Date of Issue: July 28, 2023

Effective: September 1, 2023

Subject: Prior Learning Assessment and Recognition for Mature Students – Revised Mandatory Requirements

Application: Directors of Education
Secretaries of School Authorities
Principals of Secondary Schools
Principals of Continuing Education
Principals of Provincial and Demonstration Schools
Principals of Inspected Private Schools
Principals of Inspected First Nation/Federally-Operated Schools
Principal of the Independent Learning Centre (ILC)

Introduction

Mature students typically complete their secondary education with specific goals and timelines in order to support their future career and education endeavors. It is important that mature students are supported to expeditiously achieve their Ontario Secondary School Diploma (OSSD) and efficiently move to sustainable employment, postsecondary education and/or apprenticeship. Prior Learning Assessment and Recognition (PLAR) for Mature Students provides a process by which the prior experiences of adult learners, both formal and informal, can be recognized for secondary credit, minimizing duplication of learning, saving the learner time and opportunity costs, and providing them with an enhanced pathway to high school graduation.

Purpose and definitions

This memorandum provides direction to boards footnote 1 concerning the mandatory requirements of Ontario Schools, Kindergarten to Grade 12: Policy and Program Requirements (2016) (Ontario Schools), Prior Learning Assessment and Recognition (PLAR) for Mature Students who are enrolled in Ontario schools, including:

  • secondary schools
  • continuing education
  • provincial schools
  • demonstration schools
  • Centre Jules-Léger
  • TVO’s Independent Learning Centre (ILC)

Inspected private schools and Inspected First Nation or federally-operated schools may also choose to implement this policy.

Beginning on February 1, 2022 the newly revised mandatory PLAR requirements set out in this memorandum will come into effect, and will apply to mature students as defined as:

  • a mature student is a student who is at least 18 years of age on or after January 1 of the current school year and who is enrolled in a program for the purpose of obtaining an Ontario Secondary School Diploma (OSSD)

School boards must also ensure that the following groups of mature students are also granted equivalent credits (see Appendix 1) for:

Principals are responsible for determining when the mature student was previously enrolled in the Ontario secondary school system on the basis of evidence (for example, the Ontario Student Transcript (OST), and/or the Ontario Provincial Report Card, Grades 9–12).

Mature students under OSIS or Circular H.S. 1, may choose to have their prior learning assessed either under OSIS or Circular H.S. 1, or through the PLAR process leading to an OSSD outlined in this memorandum.

This memorandum supersedes PLAR for Mature Students currently described under Ontario Schools.

The prior learning assessment and recognition (PLAR) for mature students process

Prior Learning Assessment and Recognition (PLAR) for mature students is the formal evaluation and credit-granting process whereby mature students may obtain credits for prior learning. Prior learning includes the knowledge and skills that students have acquired, in both formal and informal ways, outside secondary school. Students may have their knowledge and skills evaluated against the expectations outlined in provincial curriculum in order to earn credits towards the OSSD.

All credits granted through the PLAR process must represent the same standards of achievement as credits granted to students who have taken the courses.

After a review of the students’ existing documentation and evidence of prior learning, principals will determine the number of credits, including compulsory credits, that a mature student needs in order to meet diploma requirements, and determine how the PLAR process can best be applied.

The PLAR process for mature students involves two components: "equivalency" and "challenge".

Grade 9 and 10 credits

For Grade 9 or 10 credits the equivalency process is as follows:

  • students participate in individual assessment consisting of four subject based assessments, as needed, for the purpose of granting Grade 9 or 10 credits
  • up to 16 Grade 9 and 10 credits may be granted through the Grade 9 or 10 equivalency process at the discretion of the principal following individual assessment

There is no challenge process for Grade 9 and 10 credits.

Grade 11 and 12 credits

For Grade 11 or 12 credits both the equivalency process and the challenge process are as follows:

  • through the equivalency process, students participate in an evaluation of their credentials, other appropriate documentation and evidence from jurisdictions within and outside Ontario for the purpose of granting credit for Grade 11 or 12 courses developed from the most recent Ontario curriculum
  • through the challenge process, students' prior learning is evaluated using assessments for the purpose of granting credit for Grade 11 or 12 courses developed from the most recent Ontario curriculum
  • up to 10 of 14 Grade 11 and 12 credits may be granted through either the equivalency or challenge process.
  • a minimum of four Grade 11 and 12 credits must be earned by taking the necessary courses, with the following exception:
    • at the discretion of the principal, mature students who present evidence of a completed postsecondary diploma and/or degree from an accredited Canadian postsecondary institution, as well as those with an Ontario Certificate of Apprenticeship and/or Qualification (see Appendix 3) may be granted up to 30 credits for the OSSD under Ontario Schools.

Following the equivalency or challenge process, any remaining required credits may be earned by taking the required courses.

Mature students who have previously accumulated 26 or more credits towards the diploma (excluding those with postsecondary credentials as noted above) must successfully complete the required number of courses to bring their total number of credits up to 30 before they will be eligible to receive the OSSD.

Responsibilities of boards

School boards will not charge mature students fees for undergoing the challenge or equivalency process. Ontario Regulation 285: Continuing Education under the Education Act does not permit publicly funded school boards to charge fees for the PLAR process.

All boards must offer access to the PLAR process to all mature students.

All boards must develop and implement policies and procedures related to the equivalency and challenge processes that are consistent with this memorandum. Boards must also ensure that a clear statement is published in the school program and course calendars outlining when:

  • mature students may undergo individual assessment for the purpose of obtaining Grade 9 and 10 credits
  • mature students may present education and training credentials and/or other appropriate documentation for assessment through the equivalency process for the purpose of obtaining Grade 11 and 12 credits
  • mature students may challenge for their prior learning to be evaluated and assessed for the purpose of granting credit for Grade 11 and 12 courses, including what opportunities for challenge are available at schools under the jurisdiction of the board or through partnership with another school board

Boards will determine the time frame for the completion of the four individual assessments for the specific Grade 9 and 10 courses required by students and of the challenge and equivalency processes for the specific Grade 11 and 12 courses required by students.

It should be noted that a board is not required to provide opportunities for mature students to challenge for credit those courses that are not actually taught in schools operated by the board. Boards are encouraged to make arrangements with other boards to provide opportunities for eligible students to challenge for credit for courses that are not offered by the board, as needed.

For consistency across the province, boards must use the forms provided under required forms in Appendix 2 to this memorandum for recording results of the equivalency and challenge processes (see record keeping in this memorandum). Boards may adapt the required and/or sample forms provided in Appendix 2. However, any adaptations by boards, must include, at a minimum, the information required by the aforementioned forms in Appendix 2.

Boards will report to the ministry in the October board reports the types of equivalency and challenges provided to mature students. Boards will also report the types of PLAR assessments delivered during the school year (such as, estimates, revised estimates, and financial statements). Boards will report the following:

  • the number of mature students who received an individual assessment as part of the equivalency process for up to 16 Grade 9 and 10 credits during the school year (one assessment per mature student per fiscal year only)
  • the number of mature students who received an evaluation of their credentials as part of the equivalency process for up to 10 Grade 11 and 12 credits during the school year (one assessment per mature student per fiscal year only)
  • the number of completed challenges for prior learning evaluated for credit for Grade 11 and 12 courses (up to 10 courses per student, or the equivalent in half-credit courses), whether successfully or unsuccessfully completed

Responsibilities of principals

PLAR procedures for mature students will be carried out under the direction of the school principalfootnote 2, who has the authority to grant credits. The principal is responsible for the implementation of PLAR in accordance with this memorandum.

Principals will ensure that mature students who do not have appropriate documentation of prior learning owing to extraordinary circumstances (for example, students who are refugees) will receive advice and/or referral to an appropriate service provider concerning the gathering and giving of evidence.

Policies governing the equivalency process

Grade 9 and 10 credits

The principal will:

  • ensure that every mature student is informed about the policies and procedures related to the individual assessment through the equivalency process for mature students, including policies on and procedures for recording results in the Ontario Student Record (OSR) and on the Ontario Student Transcript (OST)
  • determine the number of credits a student needs, up to 16 Grade 9 and 10 credits, based on the review of transcripts indicating successful completion of up two years of secondary school that are comparable to Ontario Grade 9 and 10
  • determine the number of Grade 9 and 10 credits to be granted following an individual assessment through the equivalency process

As stated previously, a maximum of 16 Grade 9 and 10 credits may be granted to a mature student at the discretion of the principal following an individual assessment.

Each mature student who does not have transcripts indicating successful completion of the first two years of secondary school in the Ontario education system – or equivalent – will be required to successfully complete up to four individual assessments before being granted any Grade 9 and 10 credits. This will consist of assessments in English, mathematics, science, and Canadian history and Canadian geography combined.

The principal may grant a maximum of four Grade 9 and 10 credits for demonstrated achievement in each of the subject based assessments (one of which covers two subject areas – Canadian history and Canadian geography combined). Students can earn up to four credits for each of the subject based assessments. If the principal grants fewer than four credits for any of these subject based assessments, the principal will determine how the student will obtain the remaining credits.

Each mature student who has evidence of partial completion of the first two years of secondary school in the Ontario education system – or equivalent – will be required to successfully complete an individual assessment in the outstanding subject areas (such as, English, mathematics, science, and/or Canadian history and Canadian geography combined) in order to earn the credits required to bring the total up to 16 Grade 9 and 10 credits.

The principal may grant, at their discretion, the Ontario Secondary School Certificate (OSSC) to a mature student following an individual assessment, if the student, in the principal's judgement, has met the requirements for the OSSC, as specified in Ontario Schools regarding the Ontario Secondary School Certificate.

Grade 11 and 12 credits

The principal will:

  • ensure that mature students are informed about policies and procedures related to the evaluation of credentials through the equivalency process for mature students, including policies on and procedures for recording results in the OSR and on the OST
  • ensure that every mature student is provided with an application form for the equivalency process for mature students (see the sample form in Appendix 2 to this memorandum), as well as materials that indicate what is expected in the Grade 11 and 12 courses (such as the curriculum expectations) for which the student wishes to be granted credits
  • evaluate each application in consultation with the student and appropriate school staff (for example, subject teachers) to determine whether the student should begin the equivalency process
  • determine whether there is a direct relationship between the credentials and/or other appropriate documentation presented by the student and the curriculum expectations for a specific Grade 11 or 12 course in the most recent Ontario curriculum
  • determine whether equivalency should be granted

The following types of credentials and other documentation may be accepted for the purpose of determining whether to grant Grade 11 and 12 credits through the equivalency process:

  • formal transcripts granted by an accredited educational or training institution or a government ministry or body (for example, a secondary school, a provincial college of applied arts and technology, a university, a training delivery agent a ministry of education or training, the military)
  • other appropriate documentation of learning gained from other programs, courses, or work and volunteer service as well as life experience such as parenting

Policies governing the challenge process

Grade 11 and 12 credits

The principal will:

  • ensure that mature students are informed about the challenge process, and that they are responsible for initiating the challenge process for the purpose of obtaining Grade 11 and 12 credits, and for satisfying all of the requirements
  • ensure that every mature student is informed about policies and procedures related to challenging for credit, including policies on and procedures for recording results in the OSR and on the OST (see under “record keeping” in this memorandum)
  • ensure that every mature student is provided with an application form (see Appendix 2 to this memorandum), as well as materials that indicate what is expected in the Grade 11 and 12 courses (such as, the curriculum expectations) for which the student wishes to challenge for credit
  • evaluate each application in consultation with the student and appropriate school staff (for example, subject teachers) to determine whether reasonable evidence for success exists and whether the challenge should occur
  • determine whether the student should challenge for credit for a specific full or half-credit course
  • develop formal examinations and other assessment strategies to conduct the challenge
  • conduct the challenge (such as, the use of formal examinations and of other appropriate assessment strategies)
  • evaluate and report on the student's performance, including awarding the appropriate credits and percentage grade to the OST

Principals must ensure that only teachers certified by the Ontario College of Teachers conduct the PLAR challenge process.

The challenge process is an evaluation process. It may not be used as a way for students to improve their mark in a course for which they have already earned a credit.

Mature students may challenge for credit a maximum of 10 Grade 11 and 12 courses in provincial curriculum. However, they may obtain no more than 10 Grade 11 and 12 credits through the challenge and equivalency processes combined. There is no maximum on the number of credits that may be obtained in any one discipline.footnote 3

For those mature students who present evidence of a completed postsecondary diploma and/or degree from an accredited Canadian postsecondary institution, including an Ontario Certificate of Apprenticeship and/or Qualification, they may obtain 14 Grade 11 and 12 credits through the challenge and equivalency processes combined.

Mature students may challenge for credit for a course only if they can provide reasonable evidence to the principal that they would be likely to be successful in the challenge process, in accordance with criteria established in this memorandum, and with policies and procedures established by the board. In cases where a mature student disagrees with the decision of the principal about whether the student should challenge for credit, the mature student may ask the appropriate supervisory officer to review the matter.

Students with music certificates that are accepted for credits in Ontario Schools, Music Certificates Accepted for Credits, are not required to challenge for credit for the appropriate music courses but are granted credits in accordance with Ontario Schools.

Credit will be granted only for the specific course for which the student has successfully challenged for credit.

A student cannot be granted credits through the challenge process for any of the following courses:

  • a course for which the student has already earned a credit but for which they wish to improve the mark
  • a course in any subject if a credit has already been granted in a later grade
  • a course for which there is significant overlap with a course for which credit has been granted
  • a transfer course
  • a locally developed course
  • a cooperative education course
  • a course in English as a second language (ESL), English literacy development (ELD), or Anglais pour débutants (APD), if the student has one or more credits in English from the curriculum for English for Grades 9 to 12 (such as, the documents for English-language schools or the documents for French-language schools) or from the curriculum guidelines
  • a course in Programme d’appui aux nouveaux arrivants (PANA), Actualisation linguistique en français (ALF) or French as a Second Language (FSL), if the student has one or more credits in Français from the curriculum for Grades 9 to 12
  • the Ontario Secondary School Literacy Course

A student will be permitted to challenge for credit for a specific course a second time after a reasonable interval, if the student can provide reasonable evidence to the principal that they are likely to be successful after having benefited from additional study.

Assessment and evaluation for the challenge process

Assessment and evaluation through the PLAR process will be based on the curriculum expectations and the achievement charts in the Ontario curriculum. Assessment and evaluation must be based on all the strands in a course and on all categories of knowledge and skills and the descriptions of achievement levels given in the achievement chart that appears in the curriculum for the discipline. A student's level of achievement will be recorded as a percentage grade on the OST in the same way as achievement in other courses (see “record keeping”).

Assessment and evaluation strategies for the challenge process must include formal examination (70% of the final mark) and a variety of other assessment strategies appropriate for the particular course (30% of the final mark). The formal examination must have a balance between written work and practical demonstration that is appropriate for the subject/discipline. Other assessment strategies may include evaluation of written assignments, demonstrations/performances, laboratory work, quizzes, and observation of student work. The principal is responsible for developing and administering the formal examination and for determining which assessment strategies are most appropriate for each course for which a student is challenging for credit.

Diploma requirements for mature students

OSSD under Ontario Schools diploma requirements

If a mature student who is working towards the OSSD under Ontario Schools has not already successfully completed each of the four Grade 11 and 12 compulsory credit requirements, a mature student must obtain a credit that meets the compulsory credit requirement(s) under Ontario Schools in each of the following:

  • English, Grade 11 – only the following substitution is permitted:
    • students may count a maximum of three credits in ESL or ELD towards the four compulsory credits in English
    • the fourth credit must be for a Grade 12 compulsory English course
  • English, Grade 12 - no substitution is permitted
  • Mathematics, Grade 11 or 12 - no substitution is permitted
  • Computer Studies, Science, Technological Education, or Math, Grade 11 or 12

The secondary school literacy graduation requirement

As per Ontario Schools, all students are required to meet the secondary school literacy graduation requirement in order to earn an OSSD.

Mature students should be encouraged to meet the literacy graduation requirement by successfully completing the Ontario Secondary School Literacy Test (OSSLT). Mature students also have the option to enrol directly in the Ontario Secondary School Literacy Course (OSSLC) without attempting the OSSLT.

Community involvement requirement

Principals will determine, at their discretion, the number of hours of community involvement activities that a mature student who is working towards the OSSD under Ontario Schools may have to complete (between 0 and 40).

OSSD under OSIS diploma requirements

Principals will continue to determine which compulsory credit requirements (if any) must be completed by a mature student to earn the OSSD under OSIS diploma requirements. The principal will refer to OSIS, 6.14 Equivalent Standing for Mature Students, at their discretion (see Appendix 1).

Secondary school graduation diploma requirements (SSGD)

A mature student who entered an Ontario secondary school program before September 1, 1984, may continue to work towards the SSGD. The process for assessing equivalent credit allowances and granting credits that is described in OSIS will apply to mature students working towards the SSGD (see Appendix 1).

Considerations

Mature students, particularly those with significant gaps in their education may require many types of support. The effective implementation of PLAR for mature students requires several important considerations:

  • access
  • standardization of process
  • literacy and language acquisition
  • PLAR preparation and support

Access

As noted in Responsibilities of Boards within this memorandum, all boards must develop and implement policies and procedures related to the equivalency and challenge processes that are consistent with this memorandum. Boards must also ensure that a clear statement is published in school program and course calendars through both online and paper formats.

Where individual boards do not have critical student numbers to make the delivery of PLAR feasible, the board may partner with a co-terminus or other school board(s) in the region to offer PLAR to their mature students.

Requirements concerning the application of these procedures differ for mature students depending on a student’s age and their broader life experience. Recognizing these differences, younger adults may benefit primarily from participating in the Grade 9 and 10 equivalency process – rather than be required to take courses in a non-age appropriate setting. Conversely, older adults may bring a wealth of experience, both formal and informal, which enables more opportunity to earn credit through both the Grade 9 and 10 and the Grade 11 and 12 equivalency processes.

Relevant and culturally appropriate assessment tools and processes should be used to take into account the unique perspectives of First Nation, Métis and Inuit students, as well as the unique cultural perspectives of racialized students and newcomers to Ontario. Boards are also required to provide appropriate accommodations and supports as required by Ontario’s Human Rights Code. For further information, boards may wish to consult with their own legal counsel and review the Ontario Human Right’s Commission’s Policy on accessible education for students with disabilities.

Standardization of process

Established board policies and procedures allow for a standardized process that ensures equity of access for mature students. Boards and principals, where possible should provide professional development to all teaching and educational support staff regarding the PLAR for mature students process, and its role in the secondary program.

Principals, upon determining PLAR eligibility will:

  • review the OST to determine if individual assessments through the equivalency process are required for Grade 9 and 10 credits to bring a student’s credit count to 16
  • develop a plan to complete any outstanding Grade 9 and 10 individual assessments as well as opportunities for support and preparation
  • complete Grade 9 and 10 individual assessments as necessary and assign credit
  • advise mature students on the creation of a portfolio of relevant work experience, learning, training and other accomplishments to submit for evaluation of credentials through the equivalency process for Grade 11 and 12 credits
  • review and assign equivalent Grade 11 and 12 credits as appropriate,
  • provide advice to mature students on outstanding credits required to obtain the OSSD, such as compulsory credits, electives and/or post-secondary pre-requisites based on the student’s chosen pathway

The Ministry of Education also provides support to the Ontario Association of Adult and Continuing Education School Board Administrators (CESBA) to provide training and mentorship opportunities, as well as an open repository of PLAR support documents, training videos, equivalent credit/industry mapping tools and other related resources. More information may be found on the Ontario Association of Adult and Continuing Education School Board Administrators website.

Access is provided to school boards to sample Grade 9 and 10 subject-based assessments for the equivalency process and a range of second language challenge assessments which may be used and/or modified. These assessments are available on the e-Community Ontario website.

Literacy and language acquisition

In order for mature students to participate in the PLAR process, school boards are encouraged to deliver or collaborate with community partners to support literacy and language development, as needed.

Mature students, depending on their unique circumstances may benefit from participating in literacy and basic skills (LBS) programming supported by the Ministry of Labour, Immigration, Training and Skills Development (MLITSD), including opportunities available online through Ontario’s e-Channel. MLITSD also supports non-credit language training programs in both English as a second language as well as French as a second language for immigrants and refugees looking to improve their English or French when it is not their first language.

Principals will ensure that mature students who enrol to earn their OSSD will meet the requisite Canadian Language Benchmark in the associated official language of study to successfully participate in the PLAR process and any necessary credit courses.

The English as a second language (ESL) and English Literacy Development (ELD) curriculum also provides opportunities for credit courses which support foundational skills and credit accumulation.

To meet the literacy graduation requirement, mature students are encouraged to take the OSSLT in order to ensure an expeditious pathway to graduation and to avoid any unnecessary coursework (the OSSLC).

PLAR preparation and support

Ontario’s Guidance and Career Education curriculum provides opportunities to strengthen students skills and plays a central role by providing students with the tools they need for success in school, in the workplace, and in their daily lives.

To support mature students with the knowledge and skills that they need to be successful in the PLAR process, school boards may, at the recommendation of the principal, leverage courses such as Advanced Learning Strategies: Skills for Success After Secondary School (GLS4O/GLE4O/GLE3O) to help prepare students for the PLAR process. At the recommendation of the principal, a mature student may be enrolled in the GLE courses without an Individual Education Plan (IEP). In lieu of the IEP, principals are to ensure that such students are designated with the Mature Student Flag for reporting in OnSIS. Expectations are to be modified to support learner readiness for the Grade 9 and 10 equivalency process, as well as the development of the equivalency application for Grade 11 and 12 courses. Note: Students may receive only one credit for Grade 12 Advanced Learning Strategies, either for GLS4O or for GLE4O.

Education and career/life planning is a key pillar to supporting mature students by:

  • ensuring that students develop the knowledge and skills they need to make informed education and career/life planning choices
  • providing opportunities for learning both in and outside the classroom
  • engaging the broader community in the development, implementation, and evaluation of the program to support students in their learning

School boards are encouraged to work with community partners – such as Employment Ontario and/or Indigenous Skills and Employment Training (ISETS) providers to enhance the career education program, create opportunities and serve mature students by creating linkages to further education, skills training, and employment.

Additionally, non-credit literacy and numeracy opportunities are also available through the Learning Opportunities Grant (LOG) in the Grants for Student Needs (GSN) to support mature students in the PLAR process with tutorial support outside the school day and during the summer.

Appropriate access to technology such as tablets and laptops should be provided as well as access to wi-fi and broadband internet, as needed.

Appendix 1: Ontario schools intermediate and senior divisions equivalent standing for mature students (1989)

The following process applies to mature students working towards:

Equivalent credits towards the OSSD may be granted to mature students who have returned to day school, are enrolled in classes in continuing education, have obtained private-study status, or are enrolled in the Independent Learning Centre.

Mature students who have previously accumulated fewer than twenty-six credits may wish to take advantage of any of the provisions for equivalent-credit allowances stated below. Such students shall not be awarded the OSSD until they have earned, subsequent to becoming mature students, at least four Ontario credits from the senior division. Mature students who have previously accumulated twenty-six or more credits towards the OSSD shall complete the required number of credits to bring their total up to a minimum of thirty credits before they qualify for the diploma. ln applying the criteria governing equivalent-credit allowances, a principal may consider it desirable to delay assigning some or all of the equivalent credits until students have completed one or more courses normally taken in the Senior Division. The principal shall determine which compulsory courses (if any) must still be completed by the student to earn an OSSD.

Equivalent-credit allowances

In addition to diploma credits already accumulated by students – credits for which transcripts can be produced – the following equivalent-credit allowances may be given to raise the total number of accumulated credits for mature students to a maximum of twenty-six credits:

  • Maturity allowance:a maturity allowance of up to twelve credits may be given on the basis of age and length of time out of school. This provision recognizes that experience in the adult world can produce competence and understanding equivalent for some purposes, and to varying degrees, to that which might have been gained through formal education. Because maturity is not necessarily proportionate to chronological age, the decision regarding how many of the twelve credits will be allotted to any individual mature student is left to the principal, who will judge each case according to its merits.
  • Equivalent-education allowance: allowances may also be given to mature students for individual courses successfully completed but not normally identified as secondary education, if they are considered acceptable by the principal and if appropriate transcript information is available. Each course containing work that would normally be completed after a minimum of 110 hours of instruction may be considered to equal one equivalent credit. Courses that are considered to be postsecondary, for example, courses that normally qualify for college or university credit, do not qualify for credits towards the OSSD.
  • Apprenticeship-training allowance: two equivalent credits may be allotted for the successful completion of each period of an apprenticeship-training program under authority of the former Apprenticeship and Tradesmen's Qualification Act, Revised Statutes of Ontario, 1980, chapter 24, Trades Qualification and Apprenticeship Act, 1990, and the Ontario College of Trades and Apprenticeship Act, 2009, chapter 22 (now Building Opportunities in the Skilled Trades Act, 2021, S.O. 2021, c. 28 - Bill 288). The equivalent credits assigned under this section shall be recorded as such on the OST.

The equivalent credits assigned under this section shall be recorded as such on the OST.

Stipulations governing credit requirements

When a principal has determined how many credits a mature student has yet to earn towards a diploma, the student should be given guidance regarding the credit courses that are to be included in their program. After judging each case on its merits, the principal may stipulate general requirements for earning the diploma. A ruling of this nature should be given to the student in writing, with a copy placed in the student's record folder. Any ruling should not be unduly burdensome on the student but should be made in their best interests.

Appendix 2: record keeping

All entries on the student's OST must be made in accordance with The Ontario Student Transcript (OST): Manual (2013).

Principals will ensure that the results of a mature student's individual assessment are recorded on the "Cumulative Tracking Record" form for Grade 9 and 10 credits.

Principals will ensure that equivalent credits for mature students are recorded on the "Cumulative Tracking Record" form for Grade 11 and 12 credits. Boards will ensure that the appropriate PLAR "Cumulative Tracking Record" forms for mature students, are maintained and included in the student's OSR. These forms are intended to track the number of credits that a mature student has obtained through the equivalency and challenge processes and the disciplines in which these credits have been obtained, as well as failures and withdrawals.

Principals will also ensure that:

  • For challenges for credit for Grade 11 or 12 courses, the student's passing percentage grade, failing percentage grade, or withdrawal from the challenge process must be entered on the appropriate tracking record forms.
  • For challenges for credit for Grade 11 and 12 courses, passing and failing percentage grades will be entered on the student's OST. No notation will be entered on the OST if the student withdraws from the challenge process.

Required forms

Sample forms

Appendix 3 – Information regarding the Ontario Certificate of Apprenticeship and/or Qualification: Skilled Trades Ontario (STO)

Skilled Trades Ontario (STO) is an agency of the Ministry of Labour, Immigration, Training and Skills Development responsible for apprenticeship and skilled trades certification in Ontario. It was established through the Building Opportunities in the Skilled Trades Act, 2021.

STO is the source for detailed trades information and apprenticeship resources, such as training and curriculum standards for each skilled trade which can help guide principals in determining equivalency, and awarding credit from the Ontario secondary school curriculum. Information can be found on the STO website

Upon completion of an apprenticeship, the Ministry of Labour, Immigration, Training and Skills Development will issue a Certificate of Apprenticeship. In trades with a Certificate of Qualification exam, STO will issue a Provisional Certificate of Qualification, which allows an individual to continue working in a compulsory trade for up to one-year, in which the individual must write and pass the Certificate of Qualification exam in order to obtain a Certificate of Qualification from STO.

For trades with certifying exams, individuals from jurisdictions outside Ontario may apply to STO for a Trade Equivalency Assessment, the first step towards obtaining a Certificate of Qualification for experienced workers who have not completed an Ontario apprenticeship but who have equivalent skills and experience.


Footnotes

  • footnote[1] Back to paragraph Unless otherwise specified, the term board(s) in this memorandum refers to district school boards, school authorities, Provincial and Demonstration Schools, Centre Jules-Léger, and the Independent Learning Centre (ILC). This also includes inspected private schools that choose to implement this policy.
  • footnote[2] Back to paragraph For the purposes of this memorandum, the principal of an inspected private school is the person who has responsibility for the daily operation of the school.
  • footnote[3] Back to paragraph The term discipline refers to the subject area covered by any one curriculum. All courses in that curriculum are considered to belong to that discipline.