But what do these admission policies and access programs mean in practice? Are older individuals who want to learn able to find a seat in a post-secondary institution? The large number of older students in college access and upgrading programs suggests that in practice, while mature students may not be required to complete a high-school diploma, a significant proportion of them are required to take upgrading courses. Very little systematic research has been directed at this question. More research is needed to determine how mature students fare in comparison with traditional students when applying to Canadian colleges and universities.
Woodsworth’s role in the University of Toronto is to provide the best educational experience for a diverse student body that includes a large number of part-time and non-traditional students. One of its core programs is the Millie Rotman Shime Academic Bridging Program. This program enables mature students, without a high-school diploma or without sufficient marks to qualify for direct entry, to pursue degree studies at the University of Toronto. These courses are designed for students who have been away from formal education for some time and are intended to bridge the gap between a student’s prior secondary education and the requirements of first year university courses. Students who successfully complete the Academic Bridging Program will retain a full credit towards their degree studies in the Faculty of Arts and Science at the University of Toronto. The program is operated on a first-come, firstserved basis. Tuition is $1100 per year and students are eligible for financial aid. For more details see, http://www.wdw.utoronto.ca/
Prior Learning Assessment and Recognition (PLAR) is a process that helps adults to demonstrate and obtain recognition for learning that they acquire inside and outside of formal education settings. PLAR has the potential to be an important policy tool for encouraging older adults to return to school because it enables individuals to gain academic credit for what they already know and can do. This can help ensure that learners are placed at appropriate levels within educational programs and it may reduce the time and cost of completing a program (CMEC, 2003). Although there is little systematic research on the subject, the research that does exist suggests that learners who have used PLAR report benefits in terms of time and cost savings, as well as increased self-esteem, and confidence (Aarts et al., 2003).
In Canada, most public colleges recognize prior learning in at least some of
their programs (CMEC, 2003). Although PLAR policies are less common at the university
level, some universities do recognize prior learning, usually through their
continuing education programs
(Barker and Belanger, 1999). There is often a gap, however, between formal policies
and actual practices. Even at institutions most committed to PLAR, uptake by
learners remains low across the country (Wihak, 2005). Again there is little
formal research on why uptake is so low, but observers have suggested a number
of reasons including: costs for learners and institutions; lack of awareness;
faculty resistance to PLAR; concerns about quality; and lack of incentives for
faculty and institutions (Wihak, 2005).
Post-secondary institutions assess prior learning through a variety of methods including demonstrations, structured interviews, portfolios and presentations of examples or products. Many colleges, universities, and professional licensing and certification bodies use written tests to assess an applicant’s prior learning.