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5. Prior research to design a feature-rich PLAR system. PLAR in China is now mainly in the research phase, and our development path is basically similar to those of countries with good PLAR development. Through the publication of papers and books and the convening of academic conferences, education administrators are gradually realizing the importance of PLAR, and educational management departments are beginning to promote it. The definition of PLAR terminology must take into consideration existing international achievements and common knowledge, as well as the characteristics of China. One of the suggestions made by Dr. Christine Wihak to the OUC trainees is that terminology interpretations may not be the same, such as the term "credit bank". Challenging examinations may be a practical way to deal with the great number of students, and institutions dedicated to the organization of such examinations could be established. For example, the United States has a similar institution called the College Level Examination Program (CLEP), sponsored by the College Board and run by the Educational Testing Service (ETS). CLEP is the largest national examination programme that grants university credits, and it offers examinations for 5 general subjects and 29 specialized foundation subjects. When those who study university-level courses outside of regular universities pass CLEP examinations, they can acquire credits for the corresponding subjects recognized by universities. At present, there are about 1300 examination sites all over the United States. CLEP examination participants usually fall into one of three groups: (1) university students aged between l8 and 22; (2) in-service adults (company employees); (3) part-time students. CLEP is an effective and reliable channel for acquiring credits via examination, and CLEP credits are recognized and accepted by over 2900 universities and colleges. [26]
Ⅴ. Conclusion
The benefits of PLAR are obvious on paper, but it is difficult to operate and requires a lot of work. There have always been opposing voices, and some scholars and institutions ignore PLAR procedures. In some countries, years of development have failed to produce meaningful implementation. Coordination between course assessment experts and PLAR experts also remains a challenge. We can take Thompson Rivers University as an example. When PLAR staff ask professional instructors of a university department to assess students' materials using PLAR procedures, they will sometimes say it is too difficult to do. PLAR regulations must be developed and implemented gradually. PLAR is a system that started in the 1930's, but did not experience significant development until about 30 years later, and it is still under development today. Dr. Huang Fushun, president of Taiwan Adult and Lifelong Education Society says, “The recognition of non-formal learning achievements is an international trend, and a necessary task in promoting lifelong learning. However, as recognition of these achievements involves the conference of credits, degrees and other related documents of certification, it must be implemented with great care and forethought, and meet high standards of fairness, openness and quality control. Only then will it be accepted and supported by society. Otherwise, it may become a useless or ineffective system, or at worst, even risk destroying the existing education system. A good policy improperly executed becomes harmful to societal institutions. Therefore, prudence in implementation is most appropriate.” [27] Dr. Huang's words summarize our viewpoint on the subject. In sum, PLAR development in China should begin with research and involve advance legislation, government promotion and extensive experimental trials. It should be implemented steadily in phases, without rushing to achieve quick results.
*There are no references for some of the information and commentary views in this paper. The source for this information is the “PLAR Delegation to Canada and America” headed by Dr. Wang Ying and Dr. Huang Danqing in early 2012. The information was gathered from presentations by related experts at Thompson Rivers University (TRU) and the University of Maryland University College (UMUC), as well as from analysis and discussions among the delegation members. Acknowledgement is hereby made to all of them.
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[24] For further information, refer to the website
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About the author: Yao Laiyan, doctor of law science, associate professor, School of Arts and Law at the Open University of China (100039）