RPL expressway models

The model you choose for RPL in your learning design will depend on a few important factors, which include the following.

Learner profileWill the learner/s be able to manage the process of going through an RPL pathway? What level of support will you need to build into the RPL pathway?
Industry profileSome specialised industry areas or industry skill sets may not be suitable for RPL. For example, some trades can’t recognise RPL as it indicates a person has been undertaking unlicensed work.
The type of skills/knowledge required in the competenciesSome industry areas do not lend themselves as well to paper-based evidence, requiring a more observational style of assessment for RPL. Examples could include areas such as aged care or management.
Scope of the learning designRPL should be carried out at a unit of competency level. Although gathering evidence for each performance criterion/element of competency within a unit is good practice, the actual RPL is awarded at a unit level. Therefore, if you’re learning design is not supporting a full unit (or significant skill set), it may not be appropriate to offer an RPL pathway.
ComplexityFor some units of competency (and/or qualifications) the RPL process can be quite complex and demanding, requiring the assessor to work closely with the candidate in a hands-on way. You should consider the level of support that the learner will require when working through the RPL pathway.
AQF levelIf your learning design targets an AQF 1 or 2 level unit/qualification, it’s likely that a basic RPL pathway is all that is required – just to get the learner started. Learners coming into the lower level qualifications may not always have sufficient prior skills and/or knowledge to make them eligible for RPL. Higher AQF levels (such as Certificate IV or Diploma) are more likely to attract learners with existing skills/knowledge (or a prior qualification) that make them good candidates for RPL.
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