RPL expressway models

The key difference between these pathways is the level to which the RPL process is integrated with the learning design.

  • In its most basic design model, the learning design will only provide a very simple overview of the requirements for RPL and perhaps a simple checklist to get the learner started on the RPL pathway.
    Result: the learner is aware of the requirements for RPL and can pursue that option with their RTO if applicable.
  • In a more complex design model, a detailed self-assessment tool is provided – often with tools and content that support the evidence gathering process (for example, RPL planner, assessment templates, suggested evidence etc).
    Result: the learner can determine their eligibility for RPL, and (where appropriate) begin the process of gathering evidence for assessment and negotiate a learning pathway with the RTO (if required to address skills/knowledge gaps).
  • In a fully integrated design model, the RPL pathway enables both self-assessment and evidence gathering as per the second model (above), and delivers a personalised ‘learning plan’ to the learner that aligns any identified gaps in skills/knowledge with content/tasks within the learning resource, to facilitate learning in those areas.
    Result: the learner determines their capacity for RPL, identifies any gaps in skills/knowledge, and is directed to targeted learning within the learning design.
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