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This paper draws on research into student experiences of recognition of prior learning (RPL) in the context of work-based learning (WBL) in a community services sector setting. WBL in this context is heavily reliant on recognition of prior learning (RPL). Looking at the student disposition towards RPL and access to higher education, the paper argues that developmental forms of RPL are more useful than credentialist forms, in that they sustain important, lifeworld-derived expertise. Using a critical theory-based framework, it is suggested that a form of RPL that undermines existing, potentially oppressive relations of knowledge production has benefits for non-traditional students' access to higher education. Drawing on the practice experiences from this research and contemporary commentary on RPL, specific suggestions are made as to how such a form of RPL might be accomplished. These include continued facilitation of access, vigilance against complicity in coercive practices and developing criticality. The paper concludes by drawing attention to the importance of ontological and epistemological clarity in developing RPL.

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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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The use of ePortfolios for recognition of prior learning (e-RPL) and for professional recognition (e-PR) is slowly gaining in popularity in the [vocational education and training] VET sector however their use is sporadic across educational sectors, disciplines, educational institutions and professions. Added to this is an array of purposes and types of e-RPL and e-PR models and practice. The aim of this paper is to build on the conceptual framework developed by Cameron (2012) for e-RPL and e-PR and to provide case studies for each of the four types developed within this framework: e-PR for Professional Accreditation; e-RPL for Workplace Recognition; e-RPL for Access; and e-RPL for Self Recognition.

[The authors] use the case studies to explore the four types and the two dimensions or continuums central to the framework. The vertical dimension is a continuum between RPL as process and RPL as product and the second horizontal dimension is a continuum between formal learning contexts and low learner control as opposed to informal learning contexts and high levels of learner control. The case studies have aided the further development of the framework and its theoretical and practical applications.

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Recognition of Prior Learning (RPL) is being progressively introduced in industry, in TAFE NSW, and by private training providers. At the same time RPL is being practised in some industries and major enterprises. For this reason reports on a number of Case Studies were prepared by several consultants, in an attempt to clarify the following questions:

the relative efficiency of the various RPL processes

the degree of user satisfaction

any educational concerns

any industrial concerns

and administrative concerns

the relative costs.

The aim of the case studies was to form a basis to enable the issue of the 'practicability' of RPL in different circumstances to be addressed. This is one of the key issues if RPL is to form a stable part of a national approach to assessment and recognition.

This report attempts to draw lessons and general issues from these and other case studies. In its present form it is directed primarily to those responsible for policy on recognition issues. Show less

India is currently witnessing a nationwide concerted effort for skill development of its workforce - both present and prospective. Upskilling or right skilling of the present workforce is an essential component of this effort. More than 80 per cent of the Indian workforce is employed in informal or unorganised sectors, with agriculture being the major one. In these industries, job qualifications are not strictly laid out. Recognition of prior learning (RPL) is a possible step to enhance the employability, mobility and income of those unorganised sector workers. Recognition of prior learning (RPL) in India is still very nascent. The author notes that, while the rationale for RPL is undisputed and attempts to put it in practice have been ongoing globally for quite some years, most of these attempts have faced numerous challenges and varying levels of success. The author attempts to examine some of these as case studies (Australia, France, Africa [Demographic Republic of Congo]), to elicit relevant learning that could be utilised in the Indian context.

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This report documents the outcomes of research commissioned by the national training system’s e-learning strategy, the Australian Flexible Learning Framework’s (Framework) E-standards for Training business activity aimed at documenting current recognition of prior learning (RPL) and recognition of current competency (RCC) systems and tools in use throughout the Australian training system (including vocational education and training (VET) and adult and community education (ACE)).

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This study, using a case study methodology designed around a series of interviews with key personnel, set out to provide insights into the way eight private registered training providers in Australia understand, promote, use, support and value processes for the recognition of prior learning (RPL).

Key messages revealed by the study, which relate to access to information, costs, policy issues, and assessment and auditing processes, are: the RPL process and supporting information need to be clear, concise and jargon free; the administrative costs associated with RPL, both in time and money, appear to be a significant disincentive for both candidates and providers and may be adding to the disadvantage experienced by equity groups; effective RPL requires experienced professional assessors able to make informed professional judgments; the ‘shelf-life’ of qualifications and experience used for the purpose of RPL needs to be addressed, particularly in those industry areas like information technology where change is both rapid and pervasive; there is concern regarding the differences in standards of assessment among training providers, which may be a problem if a student is seeking a significant amount of RPL towards a qualification carrying the name of a new provider; the focus for assessment of RPL candidates should be on their capacity to perform ‘the task’ in the workplace to industry standards, not the elements of competency underpinning the task; the RPL process itself has the potential to provide students with positive outcomes, such as helping them understand their strengths, weaknesses and interests, and improving their confidence and motivation to learn; and information gained through the RPL process can be useful in assisting employers to maximise the potential of the candidate (their employee) within the business, and has the potential to aid the development of learner-centred training programs. Show less

Purpose - Recognition of prior learning (RPL) is a process by which both formal learning for recognised awards, informal learning from experience and non-formal learning for uncertificated but planned learning is given academic recognition. The paper aims to discuss these issues. Design/methodology/approach - This paper refers to international developments in RPL and then focuses upon the extensive and innovative use of RPL by Middlesex University and the developing RPL work at the Australian Institute of Business. Findings - The Middlesex experience of recognition of learning from experience as part of the development of customised work-based learning programmes demonstrates the potential of RPL for business and management programmes. Originality/value - The use of RPL for admission and/or credit in standard programmes enables individuals to have their work-based knowledge acknowledged as relevant, worthwhile and equivalent to learning obtained in the higher education classroom.

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This study investigated issues relating to current recognition of prior learning (RPL) practice and the potential for innovative RPL models and practice for mature age job seekers. Recent Australian research suggests that the dominant outcomes-based, ‘credentialing’ model of RPL does not meet the needs of this group. The research used quantitative and qualitative methods to document current RPL practice within community-based organisations providing labour market programs (LMPs) to mature age job seekers in Queensland. It addressed the following research questions: What are the current forms of practice for RPL within these organisations? What do the organisations perceive to be the key issues for mature age job seekers and for employers in employing mature age job seekers? What types of innovative recognition practice would be most likely to be taken up by these organisations? The findings suggest that the current process of RPL application is difficult and requires applicants to gather print-based evidence that may cover long periods of time and past employers, organisations and situations. Other requirements include high levels of self-confidence and recent documentation to show competence. These requirements are a challenge for many mature age job seekers and are further complicated by a lack of recent experience in formal education and training and extended periods of not being in the paid workforce. The study makes recommendations for improving RPL practice so that it meets the needs of mature age job seekers. These include: (1) exploring innovative approaches to, and alternative models of, RPL for mature age job seekers; (2) informing government departments that fund LMPs for this group of these alternative approaches and models of RPL in order to broaden the perspective on what constitutes RPL and what forms of RPL best suit the current needs of mature age job seekers; and (3) implementing an awareness campaign aimed at employers which promotes the value of an age-diverse workforce. Show less