Detail

Executive Summary

Many elements of Ontario’s postsecondary system are still grounded in a traditional model that expects most students to enter directly from high school. In reality, underemployed adults seeking to develop new skills, mid-career professionals working to upgrade their credentials, and newcomers wanting to acquire a Canadian-based education make up a significant — and growing — segment of the province’s postsecondary population. Although many of these learners have gained valuable knowledge and skills through workplace, non-formal, and informal learning experiences, they often face barriers trying to access postsecondary programs, earn postsecondary credentials, and advance their careers. Current mechanisms for recognizing prior learning are fragmented, costly, and inconsistent, creating unnecessary delays and financial burdens. At the same time, Ontario’s economy urgently requires job-ready workers in sectors such as healthcare, skilled trades, and technology, making the need for efficient, learner-centered solutions more pressing than ever.

As defined by the Ministry of Colleges, Universities, Research Excellence and Security (MCURES), prior learning assessment and recognition (PLAR) is a “process that uses a variety of tools to help learners reflect on, identify, articulate, and demonstrate past learning. Prior learning can be acquired through study, work, and other life experiences that are not recognized through formal transfer of credit mechanisms” (Government of Ontario 2025). MCURES also notes that “PLAR offers learners the opportunity to earn credit for college courses based on formal demonstration of prior learning usually acquired through study, work, and other life experiences that is not recognized through formal credit transfer mechanisms.”1  PLAR processes can significantly reduce the time and cost required to earn postsecondary credentials and pursue meaningful careers, especially for underemployed adults, military-connected learners, newcomers, and people with previous work experience. Research also shows that adult learners who receive PLAR credit are more than twice as likely to graduate compared to those who do not. Despite these benefits, PLAR remains underutilized in Ontario due to inconsistent processes, limited awareness, and administrative complexity.

To unlock the full potential of PLAR as a tool to fast-track Ontario’s postsecondary learners, this viability study proposes a two-year pilot project to develop a centralized platform for PLAR assessment and administration.

Individuals or organizations interested in participating with this project (or receiving monthly status updates) are encouraged to express their interest here.