4.1 Recognition of prior learning (RPL)

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1 SECTION 4 RECOGNITION OF PRIOR LEARNING (RPL) This section covers: 4.1 Recognition of prior learning (RPL) 4.2 Recognition of prior learning (RPL) commercial 4.3 Recognition of Prior Learning for entry requirements 4.4 Recognition of current competence 4.5 Recognition of overseas skills/qualifications 4.1 Recognition of prior learning (RPL) Recognition of prior learning is an assessment process that involves assessment of the individual s relevant prior learning to determine the credit outcomes of an individual application for credit. An individual s non-formal and informal learning is assessed to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of a qualification. Recognition of prior learning assessment should be to the same standard as other assessment processes for the relevant qualification or components of a qualification. A TAFE NSW unit achieved through recognition is of equal standing to one obtained through any other TAFE NSW assessment pathway Strategies for assessing recognition of prior learning applications should be validated. Validation strategies include: the use of panels to assess recognition of prior learning, and to monitor the process having one person act as the lead Assessor for the recognition application having regular meetings where a group of Assessors of recognition applications compare assessment processes and review outcomes and decisions benchmarking with other Institutes, Colleges or Registered Training Organisations (RTOs) documenting an action taken to improve the quality and consistency of recognition assessment. or other validation strategies the Institute may have in place. Prior learning may include skills and knowledge acquired through previous training, and/or work and/or life experience gained in Australia or overseas as well as skills and knowledge gained through community or volunteer work. Since recognition of prior learning (RPL) is managed on a case by case basis, authorised credit pathways are not applicable. Recognition of prior learning in TAFE NSW can be a mainstream or commercial arrangement. Although recognition of prior learning (RPL) is an assessment process, it must be clear that the result was achieved through recognition of prior learning. Last updated 25 October 2011 Page 1 of 5

2 The Commonwealth Government uses Annual Hours Curriculum (AHC) as a reporting measure for TAFE NSW systems. AHC is a measure of student activity. TAFE NSW currently refers to students activity through the term Annual Student Hours (ASH). ASH and AHC can be considered equivalent. Both positive and negative outcomes for recognition of prior learning (RPL) are reported. Both outcomes attract full ASH. The subsequent delivery resulting from recognition of prior learning (RPL) not granted will also attract ASH. Current evidence relates to the appropriateness of the learner outcomes (not the date of completion) and the currency of skills. RPL services are customer focussed and processed within a reasonable time after an application has been received. The student should be notified of the progress of their application generally within three (3) weeks of submitting and application. Recognition of prior learning procedure for TAFE NSW 4.2 Recognition of prior learning (RPL) commercial Recognition of prior learning-commercial, applies to the provision of a commercial assessment service to prospective students who request up to and including 100% RPL for a TAFE NSW course or qualification or group of modules/units of competency. This applies to RPL provision for previous education and/or training and/or work and/or life experience gained overseas as well as in Australia. The provision of a commercial RPL service arises from requests by individuals in situations which are not catered for by the mainstream RPL pathways. For example, a commercial RPL service for individual customers may incorporate a range of assessment methods or strategies to meet the special needs and/or circumstances of the customer. Commercial RPL services generate non-core ASH, which is not government funded. Commercial RPL services should be customer focussed. For example, a pre-enrolment RPL assessment service may be applicable to meet the specific requirements of international students. Applications must be processed within a reasonable time after an application has been received. Commercial RPL services for individuals may incorporate a range of assessment methods or strategies to meet the special needs and/or circumstances of the customer. Requests for commercial RPL should be referred to the Institute s business consultant. The development of guidelines (inclusive of fees) for the establishment of a commercial RPL service is the responsibility of the Institutes. Institutes are responsible for setting their own commercial fees and for deciding how their own commercial RPL services are costed within the parameters outlined. Commercial RPL services cover the following features: pre-consultation at no charge consultation at a fixed fee and deducted from the assessment fee if the applicant decides to proceed assessment at a fixed fee according to the qualification level, or at an hourly rate based on a quotation following consultation gap training, if required, charged at an hourly rate Last updated 25 October 2011 Page 2 of 5

3 No additional fee as this is incorporated into the commercial charges Consistency between Institutes is important. To maintain consistency for all commercial courses and including commercial credit services, Institutes: cannot offer fee exemptions on commercial programs must ensure costing and pricing of commercial programs meets the requirements of the TAFE NSW National and International Costing Guidelines offer the same program at the same price Institutes also have a responsibility to be transparent in relation to pricing. For example, if Institutes have similar products at different prices, reasons for the differences should be clear. TAFE national business, through corporate marketing, co ordinates input from Institutes to determine the recommended retail price where the same commercial program is offered by more than one Institute There are four main approaches to costing a commercial RPL service. Institutes make local decisions on service costing. Institutes may adopt different approaches to suit different contexts and different clients. The four main approaches are outlined below: The quotation fee approach: this approach involves a fee to develop a quote on the cost of the requested service The qualification cost approach: this approach applies a set charge to a qualification. The charge may be designed to also cover some gap training. This approach has been used with Skills Express for example The direct quote approach: this approach develops a set price for the client based on anticipated likely costs The fixed price by hour model: this approach charges a set hourly rate. The client pays according to hours the service takes It is recommended that Institutes record the payment amounts, service provided, and payee details involved in delivering commercial recognition services. Where 100% RPL is achieved for the target TAFE NSW course or qualification, the applicant is issued with the relevant TAFE NSW Testamur and Transcript of Academic Record. Where less than 100% RPL is achieved for the target qualification, Institutes can decide to offer skills gap training, either on a commercial or non-commercial basis. Options include enrolment: in a flexible delivery pathway in a mainstream pathway when places are available through the normal application and selection processes in a commercial course Recognition of prior learning for entry to TAFE NSW Courses Some TAFE NSW courses have entry requirements, which require the successful completion of a lower level or related qualification or its equivalent. Last updated 25 October 2011 Page 3 of 5

4 An applicant who has not completed the specified qualification has a number of options available. The applicant can access a commercial RPL service to gain the qualification specified in the entry requirement prior to application. (Refer to 4.3 for more information) Recognition of prior learning procedure for TAFE NSW recognition of prior learning (RPL) For commercial 4.3 Recognition of Prior Learning for entry requirements Some TAFE NSW courses have entry requirements, which require the successful completion of a lower level or related qualification or its equivalent. An applicant who has not completed the specified qualification has a number of options available. The applicant can: demonstrate in their application for the chosen course that they meet the entry requirements through equivalent previous studies and experience. Eligibility for entry would be decided as the first part of the selection process. access a commercial recognition of prior learning service (RPL) to gain the qualification specified in the entry requirement prior to application complete the specified qualification prior to seeking enrolment in the higher-level course. Students with overseas qualifications can obtain a TAFE NSW Overseas Equivalents form to support their course application. Advice should be sought from Institute Multicultural Education Coordinators (IMECs), TAFE NSW Counsellors, or Social Inclusion and Vocational Access (SI &VA) when processing overseas qualifications. For advice on what constitutes equivalent qualifications or experience consult the relevant Industry Skills Unit (ISU), or Social Inclusion & Vocational Access and Industry representatives such as the Industry Skills Councils (ISCs). 4.4 Recognition of current competence Recognition of current competence (RCC) applies where a learner has previously successfully completed the requirements for a unit and is now required to be reassessed to ensure the learner is still competent. RCC does not assess newly acquired competence and does not include any additional training at the unit level. RCC services are offered on a commercial basis in TAFE NSW. RCC may be applicable in situations where it is necessary for individuals to demonstrate that they have maintained competency in specific units in order, for example, to obtain a licence for their trade or profession. When performing RCC assessments, recent evidence (if/where available) of workplace experience will be necessary to assist in verifying the currency of individual competency. Where these circumstances are not present, then a claim may be processed as Recognition of Prior Learning (RPL) rather than RCC. Since RCC involves the confirmation of skills and/or competencies as specified in a unit Last updated 25 October 2011 Page 4 of 5

5 that has been previously assessed, an RCC assessment must therefore focus on the same skills and performance criteria. In most cases this will mean the re-assessment of the same unit, or a revised version where the content boundaries and/or performance criteria have not changed significantly. Students pay a total charge for the commercial service received. The non-payment Code TPCC is entered onto the Enrolment Fee System for the student s enrolment, instead of payment of the TAFE NSW fee. Since the request for RCC is based on individual units, and not at the qualification Level, applicants will be enrolled in courses Selected Study program (SSP) Customer requests for RCC should be referred to the Institute s Business Consultant. Refer to the recognition of current competence procedure, guidelines and form on the intranet Recognition of current competence procedure for TAFE NSW 4.5 Recognition of overseas skills/qualifications The process of recognising overseas qualifications may include credit transfer and/or Recognition of prior learning People with overseas skills and qualifications who are seeking to have their overseas skills, qualifications and experiences recognised to meet entry requirements for TAFE NSW courses, or to gain credit for units in the TAFE NSW course in which they are currently enrolled must provide certified translations of any qualifications or documents. Determining the equivalence between the level of recent overseas studies and the AQF can be a useful, but not essential first stage in the assessment of an application for credit in TAFE NSW. Advice about the equivalence between overseas studies and the AQF may be sought from the Institute Multicultural Education Coordinators (IMECs) or the Social Inclusion and Vocational Access Unit (02) A student may be asked to supply details of previous studies (eg unit hours and/or content) and/or work experience and to show the relationship and relevance to the units in which they are seeking credit. Where the previous study is more than 10 years old it should not be seen as a barrier. A claim for credit may be substantiated by a combination of additional information including relevant work history (supported by a reference or work report if possible) other informal learning and/or formal training. This evidence can be used as the basis for mapping against the outcomes of the units in for which credit is sought. Alternative assessment strategies should be carefully chosen in consultation with the student to avoid potential discrimination. For example, a challenge test may be administered rather than submission of a portfolio of documentary evidence which, for valid reasons, the student may be unable to provide. Students should be given the opportunity to discuss their application with the assessor and obtain meaningful feedback. Refer to Section 3: Credit Transfer, for more information. Last updated 25 October 2011 Page 5 of 5