Topic outline
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Welcome Message
Welcome to the Recognition of Prior Learning (RPL) Kit. You can use this kit if you think you have the appropriate competence (skills, knowledge and attitude) contained within course objectives. Having competence means ‘the ability to apply your knowledge and skills to perform your job or workplace task effectively’
This kit has six sections/steps to complete the RPL application process:
Step 1: The Application process and RPL Application Form
➤ Preliminary discussion with your trainer/assessor and RTO regarding the RPL process, fees and exploration of suitable courses.
Step 2: Completing the RPL Complete Self-Assessment Checklist
➤ Self-evaluation of applicant’s skills, knowledge and experience to your chosen vocational area
Step 3: RPL Competency Conversation Kit
➤ This is also known as 'professional conversation' or 'learning conversation'.
➤ The purpose of the competency conversation is to gain a detailed insight into the applicant's relevant skills, knowledge and experience.
Step 4: RPL Demonstration and Observation Kit
➤ A list of projects and tasks are provided to applicant to perform to demonstrate their relevant skills, knowledge and experience.
Step 5: Third-Party Evidence Kit and Portfolio of support Evidence
➤ Confirmation and authentication step where the information provided in step 3 and 4 will be used as a basis for verification with your supervisor (past and/or present).
Step 6: Finalisation of RPL Process
➤ This involves all the processes the assessor and Registered Training Organisation (RTO) undertake to finalise the RPL assessment process for the candidate. This includes actions such as determining final assessment outcomes, providing candidates with feedback and options, completing RTO-required documentation, and awarding candidates with the qualification or a Statement of Attainment.
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Recognition of prior learning (RPL) And Credit Transfer (CT)
Nationwide Academy offers credit transfer (CT) and recognition of prior learning (RPL) to individuals who are eligible.
◻️ If an applicant has course related skills and experience, they may be eligible for RPL or previously completed a unit of competency they may be eligible for Credit Transfer. This is discussed and documented at pre-training review stage.
✪ Nationwide Academy provides information to the applicant that outlines the RPL/CT process outlined in the RPL handbook
✪ Applicants will be considered on an individual basis and may apply for any amount of RPL for this training product
◻️ If Applicants are deemed eligible to apply for RPL or CT they will need to compile and present their evidence, in consultation with the trainer/assessor following enrolment including any
✪ AQF certification documentation issued by any other RTO or AQF authorised issuing organisation
✪ Verified VET transcripts issued by the Registrar
✪ Evidence of currency in skills and knowledge relevant to unit of competency detailed in the Assessment tools supplied
Recognition of prior learning (RPL)
Recognition of prior learning is an assessment process which determines the credit outcomes of an individual application for credit. This may be appropriate for candidates who have previously attained skills and knowledge and who, when enrolling in qualifications, seek to shorten the duration of their training and either continue or commence working. This may include:
• existing workers
· individuals with overseas qualifications
· recent migrants with established work histories
· people returning to the workplace
· people with disabilities or injuries requiring a change in career
RPL assessment should be undertaken by people with expertise in the subject content of the skills area, as well as knowledge of and expertise in RPL assessment policies and procedures. Assessment methods used for RPL should provide a range of ways for individuals to demonstrate that they have met the required outcomes and can be granted credit. These can include:
• questioning (oral or written)
• consideration of a portfolio and review of contents
• consideration of third-party reports and/or other documentation, such as articles, reports, project material, papers, testimonials or other products prepared by the RPL applicant that relate to the learning outcomes of the relevant qualification component
• mapping of learning outcomes from prior formal or non-formal learning to the relevant qualification components
• observation of performance
• participation in structured assessment activities the individual would normally be required to undertake if they were enrolled in the qualification component/s.
In an 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. Where the outcomes of this process indicate that the candidate is competent, structured training is not required. As with all assessment, the assessor must be confident that the evidence indicates that the candidate is currently competent against the endorsed unit of competency. This evidence may take a variety of forms and might include certification, references from past employers, testimonials from clients, work samples and/or observation of the candidate. The onus is on candidates to provide sufficient evidence to satisfy assessors that they currently hold the relevant competencies. In judging evidence, the assessor must ensure that the evidence of prior learning is:
• authentic (the candidate’s own work)
• valid (directly related to the current release of the relevant endorsed unit of competency)
• reliable (shows that the candidate consistently meets the endorsed unit of competency)
• current (reflects the candidate’s current capacity to perform the aspect of the work covered
• by the endorsed unit of competency)
• sufficient (covers the full range of elements in the relevant unit of competency and addresses the four dimensions of competency, namely task skills, task management skills, contingency management skills, and job/role environment skills).
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RPL Application Form
Welcome to the Recognition of Prior Learning (RPL) Kit. You can use this kit if you think you have the appropriate competence (skills, knowledge and attitude) contained within course objectives.
◆ Please fill up the form and submit here.
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What is self-assessment?
Self-assessment is a route for you to choose whether you might want to proceed with the Recognition process for this course. Self-assessment includes you getting some information about your experiences that may be important to the unit/s contained in the qualification.
Why conduct a self-assessment?
Conducting a self-assessment will help you to choose in the event that you have applicable experiences to show your competency for a specific unit or competency. It is the principal phase of helping you choose whether you ought to go to the effort of gathering evidences after you finish and present a RPL application shape to RTO administration and training department.
If you determine that you decide you don't have enough pertinent experiences, you can save yourself the work required in applying and can consider other learning and development strategies.
RPL is regularly observed as the easy approach to pick up a qualification. However, there is no easy way to achieve a whole Diploma. The best chance of success comes when you choose the most appropriate pathway.
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Complete the Self-Assessment Checklist.
The checklist contains examples of the types of experiences and roles that may have provided you with the skills and knowledge required in the Diploma. It is not exhaustive – you may have other experiences that are not mentioned here. There is also a list of the types of evidence that you could use to support your Recognition application.
Consider the experiences and evidence you have and ask yourself if you have the work, life and formal qualification/experience required for this qualification?
▶ If your responses are positive, please continue with STAGE 2.
▶ If your responses are negative, please still complete STAGE 2, remembering that the above considerations will impact on your final decision.
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Purpose of using Competency Conversation Kit
▶ Once the applicant has collected the evidence accessible to them, trainer/assessor should arrange to meet with them to conduct a formal competency conversation (also called 'professional conversation' or 'learning conversation').
▶ The purpose of the competency conversation is to gain a detailed insight into the applicant's relevant skills, knowledge and experience. This is particularly useful for people who have moved jobs or do not have paper evidence of their skills.
▶ Quality Skills Recognition uses conversations and interactions that feature thoughtful questions, careful listening and reflective/checking responses. It is advisable to use both closed questions (which target specific, focussed information) and open-ended questions that allow the applicant to expand.
▶ The competency conversation can be conducted face-to-face with the applicant, over the telephone or via technologies such as Zoom, teams or Skype. Competency conversations are also useful when conducting group Skills Recognition assessments, as the applicants have opportunities to remind each other of relevant work experiences.
▶ To be flexible the student has an option to answer question below using their recorded voice.
You are encourage to complete the questionnaire first before the actual conversation any Gap skills identified then further meeting will be set up
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➤ The Competency Conversation Recording Tools are assessment instruments used by the assessor to record ‘competency conversations’ interviews.
TAEASS412 - Assess competence
The full text of the units can be viewed at www.training.gov.au
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The full text of the units can be viewed at www.training.gov.au
➤ Assessments must ensure use of the National Quality Framework for Training and Education and the relevant approved learning framework under the National Quality Framework for TAE40122 - Certificate IV in Training and Assessment (Assessor to tick ☑ if confirmed for this unit of competency.)
➤ Skills must be demonstrated in a regulated education and workplaces. (Assessor to tick ☑ if confirmed for this candidate.)
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The full text of the units can be viewed at www.training.gov.au
➤ Assessments must ensure use of the National Quality Framework for Training and Education and the relevant approved learning framework under the National Quality Framework for TAE40122 - Certificate IV in Training and Assessment (Assessor to tick ☑ if confirmed for this unit of competency.)
➤ Skills must be demonstrated in a regulated education and workplaces. (Assessor to tick ☑ if confirmed for this candidate.)
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Unit of competency:
TAEDES411 - Use nationally recognised training products to meet vocational training needs
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Unit of competency:
TAEDES412 - Design and develop plans for vocational training
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Unit of competency:
TAEPDD401 - Work effectively in the VET sector
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Unit of competency:
TAEDEL311 - Provide work skill instruction
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Unit of competency:
TAEDEL414 - Mentor in the workplace
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Unit of competency:
TAEASS512 - Design and develop assessment tools
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Unit of competency:
TAEDEL412 - Facilitate workplace-based learning
The full text of the units can be viewed at www.training.gov.au -
Unit of competency:
TAELLN421 - Integrate core skills support into training and assessment
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Unit of competency:
BSBTWK401 - Build and maintain business relationships
The full text of the units can be viewed at www.training.gov.au
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Purpose of using Demonstrations and Observations
A list of common questions, tasks, projects and assessment activities are provided below. Trainer/Assessor can use this demonstrations and observations when they are unsure if student has required skills, experience and knowledge to perform a specific task, project or assessment activity.
Instructions to use this demonstrations and observations kit are provided below.
Instructions to use Demonstrations and Observations Kit
Each unit will have a number of tasks. These will help the candidate gather the right types of evidence for each unit.
Tasks might include:
▶ Candidate showing their assessor how they do a specific workplace task (often they will need to answer verbal questions from their assessor to show their understanding and knowledge required of the task, or to talk about their past experiences doing a specific job/activity).
▶ Gathering samples of workplace documents (candidate work with regularly) or they have developed as part of their job role
▶ Feedback from clients or other colleagues
▶ Completing a short report to show their understanding of a complex or industry-specific topic
▶ Making sure their third party person has completed a report on their ability to do specific tasks (this might be required where the activity is of a confidential nature).
These items will make up candidate’s evidence portfolio for the qualification or units they are applying for.
They will need to submit their portfolio of evidence to their assessor.
Important to think about privacy and confidentiality!
It is important to think about the types of documents candidate is submitting as part of their evidence portfolio. Is there anything in their portfolio that could identify a person or that is confidential to their workplace?
Would their supervisor or employer be happy that they have added that document to their portfolio? Have they asked them for permission to make a copy or take the document out of their workplace?
Think about the following (depending on their job and industry area):
➤ client/patient files
➤ human resources documentation
➤ financial documentation
➤ legal documentation
➤ contracts
➤ documents that include names, addresses, phone numbers and taxation information.
Many of the units in this tool will identify where a task might involve the use of confidential of sensitive information. In this case, their third party person will need to write a short report in the RPL Third Party Tool that indicates their ability to do this task/work to competent level.
Trainer are required to use the rubrics in every unit below to identify student RPL competent level using all the portfolio evidences including the Q & A conversation.
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➤ Confirmation and authentication step where the information provided in step 3 and 4 will be used as a basis for verification with your supervisor (past and/or present).
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Please use the Third-Party evidence kit as attached and submit here alongside with other evidences that will support your RPL application.
Below are some examples of evidence that you can add in your portfolio.
Select some supporting evidence that you have in your professional portfolio that can support your TAE RPL application but not all of the list.
☑ Resume/ Brief CV or work history
☑ Qualifications/ Certificates/ results of assessment for nationally recognised qualifications
☑ Results/ statement of attendance/ certificates; for in-house courses, workshops, seminars, symposiums
☑ Membership of relevant professional associations
☑ Job/Position Description
☑ Relevant industry licences i.e. Blue Card.
☑ References/letters from previous or current employers/supervisors.
☑ Certifications Industry workshop certificates of completion or attendance
☑ Direct demonstration/ observation: Performance of a task, or range of tasks, either in the workplace or in a simulated work environment, witnessed directly by an assessor
☑ Indirect demonstration Use of photographs, videos, etc. showing performance of a task when the assessor cannot be present.
☑ Products Models, programs, designs, items, objects that have been made, fixed or revamped by the candidate
☑ Work samples, which may include but not limited to: Rosters, budgets, reports, standard operating procedures, diaries/ task sheets/ job sheets/ log books/ performance appraisals/ work plans/ projects etc. developed by the candidate
☑ Questions - written and oral Asking the candidate about real or hypothetical situations to check understanding, task management and contingency management skills.
☑ Assignments Projects, reports, essays, etc. relevant to the LLN requirements of the unit of competency
☑ Third party reports Documented and verified reports from supervisor, colleague, subject expert, trainer or others
☑ Self-assessment A candidate’s personal statement on their performance (not generally sufficient in isolation). A personal statement should be a concise description of your work activities and the functions you carry out and must be related to the unit of competency.
☑ Portfolios Collections of evidence compiled by the candidate
☑ Supplementary Evidence – Any other evidence not covered through the RPL Evidence Matrix. Please specify why you have selected another supplementary evidence.
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◻️ Instructions and notes:
This form is for completion by the assessor—it provides a cover sheet in which details of the final assessment outcome for a candidate and the basis for that decision can be recorded. Assessors should progressively add information as RPL assessment activities are undertaken.
Depending on the RTO’s processes, the assessor could add information for units not assessed by RPL (e.g. credit transfer, national recognition, or training and assessment).
Once final assessment is completed, assessors should finalise the form by ticking ‘Competent’ or ‘Not Yet Competent’ for each unit, signing the declaration and having the candidate also sign the form. The signed copy would usually then be retained in the candidate’s file of RPL assessment evidence.
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◻️ Instructions and notes:
This form is for initial completion by the assessor with the candidate in Step 1, at the initial RPL interview and planning session—it sets out the steps in the RPL process for an individual candidate based on their needs and circumstances.
To complete the form, first complete Parts 1 to 6, then, as the RPL assessment process continues, progressively update dates and activities using Part 7. Both the assessor and candidate should keep a copy and bring their copy to each RPL assessment activity for updating if needed.
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Important instructions
➤ Please tell us about your training. Your feedback plays an important role in developing the quality of your education. In this questionnaire, the term ‘training’ refers to learning experiences with your training organisation. The term ‘trainer’ refers to trainers, teachers, lecturers or instructors from your training organisation.
➤ Provide one response to each item on the form. Place a clear ‘●’ inside each box. Leave the box blank if the statement does not apply. If you want to change your answer, fill in the entire box and mark the correct box with an ‘●’.
Click Here to access Learner Questionnaire
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