A model of successful RPL implementation
TAFE NSW has been very successful and innovative in developing and implementing new models of RPL according to Robyn Culbert, Faculty Director of Business, Arts and Information at Wollongong West Campus of Illawarra Institute.
Robyn believes that there is a lack of acknowledgement of how well the Institutes are implementing Recognition of Prior Learning (RPL) and that TAFE NSW needs to publicise its successes much more than it does now. As an example, Robyn talked about how TAFE NSW Institutes have successfully met the challenge of adding the TAA 04104. Certificate IV in Training and Assessment to their scope, as part of the compliance with the Australian Qualifications Training Framework (AQTF) standards for Registered Training Organisations (RTOs).
The introduction of the TAA 04104 Training and Assessment Training Package on 23 November 2004 was aimed at ‘raising the bar’ in the VET sector. To gain the TAA 40104 Certificate IV in Training and Assessment, RTOs must demonstrate compliance with the AQTF standards which includes demonstrating that they have systems in place to assure the quality of the delivery and assessment of that qualification. This system must be sufficient to ensure that the relevant trainers/assessors hold formal recognition or competence or are able to demonstrate equivalent skills and competence in each of the units they wish to deliver and assess. As each of the TAFE NSW Institutes is an RTO, each needs to add the TAA 40104 to their scope of registration.
An RPL model
Robyn gives as an example of a successful model of RPL, the system developed by South Western Sydney Institute to introduce the TAA 40104.
Step 1 Information session
The process was begun with an information session about the new qualification for Institute teachers.
Step 2 Grouping the competencies
The Institute started by getting together a group of about 12 people who wanted to complete the TAA to discuss the issues and share their work experiences, both teaching and in the workplace. The ideal candidate was one who had delivered education and training programs in a variety of environments and workplaces. For example: people who delivered Workplace English Language and Literacy (WELL) programs had a particularly rich range of experiences.
The group of potential applicants sorted the competencies set out in the Certificate IV to identify what competencies went with what other competencies. This was to get away from the lockstep approach generally used in TAFE, in order to tease out the critical elements and avoid duplication of effort and constant repetition. This would also reduce the volume of material in the portfolio that each candidate had to submit.
The more formal part of the process involved candidates choosing a major project they had undertaken for a period of between 6 to 12 months that provided a variety of experiences. They were then asked to apply what they had learned in several situations against the competencies and build up their portfolio.
Step 3 Mentoring
One of the issues that emerged during the RPL process was that people often under-estimated their knowledge, skills and experience and showed a lack of confidence in their competence in various areas. Therefore a mentoring program was introduced to provide the opportunity for someone who may have thought they had a limited range of skills to be matched with someone with a lot of experience in workplace training and assessment. This worked very well to give people confidence in the skills they already had acquired in the workplace.
This model was used for commercial activities as well as for up-skilling Institute staff. Robyn believes this process was successful because the RPL assessor took a ‘helicopter’ view of the skills and competencies gained by an individual rather than what was done in one area. It is important that candidates are aware that experience in previous jobs could also be relevant to the assessment of skills and competence. She is also strongly in favour of the use of mentoring as part of the RPL process.
This is just one example of how the Certificate IV TAA is being implemented in one Institute. No doubt there are many other equally successful models being used in other Institutes. For instance, Illawarra Institute has established a specialist position to drive recognition.
You might like to share successful models with others by participating in a blog. An RPL online forum is being hosted by ICVET on 23 August 2007 for participation by TAFE staff. Further information can be found here.