RPL Guiding Principles

In a systemic model, reliance on these principles is key to all aspects of quality practice. These nine principles are meant to be referenced as a collective approach to practice, and not to be used as stand-alone principles.

1. Accessible
   Processes provide information, advice and access by being:
   • responsive to applicant questions
   • cost-efficient for both applicant and organization
   • timely in both frequency of assessment and gap filling options
   • adult learner-centred, voluntary, available, and inclusive of all abilities and differences
2. Consistent
   Decision-makers (advisor, assessor, administrator) work together to be consistent with criteria, training, tools, procedures, and outcomes.
   Definitions must be agreed across sectors to allow for transferability.
3. Fair
   Processes are unbiased and recognize a wide range of ways people learn. Therefore, applicants are allowed optional ways to prove learning. An appeal mechanism is provided.
   Policies and procedures of the organization align with RPL principles.
4. Respectful
   Processes reduce barriers by:
   • being non-discriminatory, culturally appropriate and inclusive
   • valuing uniqueness of the individual
   • using plain language to ensure all communications are clear
5. Valid
   Assessment methods align with the expected measures of achievement (e.g. competencies, occupational standards, goals, or outcomes).
6. Flexible
   Assessment methods are time and cost efficient.
   A variety of effective assessment options are available
7. Rigorous
   RPL assessment methods:
   • reflect the purpose for the required learning
   • have equivalent expectations to traditional assessment methods
   • are conducted by subject matter experts
   • meet requirements of work or performance criteria
8. Transparent
   Information uses explicit and plain language to be understood by all stakeholders (applicants, advisors, assessors, administrators). Policies, processes, and criteria are complete, fully disclosed, and accurate. For example:
   • process steps are clear and simple to follow
   • reasons are given for any action needed to complete the process
   • methods of assessment and learning criteria are clearly stated
   • results of RPL assessment are provided, including gaps and achievements
9. Professionally Supported
   All staff involved in RPL services receive initial and ongoing training for their RPL functions. (e.g. advising, assessment, development and systems administration or other related services).

From Quality Assurance for the Recognition of Prior Learning (RPL) in Canada – THE MANUAL.