What you need to know about RPL
UPDATE | Graham Brophy, Quality Assurance Co-ordinator, DET
What is RPL?
The term Recognition of Prior Learning (RPL) has evolved in recent years from a broader term covering the assessment and acknowledgement of previous learning from all sources, to a more specific focus on assessment and acknowledgement of previous learning from informal and non-formal sources.
RPL is defined in the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS 6.0) as follows:
“Recognition of Prior Learning (RPL) involves the assessment of previously unrecognised skills and knowledge an individual has achieved outside the formal education and training system. RPL is an assessment process that assesses the individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes or competency outcomes.”
What is Recognition?
Recognition is a broader term in which the transferability of skills and knowledge acquired from a range of learning settings (formal, informal and non-formal) are acknowledged. Recognition encompasses RPL, credit transfer, national recognition which may result in meeting entry requirement and/or provide advanced standing in a qualification or course.
Why use RPL?
RPL has the potential to provide benefits to individuals, training organizations and industry. RPL can:
- provide a mechanism to acknowledge an individual’s skills not formally recognized, thus saving an individual time and money
- reduce unnecessary training by RTOs.
- increase the pool of skilled workers with qualifications to meet industry needs.
How can RPL integrate into delivery? 
Because RPL requires assessment, it is important that individuals who display evidence for potential RPL outcomes are given opportunities to prepare for and be assessed for RPL at the earliest possible opportunity.
Opportunities for RPL should therefore be available prior to the commencement of training and candidates should be supported in the preparation of their evidence for RPL assessment.
Gap training identified as a result of positive RPL assessment outcomes should be delivered in a manner which provides accelerated training pathways.
Why is the use of RPL important and receiving so much publicity
RPL is an important way of addressing skill shortages.
Because RPL has the potential to recognize skills and knowledge already acquired, positive RPL outcomes mean that credentialed skilled workers are available more rapidly than if training is required.
What is the most effective way to deliver using RPL?
- Ensure that both RTO staff and potential candidates are aware of RPL
- Provide information and resources for individuals to prepare for RPL
- Provide accessible opportunities for individuals to undertake RPL assessments
- Ensure that the candidate benefits from positive RPL outcomes (cost savings, time savings, increased earnings).
How much ASH does RPL generate?
RPL is assigned the same Annual student contact hours (ASH) as would be generated if training was delivered and assessed.
Is RPL cost effective for TAFE sections in terms of time vs money received?
It can be. Although RPL usually involves some one on one interactions, good information and tools can minimize 1:1 components. Cost savings also arise through reduced training delivery time.
How much does RPL cost for a course for a client?
TAFE NSW provides RPL at no additional cost for enrolled students. RPL services are also provided on a commercial basis for external clients.
What are the benefits to clients if RPL is used?
RPL can provide savings in time and money (reduced training cost, can lead to increased earning capacity).
What is the best way to provide RPL?
RPL services can be offered in a variety of ways such as through physical recognition centres, online RPL preparatory tools, RPL pre-assessment support services, challenge testing, integrated training delivery and RPL assessment.
Should there be a specialist in each faculty for RPL or can 'anyone do it'?
Either a specialist RPL strategy or an integrated training/RPL assessment strategy can work. It depends on the nature and culture of the industry area, the qualifications of the staff, and the physical facilities required and available.
What is the current take up rate of RPL?
RPL activity can be expressed in various ways based on hours, students, units, or enrolments. It is frequently expressed as a percentage of all enrolment outcomes.
In 2005 , 25,027 students from TAFE NSW were awarded RPL, representing 6.0% of all TAFE NSW students (415,452).
Is there any kind of TAFE push for a limit on how much RPL is used?
No . Governments would like see the quantum of RPL in Australia increase for three reasons:
- assist in addressing skill shortages
- provide greater equity for the outcomes of training pathways
- compare more favorably in international comparisons.
At the same time Governments want the rigor of RPL processes to match outcomes from training delivery and assessment.
Do you know in which areas RPL is being most used?
Some industry areas tend to be higher than others- e.g. hospitality areas tend to have high RPL rates.
Higher levels of RPL are recorded in higher level qualifications and for mature age applicants.
Why do you think this is so?
Higher levels of informal and non-formal learning opportunities exist in some areas e.g. hospitality
Candidates undertaking higher level qualifications and mature age candidates generally have a higher level of exposure to previous learning opportunities.
Why can you only give a pass grading using RPL?
RPL is always processed as 'by Advanced Standing' - that is it is an exemption rather than a mark or grade that is recorded. The reasons are as follows:
- In a competency-based environment graded assessment is not always possible or justifiable
- Where graded assessment is justified there are processes to collect specific evidence which will determine the level of performance
- RPL focuses however on reliably but simply determining whether competencies have been achieved- hence the outcomes are reported as either competency achieved/ competency not achieved.
When competency-based assessment (CBA) was introduced to VET about 15 years ago there was a strong feeling in some quarters that grading was incompatible. There has been a shift in recent years to greater acceptance of grading in a CBA environment- however the compressed timeframe for collection and evaluation of evidence for RPL assessment makes the likelihood of grading of RPL fairly remote.