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This resource was developed within the context of the national VET E-portfolio Guidelines and is designed to support the implementation of e-portfolio systems in the vocational education and training (VET) sector. While e-portfolios are learner-driven collections of digital artefacts and can contain a wide range of content, this document focuses specifically on the role that e-portfolios can play in enabling learners to manage access to verifiable Attainment Information. Attainment Information includes units of competency, accredited modules and qualifications or accredited courses as defined by the Australian Qualifications Framework (AQF). The purpose of this document is to provide practical, technically focused information for implementers of e-portfolio and related systems. It outlines a number of potential technical implementation approaches and considers the advantages and disadvantages of each one.

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E-portfolios are learner-driven collections of digital artefacts articulating experiences, achievements and evidence of learning. There is a wide range of potential benefits for implementing e-portfolios: learners can develop, leverage off and gain recognition of their skills and competence; employers and industry can more efficiently understand and confirm the skills and competence of employees and potential employees, and can also support effective on the job training practices; and training organisations and government can improve recognition of prior learning and current competence outcomes, and facilitate new learning and teaching methods to better respond to the needs of learners and industry. These guidelines are aimed at implementers of e-portfolios for vocational education and training (VET) sector learners, including teachers and trainers as well as management. They provide practical guidance and recommendations on the challenges to successfully implementing e-portfolios in the VET sector. These challenges include: understanding e-portfolio privacy and ownership issues; managing access to both verified and unverified e-portfolio content; storing e-portfolio content securely and persistently; and embedding e-portfolios and facilitating learner transitions. The guidelines have been designed for e-portfolio implementers to interpret and adapt to their local context as required. A set of functional specifications has been produced to complement this document, which discusses and describes technical implementation approaches for e-portfolios and related systems.

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