Education & Training

Education - Recognition of Prior Learning & Current Competence Policy

Applicants who consider they already possess the competencies developed through some or all of the modules shall be granted credit upon substantiation of that claim. The recognition of prior learning process (RPL) or recognition of current competence(RCC) process acknowledges that such skill and knowledge gained through:

a. formal training conducted by industry or educational agencies in Australia or overseas;
b. work experience (informal training) and/or
c. life experience

Definition:
Recognition of prior learning is the process by which individuals can have their prior qualifications and informal learning recognised formally through assessment. Recognition of current competence is the term used when individuals want the skills and knowledge that they are currently using for a particular job/role recognised. (Adapted from ANTA 1999)

Procedure:
Accredited assessors with industry experience will be available to provide guidance and support to learners seeking RPL/RCC.

Learners seeking to gain credit through RPL/RCC should do a thorough self-assessment against the competency standards for which they wish to gain recognition and collect evidence to support their application. Types of evidence may include:

• products of work;
• witness testimony;
• qualifications;
• courses completed;
• evidence of work achievements

They should then contact the Assessment Coordinator to discuss the specific requirements and processes for RPL/RCC.

Methods of assessment may include:

• Practical demonstrations/simulations
• Workplace performance
• Oral questioning
• Reports or projects
• Short written answers

RPL/RCC assessment will be documented as either:

• full RPL/RCC for the Certificate
• partial recognition (by unit) in which case Statements of Attainment will be issues
• further evidence/assessment required
• RPL/RCC evidence supplied did not meet the performance criteria.

Applicants will have the opportunity to appeal assessment decisions (See Complaints/appeals policy and procedure).

Our aim is to ensure that the assessment process is positive and enjoyable, while ensuring that there is sufficient rigour in the process to ensure quality outcomes.

Assessors have several key responsibilities. They must ensure that the way you are assessed is:

• valid - this means that the way you are assessed must actually be able to measure what you are claiming to have learned.
• reliable - this means that the way you are assessed can be consistently applied from one learner to another and from one context to another.
• fair - this means that the assessment process should place you on equal terms with all other learners. Age, race, sex, disability, employment status, social or educational background should not negatively effect your assessment.
• flexible - this means utilising appropriate methods of assessment and providing recognition of competencies no matter how, where or when they were acquired.

When you submit your assessment it will be assessed by one or more qualified assessors who will look at it from a number of points of view. From your evidence the assessor will decide if the evidence is:

• valid - does the evidence cover the broad range of knowledge and skills required to demonstrate competence?
• sufficient: can you perform to the required standard consistently and in different contexts?
• current: can you perform to the required standard even if skills were learned at an earlier time?
• authentic: is the evidence you provide produced solely by you?

If at any time you feel that our assessors are not fulfilling these responsibilities, please feel free to raise you concerns with the assessor in the first instance, or the Manager, Accredited Training and Development.