Case Studies
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Up front skills recognition - students with experience choose assessment pathway
Skills recognition for the individual and for the industry Advanced Diploma of Hospitality Management
DVD of information on RPL for the Diploma of Engineering—Advanced Trade
Skill recognition for existing/mature aged construction workers in the carpentry and bricklaying sectors
Knowledge Management & the Establishment of a Skills Recognition Centre
Skills recognition as an integral part of learner management
Building capability through an assessor mentoring project
RPL – a single point of contact in a University TAFE provider
RPL in Community Services – Alcohol and Other Drugs sector
RPL for the Children’s Services sector
Pre-assessment information sessions for RPL candidates
RPL for Indigenous Learners: Certificate IV in Employment Services
Up front skills recognition - students with experience choose assessment pathway 
(43 KB)
February 2008
Two course areas within Community Services at Chisholm Institute attract learners with considerable work experience. The course team has modified the delivery programme to offer up front skills recognition to all students. The program changes ensure learners are well informed of course content and assessment requirements prior to classes commencing and provide the opportunity for staff to offer skills recognition to the group so students can choose to attend all classes, attend only those classes that are required or complete an assessment only pathway.
Skills recognition for the individual and for the industry Advanced Diploma of Hospitality Management 
(45kb)
January 2008
This project focused on building teacher capability around RPL processes and tools. Jill Coote, Industry Programs Co-ordinator, Hospitality & Tourism Department at the University of Ballarat developed an industry Skills Recognition Program for the Advanced Diploma of Hospitality Management, a program that met the needs of individuals working in the hospitality industry as well as the hospitality industry's need for the recognition of skills
DVD of information on RPL for the Diploma of Engineering—Advanced Trade (45kb)
January 2008
The University of Ballarat, TAFE Development Unit launched a project to support the development of a Skills Recognition Program (RPL). The project focused on building teacher capability around RPL processes and tools. David Long, Teacher, Metal Fabrication developed a DVD of information on RPL for the Diploma of Engineering—Advanced Trade. David recognised the need to change the way his department had approached and handled RPL. In the past, RPL enquiries hadn’t resulted in additional enrolments or opportunities for industry engagement.
Skill recognition for existing/mature aged construction workers in the carpentry and bricklaying sectors (49 KB)
January 2008
The aim of the Holmesglen Skill Recognition (RPL) project was to develop and trial a process by which experienced carpenters and bricklayers in the building and construction industry could seek to have their existing skills and knowledge recognised against the relevant certificate III trade qualification.
Knowledge Management & the Establishment of a Skills Recognition Centre (52 KB)
January 2008
The Sunraysia Institute of TAFE established a Skills Recognition Centre in September 2006 as a key strategy to lay the foundations to increase the capability and capacity of the Institute to conduct Skills Recognition services. The aim of the initiative was provide support to clients and staff in conducting Skills Recognition through centralising the promotion, facilitation and support, conduct, tracking, monitoring and reporting of Skills Recognition services delivered across the Institute.
Skills recognition as an integral part of learner management (47 KB)
January 2008
Wodonga TAFE has committed to the creation of a sustainable relationship with learners through the development of a Individual Learner Management Process (ILMP). As part of this development, Wodonga TAFE’s research has shown a need to increase the profile of skills recognition with existing and prospective learners. While these findings were consistent with the directions of COAG, the Victorian Government’s skills agenda and requirements under the AQTF, Wodonga TAFE’s implementation of strategies to increase skills recognition as an integral part of learner management needed a rethink and redesign.
Wodonga TAFE aims is to make skills recognition a part of everyday practice at the Institute; to ensure that skills recognition is accessible and easily understood by applicants and staff was clearly part of the challenge. This led to the redevelopment of all communications and assessment tools with the emphasis on ‘plain language’.
Building capability through an assessor mentoring project (47 KB)
December 2007
The Assessor Mentor Project focused on building teacher capability around RPL processes and tools. The aim of the project was to skill a number of teachers to become RPL mentors for their department to enable the area to develop responsive, innovative and flexible RPL processes and practices.
RPL – a single point of contact in a University TAFE provider (47 KB)
December 2007
Swinburne established a single point of contact for RPL clients called the Recognition Access Point (RAP). The main focus of RAP is to accept, monitor and manage both Skill Store referrals and Industry contacts for RPL. Previous work done to increase RPL capability within Swinburne was also incorporated in the initiative. RAP has implemented and maintained quality customer service and a streamlined, smooth passage through Swinburne for clients as the priority.
RPL in Community Services – Alcohol and Other Drugs sector (43 KB)
December 2007
The key driver for this program has been industry. Via consultation with local employers and existing workers it was identified that there was a high demand for RPL within the Alcohol and Other Drug sector. Moreover the industry was able to clearly articulate that the individuals involved in the program would not be able to attend face to face classes or sessions at the Institute. An evaluation of this program found that most individuals identified the ability to access, when required, the assessor to assist them in understanding the curriculum and how to select evidence; was the most valuable aspect of the program.
RPL for the Children’s Services sector
December 2007
A local Child Care Centre is having great difficulty in recruiting and appointing Diploma qualified staff. They wanted to support their existing staff to up skill so that they can appoint them as qualified staff to fill vacancies. A full time staff member at the Centre was asked by her employer to complete the Diploma of Children’s Services. She is a long serving staff member and completed her Certificate in Child Care (Assistant) course in 1994. Due to the chronic shortage of Diploma of Children’s Services trained staff in the Children’s Services Industry, the employer is supporting the staff member to gain her Diploma qualification.
Pre-assessment information sessions for RPL candidates (50 KB)
December 2007
During 2006 it was recognised that the RPL process for the TAA40104 Certificate IV in Training and Assessment at Staff College Victoria University required improvement. An RPL Information Session was introduced to assist RPL applicants to self assess their eligibility for RPL and help them provide the necessary evidence for the formal RPL interview. This enables RPL applicants to progress through their RPL more efficiently and effectively. The aim of the RPL Information Session was to reduce the time taken for RPL applicants to complete their RPL by decreasing the number of one to one interviews required.
RPL for Indigenous Learners: Certificate IV in Employment Services (232KB)
December 2007
Page reviewed 30 April 2009