Professional Development Session

Our recent webinar on Recognition of Prior Learning (RPL) attracted strong interest from across the VET sector, reflecting just how important this area of practice remains.

The session featured skills recognition expert Deb Carr (TVET Global), independent researcher and experienced RPL practitioner who has worked nationally and internationally with organisations including UNESCO, the ILO and the Commonwealth of Learning. Deb joined us to share insights from recent research into RPL in Australia, including a major report funded by the Victorian Skills Authority and managed by AVETRA.

If you missed the session, catch the replay below!

Webinar Overview

A key message from the session was that RPL is that when done well, RPL it is a structured, evidence-based assessment process that helps make people’s existing skills, knowledge and experience visible.

This matters in the labour market, in education and training, and in the broader community. Deb explained that globally, RPL has been used to support lifelong learning, workforce mobility, career transition, migration, economic development and social inclusion.

In Australia, the strategic focus on RPL may have weakened over time. Earlier national guidance gave RPL a clearer place in policy and practice, while current approaches are often fragmented and inconsistent.

One of the strongest themes in the webinar was the importance of a formative phase before summative assessment begins. In many international systems, RPL starts with guidance, career advice, skills reflection and support to help candidates understand what skills they have and how those skills relate to possible pathways. In Australia, this stage is often missing. As a result, candidates may be sent straight into an assessment process without enough support to understand what is expected, whether RPL is the right pathway for them, or even which qualification is most relevant and impactful for their career journey.

Deb described this as a kind of triage process. Before asking a candidate to produce evidence, providers should help them explore their goals, understand their options and consider whether a qualification, gap training, another credential or a different pathway is most appropriate.

The webinar also explored barriers to good RPL practice. These included:

• poor public awareness
• inconsistent promotion by providers
• funding limitations
• risk aversion
• compliance fear
• lack of assessor capability.

Deb noted that RPL is often treated with suspicion, despite the fact that poor assessment practice is not unique to RPL. The problem is not RPL itself, but weak or non-compliant assessment practice.

The discussion also highlighted the need to talk not only about “red flags” in RPL, but also “green flags”. Examples of good practice include clear upfront information, genuine conversations with candidates, transparent assessment processes, no pressure to pay large fees upfront, opportunities for gap training, use of professional conversations and observations, and realistic explanations that RPL is still an assessment process.

RPL in Practice

The webinar emphasised the continued importance of the principles of assessment and rules of evidence. RPL assessment must still be valid, fair, flexible and reliable. Evidence must be valid, sufficient, authentic and current.

The difference is that evidence in RPL may come from a wider range of sources, including workplace products, professional conversations, supervisor or client verification, observations, simulations, challenge tests and project-based assessment.

A practical takeaway was the need to design RPL tools carefully. Deb described her process of breaking down units of competency, identifying the real workplace tasks involved, mapping knowledge and foundation skills, and then identifying the richest and most appropriate forms of evidence. She encouraged assessors to avoid both under-assessing and over-assessing. The goal is not to collect a “wheelbarrow” of documents, but to gather enough quality evidence to make a sound judgement.

The session also touched on the challenges candidates face when they cannot access workplace evidence, such as when they have left an employer on bad terms or no longer have access to workplace documents. Deb suggested that assessors can consider other valid methods, including challenge tests, simulations, project-based assessments, professional conversations and verification from clients or other relevant people.

Another important point was that RPL is a deeply personal process. Candidates are not simply submitting paperwork. They are putting forward their professional history, identity and experience for assessment. This means the process needs to be respectful, well-supported and carefully managed.

The strong engagement in the chat showed that many practitioners are already doing thoughtful RPL work, but often with limited opportunity to share, test and refine their practice with others.

RPL is not a lesser form of assessment. When done well, it is rigorous, candidate-centred and highly relevant to the realities of adult learning and work.

Expressions of Interest for a nationally recognised RPL Professional Development Program

Accellier (RTO 32395) is in the process of planning a specialised TAEASS514 Develop and implement plans for recognition of prior learning program under Skills Recognition expert, Deb Carr’s leadership.

The program is aimed to showcase your Australian nationally recognised statement of attainment as evidence of your skills to conduct quality assured Recognition of Prior Learning (RPL).

You can register your interest here.

Session Handout

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