Revisiting the Recognition of Prior Learning (RPL): A Reflective Inquiry into RPL Practice in Canada

Abstract

The recognition of prior learning (RPL/PLAR) has been on the margins of Canada’s educational and economic scene for many years. A series of recent developments across Canada prompted this writer to reflect on whether a combination of forces may be moving RPL toward its “tipping point.” In examining this possibility, the article situates the issue educationally, socially, and economically. A developing societal and educational trend is identified and the use of the portfolio as an appropriate response tool is considered. Concluding remarks highlight anticipated and existing areas of resistance to moving the RPL agenda forward.