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This resource consists of an application ('app') for learners and existing workers in the construction and property services industries to explain and guide them through recognition of prior learning (RPL) processes for the following qualifications from the CPC08 Construction and CPP07 Property Services Training Packages: Security guard based Certificate II in Security Operations; Real estate agent based on Certificate IV in Property Services (Real Estate); Cleaner based on Certificate II in Cleaning Operations; Pest operator based on Certificate III in Pest Management; Waste operator based on Certificate III in Waste Management; Brick/Block layer based on Certificate III in Bricklaying/Block laying; Carpenter based on Certificate III in Carpentry; Painter based on Certificate III in Painting and Decorating; Wall and Floor Tiler based on Certificate III in Wall and Floor Tiling; Wall and Ceiling Liner based on Certificate III in Wall and Ceiling Lining.

The resource uses everyday language to introduce potential RPL candidates to the evidence requirements for each qualification and the different ways they may be able to gather and present evidence of their knowledge, skills and experience. It also includes a facilitator's guide to assist trainers and assessors implementing recognition processes using the application. Show less

People are always learning, everywhere and throughout the course of their lives. Recognition of all types of learning can result in benefits in the labour market, formal education and training, financially and in terms of self-esteem. Across the world, countries increasingly recognize the value of informal and non-formal learning and many are establishing systems to acknowledge competencies gained through these modalities. Facilitating transitions from the informal to the formal economy as well as the growth in migration flows have led to greater calls for ILO assistance to constituents to establish, assess, and revise systems for recognition of prior learning (RPL) across all regions. This learning package draws from this experience. It describes the key building blocks of a well-functioning and inclusive RPL system, and offers a wealth of case studies and examples of how different countries have approached this endeavour. It is directed at a broad and mixed audience, including: ILO constituents, senior government officials, employers' and workers' organizations, assessors and facilitators.

The aim of the learning package on RPL is to ensure that participants: recognize how RPL can enhance the employability of women and men, particularly those disadvantaged in the labour market; appreciate the benefits of RPL, not only for applicants but also for governments and employers; have a clear understanding of how to improve the links between non-formal and informal training, formal education and training systems and the world of work; understand and appreciate the differences between RPL systems and approaches to RPL in practice; and are able to recognize the need for, plan and design, and improve RPL systems and programmes for effective implementation and monitoring.

The learning package is structured in six learning units and includes an introductory 'Getting to know each other' session as well as a summary, assessment test, evaluation and closing session. The six learning units are as follows: (1) What is RPL and why is it important? (2) How to develop an RPL system: introduction to the 'building blocks'; (3) Stakeholder involvement: who is involved in RPL and what roles do they fulfil? (4) What challenges are involved in implementing RPL systems? How to address them? (5) What are the key components in assessment methodologies? (6) How do you know if the system is working?

Edited excerpts from publisher's website and publication. Show less

The practice of recognition of prior learning (RPL) in the education of adults seeks to affirm and accredit the knowledge and skills which they have already attained in the course of their working lives. This monograph explores the implementation of RPL in a programme designed to upgrade tens of thousands of under-qualified teachers and finds a baffling dilemma: how does one value prior learning which one believes to be misguided, outdated, or inappropriate?

Published summary on the HSRC website. Show less

The objective of this working paper is to develop a framework within which Recognition of prior learning (RPL) can occur in DEVET. RPL is an acknowledgement that some individuals have previous experience and learning which has not been recognised before. DEVET should grant as much RPL to individuals as possible in order to avoid training someone who does not need it, maximise training places for those who do and facilitate the use of an individual’s skills in the labour market. The paper identifies the resource implications of introducing RPL into the DEVET college system and makes recommendations for its implementation as a part of the National Training Reform Agenda. A comparison of four models of RPL is included in the appendices. Show less

The National Centre for Vocational Education Research was requested by the Australian Qualifications Advisory Board to provide through its work on recognition of prior learning (RPL): a status report of the nature and extent of RPL in the vocational education and training (VET) sector in 1995-96; examples of the issuing of qualifications on the basis of accumulation of short courses; an analysis of issues inhibiting provision of RPL, in particular arising from new arrangements under the [Australian Qualifications Framework] AQF and ways these problems may be addressed.

Excerpt from publication. Show less

The recognition of prior learning (RPL) is an assessment process through which experience gained outside academic contexts is recognised. The purpose of the research was to determine the influence the learner profile has on RPL assessment. To realise the purpose, the learner profile was described and consequently learning outcomes formulated for a portfolio workshop. The method which the study followed was a qualitative interpretative approach. The research comprised a literature study about adult learning theories that served as a theoretical framework for the study, as well as an overview of RPL assessment, followed by an empirical study. The empirical research component followed a multiple data collection method. The personal life stories of the research participants were analysed in order to compile a learner profile. The role the workshop played was determined from a learner perspective by means of an open questionnaire for participants. It included a collection of workshop photographs. Finally, the reflection of a group of RPL learners about their personal learning experiences was analysed.

The research found that the learner profile included distinctive personal traits, such as motivation, task orientation, a sense of responsibility and an orientation towards the future. The nature of the learner profile as well as of informal learning gained within diverse learning contexts require directed preparation for assessment. The learners regarded the portfolio workshop as a sustainable learning process and as a transformational learning experience. The role the workshop played was multidimensional, as it served as preparation for compiling the portfolio. It also empowered and prepared the learner on a personal level for the context of tertiary education. Based on the research findings, the recommendations for an RPL approach should include the following: firstly, the learner's voice should be afforded recognition; secondly, preparation for assessment is essential; thirdly, the preparation should follow an approach of assessment as a sustainable learning process; and finally, the learning outcomes for the portfolio workshop make a contribution to support the learners in bridging the learning contexts of informal learning and academic learning. The empirical research shows that the holistic learner profile guides the approach to assessment. The mission of RPL to bring about transformation will only become a reality if a learner-centred approach recognises and empowers the learner on a personal and academic level.

Published abstract. Show less

Designed to improve the quality and use of recognition of prior learning (RPL), this book looks at RPL practices around Australia and identifies their best aspects. It also identifies barriers preventing people from using RPL opportunities and recommends ways to deal with those barriers. The book is intended for persons in the workplace who want to initiate or improve an RPL process. It is composed of two parts: (1) a snapshot of what is happening and why; and (2) a how-to toolkit that highlights some of the quality principles, best practice approaches, and solutions to common barriers. This book was financed by the Department of Employment, Education, Training and Youth Affairs (DEETYA). It is complemented by 'Improving RPL: a training providers' perspective', Richard Kenyon et al., 1996 [available in VOCEDplus at TD/TNC 47.18] and 'Get recognised', Richard Kenyon and Bill Hall, 1996 [available in VOCEDplus at TD/TNC 46.27]. Show less

This paper questions the role of Recognition of Prior Learning (RPL) assessors in facilitating the RPL process and assessing individuals knowledge. The author identifies a problem in the different discourses used by applicants and institutions, suggesting that this gap in comprehension must be bridged if the equity goals of RPL are to be realised. Show less

Research was conducted to investigate how [recognition of prior learning] RPL was used within the banking, insurance, wealth management, health services and investment management sectors of the financial services industry. The aim of the research was to establish to what extent RPL was used, what the successes and the failures were and whether these role players would use RPL again in future. The primary sample consisted of three Sector Education and Training Authorities (SETAs) active in the financial services industry, of whom two have been involved actively in the qualification process; seven medium to large banks; six large insurance companies; five large industry associations; and five large independent compliance practices.

Published abstract. Show less

This practical guide is designed to assist recognition of prior learning (RPL) assessors and support staff to implement practices which will support non-English speaking background (NESB) applicants (or potential applicants) to access the recognition of prior learning process.

This guide was funded by the Office of Multicultural Affairs and the Department of Employment, Education and Training NESB Group on Vocational Education and Training. The project was managed by the Recognition and Assessment Centre, Broadmeadows College of TAFE, Victoria; Project Manager: Chloe Dyson; Project Officer: Bronwyn Travers, assisted by Margery Webster. Show less