Discussion

This entire project is designed based on international experience in PLAR implementation. Formulated through detailed discussion and debate, it is a scientific and feasible study that makes use of the teaching and administrative practices of the Open University of China. Feedback later received indicates that a number of students feel that such assessment and recognition not only brings value out of their practical work experience and abilities but also fortifies their confidence and courage in distance learning.

In the implementation of this study, there are still some defects as follows which will be avoided as far as possible in subsequent research.

• Appraisers have different interpretations for the assessment criteria, and thus the assessment is not consistently implemented.

Although receiving training, the appraisers are still not proficient in dealing with details as they are performing PLAR for the first time. Therefore, we should attach more importance to training, repeatedly explain the assessment criteria and produce a simulated implementation of PLAR so as to help all of the appraisers arrive at a common understanding of the criteria as well as the procedures.

• Students who take part in PLAR do not have a uniform understanding of PLAR.

Students have differing understandings of what materials should be submitted and how to prepare for the interview, which may lead to the final result of assessment not representing the real outcomes of their prior learning. Thus in subsequent research we should enhance students' probability of success by providing training specific to PLAR, especially training on how to submit materials and how to prepare adequately for the interview.

• There is no time set aside for releasing and explaining the results of the PLAR assessment.

The release and explanation of the PLAR results show respect for the students who participated; it is also a crucial component of PLAR. The results of the PLAR assessment can give students a relatively accurate understanding of their prior learning, providing guidance for their subsequent learning plan. In the next round of research, we should take into account the release and explanation of the PLAR results.

• The assessment and supervisory mechanism for PLAR is not robust enough.

PLAR needs further improvement in the area of appropriate mechanisms for assessment and supervision. In other words, we should do our best to strengthen the mechanisms of PLAR in subsequent research (for example, implementation rules, assessment criteria, relatively fixed expert team, etc.) in order to ensure the quality and efficiency of PLAR.

Acknowledgment

This article is sponsored by the special research funds of the Open University of China and is supported by the joint international research project “Research on Prior Learning Assessment” (Open University of China and Canada Thompson Rivers University). We thank the research team for their substantial assistance in this research, and thank the students who participated in this PLAR study.

References

[1]Zhang Shaogang, Wang Ying and Yin Shuangxu. PLAR: a Positive Trial of Distance Higher Education//Higher Education in China. No.10. pp.49-51. 2009.
[2]Guo Shanshan. A Study on Prior Learning Recognition in Australia Vocational School. M.A.//Thesis of Southwest University. 2008.
[3]Yin Shuangxu. Research on PLAR for Professional People//Advanced Research on Dynamic (restricted data). 2008.
[4]Identifying the Challenges of Implementing Recognition of Prior Learning in a Blue Collar Flexible Staffing Environment in South Africa//14th UNESCO-APEID International Conference, 2010.
[5]  http://www.tru.ca/distance/plirc/research.html.