Having Professional Experience Recognized While Obtaining PERFORMA Certification: An Accessible Process for Educators





Moisan, Richard

In 2000, the Conseil supérieur de l’éducation stated that students should not have to relearn what they already knew, that recognition of learning should be based on what had been learned, not the location, circumstances, or teaching methods involved. Among the different programs offered by PERFORMA, the Master's Level Diploma in College Teaching has, for a few years now, allowed students to complete their programs more quickly thanks to prior-learning recognition (PLAR). The Université de Sherbrooke, in an effort to make its PLAR procedures more efficient and relevant, has established a relationship with three colleges as part of a university-college collaboration project (PCUC). In this article, the author discusses the outcome of the project—i.e., a formalized PLAR procedure in which the professional portfolio is the main tool used by candidates wishing to have their previous experience recognized and during which a resource-person provides support to facilitate and enhance reflection.


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