Purpose of the recognition policy

The purpose of the recognition policy is to:

•  value an individual's prior learning experiences

•  value learning in whatever form and at whatever time it occurs

•  establish processes for recognition.

FREQUENTLY ASKED QUESTIONS (FAQs)

Is avoiding RPL really such a problem when we do such great training?

Yes, avoiding RPL is a serious problem. Teaching people skills and knowledge they already have is not only wasteful of time and money, it is discouraging for the student to find that the skills employers and the community value so highly are considered worthless by the ‘system'.

Can RPL really be as good as a training pathway?

Yes. Students who have learned skills through informal learning and training pathways have often spent many years learning and demonstrating competence. They have established competence through continued employment and progression of their careers and maintain currency through working daily in the field. When considered this way, it is clear that RPL assessment is not a lesser pathway to gaining a qualification nor is it an easy or quick ‘way out'.

Does RPL have the same requirements as other assessments?

Yes. RPL assessment must meet the requirements of the endorsed components of the training package or accredited course. It must be fair, valid, reliable, sufficient, flexible and equitable for all persons, and, meet the assessment guidelines included in the unit of competency being assessed.

Can the student use alternatives to paper-based portfolios as evidence for RPL?

Yes. Standard 8.1 of the AQTF Standards for RTOs states that assessment must be flexible, take account of cultural needs and where relevant, focus on the workplace application of knowledge and skill. Providing a range of options for presenting evidence is also a good way to meet the needs of a diverse client base. Expecting paper evidence in all situations can be very time consuming and perceived as unfair by some students. There may be situations where documented evidence in a paper form is clearly warranted, either by the job type, or the risk management of a particular aspect of the qualification.

Is RPL a more risky form of assessment?

All forms of assessment entail risk and RPL is no exception. RTOs must manage this risk by validating assessments.

Are we obliged to tell the RPL candidates the names of the units they are applying for?

Yes, applicants must know the name/s of units of competency for which they are

applying for RPL/RCC. If they do not know the names, how would they

know the content of the unit and make a judgment that they already posses the

contained knowledge and skills for them to provide evidence and be

credited with the unit?

One of my students has passed a mathematics subject in school and has a skill set that relates directly to a competency in the engineering course in which they are enrolled. What form of recognition is this?

This is credit transfer. This scenario compares one current formal credential with another current formal credential. If the two are indeed equivalent, this is reported as credit transfer (administrative procedure). The agreement about equivalence must be arrived at formally between the two institutions by negotiation (structured qualification linkage).

A student has come to me with a Statement of Attainment for a unit of competence that is a core component of the qualification they would like to continue in. The student completed the unit through VETiS. However, I feel the school setting is markedly different to TAFE. I understand that I have to give the student some form of recognition but am concerned about the differences between VETiS and TAFE training. What do I do?

The national training system makes no differentiation of the context in which a unit of competence is gained. If the student has already attained the unit of competence, you must acknowledge this according to ‘National Recognition' (formally mutual recognition).

I work in a TAFE department. What do I charge onshore international students for RPL processes?

The fee applied is $70 or 30% of the Unit of Study cost – whichever is greater.

Who does this policy apply to?

This policy applies to:

•  prospective/enrolled students

•  on-shore and off-shore students

•  Higher Education(undergraduate and postgraduate) students

•  TAFE students.

Who is involved in recognition for credit?

– Unit Coordinator – when one unit is involved

– Course Coordinator – when more than 1 unit of study is sought

–School Recognition Committee – formally assess applications from enrolled students (meets at least 3 times a yr)

Useful References

Australian National Training Authority (ANTA) Recognition of Prior Learning: an information resource for RTO staff

Australian National Training Authority (ANTA) (2005). Enterprise RPL Project: Final Report

This report presents the results of a project which investigated models of enterprise RPL that work. It includes a series of case studies. It can be accessed at:

http://165.12.253.219/publications/publication.asp?qsID=744 http://165.12.253.219/publications/publication.asp?qsID=744

Australian National Training Authority (ANTA) (2001). The Training Package Assessment Materials Project, Department of Education, Training and Youth Affairs

This project produced ten guides containing a range of practical tools and resources to enhance assessment practices in the VET sector.

See Guide 3: Recognition resource which contains RPL tools and case studies to assist RTOs to implement recognition arrangements in the VET sector.

Available at: http://www.resourcegenerator.gov.au/loadpage.asp?page=TPAGGuide03.htm

Valuing Recognition of Prior Learning : Selected case studies of Australian private providers of training

Available at:www.ncver.edu.au/publications/1473.html

To obtain an overview of currently approved teaching and learning pollicies, following the links in the Diagram.