TAFE: Unravelling recognition of prior learning
Queensland Teachers' Journal, Vol 125 No 2, 20 March 2020, page no.21
Questions regarding the allocation and management of recognition of prior learning (RPL) duties have haunted TAFE teachers and management since RPL was first introduced.
Ostensibly an assessment of competency, it is a process that uses an applicant’s prior experience and informal learning to justify awarding a grade of “Competent”. The TAFE Queensland Educators Certified Agreement 2019 and the Central Queensland University Enterprise Agreement 2017 define RPL as follows.
“‘Recognition of prior learning’ (RPL) means an assessment process of the competency/s an individual possesses that may have been acquired through formal, non-formal and informal learning to determine the extent to which that individual meets the requirements specified in the training package or accredited course.
“Formal learning means learning that takes place through structured program of instruction and is linked to an Australian Qualifications Framework qualification or statement of attainment.
“Non-formal learning means learning that takes place through structured program of instruction but does not lead to an Australian Qualifications Framework qualification or statement of attainment (for example, in-house professional development program).
“Informal learning means learning that results through experience of work-related, social, family or leisure activities (for example the acquisition of interpersonal skills through years of work experience in a relevant role).”
In order to ensure transparency, accountability and equity in the allocation and programming of RPL duties, a clause was first included in the TAFE Queensland Educators Certified Agreement 2016 regarding both the recording of programmed time and the allocation of time to complete RPL activity, whether in the yearly plan or individual timetable.
Both the CQU and TAFE agreements identify that RPL is neither a contact time nor non-contact time duty but forms a third category of programmed time. It is a complex activity, as described above, involving the assessment of formal, informal and non-formal modes of learning. It does involve one on one contact with the applicant, but it also involves a range of other activities, including the objective examination of evidence, which may be paper based. The entire assessment process can involve watching an applicant complete tasks and may lead to gap training being identified and undertaken.
How long does it take?
How long is a piece of string? Certainly, previous methods of time allocation or accounting for time spent to complete RPL assessments were arbitrary, varied between teams and regions, and very rarely involved counting the actual time taken to complete the activity. Some staff were directed to count the time as contact duty, others as non-contact, with flow-on effects for workload and remuneration.
The arrangements within the industrial instruments are meant to put all RPL duties undertaken within the public providers on a level playing field and to ensure that the actual work being done is recognised. Both agreements state that the time allocated for educators to complete recognition of prior learning will be subject to the number, range, complexity and Australian Qualifications Framework level of units being assessed.
When programming and timetabling educators for the processing of RPL assessments, the time must:
- be recorded separately as RPL in the yearly plan and timetable
- be allocated in no less than 15-minute blocks
- be agreed in advance where possible
- not exceed the maximum programmed hrs/week without agreement
- be amended on the yearly plan and timetable to record actual time taken to complete RPL.