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Recognition of Prior Learning (RPL) in the vocational education and training sector in Western Australia: August 1994

The vocational education and training sector is undergoing significant change to meet the demand for a more skilled... Show more
The vocational education and training sector is undergoing significant change to meet the demand for a more skilled and adaptable workforce. In the context of high demand for training, recognition of prior learning (RPL) has economic and social benefits for individual learners, employers, training providers and the community in general. During 1992 and 1993, a number of RPL pilot projects were conducted in Western Australia. This paper identifies a range of issues for discussion, and discusses the purpose and different types of RPL, recognition, and quality issues. There is also an appendix which contains suggested minimum quality standards for RPL services. There is also a questionnaire concerning RPL accompanied with the document. Show less

Corporate authors: Western Australia. Department of Training

Date: 1994

Geographic subjects: Oceania; Australia; Western Australia

Resource type: Guide

Subjects: Vocational education and training; Pathways; Skills and knowledge ... [+] Show more
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The recognition of prior learning (RPL): international models of assessment and their impact on South African education and training practice

This handbook precedes the introduction of recognition of prior learning (RPL) into the South African context. It c... Show more
This handbook precedes the introduction of recognition of prior learning (RPL) into the South African context. It contains a survey and an analysis of RPL practices in the United States (US), the United Kingdom (UK), Australia, and to a lesser extent, Ireland and Ontario (Canada). Its purpose is to inform the development of RPL in South Africa. The first section provides an introduction to RPL and to the terminology associated with it, its theoretical beginnings and the key stages in its development in each of the above national contexts. The second section describes assessment practices and methods that are currently employed in these countries. The third section focuses on implementation issues and the final section raises issues of concern as policy moves towards practical implementation in South Africa. Show less

Authors: Harris, Judy; Saddington, Tony

Corporate authors: University of Cape Town. Department of Adult Education and Extra-Mural Studies

Date: 1995

Geographic subjects: North America; Oceania; Africa ... [+] Show more

Resource type: Report, paper or authored book

Subjects: Evaluation; Pathways; Teaching and learning
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A report on recognition of prior learning (RPL) policy and practice in Australia in 2002, including national principles and operational guidelines for RPL in post-compulsory education and training: final report

The aim of the Australian Qualifications Framework (AQF) Advisory Board is to improve our national approach to asse... Show more
The aim of the Australian Qualifications Framework (AQF) Advisory Board is to improve our national approach to assessing a person’s prior unrecognised learning to optimise their chances to improve employment opportunities and continue learning throughout their lifetime. This paper is the final report of a project commissioned by the AQF Advisory Board and aimed at identifying obstacles to the implementation of RPL and at identifying mechanisms that facilitate increased use of RPL. The focus is on how RPL is used to provide access to, or credit in, courses leading to AQF qualifications, including senior secondary school certificates, certificates I - IV, diplomas, advanced diplomas, degrees and post-graduate qualifications. The mapping undertaken for the project revealed that there is a gap between policy and practice, with relatively few students receiving RPL despite the prominence given to RPL in policy. The research also found that RPL has not acted as a mechanism for social inclusion for those from disadvantaged backgrounds. It was found that the factors that facilitated or impeded the implementation of RPL were similar across all sectors, including conceptual confusion surrounding RPL; funding disincentives for RPL in all sectors; concerns about quality assurance and the extent to which RPL outcomes are of the same quality and standing as outcomes achieved through formal education and training; implementation issues including the fragmented nature of the psotcompulsory education sector and the lack of public awareness of RPL.
The research report from the project is indexed at TD/TNC 76.554 and a discussion paper is indexed at TD/TNC 76.555. Show less

Authors: Wheelahan, Leesa; Dennis, Ned; Firth, John; Miller, Peter ... [+] Show more

Date: 2003

Geographic subjects: Oceania; Australia

Resource type: Government report or paper

Subjects: Vocational education and training; Quality; Finance ... [+] Show more
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Recognition of prior learning policy

This policy outlines the South Australian Department for Employment, Training and Further Education's approach to t... Show more
This policy outlines the South Australian Department for Employment, Training and Further Education's approach to the recognition of prior learning. Show less

Corporate authors: South Australia. Department for Employment, Training and Further Education (DETAFE)

Date: 1994

Geographic subjects: Oceania; Australia; South Australia

Resource type: Government information

Subjects: Policy; Providers of education and training; Qualifications ... [+] Show more
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A discussion paper proposing AQF national principles and operational guidelines for recognition of prior learning (RPL) in post-compulsory education and training in Australia

Recognition of prior learning (RPL) is an integral component of the vocational education and training (VET) system ... Show more
Recognition of prior learning (RPL) is an integral component of the vocational education and training (VET) system in Australia. It provides a way of recognising skills and knowledge that already exist, regardless of how, when or where the learning took place, so that they may be counted towards the achievement of a qualification. This discussion paper is part of a research project commissioned by the Australian Qualifications Framework Advisory Board (AQFAB) to investigate RPL policy and practice in Australia and to develop national RPL principles and operational guidelines common to all sectors of postcompulsory education and training. The paper is a work in progress and feedback from it will be used in developing the final national principles and guidelines to be submitted to AQFAB for consideration. It contains a set of draft common national RPL principles and operational guidelines for the four sectors of postcompulsory education and training (senior secondary school, adult and community education (ACE), VET, and higher education). The paper is the result of extensive consultation with RPL stakeholders, research into Australian and international literature on RPL, the use of case studies, examination of existing sectoral and institutional RPL practice and policy frameworks, and examination of information available to students, particularly through institutional websites. The research report and the final report from the project are indexed at TD/TNC 76.554 and TD/TNC 76.552. Show less

Authors: Wheelahan, Leesa

Corporate authors: Southern Cross University (Australia) ... [+] Show more

Date: 2002

Geographic subjects: Oceania; Australia

Resource type: Report, paper or authored book

Subjects: Vocational education and training; Quality; Finance ... [+] Show more
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The A to Z of RPL: an introduction to the recognition of prior learning (and the recognition of current competencies) for human resource managers, trainers, union officers and the people they work with

This book contains brief answers to ten key questions about RPL (e.g. what is it? How does it work? Who is it for? ... Show more
This book contains brief answers to ten key questions about RPL (e.g. what is it? How does it work? Who is it for? What is the cost? What are the benefits? How do you set up an RPL service?), plus resources and masters for overhead transparencies which can be used in presentations about RPL. It is also intended to put readers in touch with the growing number of programs, people and publications about RPL Show less

Corporate authors: Ashenden Milligan (Firm)

Date: 1992

Geographic subjects: Oceania; Australia

Resource type: Guide

Subjects: Evaluation; Teaching and learning; Pathways ... [+] Show more
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Recognition of prior learning: at a glance

This publication offers an overview of recent research into recognition of prior learning (RPL) within the Australi... Show more
This publication offers an overview of recent research into recognition of prior learning (RPL) within the Australian vocational education and training (VET) system. It is suggested that the growing body of research on the subject has indicated that RPL has many benefits to individuals, employers and registered training organisations (RTOs). It can have a significant impact on learner confidence and motivation. The publication looks at how much RPL is occurring, pointing out that only RPL that occurs upon enrolment and is successful is recorded and suggesting that this figure understates the real picture. The study found that there has been a commitment to ensuring that RPL is accessed and utilised effectively in the Australian VET system and that while RPL can work, there is no 'one size fits all' strategy. Show less

Authors: Hargreaves, Jo

Date: 2006

Geographic subjects: Oceania; Australia

Resource type: Report, paper or authored book

Series name: At a glance

Subjects: Research; Teaching and learning; Governance ... [+] Show more
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Arrangements for the recognition of prior learning in Australia

This publication was derived from a report prepared by FOCUS Learning Systems for the VEETAC Working Party on the R... Show more
This publication was derived from a report prepared by FOCUS Learning Systems for the VEETAC Working Party on the Recognition of Training. The project was funded by DEET. The publication details the results of a study to survey all the current developments in the area of recognition of prior learning in Australia. It identifies: how RPL is being implemented in the States/Territories; issues involved in the further implementation of RPL; best practice in RPL. Show less

Corporate authors: Australia. Vocational Education, Employment and Training Advisory Committee. Working Party on the Recognition of Training

Date: 1993

Geographic subjects: Oceania; Australia

Resource type: Government report or paper

Subjects: Assessment; Evaluation; Teaching and learning ... [+] Show more
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Recognition of prior learning: get recognised

This guide defines recognition of prior learning (RPL) and explains how it can benefit both trainees and employers.... Show more
This guide defines recognition of prior learning (RPL) and explains how it can benefit both trainees and employers. Examples are given of possible ways of implementing RPL. Included are contact addresses for further information. Complementary publications by Richard Kenyon are 'Improving RPL: a workplace perspective' [available in VOCEDplus at TD/TNC 47.17] and 'Improving RPL: a training providers' perspective' [available in VOCEDplus at TD/TNC 47.18]. Show less

Authors: Kenyon, Richard

Date: 1996

Geographic subjects: Oceania; Australia

Resource type: Guide

Subjects: Traineeship; Teaching and learning; Pathways ... [+] Show more
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Re-theorising the recognition of prior learning

The recognition of prior learning (RPL) is an educational response to the need to widen participation in education ... Show more
The recognition of prior learning (RPL) is an educational response to the need to widen participation in education and training for economic advancement and social inclusion. The social meanings of RPL have different configurations depending on historical, cultural, economic and political forces in different places. One constant is the reliance on the widely pervasive educational philosophies of experiential learning: constructivism and progressivism. This book challenges the orthodoxy of experiential learning and the particular readings of knowledge, pedagogy, learning, identity and power which it privileges. It does this by introducing different theoretical resources to RPL and drawing on experiences of RPL in the UK, South Africa, Australia, Sweden, Canada and the USA. The book provides a range of re-conceptualisations of the relational terrain between adult experience and learning on the one hand, and specialist or academic knowledge on the other. The contents are: Introduction and overview of chapters / Judy Harris; Different faces and functions of RPL: an assessment perspective / Per Andersson; Questions of knowledge and curriculum in the recognition of prior learning / Judy Harris; A disciplinary-specific approach to the recognition of prior informal experience in adult pedagogy: ‘rpl as opposed to ‘RPL’ / Mignonne Breier; Portfolio-based assessment of prior learning: a cat and mouse chase after invisible criteria / Yael Shalem and Carola Steinberg; RPL and the disengaged learner: the need for new starting points / Roslyn Cameron; Beyond Galileo’s telescope: situated knowledge and the recognition of prior learning / Elana Michelson; Using critical discourse analysis to illuminate power and knowledge in RPL / Helen Peters; The politics of difference: non-recognition of the foreign credentials and prior work experience of immigrant professionals in Canada and Sweden / Shibao Guo and Per Andersson; RPL: an emerging and contested practice in South Africa / Ruksana Osman; ‘Tools of mediation’: an historical-cultural approach to RPL / Linda Cooper; Vocations, ‘graduateness’ and the recognition of prior learning / Leesa Wheelahan; Recognising prior learning: what do we know? / Helen Pokorny; Reconfiguring RPL and its assumptions: a complexified view / Tara Fenwick; Understanding the transformative dimension of RPL / Susan Whittaker, Ruth Whittaker and Paula Cleary; Endword / Michael Young.
Published summary with additional information reproduced by permission of the copyright owner.
Selected chapters are indexed from TD/TNC 86.366 to TD/TNC 86.373. Show less

Authors: Andersson, Per; Harris, Judy

Date: 2006

Geographic subjects: North America; Oceania; Africa ... [+] Show more

Resource type: Edited book

Subjects: Assessment; Skills and knowledge; Pathways ... [+] Show more

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