from National Principles and Operational Guidelines for Recognition of Prior Learning Australian Qua

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Recognition of Prior Learning

• -from National Principles and Operational
  Guidelines for Recognition of Prior Learning
  (Australian Qualifications Framework)

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What is the definition of RPL?

• According to the Australian Qualifications
  Framework, RPL (Recognition of Prior Learning) is
  a process that assesses the individuals
  non-formal and informal learning to determine the
  extend 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.

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How does this differ from credit transfer?

• Credit transfer assess the initial course or
  subject that the individual is using to claim
  access to, or the award of credit in, the
  destination course to determine the extent to
  which it is equivalent to the required learning
  outcomes, competency outcomes, or standards in a
  qualification. This may include credit transfer
  based on formal learning that is outside the AQF
  framework.

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How is RPL used and assessed?

• Both RPL and credit transfer are learning
  pathways that can be used as access to a course
  or qualification or for the award of credit in a
  course or qualification, leading the partial or
  full completion of the requirements for that
  course or qualification.

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What is the RPL process?

• In order to recognise prior learning, it is
  necessary to
• compare the informal or non-formal learning the
  individual has achieved against the learning
  outcomes or performance criteria of the course or
  qualification for which the student is using as a
  basis for seeking entry or the award of credit.
• determine the appropriate evidence to support the
  claim of prior learning.

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What form might this take?

• The process to assess RPL applications may take
  several forms, for example
• Participation in exactly the same or modified
  versions of the assessment the student would be
  required to complete as part of the full course
• Assessment based on a portfolio of evidence
• Direct observation of demonstration of skill or
  competence
• Reflective papers, journals or portfolios that
  relate past learning to the learning or
  competency outcomes of the current course or
  qualifications

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• 5. Provision of examples of the students
  work drawn from the workplace social, community
  or other setting in which the student applies
  their learning or competence
• Testimonials of learning, skill or competence
• Combinations of any of the above

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Development of a Swinburne RPL Process

• To view the current Swinburne TAFE RPL/RCC
  policy, go to
• http//www.tafe.swin.edu.au/sps/quality2004/Proced
  ures/Proc20docs/QTAFE2620072004.pdf
• Currently, a working party is developing a
  on-line RPL process whereby prospective students
  will be able to access a self-assessment tool.
• This tool will allow them to make an initial
  assessment of their current competence.
• If the prospective student feels they may be able
  to demonstrate current competence in some/all of
  the units of competency within a particular
  training package, they will then direct this
  enquiry to the Department responsible for
  delivery of this training package.

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• The prospective students then enrols in the
  course/module/unit and applies for RPL/RCC.
• Each department will be encouraged to develop an
  evidence guide which will be used to assess a
  students current competence.

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Sample 2

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