The 19th Annual PLA Conference –  Ontario Canada

The 19th Annual PLA Conference began Wednesday afternoon May 28 with a plenary session focusing on the application of PLA and adult learning in South Africa, South America and Canada. Members of the panel include Kessie Moodley, Director of Workers’ College, Durban, South Africa, Maria Hueichaqueo, Executive Director, Tain Akimn (Mapuche) Santiago, Chile, Luis Maldonado, Director, School for Indigenous Governance (Quechua) Ibarra, Ecuador and Janice Hill, Academic Dean, FNTI. Panelists described how they implemented PLA and portfolio development in their organizations in relation to improving services to learners and their communities. Translation was provided.

Background to the Conference

There seems to be a yearning desire to incorporate indigenous knowledge to the academic education to bring about a true application of delivery to day-to- day work in the world today. The first nation technical institution in Canada is the one institution which is vigorously trying to address this need by introducing various methods to break the barriers of ignorance said to be there, perceptions, through integrating experiences with academic knowledge. This is done through many ways, learning by sharing, prior learning assessment, self evaluation, self-realization, self-introduction etc.

The FNTI Conference

It is imperative that organizations, companies, institutions, churches etc. do hold annual review gatherings after each year of operation to weigh their strength and weaknesses and to plan ahead in their endeavors to give services. The FNTI, accordingly held its 19th conference in the week of 26 May 2008 to 31st May 2008. Its theme was “Breaking the Barriers to success for adult learners; Principles, practices and partnership”.  Among the topics discussed at the conference the following gave vivid interest to me; Becoming an adult learner friendly institution, integrating emotional education with PLA, Chile and Ecuador presenters, OPSEU Presentation, opening and closing of the conference.

Becoming an Adult Learner Friendly Institution

During this workshop participants were introduced to the ALFICAN principles of best practice.  Participants evaluated framework and the institutional self-evaluation scales; choosing from these principles, outreach, life and career planning, financing, assessing of learning outcomes, teaching-learning process, student support systems, technology and strategy partnership.  Teaching of adults requires sensitivity and flexibility and proper communication.

Integrating Emotional Education With PLA.

This workshop dealt with making participants aware how vital it is to combine indigenous and all experiential knowledge into one working tool. Our past plays an important role to our lives. Ignoring these knowledge areas halven our lives as we are supposed to use the experiential knowledge as well. The practice of considering the academic knowledge as omnimportant needs to be reviewed as this does not recognize our life knowledge.

Chile and Ecuador Presenters

These presenters through their clear presentation, showed the audience the importance and value of PLA, know to us as Recognition of Prior Learning, to the group of people in the projects. This process involved people of different ages, young and old this was not easy when it was first attempted as the young people do not easily give in but as the time went on and upon numerous attempts of involving everyone the exercised was successful.

The presentation also gave a challenge to adult learners and facilitators to have strong self-esteem built on self- respect, respect for other people, integrity etc.

OPSEU Presentation

Opseu presentation focuses on learning by sharing in a union organization. A range of questions in the form of a questionnaire introduces you to know each others potentials in building strong union education. This promotes a bottom up suggestion to learning as opposed to pre-planned schedule of education. The learnings try to combine both experiential learning and academic development. This makes participants feel part and parcel of the process because their input is valued and accepted unlike a system that imposes learnings without taking to account how much a learner knows from the past experiences.

Opening and Closing Prayers

It was excitingly surprising to see people from different part of the world displaying their healing and welcoming knowledge. This brought people to know each other better as people and brought strong cultural behavior of individuals regardless of academic educational status. People are what they are today because of their cultural background.

Conference reportback by Stephanus Nhleko.