The Case for Prior Learning Assessment and Recognition for Labour Education in Canada

Abstract

This article argues the case for recognising the value of labour learning within the formal education system. It is based on an introduction to the report by Gereluk (2001) and discusses the impact of prior learning and recognition (PLAR) on Canadian labour education as well as outlining why labour education deserves recognition. The article reviews aspects of labour education detailed in the report including the content and purposes of union courses and who participates in, and who delivers, union courses.

Sulfated Non-Saccharide Glycosaminoglycan Mimetics as Novel Drug Discovery Platform for Various Pathologies

“…Human neutrophil elastase, a serine protease that contributes to the pathophysiology of emphysema, interacts with GAGs and a significant difference between this interaction and other GAG-serine protease interactions is that neutrophil elastase is inhibited directly and potently by GAGs [88][89][90]. Although the binding of heparin to human neutrophil elastase has been shown to be in the nano-molar range, the exact binding site has not been established definitively [91]. Binding affinities of various GAGs to serine proteases and serine protease inhibitors as measured by different biochemical and biophysical tools are provided in Table 1.…”

Assessment of Prior Learning

“…These findings point to the question of whether overconfidence, domain specificity and differences between low-and highexpertise candidates apply to APL, and thus indicate a need for support. A list of relevant sources, for example, may help candidates illustrate their prior learning experiences (Spencer, Briton, & Gereluk, 2000).…”

“…Candidates' self-assessment of their prior learning is analysed with the aim of examining its suitability. Because prior research (Spencer et al, 2000) advises to use lists of relevant sources to help candidates illustrate their prior learning experiences, we first identified, in an explorative study, the main sources for self-assessment and the relationship between sources and study domain. The chapter illustrates how information about the candidates' knowledge level is related to the indicated sources.…”

“…They are not always aware of the extent of what they know or lack the language skills to articulate this knowledge adequately (Wheelahan et al, 2002). Moreover, perception of informal learning is subjective, not all learners learn well from experience and it is difficult to assess whether past job experiences actually contribute to the acquisition of competences or skills (Colley et al, 2002;Fahy et al, 1999;Shapiro, 2003;Spencer et al, 2000;Wheelahan et al, 2002). Finally, it is only the learning that has to be demonstrated and awarded with credit, not the experience itself (Andersson & Fejes, 2005;Day, 2001b).…”

“…Because university education has been focusing for many years on knowledge construction rather than on competence development, the value of informal and nonformal learning was not recognized. In the context of lifelong learning however, it should not matter how something is learned exclusively, but it matters what is learned in relation to further personal development (Spencer et al, 2000). The importance of establishing systems for the recognition and accreditation of various forms of prior learning, and in particular informal and non-formal learning, has been recognized as a key issue in lifelong learning policy within Europe in recent years (European Commission, 2000).…”