POLICY

NUMBER

FMEP013

AQTF STANDARDS

ADDRESSED

Standard 3        Clauses 3.5


PURPOSE

Recognition of Prior Learning (RPL)/ Credit Transfer is defined in the AQF as an assessment process that involves assessment of an individual’s relevant prior learning to determine the credit outcomes of an individual application for credit.

All students who possess prior academic learning may submit evidence of such and apply for recognition. FMEDGE may award credit toward the achievement of their award for various forms of prior learning.

This policy applies to individuals enrolled in FMEDGE courses. The purpose of this policy is to provide a:

  • process and framework for the provision of recognition services for FMEDGE courses 
  • service which is consistent with the Australian Qualifications Framework and the Standard for Registered Training Organisations
  • fair and equitable means of recognizing an individual’s education, skills and experience for the purpose of them obtaining exemptions into FMEDGE courses
  • process to ensure academic standards are safeguarded.

 

DEFINITIONS

National Qualification Recognition (NQR) is an administrative process where the RTO recognizes that the student has already completed Unit(s) of Competency attained through prior training at another RTO. The unit codes and name must be the same for NQR to apply. There is no charge to the student for NRQ.

Credit transfer (CT) is training credit for a Unit of Competency previously completed by the student. Credit transfer is essentially an administrative process and not a formal enrolment in a course or units of competency. Credit transfer applies where the Unit of Competency attained previously by the student does not have exactly the same unit code or unit name but where the training package states that it is equivalent to the unit of competency being sought. Credit transfer assesses the initial course or unit of competency that the student is using to claim access to, or the credit in, a destination course. The assessment determines the extent to which the student’s initial course or subject is equivalent to the required learning outcomes, competency outcomes or standards in a qualification.

Recognition of Prior Learning (RPL) involves the assessment of previously unrecognized skills and knowledge an individual has achieved outside the formal education and training system. RPL is an assessment process that assesses the individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes or competency outcomes. For national reporting, RPL does not include any additional training at the Unit of Competency level. Where training activity is required to grant the Unit of Competency the assessment outcome is no longer an RPL assessment.


 

ACRONYMS & ABBREVIATIONS

CT – Credit transfer

FMEDGE – Focused Management Education Developing Global Enterprise

NQR – National Qualification Recognition

RPL – Recognition of Prior Learning


 

POLICY

Recognition of Prior Learning (RPL)/ Advanced standing/ Credit Transfer is defined in the AQF as an assessment process that involves assessment of an individual’s relevant prior learning to determine the credit outcomes of an individual application for credit.

All students who possess prior academic learning may submit evidence of such and apply for recognition. FMEDGE may award credit toward the achievement of their award for various forms of prior learning.

This policy applies to individuals enrolled in FMEDGE courses. The purpose of this policy is to provide a:

  • process and framework for the provision of recognition services for FMEDGE courses
  • service which is consistent with the Australian Qualifications Framework and the Standard for Registered Training Organisations
  • fair and equitable means of recognising an individual’s education, skills and experience for the purpose of them obtaining exemptions into FMEDGE courses
  • process to ensure academic standards are safeguarded.

 

PROCEDURE

FMEDGE has a range of method in which students may receive recognition for prior study completed.

National Qualifications Recognition (NQR)

The application process requires applicants to provide evidence of previous qualifications and statements of attainment.
The documents provided by the applicants are reviewed for course relevance and to check whether the applicant has completed any of the units of competency required for the course. Where an applicant has attained competency in a unit of competency with the same unit code and name he/she is not required to train in that unit(s) and will be granted a credit transfer.

Credit Transfer (CT)

Where the applicant for a course provides evidence that they have completed a unit of competency for a similar unit of competency but either the unit code or the name differ from the required unit of competency, FMEDGE will investigate whether the unit of competencies are equivalent according to the relevant training packages. Where equivalence is determined the applicant is not required to train in the unit and a credit transfer result is recorded on the student record.

Where a gap is found between the unit of competency attained and the one required for the current course an RPL process may be undertaken to investigate whether further evidence would be sufficient to support the claim of competence.

Recognition of Prior Learning (RPL)

FMEDGE has an RPL tool kit which must be used to gather evidence required for an RPL assessment. This tool kit is provided to the applicants on request for an RPL assessment.

To recognise prior learning it is necessary to:

  • ensure that candidates know that RPL provides an alternative pathway to course attendance
  • determine in consultation with the candidate, the learning, skills and knowledge that the candidate is able to demonstrate against the learning outcomes or performance criteria of the course or qualification for which the candidate is seeking entry or the award of credit
  • determine whether any further evidence is needed to support the claim of competence and arrange for appropriate additional learning experiences or gap training where appropriate
  • conduct an assessment that confirms competence.

A task-based model for RPL

A process for RPL has been developed that promotes holistic, task-based assessment, and which focuses upon relating assessment activities to actual job tasks. The intention of this model is to streamline and simplify recognition processes for prospective candidates.

Preparation/information provision to candidate

In planning for any assessment, assessors need to provide adequate information prior to, throughout and after a training and assessment experience. They need to be fully aware of the needs of the candidate, any relevant workplace personnel and the requirements of the Training Package unit of competency or qualification.

Information is to be provided to the candidate about the assessment process. It will give particular advice regarding how the candidate can demonstrate their competence and any documentary evidence a candidate may wish to gather to support their application. Each industry has unique documents that can provide evidence of experience and competence.

However, the focus of the new streamlined holistic assessment process is to focus on demonstrated skills and knowledge and not to rely on documentary evidence as the main source of evidence.

Some examples of documentary evidence that can support the process include:

  • licences
  • brief CV or work history
  • certificates/results of assessment
  • tickets held eg forklift, crane etc
  • photographs of work undertaken
  • diaries
  • task sheets/job sheets
  • log books
  • site training records
  • pay slips
  • membership of relevant professional associations
  • references/letters/third party verification reports from previous employers/supervisors
  • industry awards
  • performance appraisals.

These items may be used to support the candidate’s claim to competency throughout the RPL process. However, they should not be seen as a sole or sufficient determinant of competence, which is more properly and effectively assessed through interaction, dialogue and the practical demonstration of tasks.

Following this preparatory stage of providing information to the candidate about the assessment process, and determining the job tasks and any clustering of competencies appropriate for the candidate, four steps toward RPL assessment are recommended.

Step 1: self-assessment completed by candidate
Step 2: interview with assessor – either via phone or in person
Step 3: demonstration/observation of tasks
Step 4: provision of further supporting evidence

Application

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The following table summarises application of each processes based on the evidence provided by the candidate.


 

RELATED POLICIES

SMP013 Fees and Charges Policy


RELATED FORMS

SMF004 Credit Transfer RPL Form



POLICY PUBLICATION LOCATIONS

Website – Policies and Procedures Tab

Policy Manual

Student Handbook


PERSON RESPONSIBLE

FOR MODIFICATION

& REVIEW

Compliance Manager


FILE NAME

G:\FMEDGE\Policies Processes and Forms\New Policies\Advanced Standing Credit Transfer Recognition of Prior Learning.docx


VERSION

1.1


DATE MODIFIED

1 April 2015