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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

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

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 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

'RPL matters' aims to explore recognition of prior learning (RPL) issues and ideas. This is the second issue of the newsletter and explores the following issues: RPL - students benefit; student centred approach to RPL; RPL process a first hand perspective; focus network workshops for 1995; RPL - roles and definitions; professional development - roles, responsibilities, skills and suggested professional development; RPL focus people within the Institutes of TAFE in South Australia; questions and answers about RPL; and administrative processes. Show less

This is the first issue of 'RPL Matters' and it aims to provide a forum within which ideas and issues surrounding RPL (recognition of prior learning) can be disseminated and discussed.

The following information can be found in the first issue of RPL matters - Executive Program Committee commitment to RPL; providing an RPL service; resources produced by SA DETAFE on RPL; RPL implementation workshop; RPL implementation strategies; questions and answers about RPL; and RPL outcomes and productivity benchmarks. Show less

This report is a composite of the findings of three separate consultancies commissioned in 1996 by the Australian Qualifications Framework (AQF) Advisory Board to the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). Executive summaries of the consultants' reports are provided as appendices. The reports were commissioned in response to a requirement under the AQF Advisory Board charter 'to monitor recognition of prior learning [RPL] arrangements'. All three reports are seen to have yielded insight into possible emerging issues, such as: The impact of legislative change in relation to charging of fees for RPL assessment in the higher education sector; The significant increase in demand for RPL in the vocational education and training (VET) sector with the new ability under AQF certificates I-IV to recognise a broader range of competencies than previously; Difficulties associated with sectoral differences in defining learning outcomes; Difficulties with ensuring common standards are applied in making RPL assessment; and The credibility of a qualification awarded almost wholly on credit. The report concludes that, taken together, the three reports provide a valuable insight into the different ways in which RPL is understood and implemented in each of the sectors. Furthermore, reflecting the diversity of practice both within and between the sectors, and the different types of data sources, the overall picture is seen to be complex and many further aspects would need to be surveyed before a truly comprehensive picture can emerge. Show less

In the third issue of `RPL matters' a number of case studies on recognition of prior learning are provided. In addition this issue includes RPL (recognition of prior learning) computer-based assessment for furniture removalists project; RPL and reporting of student's results; industry focus - recognition of skills by Trades Recognition Australia; questions and answers about RPL; and a partnership: Onkaparinga Institute and Mitsubishi. 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 training providers 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 DEETYA. It is complemented by 'Improving RPL: a workplace perspective', Richard Kenyon et al., 1996 [available in VOCEDplus at TD/TNC 47.17] and 'Get recognised', Richard Kenyon and Bill Hall, 1996 [available in VOCEDplus at TD/TNC 46.27]. Show less