Durham College (DC) is reducing barriers to education and advancing learner mobility through two innovative projects funded by the Ontario Council on Articulation and Transfer (ONCAT).

The initiatives will enhance access to Prior Learning Assessment and Recognition (PLAR) and improve transfer credit transparency, helping learners receive recognition for their previous education, work and life experience while making more informed decisions about their educational pathways.

The projects reflect the expertise of our teams and our commitment to creating more accessible pathways for learners, and are part of ONCAT’s 2025-26 funding program supporting learner mobility initiatives across Ontario.

When completed, the work will make it easier for students to move into and through post-secondary education so they can focus on advancing their knowledge and skills.

Reducing Barriers to Post-secondary Programs through Prior Learning Assessment and Recognition (PLAR)

Last year, DC received more than 700 PLAR requests, representing a 38% increase over the previous year. This ONCAT-funded initiative will help DC manage the increasing demand while making it easier for learners to receive academic credit for relevant work and life experience.

The project will result in a searchable repository of PLAR assessments, providing DC staff with easier access to information to support a more streamlined process.

“Recognizing prior learning saves students time and money,” said Kate Staig, Director, Program Quality and Development, Professional and Part-time Learning. “This is an amazing opportunity to reduce barriers and create equitable opportunities for learners to thrive academically, personally, and professionally.”

Enhancing Transfer Credit Database to Support Learner Mobility

For students entering DC with prior education, understanding how their existing credits will apply to a new program is an important factor in the decision-making process.

To better support these learners, DC’s Transfer Services team is enhancing the college’s transfer credit system to provide clearer insight into potential credit recognition before a student accepts their offer of admission. By integrating application data with student information systems, the project will introduce automated pre-assessments that evaluate transfer credits at the point of admission.

“This is something students consistently ask for – they want to understand what credits they’ll receive before committing to DC,” explained Alexandra Bursey, Manager, Transfer Services. “By increasing transparency in the credit recognition process, DC will be a more attractive option for students who want to make an informed decision about their future studies.”