Course Content
Determining candidate recognition needs
Covering: 1.1 Consult with individual candidate applying for recognition services and identify assessment needs and overview of candidate’s existing skills, knowledge and experience 1.2 Explain nature and scope of the assessor-led RPL process, evidence requirements and assessor support to be provided, and confirm candidate understanding 1.3 Inform candidate of expected roles of candidate, employer and assessors in collection of evidence for the RPL, and confirm understanding 1.4 Discuss candidate’s suitability for an RPL option and confirm candidate decision to proceed 1.5 Record decision regarding candidate suitability for recognition according to organisational procedures and VET regulatory requirements
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Developing a customised recognition plan
Covering: 2.1 Consult with candidate to identify evidence candidate can provide to meet requirements of nationally recognised training product/s 2.2 Determine opportunities for clustering products, where evidence provided supports more than 1 training product 2.3 Identify and interpret nationally recognised training products to be used as the basis for recognition and map to agreed evidence that candidate will provide 2.4 Identify and document requirements of nationally recognised training product/s that can be met by available evidence and gaps in required evidence 2.5 Document mapping adjustments required for alternative evidence and additional tasks for candidate to complete in order to meet evidence requirements of training products 2.6 Discuss mapping outcomes and agree additional required evidence with candidate 2.7 Determine requirements for reports from other parties, and the other evidence that must be supplied to validate those reports
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Preparing an RPL kit
3.1 Set out options for collecting required evidence that meet the criteria of nationally recognised units of competency and assessment instruments and reflect candidate needs and skills, knowledge and experience 3.2 Develop evidence guides and templates in consultation with assessors who undertake recognition assessments 3.3 Document plain English exemplars and evidence checklists to support candidate in their application for recognition 3.4 Identify and record required support for candidate and any employer/s 3.5 Ensure that recognition tools are validated by peers and industry 3.6 Finalise agreed, tailored and validated RPL assessment kit and seek required approval
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Collecting RPL evidence and making judgements
Covering: 4.1 Provide advice to facilitate collection of evidence 4.2 Confirm that required support for candidate and any employer/s is in place 4.3 Monitor the evidence collection process to ensure that the rules of evidence are met and candidate privacy and confidentiality are maintained 5. Make and record assessment judgement 5.1 Review collected evidence, confirm the rules of evidence and principles of assessment are met 5.2 Make assessment judgement based on the evidence collected to support the candidate’s competence 5.3 Advise candidates of assessment outcome and provide guidance to candidates where competence is not achieved 5.4 Discuss gap assessments and potential active learning projects on the job where relevant with candidate and any required employers 5.5 Record outcome of recognition process and feedback provided to candidate according to organisational procedures
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TAEASS514 Develop and implement plans for recognition of prior learning
About Lesson

Creating a clear set of characteristics for your target group of candidates has several implications for the Recognition of Prior Learning (RPL) process. Understanding these characteristics helps you to tailor the RPL process to meet the specific needs of the candidates, ensuring it is accessible, equitable, and effective.

Implications for the RPL Process:

  1. Customisation of Communication: Knowing the target group’s preferred communication methods and language proficiency can influence how information about the RPL process is disseminated. This ensures clarity and accessibility, preventing misunderstandings that could deter potential candidates.
  2. Adaptation of Evidence Requirements: Understanding the professional backgrounds and work environments of candidates can guide the adaptation of evidence requirements. For instance, candidates from more practical, hands-on professions may benefit from demonstrating their skills through workplace observations or practical demonstrations, rather than written documentation.
  3. Flexibility in Assessment Methods: The diversity within the target group in terms of learning styles, educational backgrounds, and experiences necessitates a flexible approach to assessment. Offering a variety of assessment methods caters to different strengths and preferences, making the RPL process more inclusive.
  4. Support Services: Recognising the unique challenges and support needs of the target group, such as those facing candidates with disabilities, those from non-English speaking backgrounds, or those with limited digital literacy, can lead to the implementation of tailored support services. This might include offering translation services, one-on-one support sessions, or technical assistance.
  5. Recognition of Informal and Non-Formal Learning: Identifying the types of informal and non-formal learning experiences common among the target group can enhance the effectiveness of the RPL process. This recognition helps in valuing diverse learning pathways and experiences, potentially broadening the evidence base considered acceptable for RPL.
  6. Professional Development Opportunities: Understanding the career aspirations and industry demands of the target group can inform the provision of relevant professional development advice and opportunities post-RPL. This aligns the RPL process not just as a recognition of past achievements but as a stepping stone for future career progression.
  7. Cultural Sensitivity: Recognising the cultural backgrounds and values of the target group is essential for creating an RPL process that is respectful and culturally appropriate. This might involve adapting the process to be more community-oriented or consultative in cultures where individual assessment might be less accepted.
  8. Policy and Procedure Adaptations: The characteristics of the target group might necessitate adaptations to policies and procedures to address specific barriers or challenges. For example, candidates working in remote areas may need different provisions for evidence submission and assessment.

 

Understanding the target group’s characteristics allows for a more tailored and candidate-centred RPL process, enhancing its accessibility, relevance, and effectiveness. It requires a proactive and flexible approach to policy, procedure, and support mechanisms, ensuring that the RPL process accommodates the diverse needs and circumstances of all candidates