It finds that when resources are optimal the practitioner uses assessment methods based on the individual needs of the learner. These methods are holistic and contrary to the literature are inclusive, rather than exclusive or specific to, a competency or developmental approach to RPL. A career pathway for the RPL practitioner has been identified. This demonstrates the characteristic way the practitioner engages with an organisation to bring about changes in assessment practice. The functional role of the RPL practitioner has also been identified. This provides an explicit framework for practice that may be used to complement and support the career of the RPL practitioner and to construct a model for RPL practice.