Competencies over Credentials: RPL/PLAR in Job Ads

As a post-secondary Instructor, I am proud to be a part of the BCcampus community. But my pride just soared higher as I read a powerful paragraph in a job ad by BCcampus for a Communication & Engagement Strategist. 

Among other things, the job requirements included the following paragraph:

"You may notice this position does not require a degree. We are conscious that many people experience barriers to post-secondary education. And while we place a high value on education, we are actively examining our role in perpetuating credentialism. It may be that for some candidates, getting a master’s degree helped them achieve the competencies this role requires, whereas others may have gained this experience in other ways."

As an RPL/PLAR practitioner, I know firsthand the value of recognizing skills gained through diverse pathways. Learning doesn't solely happen within the confines of a classroom. It occurs through real-world experiences, self-directed study, and on-the-job challenges. So, I am so elated to see organizations like BCcampus embracing and supporting competency-based hiring over traditional credentialism.

By prioritizing competencies, BCcampus is not only opening doors for candidates who may have taken non-traditional routes to acquire skills but also making visible the invaluable learning that happens outside formal education. This shift fosters inclusivity and equity and ensures that organizations tap into a rich pool of talent, bringing in individuals with unique perspectives and problem-solving abilities.

Let's continue to champion competencies over credentials and recognize learning in all its forms!

hashtag#CompetencyOverCredentials hashtag#InclusiveHiring hashtag#SkillsRecognition hashtag#PriorLearningRecognition hashtag#RecognitionofPriorLearning

RPL: Recognition of Prior Learning

PLAR: Prior Learning and Recognition

Further reading: 

https://capla.ca/what-is-rpl/

https://www.priorlearning.ie/what-rpl

https://www.ilo.org/skills/pubs/WCMS_626246/lang--en/index.htm

Digital Literacy: Mastering ideas not keystrokes

Image by Angelo Esslinger from Pixabay

In Feb this year, I designed, developed and co-facilitated an online FLO Microcourse with BCcampus on the B.C. Post Secondary Digital Literacy Framework. This one-week Facilitating Learning Online (FLO) MicroCourse was designed for post-secondary instructors, trainers, and teachers who wanted  to explore the B.C. Digital Literacy Framework and integrate it into their educational practices. 

The B.C. Digital Literacy Framework is part of the B.C. Digital Learning Strategy developed by the Digital Learning Advisory Committee, a collaboration between the Ministry of Post-Secondary Education and Future Skills and the post-secondary system. The B.C. Digital Literacy Framework was developed to enhance digital literacy knowledge, skills, and abilities across post-secondary communities. The framework includes eight thematic competencies within digital literacy: ethical and legal, technology, information literacy, digital scholarship, communication and collaboration, creation and curation, digital well-being, and community-based learning. The course aimed to generate awareness about the framework and empower educators to enhance digital literacy skills in their students. 

Given that I have spent over two decades working in the areas of competency development and assessment, the language of competencies comes somewhat easily to me. But I know that understanding the language and vocabulary of a competency framework is the first step in imagining how to integrate and apply the framework into our working lives. And that is perhaps the greatest challenge with most competency frameworks; they sound complex and can be intimidating to read. Throughout the course, we engaged in thoughtful discussions, delving into the nuances of digital literacy and its significance in our teaching practices. We discussed what digital literacy means to each of us and how it can be weaved and integrated into our teaching practice.

The thing that's unique about digital competencies is that they apply to all of us. Digital competencies are not specific to any sector or an occupation. And they are no longer a unique requirement of knowledge work. Digital competencies are essential and non negotiable for all of us to learn, work and thrive in today's digital world.

In 1997, when Paul Gilster coined the term “digital literacy”, he said "digital literacy is about “mastering ideas, not [computer] keystrokes”.

I believe that Digital Literacy is…

• a journey; not a destination
• dynamic; not static
• core to learning; not a distraction
• a mindset; not a checklist

And in order to integrate digital literacy, we must...

• Start with the learning outcomes and identify challenges/barriers that can be reduced or removed using digital literacy
• Use “Plus One” thinking to make small incremental changes and layer and weave digital literacies into everyday learning/working
• Model digital literacy skills and share experiences & challenges
• Build policies, supports, and technology infrastructure to advance digital competencies

Ultimately, taking a thoughtful and phased approach to integrating a digital competency framework will likely yield the best results, ensuring that both educators and learners can adapt to the digital landscape in a constructive and sustainable manner.

Organizational and Labour Implications of ChatGPT

Where are you seeing the impact of ChatGPT in your industry/sector? Are particular roles more vulnerable?

Just came across a fascinating report by Future Skills Centre - Centre des Compétences futures on organizational and labour implications of the influence of ChatGPT in Canada. 

ChatGPT: Organizational and Labour Implications

The report says that for Canada, ChatGPT has potentially the biggest impact on 12 occupations including Post-secondary Teaching and researchers, Computer engineers, Information systems managers, Physicists and astronomers, and Psychologists!

Interestingly, all of these roles fall into either the STEM (science, technology, engineering, and math) professionals or into the knowledge workers clusters that were previously identified as having the lowest automation risk and tightest labour market. The reason why these will be greatly impacted is the requirement of either writing and programming skills required for these roles and how generative AI tools like ChatGPT have the most potential to impact roles requiring these skills.

In Canada, none of these roles employ a particularly large number of people (Combined 4.0 per cent for 12 roles). So, ChatGPT or similar tools are unlikely to cause major changes in employment levels for these roles. They do, however, have the potential to drive significant improvements in labour productivity. For example, a recent study provided marketers, grant writers, consultants, data analysts, and human resource professionals access to ChatGPT. The study results showed that the respondents worked 40 % faster, and the quality of their work increased by 18%!

The future is AI-powered and individuals and businesses must strategize to implement ChatGPT in roles that align with organizational goals and help drive efficiency and innovation.