Recognition of Prior Learning Package

Recognition of Prior Learning Package

for

Qualification / Course Code:

Qualification/Course Name:

STUDENT NAME: …………………………………………………………………………………

STUDENT NUMBER:……………………………………………

CONTACT DETAILS:………………………………………………………………………

DATE SUBMITTED: ……………………………

Table of Contents

APPLYING FOR RPL

RPL PROCESS

COORDINATOR / TRAINER DETAILS

EVIDENCE YOU MAY PROVIDE

DISTINGUISHING FEATURES OF QUALITIFACTION LEVELS

COMPETENCY STANDARDS

ASSESSMENT

APPEALS PROCESS

QUALIFICATION / COURSE STRUCTURE

PORTFOLIO OF EVIDENCE

UNITS OF COMPETENCY

ASSESSMENT SUMMARY REPORT......

APPLYING FOR RPL

What is Recognition of Prior Learning?

Recognition of prior learning is a form of assessment that is used to determine whether a person has acquired through formal or informal learning, skills and experience consistent with the stated competency standards that comprise a qualification. RPL is not time referenced so there are no parameters on when or how you acquired the skills. However, the skills that you have acquired through life experience etc. must be current and must match the stated competency elements contained in the Units of Competence.

Who is responsible for the process?

The RPL process involves providing valid evidence that demonstrates conclusively that you do in fact posses the necessary skills and knowledge being assessed. When you have provided this evidence it is compared with the competency standards and the RPL assessor will determine whether sufficient evidence had been provided. The onus is wholly on the candidate to provide the evidence. The evidence will be reviewed by a panel of people.

The RPL Process

1. Initial interview with candidate
2. Discuss assessment plan and evidence required with candidate
3. Candidate collects evidence
4. Review evidence and conduct assessment. Assessment may be conducted by a panel of Assessors

A panel must be formed if MADECstaff assesses other MADEC staff.

1. If competent, award statement of attainment or qualification.
2. If not competent, advise candidate on additional evidence / formal assessment required and or advise candidate of Training options available.

What can be granted through RPL and who do I contact?

RPL can be granted for the whole qualification or for individual units of competence. If you believe that you can provide reliable and valid evidence – see list below under the heading ‘Evidence’ - to support your claims the first step is to contact the Course Coordinator and discuss the process. The Course Coordinator can be contacted by telephoning our 339 Deakin Avenue Campus on (03) 50 237 233

RPL FEES

RPL fees are set at $1.37 per nominal student contact hour throughout 2008. This fee is indexed annually, based on the State Government Fees and Charges Policy. Concessions do not apply in the case of RPL.

RPL PROCESS

Tasks / Date completed
Initial Interview
Assessment Plan
Evidence Plan
Evidence Gathering
Guidance & Feedback
Self Assessment
Submission of Evidence
Evidence Assessed
Outcomes Discussed
Action Plan Discussed

CANDIDATE SIGNATURE: ………………………………………………………...DATE: ………………………

ASSESSOR SIGNATURE: ……………………………………………………….…DATE: ………………………

TRAINER DETAILS

NAME: ………………………………………………………………..

CONTACT:…………………………………………………………..………………………………………………….

…………………………………………………………..………………………………………………….

EVIDENCEYOU MAY PROVIDE

Evidence is the proof that the participant has acquired the relevant knowledge or skills. The following list indicates some of the forms of evidence that may be used to prove competence:

Qualifications

If you posses a relevant qualification, the original document must be either sighted by the RPL assessor or a copy must be validated by a Justice of the Peace or Commissioner of Oaths.

Workshop/Courses/Professional Development

If you have attended workshops, seminars or staff development activities these can be used as proof. The same validation process applies as above.

Third Party Reports

Reports from employers, supervisors, managers, peers, mentors, internal & external clients can be used to substantiate claims. Please ensure that the information is precise and the report is signed, the title or position of the person is indicated and is printed on company letterhead where relevant.

Examples of work

Substantiated work examples are a valid source of evidence. This can take the form of reports and proposals, session plans, multi media presentations, internal correspondence, promotional material or any other examples of work that support your claims. Video evidence is a useful means of demonstrating competence.

Substantiated Curriculum Vitae (CV) or Resume

If using a CV for evidence of positions held or experience, please ensure that you can validate the authenticity of the information.

Challenge Test/ Assessment

You can negotiate with the course coordinator to complete the actual assessment for the unit of competence or complete a verbal or written challenge test.

Workplace Documents

Job descriptions, minutes of team meetings, project plans, project reports, written briefs or debriefs, etc can be used as supplementary evidence to support claims.

Any other example of evidence that supports your claims

Any evidence that supports your claims can be used to demonstrate competence. This may include a workbook or journal that contains evidence of time management, operational planning, budgeting, reflections, etc.

AQF LEVEL /

DISTINGUISHING FEATURES OF QUALITIFACTION LEVELS

These features provide a guide as to what is the expected level of competence required at each AQF level.
AQF 1
Certificate 1 / Demonstrate knowledge by recall in a narrow range of areas
Demonstrate basic practical skills
Perform a sequence of routine tasks given clear directions
Receive and pass on messages/information
AQF 2
Certificate 2 / Demonstrate basic operational knowledge in a moderate range of areas
Apply a defined range of skills
Apply known solutions to a limited range of predictable problems
Perform a range of tasks where choice between a limited range of options is required
Assess and record information from varied sources
Take limited responsibility for own outputs in work and learning
AQF 3
Certificate 3 / Demonstrate some relevant theoretical knowledge
Apply a range of well developed skills
Apply known solutions to a variety of predictable problems
Perform processes that require a range of well-developed skills where some discretion and judgement is required
Interpret available information using discretion and judgement
Take responsibility for own outputs in work and learning
Take limited responsibility for the output of others.
AQF 4
Certificate 4 / Demonstrate understanding of a broad knowledge base incorporating some theoretical concepts
Apply solutions to a defined range of unpredictable problems.
Identify and apply skill and knowledge areas to a wide variety of contexts with depth in some areas.
Identify, analyse and evaluate information from a variety of sources.
Take responsibility for own outputs in relation to specified quality standards
Take limited responsibility for the quantity and quality of the output of others
AQF5
Diploma / Demonstrate understanding of a broad knowledge base incorporating theoretical concepts, with substantial depth in some areas
Analyse and plan approaches to technical problems or management requirements
Transfer and apply theoretical concepts and/or technical or creative skills to a range of situations
Evaluate information using it to forecast for planning or research purposes
Take responsibility for own outputs in relation to broad quantity and quality parameters
Take limited responsibility for the achievement of group outcomes
AQF6
Advanced Diploma / Demonstrate understanding of specialised knowledge with depth in some areas
Analyse, diagnose, design and execute judgements across a broad range of technical or management problems
Demonstrate a command of wide ranging, highly specialised technical, creative or conceptual skills
Generate ideas through the analysis of information and concepts at an abstract level
Demonstrate accountability for personal outputs within broad parameters
Demonstrate accountability for group outcomes with broad parameters

COMPETENCY STANDARDS

After discussing the process with the above Trainer, you are required to examine the competency standards contained in this document and gather evidence that demonstrates beyond doubt to the RPL assessor that your skills and experience are consistent with the competency standards.

ASSESSMENT

Use this booklet as a guide to gather evidence consistent with the competency standards contained in this document. The RPL assessor will compare the evidence that you have provided against the competency standards and make a decision as to whether it is appropriate. If you have any doubts as to whether the evidence that you have produced is sufficient, please use the actual assessment tool provided to assist with substantiating your claims.

When you have gathered sufficient evidence please attach your proof of claims in this booklet and submit to the course coordinator. The RPL panel will evaluate your application against the enclosed assessment tool and will form a decision as to whether RPL will be awarded. You will then be invited to make an appointment with the Coordinator/Trainer to discuss the application and fill in the appropriate documentation.

APPEALS PROCESS

If you are not satisfied with the assessment decision the right of appeal is available to all RPL candidates. Please request a copy of MADEC’s Student Assessment Appeals Policy/Procedure.

QUALIFICATION / COURSE STRUCTURE

Code: XXXXXXXXXXXXXXXName: XXXXXXXXXXXXXXX

CORE UNITS (All Compulsory)

UNIT CODE / UNIT NAME / Nominal HRS / Applying for RPL YES / NO

SPECIALIST UNITS (? Units required)

(delete if not required)

UNIT CODE / UNIT NAME / Nominal HRS / Applying for RPL YES / NO

ELECTIVE UNITS (? Units required)

UNIT CODE / UNIT NAME / Nominal HRS / Applying for RPL YES / NO

PORTFOLIO OF EVIDENCE

Document
Number / Type of Document / Document provided as evidence for
(Unit Code, Element number)

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UNITS OF COMPETENCY

Unit Code and Name: / ASSESSMENT
Unit Descriptor: / Candidate
Self - Assessment / Assessor(s) Judgement
Nominal Hours:
Element
Performance Criteria / Evidence and Comments / Requirements are met / Competent
YES / NO
1. Element
PC 1
PC 2
PC 3
PC 4
2. Element
PC 1
PC 2
PC 3
PC 4
3. Element
PC 1
PC 2
PC 3
PC 4
4. Element
PC 1
PC 2
PC 3
PC 4

Assessor 1: …………………………………..Signature:………………………………..Date: …………………..

Assessor 2: ……………………………………Signature:………………………………..

Unit RPL granted YES / NO

Element
Performance Criteria / Evidence and Comments / Requirements are met / Competent
YES / NO
5. Element
PC 1
PC 2
PC 3
PC 4
Range Statement
“Musts” in Range Statement 1
“Musts” in Range Statement 2
Evidence Guide
Critical Aspect 1
Critical Aspect 2
Critical Aspect 3
Critical Aspect 4
Critical Aspect 5
Critical Aspect 6
Required/Essential Knowledge
Required/Essential Skills and attributes
Pre-requisites
Co-requisites
Contexts of Assessment
Other mandatory requirements

To add further Elements / Performance Criteria: Insert number of rows required.

To add further Units: Insert page break, select the whole table and copy it onto the new page.

Assessor 1: …………………………………..Signature:………………………………..Date: …………………..

Assessor 2: ……………………………………Signature:………………………………..

Unit RPL granted YES / NO

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ASSESSMENTSUMMARY REPORT

Applicant’s Name: ______

Unit Code / Unit Name / RPL Approved / RPL NOT Approved

ASSESSMENT SUMMARY REPORT / SIGNING OFF SHEET+

RPL Panel: Name Assessor 1: ______Signature: ______Date: ______

Name Assessor 2: ______Signature: ______Date: ______

Assessors Comments:

______

______

______

______

Further Evidence required (if applicable) or Formal Assessment required

______

______

______

______

Signature of Applicant______Date: ______

I am satisfied with the outcome. Yes No

All pages of the ASSESSOR’S SUMMARY REPORT must be placed in the Trainer’s student file.

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