Recognition of Prior Learning
MTA Training

Recognition of Prior Learning (RPL) & Recognition of Current Competencies (RCC)

RPL & RCC recognises knowledge and skills which the learner may have already obtained from other courses, life experience, work experience and from training provided at work. This learning is then measured against the qualification they are enrolled in.

RCC recognises what the learner has learnt through other formal training. If the learner supplies the Training Officer with a qualification or statement of attainment the training officer will need to determine that the units of competence previously achieved are still current. That is, the learner still uses these competencies and can demonstrate the necessary capabilities. Assessment may be required by the training officer to determine this.

MTA NSW’s policy on RPL is in line with the NSW RPL Framework using a holistic/workplace task recognition approach suitable to support recognition for alternative qualifications and units of competency. MTA NSW will maintain on-going records for all subsidised training and all enrolled learners as evidence of Recognition of Prior Learning, such as observation of workplace performance or collection of work samples.

If at any time during training delivery, the learner feels that they could obtain a unit or units of competence via RPL/RCC they must raise this with the Training Officer and who will discuss how to proceed.

The Training Officer will develop with the learner a pathway to achieve RPL/RCC for the unit(s) of competence requested. This pathway will then be incorporated into the training plan.


Validation is the process whereby the Training Officer will establish the authenticity of the learner’s prior experience and competencies (RPL & RCC).

The Training Officer will examine and verify all forms of evidence as well as independently check, informing the learner and supporting their decision about evidence authenticity.

Independent checking can include Third Party verification and authentication of qualifications and/or results. These processes will support the validating of “formal evidence”.

Assessment is the process of identifying, gathering and interpreting information about a learners’ knowledge. The central purpose of this is to provide information on the learner achievement and progress and set the direction for ongoing learning.

Reporting is the process of communicating information about learner progress and achievement gained from the assessment process. Its purpose is to support learning by providing feedback to learners and Stakeholders.

Credit Transfer

MTA NSW will recognise qualifications and units of competence which the learner has gained from other Registered Training Providers. MTA NSW will give the learner credit for Nationally Accredited Qualifications or Statements of Attainment previously obtained if the learner can provide supportive evidence, such as a ‘Statement of Attainment’. Once the evidence is produced and verified, as in line with the VET Regulator’s Guidelines, the credit transfer will be applied to the learner’s training plan against the relevant unit(s) of competence.