Learning at Intercultural Intersections

Higher education institutions offer opportunities for prospective students to gain credit from their lived and work experiences. This is known as Prior Learning Assessment and Recognition (PLAR). To obtain academic credit, students applying for PLAR credit at Thompson Rivers University must create a portfolio that includes artifacts that are measurable in terms of skills and knowledge gained from work experience, professional development, private study and volunteer experiences. Artifacts must match a set of competencies that will be determined by academic experts. But what happens when we use a Canadian model of PLAR in a different cultural context? This research investigated the experience of undergraduate students in Myanmar (Burma) as they worked through the PLAR portfolio and completed interviews with academic assessors. The study revealed some surprises that were beyond language that indicate potential supports for students and assessors as they engage in intercultural dialogue about knowledge and skills.