Bloody hell! – why RPL?

1. Bloody hell! – why RPL?

2. Why does the faculty need to do RPL? • AQTF 2007 requirement: Standard 1: “The Registered Training Organisation provides quality training and assessment across all of its operations.” Element 1.5 – Assessment, including Recognition of Prior Learning (RPL) • Training Package requirement: “In an assessment-only or Recognition of Prior Learning (RPL) pathway, the candidate provides current, quality evidence of their competency against the relevant unit of competency. This process may be directed by the candidate and verified by the assessor, such as in the compilation of portfolios; or directed by the assessor, such as through observation of workplace performance and skills application, and oral and/or written assessment. Where the outcomes of this process indicate that the candidate is competent, structured training is not required.” • Institute Strategic Directions 2006 – 2008 aim: Strategy 6.8 – “Extend our range of assessment and recognition services, e.g. RPL outcomes; range of assessment services; income from assessment services.”

3. Why should I provide RPL? • Provides an alternative pathway for access to a course or qualification; • Acknowledges informal learning, non-formal learning and lifelong learning; • Removes the need for the learner to undertake unnecessary formal training; • Improves access to the training system for disadvantaged groups; • Highlights the learner’s current knowledge and skills; • Responds to the special needs of new immigrants; • Encourages learners to continue to upgrade their skills; • Influences learners’ career planning; • Enables employers to clarify the skill level of existing staff; • Assist industry to meet skills gaps; • Facilitates industry restructuring and accelerates up-skilling; • Focuses on learning that reflects current industry practice; • Ensures training providers keep abreast of current industry approaches. Sources: Bateman & Knight 2003; Blom et al 2003; E Smith & Keating 2003; Bowman et al 2003; Wheelahan et al 2003; L Smith 2004

4. What approach does the faculty have for RPL? • Core Delivery Students with units from other qualifications that attract National recognition; TAFE NSW Credit Transfer; or units/modules with similar outcomes where non-standard exemptions may be granted through the provision of evidence that satisfies the outcomes of units within the students’ current enrolment. • Trade Commercial Assessment-only pathway programs for trade areas known as ‘Skills Express’. Existing workers with no formal qualifications who wish to gain a qualification at Certificate I to Certificate III level. (Leads to licensing) • Post-trade Commercial (under development) Up-front RPL followed by a blended delivery training mode. Aimed at those wishing to gain a Certificate IV or Diploma who already have a related qualification. (Leads to licensing)

5. How does my section benefit from providing RPL? • Core Delivery The faculty allocates a nominated proportion of core ASH for RPL. This RPL is generally undertaken with minimal effort, but the section is credited with 100% of the ASH, which is funded at the marginal ASH rate. All participating sections receive a share of the allocated funds. • Trade Commercial Programs are costed to include a percentage that comes back to the section; the faculty; and the institute. For Example: The gross income from the B&C activities in 2007 was around $350,000 with returns of around $140,000 to sections; the faculty and the institute.

6. New catch-cry for RPL? “For a funding swell – its RPL done well”