Publications et projets

Les publications qui suivent ont été examinées par l'ICRA. Elles s'avéreront particulierement utiles aux éducateurs, aux chercheurs et aux décideurs qui s'intéressent a la reconnaissance des acquis.

Aarts, S., Blower, D., Burke, R., Conlin, E., Ebner Howarth, C., Howell, B., Lamarre, G., Van Kleef, J. (1999). A slice of the iceberg: Cross-Canada study of prior learning assessment and recognition. Toronto: Cross-Canada Partnership on PLAR.

Aarts, S., Blower, D., Burke, R., Conlin, E., Lamarre, G., McCrossan, W., Van Kleef, J. (2003). Feedback from learners: Cross-Canada study of prior learning assessment and recognition. Toronto: Cross-Canada Partnership on PLAR.

Amichand, S., Ireland, M., Orynik, K., Potter, J., Van Kleef, J. (2007). Quality assurance in PLAR: A guide for post-secondary institutions – Volume II. Joint publication of Canadian Institute for Recognizing Learning, Saskatchewan Institute of Applied Science and Technology, G. Raymond Chang School of Continuing Education, and the College of Extended Learning, University of New Brunswick.

Bloom, M. & Grant, M. (2001). Brain gain: The economic benefits of recognizing learning and learning credentials in Canada. Ottawa: Conference Board of Canada.

Breier, M. (2006). A disciplinary-specific approach to the recognition of prior informal experience in adult pedagogy: 'rpl' as opposed to "RPL". In. P. Andersson & J. Harris (Eds.) Re-theorizing the recognition of prior learning, (pp. 77-96). Leicester, U.K.: National Institute of Adult and Continuing Education.

Day, M. (2000). Developing benchmarks for prior learning assessment and recognition: Practitioner perspectives. Belleville: Canadian Association for Prior Learning Assessment.

European Centre for the Development of Vocational Training. (2009). European guidelines for validating non-formal and informal learning. Luxemburg: Office of Official Publications.

Fenwick, T. (2006). Reconfiguring RPL and its assumptions: A complexified view. In P. Andersson & J. Harris (Eds.) Re-theorizing the recognition of prior learning, (pp. 283-300). Gosport, U.K.: National Institute of Adult and Continuing Education.

Human Resources Development Canada. (2002). Knowledge matters: Skills and learning for Canadians. Ottawa: Human Resources Development Canada.

Jonsson, A., Baartman, L. & Lennung, S. (2009). Estimating the quality of performance assessments: The case of an 'interactive examination' for teacher competencies. Learning Environments Research, 12, 225-241.

Kenniscentrum EVC. (2007). The covenant: A quality code for APL – Identifying and accrediting a lifetime of learning. Utrecht: Kenniscentrum EVC.

Livingstone, D. (1999). Exploring the icebergs of adult learning: Findings of the first Canadian survey of informal learning practices. Canadian Journal for the Study of Adult Education, 13(2).

Morrissey, M., Myers,D., Belanger P., Robitaille, M., Davison, P., Van Kleef, J., & Williams, R. (2008). Achieving our potential: An action plan for prior learning assessment and recognition (PLAR) in Canada. Ottawa: Canadian Council on Learning.

Motaung, M. (2007). Quality assurance in RPL (recognition of prior learning) in higher education. Doctoral dissertation. University of Pretoria, South Africa.

Osman, R. (2006). RPL: An emerging and contested practice in South Africa. In. P. Andersson & J. Harris (Eds.) Re-theorizing the recognition of prior learning, (pp. 205-220). Gosport, U.K.: National Institute of Adult and Continuing Education.

Otero, M., McCoshan, A., Junge, K. (Eds). (2007). European inventory on validation of non-formal and informal learning – 2007 update. Brussels: ECOTEC Research and Consulting.

Pearson, W. (2000). Enhancing adult student persistence: The relationship between prior learning assessment and persistence toward the baccalaureate degree. Doctoral dissertation, Iowa State University at Ames.

Southern England Consortium for Credit Accumulation and Transfer. (2003). Revised SEEC code of practice for the assessment of prior (experiential) learning. London, England: Southern England Consortium for Credit Accumulation and Transfer.

Van Kleef, J. (2007). Strengthening PLAR: Integrating Theory and Practice in Postsecondary Education. Canadian Journal of Applied Research in Learning. vol. 1 (2). Ottawa: Canadian Council on Learning.

Van Kleef, J. (forthcoming, 2011). PLAR research in Canada. In J. Harris, M. Breier, C. Wihak (eds.), Researching Prior Learning. Leicester, England: National Institute for Adult and Continuing Education.

Van Kleef, J. (2007). OECD activity on recognition of non-formal and informal learning: Canadian overview. Toronto: Council of Ministers of Education, Canada.

Van Kleef, J., Amichand, S., Carkner, M., Ireland, M., Orynik, K., Potter, J. (2007). Quality assurance in PLAR: Issues and strategies for postsecondary institutions. (2007). Ottawa: Canadian Council on Learning. (Principal investigator and author).

Van Kleef, J., Amichand, S., Ireland, M., Orynik, K., Potter, J. (2007). Quality assurance in PLAR: Annotated bibliography. (2007). Ottawa: Canadian Council on Learning. (Principal author).

Van Kleef, J. (2009). Taking account: A report on the number of PLAR assessment conducted by public post-secondary institutions in Canada. Ottawa: Canadian Council on Learning.

Van Kleef, J. (forthcoming 2011). Quality in prior learning assessment and recognition: A background paper. Recognition of prior learning: An anthology. Viby, Denmark: National Knowledge Centre for Validation of Prior Learning. (translated and published in Danish).