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Think pieces

Recognition of Prior Learning (RPL) - Let's Not Get Sidetracked THINKPIECE | eZine March 2008

The purpose of this article is to encourage practitioners to think beyond the obvious issues around RPL and to challenge practitioners to reflect on and evaluate some of the more fundamental factors surrounding their assessment practice per se and recognition of prior learning (RPL) specifically.

RPL - policy to practice THINKPIECE | eZine May 2007

The importance of RPL for adult participation in learning is critical. Why then is the take-up in Australia so low? This paper was a discussion starter for the 2007 RPL Colloquium. However it poses questions that all practitioners may want to think about.

Exemplars

RPL:  A Practitioner’s Journey PODCAST | eZine May 2008

In 2007 Judy facilitated a Reframing the Future project which aimed to assist TAFE SA to provide consistent, responsive and quality RPL services. The project was about pulling together those pockets of quality in RPL practices in TAFE SA that exist, but have remained isolated, impacting little on wider practices.  Through this process of exchange, key issues were identified to try to drive and improve quality changes.

Recognition Champions - having a go! EXEMPLAR | eZine May 2008

When staff in the Community Services, Health, Tourism and Recreation Faculty (CSHT&R) at TAFE NSW - Western Institute decide to do a “project”, they harness their energy and start to make things happen!  This is evidenced by their decision to streamline RPL assessment.

RPL and Workforce Capability Development EXEMPLAR | eZine March 2008

A TAFE NSW Sydney Institute project, which won a Gold TAFE NSW Quality Award in 2005, has been expanded, Institute-wide, as an existing worker traineeship for non-teaching staff.  The benefits and the process undertaken are seen from the perspective of a manager, staff member and participants. 

Skills express | eZine May 2007

Many existing workers will benefit from the TAFE NSW expansion of the Skills Express program later this year. “Skills Express” is a TAFE NSW product developed jointly by the South Western Sydney Institute (SWSI) and the Manufacturing Engineering, Construction and Transport Curriculum Centre (MEC&T).

A recognition journey for the experienced practitioner | eZine May 2007

The challenges of providing Recognition of Prior Learning to a group of highly skilled professionals is difficult enough, but when faced with working across different cultures and in a different country you also need to have an “openness to other people’s points of view and not blinker your outlook”. It also requires extensive application of professional judgement

Towards professional judgement | eZine May 2007

Extensive experience in workplace delivery has changed Ken’s teaching and learning practice, improved his confidence in assessing RPL and led him to an exploration of professional judgement.

Resources

Skillsrecognition.gov.au

The first simple version of the site provides information to encourage people to have their existing skills formally recognised with a qualification.

TAFE NSW RPL Colloquium 2007 Home Page

The home page of the TAFE NSW RPL Colloquium 2007. Offers resources such as audio recordings, papers and powerpoints from the day

Workplace Informal Learning Matrix 

A Canadian online product, which consists of a series of scales used to capture non technical generic skills levels in a range of job classifications.   Essentially self assessment checklists, the scales can be applied to the individual or a workplace.  The site has sections which assist organisations to create online reports, analyse and apply findings.

Recognition of Prior Learning – Your first step

“How to” resource developed for Registered Training Organisations as a support material for Training Package.  Very useful material

Recognition of Prior Learning: An assessment resource for VET Practitioners

An assessment resource for VET practitioners, developed by the Department of Education and Training, Western Australia as a detailed and useful supplement to AQF guidelines

AQTF Implementation Handbook, 4th Edition, 2007

Refer Page 91 for AQF Recognition of Prior Learning: National Principles and Operational Guidelines

Accreditation Of Prior And Experiential Learning:A Practitioner’s Guide

Practical guide developed for VET practitioners in the United Kingdom. 

The Learning from Experience Trust (UK)

Site contains publications related to RPL, including discussion papers and guides for learners. 

What you need to know about RPL UPDATE | Graham Brophy, Quality Assurance Co-ordinator, DET

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.

Research

Dr Josie Misko, Francesca Beddie (and Professor Larry Smith (University of New England),  The Recognition of Non-formal and Informal Learning in Australia,

Department of Education, Employment and Workplace Relations, September 2007
A synthesis of qualitative and quantitative data on the recognition of non-formal and informal learning in Australia highlighting innovative policy initiatives and practices, issues and challenges.

Recognition of prior learning and the problem of ‘graduateness’  Leesa Wheelahan, , Southern Cross University, AVETRA, 2003

Paper on Graduateness and recognising skills in recent graduates
Explores appropriateness of whole qualifications being awarded on the basis
of RPL, and whether learning may be richer if students were required to incorporate other learning pathways

Assessment for recognition of prior learning in technical and vocational education and training in Australia: where to from here?,   Knight, Brian, National Centre for Vocational Education Research, 2006,

This paper reviews the current current policy situation in Australia with relation to RPL, with a particular focus on the issues thrown up by RPL assessment and government policy initiatives designed to address them.

Social Inclusion through APEL: The learners’ perspective

, Cleary, Whittaker et al, Centre for Social and Educational Research (UK), 2002
Draws together the findings of five national reports on recognition of prior learning from different European countries.

The Role of National Qualifications Systems in promoting Lifelong Learning (II)
,  OECD, 2003

The Role of National Qualifications systems in promoting lifelong learning, An OECD activity. This report gives a rundown on the systems adopted in a number of nations, with special reference to the recognition of non-formal and informal learning.

Recognition of Prior Learning within the education system

 Danish government policy paper on RPL, 2004. Shows the policy issues are similar across the western world.

Recognition of prior learning in the vocational education and training sector
Bowman, K, Clayton, B,  Bateman, et al, Recognition of Prior Learning in the vocational education and training sector, NCVER, 2003

Identifies what drives and what creates barriers to effective implementation of RPL. 

Recognition of prior learning, At a glance Hargreaves, J, NCVER 2006

Explores results of recent research which conclude that RPL has failed to fulfil its promised  potential.

What’s in it for me? Recognition of prior learning in enterprise-based
registered training organisations,

Blom, K, Clayton, B, Bateman, A, Bedggood, M and Hughes, E, NCVER,2004
There is only limited information about skills recognition implementation and outcomes within Australian enterprises. This report investigates the practices, processes and benefits of recognition within a sample of enterprise-based registered training organisations.

Valuing recognition of prior learning, Selected case studies of Australian private providers of training  Smith, L,  NCVER, 2004

Looks at the way eight Australian private registered training providers understand, promote, use, support and value processes for RPL. The key messages relate to access to information, costs, policy issues, and assessment and auditing processes.

HARGREAVES, Jo 2006, Recognition of prior learning: At a glance NCVER: Australia

This publication gives an overview of recent research into recognition of prior learning within the Australian vocational education and training system.
Full report available online in PDF or Word format.

SMITH, Larry 2004, Valuing recognition of prior learning: Selected case studies of Australian private providers of training, NCVER, Australia

This report focuses on private registered training providers' RPL processes - how it is practised and the factors that facilitate or impede its implementation. It reports that the demand on resources - time and funds - are viewed by providers as factors which limit the promotion of RPL and its use by students, particularly those from disadvantaged groups. Full report available online in PDF format.

BATEMAN, Andrea & Knight, Brian 2003, Giving credit: A review of RPL and credit transfer in the VET sector - 1995-2001, NCVER, Australia

Recognition of prior learning (RPL) and credit transfer have become widely accepted and applied in the vocational education and training (VET) sector throughout the 1990s. This report documents how and where RPL is applied and its perceived benefits and barriers. It also discusses emerging issues and implications for VET.
Full report available online in PDF format.

BOWMAN, Kaye et el 2003, Recognition of prior learning in the vocational education and training sector, NCVER, Australia

The implementation and management of recognition of prior learning (RPL) by registered training organisations following the introduction of Australian Quality Training Framework standards are reviewed in this report. Proposals to support registered training organisations' compliance with RPL in the standards are also included. The report is based on work commissioned by the Australian National Training Authority to identify and analyse the barriers that affect the implementation of RPL. Full report available online in PDF format.

HARRIS, J 2000, The recognition of prior learning (RPL) in higher education: Doing boundary work? OVAL Research, Sydney.

Changing economic, political and socio-cultural conditions provide an increasingly global framing for explorations of contemporary developments in education and training such as the Recognition of Prior Learning (RPL). The concern of this working paper is to find ways to better understand the issues within the growing range of RPL practices.

BOWMAN, K; Knight, B; Hargreaves J; Nguyen, N & Woods, D 2004, Realize the full potential of Recognition of Prior Learning, Paper presented at the 13th National NCVER VET Research Conference, Southern Cross University, Qld, Australia.

This brief paper draws on five Australian papers and the data collected at a 2002 Forum on RPL. It succinctly sets out the factors that can make the assessment of Recognition of Prior Learning (RPL) more effective and more widespread. It indicates that RPL is a challenging form of assessment, and argues that assessors need to be given specific professional development in this form of assessment so they are confident to make the necessary judgements in determining and accepting evidence. As this paper rightly points out, the RPL process itself has real learning outcomes, regardless of whether RPL is granted or not, and it sets out the reasons for this claim. The paper also indicates how RPL can be made more effective, including the publicising of good practice.

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