Guiding Principles

Prior experiential learning should be recognised regardless of how and where it was acquired, provided that the learning is relevant to the learning or competency outcomes.
Assessment should be evidence based, equitable, unbiased, fair, flexible, valid and reliable.
Assessment should be undertaken by experts/practitioners in the subject content or skills area, policies and procedures.
Assessment methods should accommodate the literacy levels and experiences of students, hence providing ways for students to demonstrate the required outcomes.
Decision should be accountable, transparent and subject to appeal and review.
Information and support services should be actively promoted, easy to understand and recognise the diversity of learners.
Quality assurance mechanisms should be clear and transparent to ensure confidence in the decisions.

RECOGNITION OF LEARNING

This refers to intentional learning through enrolment in a programme of study within an organised and structured context (e.g. in schools, colleges and universities) that usually leads to a formal qualification.

Informal Learning

This is also called experiential learning. It takes place continuously through life, usually arising from work activities that are not undertaken with a learning purpose in mind. Thus, it is often unintentional learning.

Non-formal Learning

This is learning that takes place alongside the mainstream systems of education and training. There may be assessment but it does not normally lead to formal certification. Seminars, workshops, apprenticeship and short courses are examples of such learning.