This research report examines the potential of prior learning assessment and recognition (PLAR) to broaden the participation of adults in lifelong learning, particularly those adults who are underrepresented in existing learning activities.

The author uses data from a 2008 report prepared by the Canadian Association of Prior Learning and Assessment (CAPLA) to develop composite narratives that illustrate how users, practitioners, and the community understand the effectiveness of PLAR as an asset-based approach to adult learning.

Based on that analysis, the author presents a number of recommendations, including ensuring transparent and consistent PLAR processes; engaging users and stakeholders as PLAR partners; providing training and professional development opportunities for PLAR service providers; viewing the workplace as a PLAR learning place; and developing a pan-Canadian PLAR framework.