Highlights

Valuing recognition of prior learning: Selected case studies of Australian private providers of training

The study set out to provide insights into the way eight private registered training providers in Australia understand, promote, use, support and value processes for the recognition of prior learning (RPL). The key messages relate to access to information, costs, policy issues, and assessment and auditing processes.

• The RPL process and supporting information need to be clear, concise and jargon free.
  
  
• The administrative costs associated with RPL, both in time and money, appear to be a significant disincentive for both candidates and providers and may be adding to the disadvantage experienced by equity groups.
  
  
• Effective RPL requires experienced professional assessors able to make informed professional judgments.
  
  
• The ‘shelf-life’ of qualifications and experience used for the purpose of RPL needs to be addressed, particularly in those industry areas like information technology where change is both rapid and pervasive.
  
  
• There is concern regarding the differences in standards of assessment among training providers, which may be a problem if a student is seeking a significant amount of RPL towards a qualification carrying the name of a new provider.
  
  
• The focus for assessment of RPL candidates should be on their capacity to perform ‘the task’ in the workplace to industry standards, not the elements of competency underpinning the task.
  
  
• The RPL process itself has the potential to provide students with positive outcomes, such as helping them understand their strengths, weaknesses and interests, and improving their confidence and motivation to learn.
  
  
• Information gained through the RPL process can be useful in assisting employers to maximise the potential of the candidate (their employee) within the business, and has the potential to aid the development of learner-centred training programs.
  

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