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Question: Discuss about the Recognition Of Prior Learning (RPL). Answer: 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 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). 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 1Nutrition and childrens 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 2Work 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 3Relationships with children CHCECE007 Develop positive and respectful relationships with children (core unit) Yes No Cluster 4Physical and emotional wellbeing CHCECE003 Provide care for children (core unit) Yes No CHCECE005 Provide care for babies and toddlers (core unit) Yes No Cluster 5Cultural 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 6Health, safety and quality CHCECE016 Establish and maintain a safe and healthy environment for children (core unit) Yes No CHCECE019 Facilitate compliance in an education and care service (core unit) Yes No HLTWHS003 Maintain work health and safety (core unit) Yes No Cluster 7Leadership 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 8Childrens 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 9Program design and implementation CHCECE022 Promote childrens 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 10Childrens behavior and inclusion 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 applicable5 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 candidates 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 units 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. 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 Assessors name Dr. Phelis James Assessor signature xxx Date 1/03/2018 Candidates 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 assessment 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 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. References 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)