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The recognition of prior learning (RPL) is a principle that underpins the Australian National Training Framework. It can help efficiency in training by avoiding the need for personnel to undergo retraining in areas in which they can demonstrate competence when changing employer, or changing role. Emergency services rely on volunteers to meet the intermittent but high demand for skilled personnel required to deal with emergencies. These volunteers are recruited from the community. All have other occupations and all bring skills to their volunteer role. They are required to undergo induction and continuing training by the emergency services. Given that the time spent in such training may limit the time available for performance of their emergency roles, RPL might be expected to be utilised. Case studies were undertaken in six emergency service organisations across three Australian states. A common theme was the limited use of RPL and the limited say volunteers had in training decisions. Variations among organisations in the approach to volunteer training appear to be related to the structure of the organisation, with those adopting a mechanistic model of organisation (Burns and Walker, 1961) making no effective use of RPL, and mandating training. A common concern of managers was the development in volunteers of trust, and corporate norms and values. The explanations considered include issues of power and control within organisations, and issues in relation to the creation of social capital.

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This research report aimed to identify: barriers preventing articulation between VET and HE courses and examples of successful articulation agreements; possible strategies for efficient and sustainable approaches to articulation; and strategies and models to improve uptake of RPL in the health and community services sector.

While the report has identified a number of barriers to successful articulation between VET and HE courses, it also identified four major approaches for consideration and further development to assist in successful articulation of RPL arrangements in the health and community services sectors, and a tested, successful ‘community development’ recognition of competence model for RPL which has been used in this sector. Show less

This document provides clarification of the AQF national principles and operational guidelines for recognition of prior learning (RPL) for the vocational education and training (VET) sector. The bulk of the text in this document is from the national publication with any uniquely Western Australian VET additions clearly identified.

Excerpt from publication reprinted by permission of the copyright owner.

This document was replaced in 2008 by the 2nd edition which is indexed at TD/TNC 92.864. Show less

Adult learners are being attracted to university programs based on the granting of either academic credit or the recognition of prior learning (RPL). Typically, this attraction is being aligned to fast-tracking degree attainment or student cost effectiveness. It appears from the literature that there are varied interpretations and application of RPL within Australian universities. This can be problematic for adult learners with diverse experiences and expectations. Given the uniqueness of university learning, the future political changes to occur in Australian universities, and the problems with RPL that adult learners experience in university learning, it is timely for Australian universities to establish RPL practices that are transparent and consistent.

Published abstract reprinted by permission of the copyright owner. Show less

This study, which was commissioned within the framework of the work on skills recognition and qualifications frameworks in the ILO’s Skills and Employability Department, examines recognition of prior learning (RPL) practices in Australia, New Zealand, Canada, USA and South Africa, focusing on the workplace. The study involved literature reviews of RPL policies, practices and outcomes, including country-specific RPL policies, practices and critiques, consultations with RPL policy-makers and practitioners, field visits and interviews. Research questions included: What are the purposes of RPL in each of the countries? What are the factors, including institutional factors, that influence its use, especially in the workplace? How do the structure and the qualifications base of the TVET/VET (technical/vocational education and training) sector influence the concept, policies for, and practice of RPL? What are the main barriers to the practice of RPL, especially in the workplace? The report is presented in three main parts. Part A, ‘RPL: qualifications and contexts’, provides the background to the study, including the study methodology, and outlines the national contexts and qualification systems. Part B, ‘Country studies’, looks at the extent to which RPL is implemented in the workplace in each of the countries studied. Part C, ‘RPL compared’, considers a model of good practice in the workplace, the role of national qualifications frameworks (NQFs) in RPL, some of the barriers to the take-up of RPL and lessons learnt from the study. The following are suggested as key elements of good practice: RPL systems and industry- and workplace-based models need a clear purpose for implementing them; RPL should have clear processes that are understood and accepted by the major stakeholders; key players need to be fully informed and, as far as possible, supportive of the processes; implementation should be cost- and time-effective, while being fair; carefully planned and negotiated post-assessment processes are needed and should be fair and equitable; and review processes should be representative of stakeholders. Show less

This project grew out of discussions about the poor uptake of recognition of prior learning (RPL). The purpose of the project was to establish and report on models of enterprise RPL that work, and to identify the opportunities for and the inhibitors of enterprises working in partnership with registered training organisations (RTOs) to recognise the current competency of their workers against endorsed training packages and accredited courses within the National Training Framework (NTF). This report summarises the experience and outcomes of the RPL process conducted within the seven enterprises that were selected for the project. Several significant issues were identified from this project and, although they are not necessarily enterprise-specific, they project what this experience indicates might be found if more enterprises sought to use an RPL process to have the current competencies of their workforces recognised. These issues centre around: resources for RPL assessments; the preparedness of RTOs to undertake RPL assessments; costings; non-recognition of enterprise expertise; and non-recognition of enterprise RPL economies. There are four recommendations arising from the project: (1) that enterprises are encouraged to work with vocational education and training (VET) providers to recognise the existing (and developing) skills and knowledge of their workforces through the design and application of a RPL process specific to their own organisation; (2) that RTOs are encouraged to prepare appropriate processes for the delivery of enterprise RPL which can be customised for specific enterprises; (3) that future research into enterprise RPL employs an applied research methodology similar to that used in this project; and (4) that ANTA and the Department of Education, Science and Training (DEST) continue to work together with the states and territories to find a funding formula for RPL assessments that will promote the uptake of RPL by enterprises. Show less