What is RPL?
Recognition of prior learning is about qualifying previously unrecognised skills and knowledge that you have achieved outside formal education and training systems. You can upgrade your skills without the duplication of learning.
Our commitment is to ensure the program is developed to add value and bring currency to the knowledge and skills of participants unlike a standard RPL process that merely determines prior competencies.
We recognise there are extensive existing talents in executives in the industry that have not had prior recognition through an accredited qualification. These team members may have little motivation to embark on a RPL process that does not add any value and has major time and administration commitments. We also acknowledge that these high performing teams members might find if difficult to dedicate the time to a full diploma and may find it tedious and repetitive to complete the entire diploma of retail.
RPL Policies and Procedures
Recognition of Prior Learning (RPL) is an assessment process that judges an individual’s non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of a qualification.
You can show how your job tasks and skills used in your current work or in past work experience could be equivalent to a partial of full retail qualification, through a facilitated and assessor driven model.
RPL is different from credit for prior learning (CPL) or credit transfers. If you have completed a past nationally accredited qualification you may be able to claim direct credit transfers.
RPL and credit transfer will be offered to all participants when initial enquiry is made to ARA. RPL and credit transfers will be conducted prior to enrolment.
The process will be timely, fair and transparent. The RPL program has added value with professional development sessions to accompany assessment of training gaps. The professional development sessions ensure that qualifications achieved through RPL are of the same quality and have the same standing as qualifications achieved as a consequence of formal education or training.
The RPL process has been structured to minimise the cost to the individual. Support services will be provided to all participants and readily accessibly.
RPL processes are based on evidence; they are equitable, culturally inclusive, fair, flexible and reliable.
This policy complies with the National Standards for NVR Registered Training Organisations 2012.
Assessment methods will accommodate literacy levels, cultural backgrounds and experience of students. Assessment methods will provide for a range of methods for participants to demonstrate they have met the required competencies. RPL assessment will not be proxy for assessment of skills such as literacy, except where these are intrinsic to the learning or competency outcomes in the unit.
Participants will be provided with information about the RPL and assessment process in the RPL induction prior to completing any forms of assessment and reviewing evidence. Participants will be given additional information to help them gather the correct evidence. Additional training and learning materials will be provided to the student before they complete any gap assessment.
Facilitators and Assessor Requirements
The RPL assessors will overlook the RPL assessment process for each potential client to ensure fair and equal assessment. Training and assessment is delivered by trainers and assessors who:
- have the necessary training and assessment competencies as determined by the National Quality Council or its successors and
- have the relevant vocational competencies at least to the level being delivered or assessed and
- can demonstrate current industry skills directly relevant to the training/assessment being undertaken and
- continue to develop their vocational education and training (VET) knowledge and skills as well as their industry currency and trainer/assessor competence.
RPL Brochure ()