This is Deb Carr’s Master’s thesis for her Master of Education (Global Learning), International Graduate Centre of Education, College of Education, Charles Darwin University.
The study sought to understand the difficulties candidates experience and the strategies, including mindset and meta-learning strategies developed to diminish those difficulties. Analysis revealed considerable consistency between the difficulties identified by candidates and assessors, with the candidate voice revealing depth and nuance related to the fact that the sampled candidates were practicing assessors applying for recognition of their competency. This thesis presents evidence from both assessor and candidate voice that support the identification of systemic problems beyond previously recognised. Difficulties identified by assessors confirm previous research; however, despite having a good understanding of RPL and feeling supported, sampled candidates still experienced substantial difficulties. A discussion on RPL as meta-learning is explored utilising evidence that candidates applied meta-learning in three ways during the RPL process. Three recommendations emerge for systemic improvements in the technical implementation of RPL informed by the exploration of difficulties RPL candidates voiced in this study.