Prior Recognition of Learning Explained (Part 1): What It Is and How It Works 

Prior Recognition of Learning Explained (Part 1): What It Is and How It Works 

Learn how to introduce a faster, fairer way to recognize what people already know with key insights from Langara College.

Higher education often overlooks the wealth of knowledge and skills learners possess. They’ve gained experience through various avenues, solving real problems, leading teams, building expertise, and adapting to change. However, much of this valuable learning goes unnoticed and unrecognized when they enter formal education.

Read the Langara case study ‘Prior Learning & Assessment Recognition (PLAR) Enabled through PebblePad’ by clicking here.

Diane Thompson, Educational Technology Advisor at Langara College, says educational institutions haven’t done a good job recognizing prior learning, “especially for populations coming from other parts of the world. That’s a huge equity issue,” she asserts.

Instead of acknowledging their prior knowledge, learners are often asked to start from scratch, repeat content they’ve already mastered, or delay their progress while proving themselves repeatedly. This approach leads to wasted time, increased costs, and frustration, especially for adult learners and career changers who can least afford detours.

What PLAR is (and what it isn’t)

To address this gap, Prior Learning Assessment and Recognition (PLAR)—also known as Recognition of Prior Learning (RPL) or Credit for Prior Learning (CPL)—provides a structured framework for identifying, documenting, assessing, and formally recognizing learning gained outside traditional courses. It doesn’t replace existing standards or bypass rigorous evaluation; instead, it makes learning more visible and accessible.

Effective PLAR empowers learners to move forward with confidence and momentum. It shortens pathways without compromising expectations, supports mobility in a rapidly changing workforce, and promotes greater equity in systems that have historically undervalued learning beyond the classroom.

 

PLAR is not a shortcut or a form of credit “for time served.” It is a recognition of demonstrated learning. At its core, PLAR asks a simple question: “What does a learner know and know how to do, and how do we know that?” Credit or recognition is awarded only when evidence demonstrates that the learner’s knowledge and skills meet clearly defined expectations, outcomes, or standards. Experience alone is insufficient; it must be translated into verifiable knowledge and skills.

Practical process
Many institutions describe PLAR as a practical process for recognizing that meaningful learning occurs in various settings beyond classrooms. This learning can stem from work, professional or industry training, informal education, self-directed study, community involvement, or lived experiences. The primary objective of PLAR is to make this learning visible, assessable, and comparable to formal coursework:

• Learners identify relevant learning, document it with evidence, and submit it for assessment against criteria.
• Trained assessors evaluate alignment with program or credential requirements.
• If aligned, learners receive credit or recognition; if not, they receive guidance on necessary improvements.

This distinction is crucial—by grounding recognition in outcomes, PLAR maintains academic and professional standards while avoiding unnecessary repetition for learners who already meet them.

Why prior recognition of learning matters right now 

 

Across higher education and workforce systems, similar pressures converge, regardless of location as learner demographics shift. Many students are working adults, caregivers, or career changers with experience and limited patience for unnecessary time to completion. Repeating what they already know is frustrating and can be a dealbreaker with Thompson explaining that, “many students can’t afford another month of unpaid work.[However], PLAR allows them to continue working without putting their lives on hold.”

Workforce needs also evolve faster than traditional credential pathways. It’s why institutions must support reskilling and upskilling rapidly, align learning with practical applications, and facilitate seamless transitions between education and work without losing momentum—all while maintaining academic and professional rigor.

The equity case: Recognition without lowering the bar 

Equity and access pressures add complexity. The UNESCO’s framing of recognition and validation of informal learning emphasizes widening access and equity across systems. Aspirational commitments are now tied to measurable outcomes, such as credential issuance, program duration, and learner persistence. Systems that fail to recognize existing capabilities risk reinforcing barriers.

PLAR addresses these pressures simultaneously. It enables institutions to honor demonstrated learning, reduce duplication, and create flexible pathways without compromising standards. It offers a way to respond to change without compromising credibility.

Reducing complexity
Learners with complex lives, such as those balancing work, caregiving, financial pressure, or uncertain employment, face barriers that can quickly compound. These barriers are rarely related to academic ability; they are about how systems manage time, evidence, and recognition.

PLAR intervenes at the point of friction. It allows learners to demonstrate their existing knowledge through evidence and assessment, eliminating redundant steps without compromising expectations. Learning still needs to be proven, and standards remain applicable. The key change is that learners are no longer required to relearn what they can already do simply because the learning occurred elsewhere.

This is the core equity promise of PLAR. It maintains high standards while making pathways more responsive to actual learning histories, ensuring that progress depends on capability rather than circumstance. When PLAR is implemented effectively, its impact becomes evident as a pattern across the learner journey.

Look out for the second part of this blog as we look at turning experience into credit, confidence and momentum.