Prior Learning Assessment and Recognition (PLAR) is a process for identifying, assessing, and recognizing knowledge and skills that someone has already developed. That learning may come from work experience, previous education, independent study, mentorship, or other experiences. PLAR helps determine how existing capabilities align with defined learning outcomes or competency requirements.
People develop knowledge and skills throughout their lives and careers.
Someone may learn through years of experience on the job, complete independent training, work with a mentor, attend workshops, or develop expertise through projects and other experiences.
That learning can be valuable even when it did not happen through a formal course or program.
PLAR provides a structured way to identify what someone has learned and determine whether it meets established requirements.
This is one of the most important principles behind PLAR.
Having worked in a role for several years does not automatically demonstrate that someone has achieved a particular learning outcome or competency. The same applies to attending a workshop or completing a project.
What matters is what the person learned and whether they can demonstrate it.
PLAR compares existing knowledge and skills with defined requirements, such as learning outcomes, workplace standards, or professional competencies. Recognition is based on evidence that those requirements have been met.
The exact PLAR process can vary between organizations and institutions, but it generally starts with identifying the outcomes or competencies someone is expected to demonstrate.
Existing learning is then compared with those requirements.
Evidence can take different forms depending on what is being assessed. It may include portfolios, interviews, logs, diagnostic assessments, written tests, or demonstrations of skills.
The goal is to establish whether someone can demonstrate the required knowledge or capability, rather than simply document that an experience occurred.
When prior learning meets the required standard, it may contribute toward recognition such as course credit, an exemption, advanced standing, or another applicable outcome. The form of recognition depends on the organization and program.
Assessment can provide important evidence within the PLAR process.
A diagnostic or competency assessment can establish what someone already knows before additional learning begins. Results can then be compared with defined requirements to identify areas where the individual already demonstrates the required capability.
Skills and competency assessments can support this process by providing a consistent way to validate existing knowledge and skills.
Assessment results can also show where requirements have not yet been met, giving individuals and organizations a clearer picture of what needs to happen next.
One of the advantages of recognizing prior learning is that development can start from what someone already knows.
If an individual can demonstrate that they have already achieved certain outcomes, there may be no need to repeat learning covering the same material.
Areas that still need development can instead become the focus.
This can create a more relevant learning path while giving individuals a clearer understanding of their current capabilities and the requirements they still need to meet.
PLAR can also help connect someone's existing capabilities with education, training, and career goals.
Understanding what a person already knows creates a clearer starting point. Existing skills can be compared with the requirements of a program, credential, or role to determine where they align and where further development is required.
A Workforce Development and Career Pathways approach can extend that visibility by connecting skills with role requirements and development opportunities.
Instead of treating every individual as though they are starting from the same place, organizations can use evidence of existing skills to help inform the path forward.
PLAR gives organizations a structured way to recognize learning that may otherwise be difficult to capture through traditional education or training records.
The process starts with clear requirements. Evidence and assessments can then help establish which requirements someone already meets and where additional development is needed.
Technology can support this process by bringing competency requirements, assessments, learning, and results together, making it easier to understand what someone already knows and what they need to develop next.
Shift iQ helps organizations assess existing skills, identify gaps, and connect assessment results with learning and workforce development pathways.
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