Prior Learning Assessment and Verification

This document outlines an RPL (Recognise Prior Learning) assessment plan for a candidate who has worked in an education and care setting. The plan involves conducting a competence conversation to verify the candidate's prior acquired skills, completing self-evaluation tools, and workplace verification. The assessor must also provide feedback and sign off on the candidate's assessment. Additionally, the document discusses training needs analysis, post-course testing, and psychometric assessments for employees.

Running head: RECOGNITION OF PRIOR LEARNING (RPL)
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Recognition Of Prior Learning (RPL)
Name
Institution Affiliation

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Recognition Of Prior Learning (RPL) Assessment
Recognition of prior learning (RPL) is also known as prior learning assessment and
recognition (PLAR) or prior learning assessment (PLA). Recognition of prior learning is a
process used to evaluate the knowledge and skills leant away from the class for the main tenacity
of identifying proficiency against learning outcomes, competences or a given set of standards.
The assessment is applied by regulatory bodies, human resource professionals, universities,
colleges, adult learning centers, employers and military organizations all over the world. This
essay discusses about Recognition of prior learning (RPL) assessment, how it can be done
Sometimes lack of qualifications may make an individual to find certain jobs to be unavailable
to them or find their career stalling despite them having an extensive and work experience or a
progress in their career (Fraser, 2015). They will, therefore, have to undergo through certain
trade training, qualifications, or acquire another degree or diploma. Family commitment and job
commitments are still to be attended to hence starting the given qualification afresh are
discouraging and irrational. It is at this moment where recognition of prior learning (RPL) comes
handy to help the assessors to identify how much-related knowledge and skill the individual has
acquired previously. This will enable the assessors to establish what the students have to learn in
addition to what they have already learnt to ensure that the amount of money and time spent in
learning is reduced.
The RPL assessment involves a series of steps to be followed to facilitate the recognition
of the knowledge and skills learnt earlier. The process mainly involves detailing past
experiences proving the knowledge and relevant scale and a qualified assessor usually
coordinates all the assessment activities. In some cases, an individual work and experience may
successfully substantiate that they can exhibit all the required knowledge and skills of a

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tradesperson or a graduate in a specific degree. Some mature and experienced workers can, in
fact, demonstrate higher levels of skills and knowledge and in such an illustration they can be
awarded a complete qualification without further learning.
In most circumstances, if not all, the recognition of prior learning assessment usually
finds the individual is missing some knowledge and skills on the qualification. The assessor then
identifies the areas the individual should learn before they can be awarded a complete
qualification. Below is an RPL assessment for Childhood Education.
RPL Assessment Toolkit for CHC50113 Diploma of Early Childhood Education and Care Forms
and Templates
The following template provides the basis for an RPL Assessment Plan for the assessor to
complete with the candidate during Step 1 of the RPL assessment process (the initial interview
and planning session). The RPL Assessment Plan is used to document the requirements and steps
in the RPL assessment process for the candidate, such as electives chosen, dates of workplace
visits, clusters to be considered, and expectations of the candidate and workplace. The
information in the Candidate Information Form as well as data obtained in discussions with the
candidate at the initial interview and planning session should be used in the assessment plan.
Then the assessor should improve the Plan for the candidate in consultation with the candidate.
As the assessment process progresses both the candidate and the assessor should bring copies for
documentation (for example, by adding information about the competency conversation sessions,
or identified workplace assessment tasks as required).

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Personal Information
Family name: Birmingham Given names: Jane Kennedy Employer: The Good Samaritan School
PART 1: UNITS OF COMPETENCY FOR RPL Units of competency. Is RPL sought for this
unit?
Cluster 1—Nutrition and children’s health and safety
CHCECE002 Ensure the health and safety of children (core unit) Yes No
CHCECE004 Promote and provide healthy food and drinks (core unit) Yes No
Cluster 2—Work practices
CHCCS400C Work within a relevant legal and ethical framework (core unit) Yes No
CHCPRT001 Identify and respond to children and young people at risk (core unit) Yes No
CHCECE009 Use an approved learning framework to guide practice (core unit) Yes No RPL
Cluster 3—Relationships with children
CHCECE007 Develop positive and respectful relationships with children (core unit) Yes No
Cluster 4—Physical and emotional wellbeing
CHCECE003 Provide care for children (core unit) Yes No
CHCECE005 Provide care for babies and toddlers (core unit) Yes No
Cluster 5—Cultural awareness and competence
CHCECE001 Develop cultural competence (core unit) Yes No
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (core unit)
Yes No
Cluster 6—Health, safety and quality
CHCECE016 Establish and maintain a safe and healthy environment for children (core unit) Yes
No

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CHCECE019 Facilitate compliance in an education and care service (core unit) Yes No
HLTWHS003 Maintain work health and safety (core unit) Yes No
Cluster 7—Leadership and service management
CHCECE025 Embed sustainable practices in service operations (core unit) Yes No
CHCORG428A Reflect on and improve own professional practice (elective unit) Yes No
CHCORG506E Coordinate the work environment (elective unit) Yes No
CHCORG624E Provide leadership in community services delivery (elective unit) Yes No
CHCPOL504B Develop and implement policy (elective unit) Yes No
Cluster 8—Children’s development and wellbeing
CHCECE017 Foster the holistic development and wellbeing of the child in early childhood (core
unit) Yes No
CHCECE018 Nurture creativity in children (core unit) Yes No
CHCSAC005 Foster the holistic development and wellbeing of the child in school age care
(elective unit) Yes No
Cluster 9—Program design and implementation
CHCECE022 Promote children’s agency (core unit) Yes No
CHCECE023 Analyze information to inform learning (core unit) Yes No
CHCECE024 Design and implement the curriculum to foster children's learning and
development (core unit) Yes No
CHCECE026 Work in partnership with families to provide appropriate education and care for
children (core) Yes No
Cluster 10—Children’s behavior and inclusion

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CHCECE020 Establish and implement plans for developing cooperative behavior (core unit) Yes
No
CHCECE021 Implement strategies for the inclusion of all children (core unit) Yes No Unit not
provided for in the RPL Toolkit but required for the qualification See note below and record how
this is to be provided HLTAID004 Provide an emergency first aid response in an education and
care setting (core unit) [If other electives are selected, add them below, and delete any above as
applicable—5 electives are required.]. Candidates should provide evidence such as a Statement
of Attainment. If they do not hold the unit, they should be assessed against its requirements.
Part 2: Candidate To Complete Their Self-Evaluation
Candidate self-evaluation and workplace verification have to be done. The candidate
completed the Candidate Self-evaluation Tools and the assessor had to seek workplace
verification, and return the completed tools to the assessor before or on the agreed date.
Workplace Representative Form was completed to verify the candidate’s self-evaluation. The
form proved that the candidate had acquired certain related skills and the workplace and the
assessor retained the copy of the self-evaluation form.
Part 3: Agreed Dates And Coverage Of Competency Conversations
A competence conversation that included some core unit’s concepts was conducted between the
assessor and the candidate. The student demonstrated vast knowledge on CHCECE020,
CHCECE021, CHCECE021, CHCECE023 and CHCECE018. This is conducted after the initial
interview and the self-evaluation to establish if there is consistence in the display of the prior
acquired skills.

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Part 4: ASSESOR FEEDBACK, CANDIDATE AND ASSESSOR SIGN OFF
After thorough analysis and implementation of the RPL assessment plan, as the assessor I am
satisfied that the candidate has passed the required threshold to be awarded with this
qualification. However, the candidate has to redo CHCECE016 and CHCORG428A to enhance
and polish her skills before she can be certified.
Signatures Assessor’s name Dr. Phelis James
Assessor signature xxx
Date 1/03/2018
Candidate’s signature xxx
Date 1/03/2018
Training and Assessment Pathway
Understanding Where to Improve
Because training is expensive we have developed this training and assessment pathway to ensure that a candidate
receives the best training they require in their profession. The pathway involves the following training and assess
tools.
 Training Needs Analysis
 Delegate log
 Post Course Test
Training Needs Analysis
In order to help you to understand what your training needs actually are, we have also
established a Training Needs Analysis (TNA) program. This allows us to accurately establish the
existing competency of the individual, based on their self-assessment together with a technical
interview with a qualified Rockwell Automation Trainer, before attending any courses. This

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ensures that the correct skill levels are identified in each employee, and that the training is
presented at the right level.
We conducted the training and assessment pathway on our Candidate John Kennedy who
has been with Thompsons Engineering farm for three years now. The assessment involved daily
90 min interview and training for the additional units that we recognized he needed training.
John displayed high levels on aptitude and basic engineering skills. He demonstrated vast
automation knowledge. Psychometric assessment for the technician was successful and apart
from the automation skills he had good numerical, mechanical, verbal and spatial skills.
Rockwell Automation obtained a written permission to obtain personal information about
employees that meets the Data Protection Requirements.

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Reference
Fraser, W. J., Howie, S., & Motaung, M. J. (2015). Prior learning assessment and quality
assurance practice: possibilities and challenges.
Penesis, I., Kilpatrick, S., Broun, D., Belward, S., Barnes, R., Roddick, J. & Battersby, P. (2015).
Development of mathematical pathways for VET students to articulate to related higher
education courses: A focus on engineering. International Journal of Innovation in Science
and Mathematics Education (formerly CAL-laborate International), 23(1)