach in this way:... there has been an attempt within the ...... educaticommittee to base itself on what workers know, n

only what they dont know; it has tried to take that anworking class experience as part of the basic point departure in all education exercises; and it has sfor itself the goal in education work, not simply increasing the quantitative amount of knowledof workers, but increasing also the condence workers in themselves, what they know and whthey can do..... In our research, we have approachworkers knowing and acting as if they are the exper

TREADING A FINE LINE: RPL AS A POTENTIALLYDIVISIVE DISCOURSE

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.... .We have seen the consequences of this: - prideand condence in seeing their own words and theirown experience and feelings portrayed as knowledgeto be shared by others..... And we have seen that thiscondence and pride in turn promotes a search forknowledge and development.... (Grossman, 1988,

cited in Cooper, 1998: 148).

This distinctive approach to valuing workers

experiential knowledge was not unique to the SouthAfrican labour movement but in different ways,echoes earlier histories of labour education elsewhere(see for example, London, Tarr and Wilson, 1990 oneducation of the American working class; Philips &Putnam, 1980 on the history of British working classeducation, and Welton, 1987 on Canadian workerseducation).

My PhD research involved an in-depth case-study of learning within one branch of a national,local government trade union (Cooper, 2005).The research showed that the recognition of prior,experiential knowledge within the trade union

context did not only take place within the unionsstructured education programmes (courses or

workshops) but also in a range of more informalorganisational settings including meetings of a range

of structures within the union as well as during thecourse of workers engagement in strikes and other

protest actions. This research also showed that acommon feature of the processes of RPL as adultpedagogy across these diverse contexts is the richand distinctive array of symbolic tools of mediation(Vygotsky, 1978) that are drawn upon in the processesof expressing and mediating knowledge. One of themost striking features of education and learning in

the union is the reliance on face-to-face, oral formsof communication, including distinct speech genres

such as code-switching (changing the languageor speech genre in use often mid-sentence), as wellas story-telling, humour and a variety of forms oforal performativity (expressive and dramatic use ofthe body when making arguments, or singing anddancing). These distinctive forms of language useand performance cannot be understood apart fromthe unions organisational culture:

its democratic values and emphasis on buildiunity: for example, code-switching plays important role in acknowledging the multipcultural identities of workers in the union, helping build an inclusive organisational culture; the shared nature of pedagogic authority in th

context : in a context where levels of literacy are lothe use of oral forms of communication means th

almost anyone can step into the role of educator different times and in different spaces, and ordinaworkers are seen as having knowledge of value

other workers; the powerful identity-construction role of unipedagogy and its ideological directiveness: fexample, the frequent use of humour and forms oral performativity express a passionate attachmeto particular political values and visions of the futur

the critical and transformative orientation of unioeducation: for example, story telling is frequently nsimply anecdotal but often has a critical, ideologicpoint to make.(For more detail, see Cooper 2006).

While a rich range of textual forms are prevalenand written text is highly respected and valueunion members do not seem to read or use writttext much. The preferred use of predominant

oral, culturally-embedded tools of mediation afforordinary workers a voice and the opportunity give expression to their experiential knowledge.

I now turn to consider the trade union engageme

with RPL in the post-apartheid period where tunions began to promote the recognition anaccreditation of their members workplace skills aknowledge for the purposes of career advanceme

of workers. In doing so, a very different pictuemerges to that of RPL as adult pedagogy with

the unions own educational work.

Trade unions and RPL in the workplace

Since 1994, education and training in South Africa hundergone signicant transformation, and extensinew policies and legislation have been introduceA new National Qualications Framework (NQwas introduced in the mid-1990s with the aim

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integrating a historically fragmented and racially-divided system, redressing historical inequitiesin provision of education and training, improvingquality, and developing the skills base of the country.This was followed in the late 1990s by a range ofskills development legislation aimed at expanding

delivery of and access to workplace training, andensuring that such training would enjoy an adequatenancial base.

The trade union movement played a leading rolein shaping the nature of education reform in the

post-apartheid era. It proposed that workers shouldhave access to opportunities for lifelong education

and training that emphasised a broad educationfoundation, the acquisition of exible, transferableskills, and horizontal and vertical occupational

mobility for all workers. This would be linked to thedevelopment of broad bands of skills categories andaccess by workers to career paths, and would lead togreater job security and job satisfaction (COSATU,1992).

The union movements policy proposals placedkey emphasis on RPL. In South Africa, thetransformational promises of RPL carry greatersignicance than in many other parts of the world.

Against the background of the history of apartheid,RPL is viewed as a central mechanism with whichto address past discrimination and disadvantage,and to bring about greater equity and redress. RPLis seen as not only providing access to educationalopportunities for those previously excluded, but ashaving a more radical purpose: it should also act as

a vehicle for the recognition of knowledge from

below. It was the trade union movements belief thatRPL in the workplace and in post-schooling couldachieve the same kind of recognition of workers

experiential knowledge as had been achieved intrade union education. However, it is arguable thata signicant tension exists between the older, radicaldiscourse of RPL that emerged historically in theSouth African union movement, and the unions new,emergent discourse on RPL. The latter as part of abroader discourse on multiskilling, competency-based learning and lifelong, exible learning areassociated with the processes of globalisation and

restructuring of the world economy in the 1990s, asignal the pragmatic acceptance by the South Africlabour movement that it would have to accept somof the consequences of the countrys re-insertion inthe global economy.

The outcome of such a tension between the unionearlier, radical discourse on RPL and their morecent, human capital- inuenced approach RPL can be illustrated through some of the unionown research into the implementation of RPL in thworkplace. In order to do this, I draw on a researreport tabled at a National Policy Workshop Cosatu in the late 1990s (Cosatu, 1997). Althoudated, the ndings of this research are echoed in latresearch (see Ballim, 2000 cited in Breir, 2011; anCooper & Nkomo, 2009) and help to surface som

general issues and problems.

The report focused on two pilot RPL projects which unions were actively involved. The rinvolved NUMSA (National Union of Metalworkeof South Africa) and employers in the auto industrIn 1993, NUMSA negotiated a new industry-widskills-based grading system and won agreement thunit standards would be used to describe the skiand knowledge against which workers would

assessed and for which they could be trained arecognised. In 1995 auto industry employers and tunion agreed to a once-off process of RPL in whiworkers would be assessed in terms of their currecompetence. NUMSA hoped that the project wouprove their members skills, identify those eligibfor grade and wage increases, and help to further tunions demand for training.

The second project involved the National Union Mineworkers (NUM), which participated in a pil

RPL process implemented on a mass scale withone mining house. The project aimed to assebasic language and maths skills of mineworkers part of managements goal of achieving a target

100% literacy and numeracy amongst workers this company by the year 2000. NUM agreed participate in the process because it felt it provided opportunity for its members to gain recognition anaccreditation for their skills, and because it hoped

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could strengthen the union in its negotiations for a

longer-term training agreement within the company.

Both unions believed strongly in the promises ofRPL; they stated in their research report that: RPLis located within the movement for social and

economic justice, and as such is seen as a processthrough which different forms of knowledge and skillcan be given equal value by society. This provides astrategy against discrimination and enables greateraccess into the structures of society (Cosatu, 1997:30). However, the outcome of both projects wasa source of disappointment and frustration for the

unions. The key issues and problems identied wereall related to questions of power, and were expressedthrough the following kinds of questions:

Whose assessment criteria? In the NUMSAcase, autoworkers were assessed against adaptedAustralian unit standards and South African autoworkers failed to achieve competence in areas of

work in which they had been performing for manyyears because these standards bore little resemblanceto their own work practices. Whose assessment tools? Again in the caseof NUMSA, the feeling was that workers wereprejudiced who had poor command of English or offormal, technical language, or who could performbetter than they could talk about (theorise) theirperformance. In the case of NUM, many workers feltthat the tests were loaded against them because theexam paper advantaged formal school-based literacyand numeracy skills. Whose assessors? In the case of NUMSA, in all butone case, assessors were selected by management.They were not technical experts in the areas whichthey assessed, and this left workers with littlecondence in them. Attempts by shop stewards to

be present during assessments were unsuccessful.In only one company where shop stewards acted asRPL monitors did workers get promoted as resultof the RPL project. Who should the RPL process belong to? Althoughthese were intended to be joint union/employer-runprojects, the unions felt that management played thedominant role. To some extent this was a functionof shop stewards being overextended and unable

to participate effectively, but it also reects toutcome of unequal power relations on the shopowhich allowed management to drive the RPL proceforward on its own terms.

NUMSA concluded:

It appears that management and the unientered this process with very different primapurposes, and have different meanings for the resuworkers obtained. Management claim they wanta skills audit (indeed one company was undpressure from Japan to produce this prole) aare satised that they have an accurate snap shoof the workforce skills prole. The trade union ofcially accepted the results as a strategy to ensuaccess to training for their members. However, tvast majority of workers interviewed have seen

benet from this process. The results they have ameaningless, demoralising and seen to be wronThere have been no grade increases as a result of thprocess none of the failed workers had been givaccess to training to help make up the skills that thapparently lacked. (Cosatu, 1997: 22)

Not only did few workers benet from the RPprocess, but the NUM argued that the RPL procewas actually beginning to create new divisioamongst their members: the ways in which RPL is currently being used the workplace is not to achieve more equitabforms of work organisation or practice, (but) open access for a few and to continue to exclu

the majority. only those forms (of knowledand skill) that t with hegemonic constructions knowledge were recognised RPL has been usto prove and maintain the exclusion of those wh

were disadvantaged by the education and trainisystems of the past. RPL is the new word f

screening people out, for identifying those who wbe retrenched, for advantaging the few who have tversions of knowledge and skill (and attitude) ththe employers are prepared to recognise. (Cosat1997: 39).

Conclusions

The research described here suggests that the union

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RPL practices and the forms of knowledge that itvalues and recognises within its own teaching and

learning practices cannot easily be relocated to theworkplace or to formal education contexts where a

very different set of imperatives, values and powerrelations operate.

The unions earlier traditions of RPL as adultpedagogy stressed inclusivity and equality: allworkers - because of their common experiencesof exploitation, organisation and struggle - wereviewed as having knowledge of value to offer. Unionapproaches to education placed strong value on

oral-based, context-embedded and common-senseforms of knowledge and foregrounded workers

experience in the process of knowledge production.

Workers experience and knowledge were regardedas a shared resource which could be drawn upon inorder to advance collective interests.

RPL in the workplace or in formal educationprivileges different forms knowledge to that valued

within the union context - knowledge which is often

encoded in specialised languages and mediated

primarily through text-based tools of mediation.In the workplace context, power differentialsare far greater than in the union, and RPL will be

used for a different purpose: to raise skills levelsin order to raise productivity, achieve internationalcompetitiveness or to comply with the qualicationsrequirements of professional or industry bodies.Workers experience assumes a different meaning

in the workplace to that in the union: it becomes acommodity which is individually owned and canbe exchanged for a qualication in order to competemore successfully against other workers.

This raises a number of important questions fortrade unions anywhere. These include: how canthey ensure that RPL does not become a new barrierrather than a system of access; that it does not lead tonew forms of differentiation and stratication - newforms of inclusion and exclusion - amongst workers?The question could also be raised as to what RPLwill mean for the many workers in a country likeSouth Africa who have not succeeded in entering

the corporate, post-industrial global economy anwho remain casual workers, semi-employed,seemployed or unemployed.

Possible implications for RPL practitioners

It is not possible for RPL practitioners in poschooling institutions or in the workplace to replica

the conditions that allowed RPL to be deepembedded in and almost synonymous with tradical forms of adult pedagogy within the SouAfrican trade unions historically. However, I wouargue that we can draw some pointers for RPL bepractice from the research on the use of experient

learning in the union context.

In order to afford workers the opportunity have their knowledge and skills recognised in tworkplace, and to progress in their formal educatioas RPL practitioners, we need to recognise tdistinctive ways in which knowledge is acquired atransmitted in particular contexts. In other wordhistory, local context and culture shape not only whwe know, but also how we learn, and how we are abto express what we know. As I have noted elsewhe(Cooper, 2006), this means taking a historicacultural approach to RPL - acknowledging not on

that there are different kinds of knowledge and thsome enjoy greater power than others, but also thsome forms of knowledge may be unrecognisabin the workplace or in post-schooling institutio

because this knowledge is expressed and sharthrough cultural forms different to those of form

education. The RPL process needs to nd ways enable those who share such knowledge to draw ofamiliar, cultural and historical resources to mediawhat they know.

In South Africa for example, this means that RPpractitioners need to take account of the potentialsilencing effects of written text, and to privilege facto-face forms of communication that are participatoand dialogical in character. It means that we hato look carefully for the cultural markers that signmore conceptual and analytic forms of knowledthat may have been experientially acquired

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informal ways. We have to be careful of simplydismissing descriptive accounts as anecdotal story-telling, and look for the principled understandingsand knowledge that may be embedded in theseaccounts. We have to accept that the forms ofcollective action that are an important part of the

experience of trade union members could embodytacit knowledge which is not easily able to be madeexplicit but which nevertheless hold the capacity forsocial analysis and social critique.

The ndings of this research also have implicationsfor the role of trade unions in RPL in the workplace.It is important that union representatives in the

workplace are well trained to understand and

promote the above perspectives on RPL, so that theycan play an active and productive role in the design

and implementation of RPL, and provide support andguidance to their members through the RPL process.

References

Breier, M. (2011). South Africa: Research reectingcritically on Recognition of Prior Learning (RPL)research and practice. In J. Harris, M. Breier & C.Wihak (eds) Researching the Recognition of PriorLearning: International Perspectives. Leicester:

NIACE Publishers.

Cooper, L. (1998) From Rolling Mass Action toRPL: the changing discourse of experience andlearning in the South African labour movement,Studies in Continuing Education, Vol 20, No. 2: 143-157.

Cooper, L. (2005). Theorising pedagogy, learningand knowledge in the everyday: A case study of aSouth African trade union. Unpublished PhD Thesis.

University of Cape Town.

Cooper, L. (2006). Tools of mediation: an historical-cultural approach to RPL. In P. Andersson & J.Harris (Eds.), Re-theorising the Recognition of PriorLearning (pp. 221-240). Leicester: NIACE.

Cooper, L. & Nkomo, Z. (2009). Where has the training gone? A critical review of trade uniinvolvement in workplace learning in one SouAfrican city. Paper presented to 7th Internationconference on Researching Work & Learni(RWL7), Roskilde University, June.

COSATU (1992). The case for a National IntegratEducation and Training System for membershileadership and staff of the Federation; presented the National Educators Forum, 20 May.

COSATU (1997). Draft Report on COSATU RPProject, Presented at COSATU PRU National PoliWorkshop, 19-21 November, Johannesburg.

London, S.H., Tarr E.R. & Wilson J.F. (eds) (1990

The re-education of the American working claGreenwood Press, Westport.

Phillips, A. & Putnam, T. (1980). Education femancipation: the movement for independe

working class education, 1908 - 1928, Capital anClass, 10.

Vygotsky, L.S. 1978. Mind in society. Tdevelopment of higher psychological processes. CoM., John-Steiner, V., Scribner, S. & Souberman, (Eds.) Cambridge and London: Harvard UniversiPress.

Welton, M. (1987). Dangerous knowledge: Canadiworkers education in the decades of discord. Knowledge for the people: the struggle for adu

learning in English-speaking Canada, 1828-197OISE Press, Toronto.

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CAPLAJune 24, 2013

Hello CAPLA Members,

This letter is a formal notice that CAPLA will be holding elections for its Board of Directors on November 18t2013. You are invited to consider either joining our Board or nominating a colleague. The elections will be held conjunction with our Annual General Meeting at 5:30 p.m. during the Fall Focus Workshop in Toronto, Ontario at tOne King West Hotel.

Founded in 1994, CAPLA was ofcially incorporated in June of 1997 as a non-prot corporation for the advancemeof PLAR in Canada. Its mission is to work toward the development of human resource and educational services whiare more exible and responsive to changing needs and circumstances of adults. CAPLA advocates for continuolearning opportunities and formal acknowledgement of previous learning experiences.

The By-Laws of CAPLA, Article III, Section V, provide that the Board will be not less than seven (7) nor more ththirteen (13) members; Article III, Section III, provides that the term of a Board member is two (2) years except

otherwise provided by the By-Laws. The current slate of returning board members ts within these parameters. Thewill be at least two vacancies.

The following criteria have been established to provide clear guidelines for those considering becoming or nominatiBoard members.

Board member must: be an advocate for learning with a commitment to learner access and equity; possess a sound knowledge of prior learning assessment and adult learning principles; demonstrate interest in the advancement of prior learning assessment at the local, provincial, federal, and internationlevel;

be able to give time to help build this organization and underwrite some expenses to help; be committed to positive change and educational reform.

Nominators and nominees must be CAPLA members in good standing. A member in good standing has paid his/hmemberships fees in full by 12:00 noon of the day of the Annual General Meeting. Those members in good standinare eligible to vote at the AGM. Institutional members are entitled to one vote.

Attached is the two part CAPLA Board of Directors NOMINATION FORM, which consists of a nomination statemeand an acceptance of nomination statement. We would greatly appreciate it if you could take a moment to considnominations and submit them before November 4th, 2013 (approximately 2 weeks before the election date) to th

Nominations and Elections Committee (address below). In addition to his/her acceptance of the nomination, a briprole of each nominee is required.

Nominations may also be submitted up to 12:00 noon the day of the Annual General Meeting, but in the interests planning and to ensure all nominations are received, we would suggest sending them by the November 4th deadlinFor those who choose to nominate a person for the CAPLA Board of Directors on site at the Fall Focus Workshothe appropriate form should be picked up at the Registration desk. This method of nomination requires the printname, organization and signature of the twenty members in good standing who are supporting the nomination. A briprole of the nominee is also required.

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You are reminded that members in good standing are those who have paid membership dues prior to the AGMIf an individual purchases a membership after 12:00 noon on November 18th, 2013, he/she will be granted votinprivileges only and cannot be nominated as a potential board member in the same year.

Also attached is a PROXY FORM for voting at the Annual General Meeting. If you are not able to attend thmeeting please complete the form, selecting one of the existing Board members listed or another CAPLA member

your choice, who you know will be attending the Annual General Meeting, to vote on your behalf. Please send tcompleted forms to the Nominations and Elections Committee. This step will give you a voice in the decisions thare made and will help us to achieve quorum.

Please fax Proxy and/or Nominations forms to 866-598-6712 on or before November 4th, 2013 to:

Guy FortierDirecteur gnralComptences Montral3205 boul. St-Joseph EstMontral, QC H1Y 2B6

Telephone: 514-789-0067 poste 205Fax: 866-598-6712Email: [email protected]

Please note that if you have not received acknowledgement of your faxed Proxy or Nomination form within 48

hours, or have additional questions, you should contact me (Guy Fortier) by email or phone.

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CAPLA



TO THE NOMINATIONS AND ELECTIONS COMMITTEE

CAPLA NOMINATION FORM (2013)

I __________________________ being a member of CAPLA in good standing, do

hereby nominate __________________________________ a member of CAPLA in

good standing, for election to the Board of Directors. Attached is a brief profile of the

background of my nominee.

Date ___________________________ Signed ___________________________

Fax form to Guy Fortier at 866-598-6712

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CAPLA


Association canadienne pour la reconnaissance des acquis...oeuvrant la reconnaissance des a cquis depuis 1997


CAPLA NOMINATION FORM (2013)

ACCEPTANCE OF NOMINATION

I accept my nomination by ________________________ and am prepared to allowmy name to stand for election to the Board of Directors.

Date ___________________________ Signed ___________________________

Fax form to Guy Fortier at 866-598-6712

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CAPLA


Association canadienne pour la reconnaissance des acquis...oeuvrant la reconnaissance des a cquis depuis 1997


CAPLA PROXY VOTING FORM (2013)

As a member of CAPLA, I hereby appoint ____________________________ ofCAPLA as my proxy to attend and act at the Annual General Meeting of the

members of the said Corporation to be held on November 18th, 2013 and at anyadjournment or adjournments thereof in the same manner, to the same extent andwith the same power as if I were present at the Annual General Meeting or suchadjournment or adjournments thereof.

Dated the ______ day of _______________, 2013

_______________________Signature of Voting Member

Note: Proxies sent by e-mail will be accepted.Please e-mail this completed form to:

Guy FortierDirecteur gnralComptences Montral3205 boul. St-Joseph EstMontral, QC H1Y 2B6Telephone: 514-789-0067 poste 205Fax: 866-598-6712Email: [email protected]

Current CAPLA Board Members

T.A. Chip Dickison Eileen Kelly FreakeDeb Blower Patrick DonahoeGaelyne MacAulay Diane GordonGreg Sowak Amanda RobertsFrank Vandenburg Philip Mondor Guy Fortier

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Le 24 juin 2013

Chers membres CAPLA,

La prsente constitue lavis ofciel que des lections seront tenues le 18 novembre 2013 pour combler les postes

conseil dadministration de CAPLA. Vous tes invits poser votre candidature ou proposer celle dun ou duncollgue. Les lections se drouleront au cours de lassemble gnrale annuelle de CAPLA, 17 h 30, dans le cadre de lAtelier de discussion dautomne qui aura lieu lhtel One King West, Toronto, eOntario.

Fonde en 1994, CAPLA a t ofciellement constitue en socit sans but lucratif en juin 1997, pour promouvoir lRau Canada. Sa mission est de favoriser le perfectionnement des ressources humaines et la mise en place de servicdenseignement souples et adapts aux situations et aux besoins changeants des adultes. CAPLA plaide en faveur dpossibilits dacquisition continue du savoir et de la reconnaissance formelle des expriences dapprentissage.

Le rglement de CAPLA (art. III, alina V), stipule que le conseil dadministration doit compter au moins sept (7)

au plus treize (13) membres, lalina III prvoit que les membres du conseil sont lus pour un mandat de deux (2) ansauf stipulation leffet contraire. La liste actuelle des membres du conseil dadministration correspond ces critreIl y aura au moins deux postes pourvoir.

Les critres suivants ont t tablis titre de lignes directrices claires pour quiconque envisage poser sa candidatuou soumettre celle dun autre membre.

Un membre du conseil doit : plaider en faveur des apprenants et prendre lengagement de favoriser lquit et laccs pour les apprenants; connatre en profondeur lvaluation des acquis et les principes de lapprentissage des adultes;

dmontrer de lintrt pour faire avancer lvaluation des acquis aux niveaux local, provincial, fdral et internation tre capable de consacrer du temps au dveloppement de lorganisation et de prendre sa charge certaines dpenspour aider; tre dtermin apporter des changements positifs et prconiser la rforme de lenseignement.Les auteurs de propositions et les personnes mises en candidature doivent tre membres en rgle de CAPLA. Potre en rgle, les membres doivent avoir pay en entier leur cotisation avant midi le jour de lassemble gnraannuelle (AGA). Les membres en rgle peuvent exercer leur droit de vote lAGA. Les membres institutionnels odroit une voix.

Deux formulaires de MISES EN CANDIDATURE pour des postes au conseil dadministration de CAPLA sojoints, soit : une mise en candidature et une acceptation de mise en candidature. Nous vous saurons gr de prend

quelques instants pour rchir des mises en candidature et pour les soumettre avant le 4 novembre 2013 (envirodeux semaines avant les lections) au comit des mises en candidature et des lections [adresse ci-dessous]. En plude lacceptation de mise en candidature, une courte notice biographique de chaque personne propose est requise.

Il est possible de dposer les mises en candidature jusqu midi le jour de lAGA, mais des ns de planicationpour tre srs que toutes les mises en candidature sont reues temps, les membres sont pris de les faire parvendici le 4 novembre. Les participants qui prfrent proposer la candidature dune personne un poste au consedadministration de CAPLA aprs leur arrive sur les lieux o se tiendra lAtelier de discussion dautomne, pourro

CAPLA

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se procurer le formulaire ncessaire au bureau dinscription. Le formulaire doit porter le nom (en caractrdimprimerie) ET la signature de vingt membres en rgle de CAPLA qui appuient la mise en candidature. Une cournotice biographique du candidat est galement requise.

Les membres actuels sont ceux qui ont pay leur cotisation avant lAGA. Une personne qui paiera sa cotisation aprmidi le 18 novembre 2013, pourra uniquement exercer son droit de vote; elle ne peut tre mise en candidature comm

membre du Conseil au cours de la mme anne.

Nous joignons galement un FORMULAIRE DE PROCURATION pour voter lassemble gnrale annuelle. Svous est impossible dassister lassemble, veuillez remplir le formulaire et y inscrire le nom dun membre dconseil dadministration ou dun autre membre CAPLA de votre choix qui assistera lassemble gnrale annuelpour quil vote en votre nom. Veuillez retourner les formulaires remplis au comit des mises en candidature et dlections. Vous serez ainsi assur que votre voix sera entendue lorsque des dcisions seront prises; cela nous aideaussi atteindre le quorum.

Veuillez retourner les formulaires de procuration et les mises en candidature par fax au 866-598-6712 pour quiparviennent avant le 4 novembre 2013 :

Guy FortierDirecteur gnralComptences Montral3205, boul. St-Joseph EstMontral, QC H1Y 2B6Tlphone : 514-789-0067, poste 205Tlcopieur : 866-598-6712Courriel : [email protected]

Veuillez noter : si vous navez pas reu un accus de rception dans les 48 heures suivant lenvoi du formulaire dprocuration et les mises en candidature par tlcopieur, ou si vous avez des questions, SVP communiquer avec m(Guy Fortier) soit par tlphone ou par courriel.

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CAPLA



COMIT DES MISES EN CANDIDATURE ET DES LECTIONS

FORMULAIRE DE MISE EN CANDIDATURE, CAPLA(2013)

Je, soussign(e) __________________________, membre en rgle de CAPLA,

propose par la prsente la candidature dun membre en rgle de CAPLA un posteau conseil dadministration : ________________________ . Je joins une brve

notice biographique de la personne dont je propose la candidature.

Date _______________________ Signature_________________________

Envoyer le formulaire par fax Guy Fortier au 866-598-6712.

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CAPLA


Association canadienne pour la reconnaissance des acquis...oeuvrant la reconnaissance des acquis depuis 1 997

COMIT DE MISES EN CANDIDATURE ET DES LECTIONS

FORMULAIRE DE MISE EN CANDIDATURE, CAPLA(2013)

ACCEPTATION DUNE MISE EN CANDIDATURE

Jaccepte ma mise en candidature par ________________________ et jaccepte

que mon nom apparaisse sur la liste des candidats des postes au conseil

dadministration.

Date _______________________ Signature ___________________________

Envoyer le formulaire par fax Guy Fortier au 866-598-6712.

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CAPLA


Association canadienne pour la reconnaissance des acquis...oeuvrant la reconnaissance des acquis depuis 19 97

COMIT DES MISES EN CANDIDATURE ET DES LECTIONS

FORMULAIRE DE VOTE PAR PROCURATION (2013)

titre de membre de CAPLA, je nomme par la prsente _____________________,membre de CAPLA, en tant que mon fond de pouvoir pour assister et agir en monnom lors de lassemble gnrale annuelle des membres qui doit se tenir le 18novembre 2013, et tout ajournement de ladite assemble, de la mme manire,

dans la mme mesure et avec les mmes pouvoirs que si jtais prsent(e) lassemble gnrale annuelle ou tout ajournement de ladite assemble.

Dat du ______ jour de _______________ 2013

_______________________Signature du membre avec droit de vote

Nota : Les procurations envoyes par courrier lectronique sont acceptes.Prire de transmettre ce formulaire dment rempli par courrier lectronique :

Guy FortierDirecteur gnralComptences Montral3205, boul. St-Joseph EstMontral, QC H1Y 2B6Tlphone : 514-789-0067, poste 205Tlcopieur : 866-598-6712Courriel : [email protected]

Membres actuels du conseil dadministration de CAPLA

T.A. Chip Dickison Eileen Kelly FreakeDeb Blower Patrick DonahoeGaelyne MacAulay Diane GordonGreg Sowak Amanda RobertsFrank Vandenburg Philip Mondor Guy Fortier

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CAPLA Board Members2012-2013ChairPatrick J. DonahoeExecutive Director, Student AffairsVancouver Island UniversityBuilding 200, Room 223900 Fifth Street

Nanaimo, BC V9R 5S5Ofce: 250-740-6570

Past ChairGaelyne MacAulay536 Augustine CoveBorden-Carleton, PE C0B 1X0Telephone: 902-437-2476Email: [email protected]

Vice ChairGuy FortierDirecteur gnralComptences Montral3205 boul. St-Joseph EstMontral, QC H1Y 2B6Telephone: 514-789-0067Fax: 866-598-6712Email: [email protected]

TreasurerPhilip MondorSenior Vice PresidentCanadian Tourism Human Resource CouncilSuite 608, 151 Slater Street,Ottawa ON K1P 5H3Telephone: 613-231-6949 Ext. 228Fax: 613-231-6853Email: [email protected]

SecretaryDiane Gordon

Manager, RPL & Labour MobilityGovernment of Nova Scotia2021 Brunswick Street, PO Box 578Halifax, NS B3J 2S9Telephone: 902-424-8786Email: [email protected]

Executive DirectorBonnie KennedyPO Box 56001RPO Minto Place

Ottawa, ON K1R 7Z1Telephone: 613-860-1747Fax: 705-878-5018Email: [email protected]

Board MembersDeb BlowerRPL FacilitatorRed River College2055 Notre Dame Avenue, C519Winnipeg, MB R3H 0J9Telephone: 204-632-2065Fax: 204-632-8675Email: [email protected]

T.A. Chip Dickison

Training CoordinatorNova Scotia Boatbuilders Association57 Crane Lake DriveSuite 1Halifax, NS B3S 1B5Telephone: 902-423-2378Email: [email protected]

Eileen Kelly-FreakeDirector of Employment Programs & Career ServicesAssociation for New Canadians-AXIS Career ServicesPO Box 2031, Stn. C, 144 Military Rd.St. Johns, NL A1C 5R6Telephone: 709-579-1780

Email: [email protected] RobertsPLAR CoordinatorSAIT Polytechnic1301 - 16th Avenue NW, MC221Calgary, AB T1P 1M3Telephone: 403-284-7025Fax: 403-284-7345Email: [email protected]

Greg SowakAssociate Registrar, Admissions

NAIT11762 106 Street NWEdmonton, AB T5G 2R1Telephone: 780 471-7427Email: [email protected]

Frank VandenburgInnovateur StratgiqueCCNB/PETLPO Box 25139Moncton, NB E1C 9M9Telephone: 506-856-2933Email: [email protected]

Contact Us: We are interested in your ideas for futurearticles and your feedback. Please contact us by email [email protected] or call 613-860-1747.

Disclaimer: Although the Canadian Association for Prior LearningAssessment (CAPLA) makes every effort to ensure the accuracy ofinformation found in its publications and on its web sites, it assumesno responsibility for the authenticity, accuracy or validity of opinionsexpressed and represented therein. Links to external web sites do not

hub newsletter june 2013

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