CHAPTER TEN: RECOGNITION OF PRIOR LEARNING The three means available to the College to recognize prior scholastic and experiential learning are via the granting of an Equivalence (EQ), a Substitution (SU), or to give a mark as determined using Prior Learning Assessment and Recognition (PLAR). Dispensations (DI) although rarely given, represent an official exemption from a course. 10.1 EQUIVALENCE According to the IPESA, EQ (Equivalence) denotes that a student has previously attained the objectives and standards of the course for which the EQ is requested. EQ is given only where it is determined by a department that the competencies of a course have been met. The student requesting the EQ will be required to demonstrate the attainment of these competencies. The attainment of course competencies will be judged appropriate for EQ recognition if it has taken place through previous studies, but NOT at another CEGEP. Application for credit equivalence is made to the Admissions office. The Admissions office normally asks the department that offers the course to evaluate the request. The student must submit a detailed official course description, officially translated into English or French if necessary. If it is judged equivalent by the department, Admissions will recommend the EQ only when an official transcript (officially translated into French or English if necessary) is supplied to this institution from the originating institution at the request of the student. FINDINGS Indicator 1: The terms and conditions for recognizing prior scholastic and experiential learning by equivalence (EQ) have been implemented as set out in the IPESA as evidenced by the majority of EQ s granted were for reasons related to student attainment of course competencies through previous studies (non-cegep) or on-the-job training. A total of 387 EQ s were granted from 2002 to 2007. The majority were given for previous studies. Equivalences are no longer given for on-the-job training, other mechanisms have recently been introduced for this purpose and will be discussed later in this chapter. Credit equivalences (changed to course equivalences when the number of credits exceeded one per course) are granted based on strict guidelines of clear cut course content, length and competencies which match a course approved by the Ministry and offered at Vanier. Most equivalences are for English, Psychology, Math and sciences as well as technology specialization courses. Page 10.1
Indicator 2: In each case of an EQ being granted for previous studies, the terms and conditions for recognizing prior scholastic and experiential learning i.e. equivalence (EQ) have been implemented as set out in the IPESA as evidenced by: 1) the student submitted a detailed official course description, officially translated into English or French if necessary; 2) the course was judged equivalent by the department; and 3) an official transcript (officially translated into French or English if necessary) was supplied to Vanier from the originating institution at the request of the student. Accepted and confirmed students may request course equivalences by submitting a formal request, course material, and $10.00 fee per course to be evaluated. An official transcript from the student's former post secondary accredited institution must be received by the Admissions Office prior to the evaluation process. Every year the faculty deans select a faculty member from each discipline to represent his/her department as a Responsable to evaluate course equivalent requests. Although internal departmental consultation may be necessary, this Responsable is the sole faculty member in his/her discipline who officially evaluates a request and reports the conclusion to the Admissions Office. The evaluation is subject to scrutiny by the Ministry. CONCLUSION The terms and conditions for recognizing prior scholastic and experiential learning by equivalence have been implemented as set out in the IPESA and are effective. Page 10.2
10.2 SUBSTITUTION SU (Substitution) denotes that the college has approved the replacement of one Cegep course for one or more other Cegep courses. This measure is applied after a program revision that has resulted in the discontinuation of certain course numbers. In order to obtain the number of credits necessary for the diploma, the discontinued courses can be replaced by courses in the new program. SU can also be recommended when a student changes programs. A course passed in a previous program can replace one in the student's new program. The SU can be recommended when a student changes colleges and a course taken at a previous college can replace a course offered in the student's Vanier program. The SU may be recommended by an academic advisor to facilitate a student's integration into and graduation from a new educational program/system. The SU is recommended to a student under the following conditions: 1. A substitution can be recommended when a student has already previously passed one or several courses which have essentially the same learning objectives as the course or courses for which the SU is requested. 2. When, due to program revision, a discontinued course must be replaced by a different course in the new grid, a substitution can be recommended for a course previously taken by the student. 3. Students who transfer from French Cegeps may be recommended for substitutions for general education requirements. These substitutions are made in accordance with directives established by the Ministère de l'éducation, Enseignement Supérieur. Students request substitution through the academic advisors who evaluate the requests. Advisors also recommend substitutions when studying student planners during and after registration. Advisors may recommend required substitutions to prepare a student file for graduation. In recommending substitutions, the academic advisors refer to substitution lists that have been approved by disciplines/programs. If there is no record of a substitution being approved or disapproved, then the academic advisors consult the department concerned. FINDINGS Indicator 1: The terms and conditions for recognizing prior scholastic and experiential learning by substitution (SU) have been implemented as set out in the IPESA as evidenced by SU s were granted by the College over the last 5 years for one of the following reasons: 1) a program revision resulted in the discontinuation of certain course numbers; 2) the student changes programs; 3) the student changes colleges and a course taken at a previous college can replace a course offered in the student's Vanier program; 4) Academic Advisor make the recommendation to facilitate a student's integration into and graduation from a new educational program/system. At Vanier College, the academic advisors have been responsible for recommending SU s. SU s have been granted for a variety of reasons i.e. program revisions that result in the discontinuation of certain course numbers; the student changes programs; the student changes colleges and a course taken at a previous college can replace a course offered in the student's Vanier program; to facilitate a student's integration into and graduation from a new educational program/system Page 10.3
Statistics on the number of SU s granted in general and for each of the above specific reasons have not been collected. However, the Registrar s Office estimates approximately 400 SU s have been granted per year during the time period 2002 to 2007. Indicator 2: The terms and conditions for recognizing prior scholastic and experiential learning by substitution (SU) have been implemented as set out in the IPESA as evidenced by all requests for SU s were evaluated by academic advisors. The SU's are normally done by Academic Advising, approximately 400 per year. However, each year over the last five years approximately 50 to 75 SU s were granted by Admissions either on precedent established through Academic Advising or the evaluations may have had to be done prior to the student's admission or registration to determine placement. Indicator 3: The terms and conditions for recognizing prior scholastic and experiential learning by substitution (SU) have been implemented as set out in the IPESA as evidenced by the majority of academic advisors in a representative sample reporting that they consistently referred to the substitution lists that have been approved by disciplines/programs or with the department concerned in each case where an SU was granted. All six of the academic advisors who responded to our survey reported that they always refer to/follow the substitution lists that have been approved by the involved discipline/program when granting a substitution. In cases where there was no record of a substitution being approved or disapproved, the majority (5/6) reported that they consult the department concerned always or most of the time. Indicator 4: The terms and conditions for recognizing prior scholastic and experiential learning by substitution are effective as evidenced by SU s at the College are granted only for the following reasons: 1) a student has already passed one or several courses which have essentially the same learning objectives as the course or courses for which the SU is requested; 2) due to program revision, a discontinued course must be replaced by a different course in the new grid, a substitution can be recommended for a course previously taken by the student; and 3) students who transfer from French Cegeps may be recommended for substitutions for general education requirements. As mentioned previously, SU s at Vanier College have been granted for the following reasons: 1. program revisions that result in the discontinuation of certain course numbers; 2. the student changes programs; 3. the student changes colleges and a course taken at a previous college can replace a course offered in the student's Vanier program; 4. to facilitate a student's integration into and graduation from a new educational program/system Page 10.4
Indicator 5: The terms and conditions for recognizing prior scholastic and experiential learning by substitution are effective as evidenced by the replacement courses have essentially the same competencies as the course or courses for which the substitution was requested. At Vanier College, when granting a substitution, academic advisors refer to/follow the substitution lists that have been approved by the involved discipline/program. Based on their expertise, these departments judge whether the replacement courses have essentially the same competencies as the substituted course or courses. In cases where a course is not listed, the academic advisor would request the appropriate department to make the decision, again based on their knowledge of the course competencies. Therefore, the replacement courses have essentially the same competencies as the course or courses for which the substitution was requested as determined by the appropriate discipline/program. CONCLUSION The terms and conditions for recognizing prior scholastic and experiential learning by substitution have been implemented as set out in the IPESA and are effective. Page 10.5
10.3 DISPENSATION According to the Vanier College IPESA, DI (Dispensation) denotes that a student has requested and been recommended for an official exemption from a course which is normally part of his or her program. This does not count for credit, but the course does not need to be replaced. The number of credits required by the program is reduced by the number of credits carried by the course for which the dispensation is granted. At Vanier, the DI is given only in exceptional circumstances. It may be recommended in carefully reviewed and well-documented medical circumstances, when the department cannot adapt the curriculum to the student's needs. The request must be made to the Registrar. In making its recommendation, the Registrar s Office consults the department that offers the course. The onus is on the student to submit adequate medical proof preventing him/her from physical activity. FINDINGS Indicator 1: The terms and conditions for recognizing prior scholastic and experiential learning by dispensation (DI) have been implemented as set out in the IPESA as evidenced by a minimal number of dispensations DI s granted by the College over the last 5 years (exceptional circumstance). According to the Admission s records Only 7 DI s were given over the last 6 years, thus meeting the condition of exceptional circumstances. Indicator 2: The terms and conditions for recognizing prior scholastic and experiential learning by DI have been implemented as set out in the IPESA as evidenced by each DI given by the college over the last 5 years was for reasons of: 1) integration into a new educational system or 2) carefully reviewed and well-documented medical circumstances. The majority of the DI s were given either for medical reasons, as in Physical Education exemption, or for course work/knowledge completed at a higher level than required in the program of study. In each case of a DI being granted for medical circumstances, after consulting with the department, the student s detailed and medically documented request was evaluated solely by the Registrar who then renders the decision as to the granting of a DI. DI s are no longer given for reasons related to integration into a new educational system. Years ago, students with an undergraduate degree of any kind who had not previously attended or not graduated from CEGEP were exempted from General Education courses if they opted to now register in a full-time DEC program. Other "mature students" would also be exempt upon request. This is no longer done as most coming from university have graduated from a CEGEP. CONCLUSION The terms and conditions for recognizing prior scholastic and experiential learning by dispensation have been implemented as set out in the IPESA and are effective. Page 10.6
10.4 PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) According to the Ministère de l'éducation, du Loisir et du Sport (MELS) 1 a marked inequality exists between educational institutions and levels of education regarding recognition of prior learning outside of the school system. People who are missing only a few competency or knowledge components to obtain full recognition of prior learning often find it impossible to acquire the missing components (equivalent to a part of a course or program). There are even more obstacles for immigrants, whose social and economic integration depends on the recognition of their prior learning and competencies. 2 MELS defines the recognizing of prior learning and competencies as a process used to assess and provide official recognition for the competencies a person has acquired through life and work experience, for the purposes of a specific program of study. In this respect, recognition of prior learning and competencies is based on the following principles: a person is entitled to receive social recognition of prior learning and competencies after proving that they have been acquired a person is not required to relearn something he or she already knows, or to repeat training in a formal educational context if the training has already been acquired elsewhere in a different context in recognition of prior learning and competencies, the key focus is on what the person has learned, rather than the places, methods or circumstances in which the learning was acquired Other principles involving the social responsibility of organizations concerned with issues of recognition have been added 3 : A system for recognition of achievements and skills must be transparent The process for evaluating achievements and skills must be rigorous, reliable and include evaluation of learning achieved by life experience The terms and conditions followed must favor the incorporation of the principles of recognition of achievement and skills To receive a mark for a course where an individual believes that they have already achieved some or all of the competencies, the individual can challenge each competency. They must be able to demonstrate through a rigorous evaluation process that they possess the required competency(ies) in order to be granted, through Prior Learning Assessment and Recognition (PLAR), a mark in the course. This procedure is fairly new to the College and so is not included in the current version of the IPESA. At present we have approximately 120 students who have received marks via this system or 1 Gouvernement du Quebec, Ministere de l Education, 2002, Action Plan for Adult Education and Continuing Education and Training 2 Ministry of Education, Leisure and Sport, 2008, Back-to-School 2008 http://www.mels.gouv.qc.ca/rentree2008 3 Reconnaissance des acquis et des compétences en formation professionnelle et technique : cadre général, cadre technique: document de référence / [conception et rédaction, Sonia Fradette, Gilles Tremblay ; collaboration, Marie Archambault... [et al.] / Fradette, Sonia ; Tremblay, Gilles. Québec (Province). Direction de la formation générale des adultes (DFGA).Formation professionnelle et technique et formation continue. Direction générale des programmes et du développement, 2005. Page 10.7
who are in the process of requesting them. All of these students are registered in or applying to AEC programs. To fulfill this responsibility, there is a need for qualified personnel within the College who have the expertise to work in the field of PLAR. The College should also be taking an active role in the ongoing international movement to develop reliable and valid tools to evaluate prior learning and competencies. One of the College s Continuing Education (CE) Coordinators has recently been named to the Board of Directors of the Centre Collégiale Montréalais de Reconnaissance des Acquis et des Compétence, which is a consortium of the public colleges in Montreal. This center s role is to educate the public on PLAR, welcome, and refer PLAR candidates to the colleges as well as establish links with other institution, ministries and organizations. Recommendation: The CE Coordinator responsible for AEC s should ensure that the College remains up-to-date with respect to information from the Ministry about the assessment of prior learning and competencies. Recommendation: The CE Coordinator responsible for AEC s should ensure that appropriate procedural changes related to the granting of marks through PLAR are made when necessary. Recommendation: The process for obtaining marks through the Prior Learning Assessment and Recognition (PLAR) system should be included in the IPESA. Page 10.8
10.5 CHAPTER SUMMARY This chapter presents the evidence demonstrating that the College has implemented the terms and conditions for recognizing prior scholastic and experiential learning in accordance with the requirements as set out in the IPESA. In this respect, three mechanisms were reviewed i.e. the granting or authorisation of: Equivalencies (EQ) Course substitutions (SU) Exemptions (dispensations DI) Evidence from this study suggests that the processes used by the College to ensure the terms and conditions for recognizing prior scholastic and experiential learning are, in general, appropriate and effective. A fourth mechanism for recognizing prior learning was recently introduced at the College. Prior Learning Assessment and Recognition (PLAR) is a process used to assess and provide official recognition for the competencies a person has acquired through life and work experience, for the purposes of a specific program of study. To receive a mark, an individual must be able to demonstrate through a rigorous evaluation process that he/she possesses the required competency(ies). At Vanier we currently have approximately 120 students who have received marks via this system or who are in the process of requesting them. All of these students are registered in or applying to AEC programs. 10.5 CHAPTER RECOMMENDATIONS The Steering Committee made the following recommendations as a result of the information presented in this chapter of the report: 1. The CE Coordinator responsible for AEC s should ensure that the College remains up-to-date with respect to information from the Ministry about the assessment of prior learning and competencies. 2. The CE Coordinator responsible for AEC s should ensure that appropriate procedural changes related to the granting of marks through PLAR are made when necessary. 3. The IPESA Revision Committee should consider revising the IPESA to include the process for obtaining marks through the Prior Learning Assessment and Recognition (PLAR) system. Page 10.9