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RPL is a way of recognising what individuals already know and can do. RPL is based on the premise that people learn both inside and outside formal learning structures (including learning from work and life experiences) and this learning can be worthy of recognition and credit. RPL is used extensively by those seeking admission to a course, as advance standing for a course or credits towards a qualification. Those seeking entry to a particular field of employment, promotion or self- development can also use RPL.
There are essentially two types of RPL
The recognition of prior accredited learning
The recognition of prior experiential learning
The first type is relatively simple to implement, provided there is a common means of assigning value to both the learner’s previous qualification and the target qualification.
Recognition of prior experiential learning is far more difficult to implement. It involves designing instruments that will capture, measure and evaluate learning acquired experientially, and often informally, in a range of differing contexts.
Matching previous learning with learning outcomes of a particular qualification can achieve this.
The recognition of both the above types of learning, accredited and experiential usually involves the following process.
This is a supportive process, and learners must fully understand the process before it begins.
When ready, the learner will submit the portfolio of evidence to the assessor, which contains all the “proof” to show competency on the specific outcomes of the standard.
If the portfolio is adequate the learner is certified competent, or the learner will be advised on how to reach competency.
In order to obtain credits (or a full qualification) towards qualifications registered on the NQF, a learner must be assessed against the unit standards of that qualification.
In the past, assessment was based on measuring a person’s achievements against others being assessed. The most common way to assess an individual was by means of a written examination.
Therefore, assessment is a way of allowing individuals to prove that they are competent. Competence is the ability to transfer and apply knowledge and skills in the workplace.
Assessment allows an individual to prove that they have achieved the outcomes described in the unit standards. The process involves gathering information about the individual’s achievements.
Different types of evidence are collected, using a variety of assessment methods (for example workplace evidence, projects, presentations, case studies etc). The evidence is then assessed and recorded against the outcomes of the unit standard.
Judgements about an individual’s performance in relation to the unit standard (and not in relation to other learners), are made by a registered assessor (some-one who has proven himself/herself competent against the registered assessor unit standards). Assessors play a vital role in ensuring quality is maintained.
Recognition of prior learning is of tremendous benefit to employees at present but in the future will have a whole new meaning. No is the time to consider the needs of your employees and to pre-empt the changes that will take place.
Cost considerations
In tough economic time such as we are experiencing many companies have cut back on training costs and budgets. RPL assessment is less costly than a full course of training and yet it is overlooked by so many employers.
Companies wishing to introduce RPL should consider training some RPL Advisors or engaging the services of an external RPL advisor. For more information please contact me.
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