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Many Indigenous young people in Ontario possess knowledge and skills gained through traditional, community-based learning that postsecondary institutions do not often recognize. To address this gap for Indigenous learners, some universities have embraced Indigenous Prior Learning Assessment and Recognition (PLAR), which grants academic credit for Indigenous knowledges and experiences.

To increase access for Indigenous learners, ONCAT awarded $75,000 to Brock University via an ONCAT Capacity Grant — a funding program that supports the development and implementation of learner-centric policies, practices and pathways at publicly assisted postsecondary institutions in Ontario. ONCAT is funded by the Government of Ontario.

Creating a culturally inclusive PLAR pathway 

Brock developed culturally relevant approaches to PLAR and created a PLAR pathway that grants credit for three courses in its Bachelor of Indigenous Adult Education program. Collaborating with Indigenous faculty and community partners, the project team explored meaningful ways to assess learning using a Two-Eyed Seeing approach that values both Indigenous and western perspectives. Learners taking this PLAR pathway will save time by receiving credit based on existing knowledge and experience.

“This project reflects Brock University's commitment to advancing equity, access and reconciliation in higher education,” says Geraldine Jones, Registrar & Associate Vice-President of Enrolment at Brock University. “By embracing a Two-Eyed Seeing approach to Prior Learning Assessment and Recognition, we are better positioned to recognize the knowledge, skills and experiences Indigenous learners bring through culture, community and lived experience, while creating pathways that are both meaningful and academically rigorous,” she continues. 

In addition to creating a culturally inclusive PLAR pathway for Indigenous learners, the project team developed a suite of resources for students, faculty and staff that ensure learners are supported throughout the application process. New student resources include an Indigenous PLAR webpage, two learner guidebooks and a self-paced online module with videos to support portfolio development. For faculty and staff, the team created an operations manual, an assessment guidebook and training, as well as engagement activities about applying culturally relevant practices.

Positive impacts for learners, faculty and staff  

The project has strengthened admissions pathways into Brock by validating prior learning in ways that reflect Indigenous knowledge systems. Early indications at the university suggest increased interest in PLAR-supported admission and improved alignment between institutional processes and learner needs. 

As of September 2026, four students are working through the process to obtain credit for three courses. For each student, this credit provides a 40% reduction in their course load for the first year, time savings of approximately 250 hours and financial savings of approximately $2,300.

The project also improves efficiency for the university by providing standardized tools, guides and training for PLAR assessment. These supports reduce time spent developing ad hoc assessment approaches and increase consistency in decision-making. Clear processes and resources also streamline advising and admissions workflows. While long-term quantitative data is still being collected, early indicators suggest that clearer processes and improved supports reduce administrative burden and increase process efficiency. 

Pauline Dawson, Director of Admissions at Brock University, says, “Admissions plays a critical role in creating access to postsecondary education. Through this project, we have developed more inclusive ways to recognize the diverse knowledge, learning and strengths Indigenous students bring to the admissions process. By broadening how prior learning is assessed, we are helping create meaningful pathways that support learner access while honouring diverse ways of knowing.”

This project contributes to a more inclusive and flexible postsecondary system that recognizes diverse learning pathways. The culturally inclusive PLAR resources will be embedded into existing admissions and academic processes. They are also designed to be adaptable across programs and can evolve with continued input from Indigenous staff, faculty and partners. 

For staff at postsecondary institutions who are interested in developing similar tools, the project team suggests engaging Indigenous staff, faculty and partners early and throughout the process, prioritizing relationship-building and community-informed practices, developing both staff-facing and learner-facing resources and providing training to ensure consistent and respectful application of PLAR practices. This October, project lead Pauline Dawson will share more details and key lessons at ONCAT’s Connect and Learn virtual event. 

This project impact was created by Meryl Borato, Knowledge Mobilization Manager.
To learn more about the project, visit this webpage.