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Recognised Prior Learning (RPL)

The main principle underpinning Recognition of Prior Learning (RPL) is that for competency based training the focus should be on the outcomes of learning, rather than how, when or where the learning occurred. To this end, it is important that a person has the chance to share what they know with their assessor who can then make a judgment as to which of the competencies may be awarded to them. 

RPL is an assessment process that assesses an individual's non-formal and informal learning to determine the extent to which that individual has achieved the required competency outcomes towards a partial or total completion of a qualification.
The main principle underpinning RPL is on the outcomes of learning, rather than how, when or where the learning occurred. In order to grant RPL, the assessor must be confident that the candidate (i.e. the learner in the course) is already competent against the competency standards or outcomes specified in Australian Qualifications Framework accredited courses.
In order to recognise prior learning it is necessary to:
  • compare the informal or non-formal learning the person has achieved against the learning outcomes or performance criteria of the course or qualification, and
  • gather evidence to support this claim of prior learning.
The processes used to assess a person's competency will take the following form:
  • They are asked to provide some work samples or other forms of documentary/media evidence to their assessor;
  • They have a meeting (i.e. face to face, telephone or data conferencing) with their assessor where the assessor will ask them some questions;
  •  The assessor may then give them a few practical tasks to do.

The diagram below outlines the RPL process used by TEIA:

TEIA's RPL process represented in a flowchart