Recognition of prior learning (RPL) is an integral component of the vocational education and training (VET) system in Australia. It provides a way of recognizing skills and knowledge that already exist, regardless of how, when or where the learning took place, so that they may be counted towards the achievement of a qualification.
HISTORY:
Recognition of Prior Learning (RPL) was introduced into Australia as part of a National
Qualifications Framework in 1993. It is now part of the Australian Quality Training
Framework (AQTF) charter and the standards for Registered Training Organisations
(RTOs) delivering accredited training. Within these charters and standards it is
mandatory for RPL to be offered to all applicants on enrolment.
The National Principles and Operational Guidelines for RPL, compiled by the AQF
Advisory Board and endorsed in 2004, list seventeen principles for RPL. The principles,
which have most relevance here are:
Principle 3: RPL is critical to the development of an open, accessible, inclusive,
integrated and relevant post-compulsory education and training system,
and is a key foundation for lifelong learning policies that encourage
individuals to participate in learning pathways, that include formal, nonformal
and informal learning;
Principle 4: There is no one RPL model that is suitable for all qualifications and
all situations. In particular, different sectors give rise to different models.
The model of RPL that is implemented must be aligned with the
outcomes, goals and objectives of the qualification;
Principle 9: RPL assessment should be based on evidence, and should be
equitable, culturally inclusive, fair, flexible, valid and reliable;
Principle 14: RPL information and support services should be actively promoted,
easy to understand and recognise the diversity of learners;
Principle 16: Jurisdictions, institutions and providers should include RPL in
access strategies for disadvantaged learners who are not in the
workforce, or marginally attached to the workforce, and who are not
already engaged with studying and training.
HOW WELL HAS RPL WORKED IN AUSTRALIA?
(Reference: National Centre for Vocational Educational Research Ltd. website www.ncver.edu.au)
An NCVER report conducted in 2002 found that the highest rates of RPL were for those students in the 25 – 39 year age range and that those with higher formal qualifications were more likely to use the RPL process. However, the national aggregate figure for the uptake of RPL was 4% for 2001 with equity groups having relatively lower rates of RPL uptake.
In terms of equity groups students with a disability who received RPL were slightly
higher than those without a disability and students from regional areas were more likely
to receive RPL than metropolitan based students.
Students from non-English speaking backgrounds were far less likely to receive RPL
than students from English speaking backgrounds and Indigenous students received
about half as much RPL as their non-Indigenous counterparts.
Overall, RPL was more likely to be received by older students and by
students who were studying part-time. Students who were working fulltime
were more likely to receive RPL. Unemployed students received the
least RPL and credit transfer. Students who were not in the labour force
did not achieve the same level of RPL as did students who were working
part-time.
A Queensland Department of Education and Training report on the recognition of
qualifications through multiple pathways (2003) compiled for the ANTA National
Consistency Project found the majority of Registered Training Organizations (RTO’s) studied did not encourage RPL. Sixty one percent (61%) of RTOs who responded did not grant RPL for learners in any unit of competency. Twenty eight percent of RTOs (28%) granted RPL for more than 10 learners and eighteen percent (18%) granted RPL for 2-5 units of competency.
This reinforced the feedback received from auditors that RTOs were reluctant to encourage RPL for a variety of reasons.
BENEFITS OF RPL:
(Reference: www.ncver.edu.au )
In Australia the benefits of RPL have been identified by employers and learners as follows:
Individuals use recognition of prior learning because it:
– saves time because they do not have to repeat learning for skills or knowledge they already have
– allows fast-tracking to recognised qualifications
– allows for employment-related gains and career development opportunities
– can have a significant impact on self-esteem and motivation
Employers encourage recognition of prior learning because it:
– provides a way of more effectively and efficiently utilising skills already in the workforce
– allows fast-tracking, which means employees can become fully competent as quickly as possible
– enables skill gaps to be identified, providing a sound basis for training needs analysis and career planning
– fosters a learning culture, since it builds confidence to undertake further education and training
– motivates employees and it can satisfy industry licensing arrangements.
RECENT TIMES:
RPL is important in Australia as employers are seeking out workers who have qualifications and the major reason for an increasing demand for workers with qualifications is to ensure the deepening of the skills base in Australia thus creating more workers with higher skill levels.
Skills shortages have been identified by the Reserve Bank of Australia as being a factor contributing to higher inflation and interest rates. Therefore you can see why the promotion of a process to increase the recognition of current competencies in our workforce is currently attracting our governments attention as well as funding.
SKILLS FIRST INITIATIVE:
The Queensland Government is driving a new approach to recognition of prior learning through the Skills First Initiative. Skills First encourages the recognition of a person’s knowledge and skills before their training commences ie the applicant may be provided with either a full qualification or a part qualification and avoid duplication of training. The process is used to identify what training is required in order to complete a qualification, or to provide a pathway to higher qualifications. This avoids people being trained in areas where they are already skilled, making training faster and more rewarding.
Training organizations (public and private) go through a preferred supplier process whereby the Queensland Government will pay $A500 towards the cost of the applicant’s RPL process. The RTO or TAFE (training organisation) receives the payment when the process is completed.
The applicant applies in the first instance to a Skilling Solutions Centre (often in a local shopping center) and are put through a software program that assists them in identifying what competencies they currently have and what qualifications they could reasonably expect to be successful in gaining RPL for. Then they are referred to a list of preferred supplier training organizations (TAFEs or RTOs) to under go the RPL process.
The introduction of this program mid 2007 has proven to be very successful and in 2008 will be continued and promoted through the media to make workers aware of the process.
In conclusion, employers, government and training organizations in Australia recognize RPL as being an extremely important process and a key component of a strategy to be implemented in order to support the upskilling of our current workforce and to prepare us for the challenges of skill shortages in the near future.
Mc Carmel THOMPSON
Director
SOUTHERN CROSS INTERNATIONAL LEARNING INSTITUTE
(RTO, Australia)