Recognition and Credit Transfer refers to previous TAFE and other studies, previous/current work experience and skills, and overseas qualifications. This page pays special attention (yellow) to type 2: Recognition of Prior Learning. (Other links may not be accessible).


WSI WIKI: Skills Recognition - Resources & Best Practice:



Recognition and Credit Pathways

Based on WSI document ENST164


Purpose and Scope

TAFE NSW Western Sydney Institute has placed a high priority on the provision of Recognition and Credit Pathways for students as it reduces repetition of learning and leads to completion of qualifications in reduced time. The Institute is also committed to meeting the SNR Standards for NVR Registered Training Organisations. This procedure links to the main policies and information for teachers' use in providing high quality recognition and Credit Pathways services.


This Procedure relates to the TAFE NSW Credit Pathways Policy and the Credit Pathways Policy Implementation Documents and applies to the following Credit Pathway processes:

1. Credit Transfer (formerly known as Recognition of Previous Studies and National Recognition). Credit transfer is a process that provides students with agreed and consistent outcomes based on equivalence in content and learning outcomes between matched qualifications. Usually this is the recognition of specified learning previously completed in TAFE NSW or in another RTO. No ASH applies to Credit Transfer. Detailed information about Credit Transfer is available in the Credit transfer procedure for TAFE NSW and in Section 3 - Credit Transfer of the Credit Pathways Guidelines for TAFE NSW.

Complete the Enrolment Adjustment – Credit – Previous Studies (orange form 108) for Credit Transfers.

2. Recognition of Prior Learning (RPL) is an assessment of previously unrecognised skills and knowledge an individual has achieved outside the formal education and training system. An individual’s formal, non-formal and informal learning is assessed to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of a qualification. Full ASH applies when teachers are assessing the evidence of the skills, knowledge and experience of the applicant. Both positive and negative outcomes are reported and attract ASH. Detailed information about RPL is available in the Recognition of prior learning (RPL) procedure for TAFE NSW and in Section 4 - Recognition of Prior Learning of the Credit Pathways Guidelines for TAFE NSW.

Complete the Enrolment Adjustment - Credit - Recognition of Prior Learning (yellow form 102) or the WSI RPL Electronic Form for RPL.

3. Recognition of Current Competency (RCC) applies where a learner has previously successfully completed the requirements for a unit and is now required to be reassessed to ensure the learner is still competent. RCC does not assess newly acquired competence and does not include any additional training at the unit level. RCC services are offered on a commercial basis in TAFE NSW. Detailed information about RCC is available in the Recognition of current competence procedure for TAFE NSW and in Section 4 - Recognition of Prior Learning of the Credit Pathways Guidelines for TAFE NSW.

Complete the Recognition of Current Competency form for RCC. 

This procedure also related to the SNR Standards for Continuing Registration, in particluar:

SNR 23: Certification, issuing and recognition of qualifications and statements of attainment
23.2 The NVR registered training organisation must recognise AQF and VET qualifications and VET statements of attainment issued by any other RTO.

SNR 15: The RTO provides quality training and assessment across all of its operations
15.5 Assessment including Recognition of Prior Learning (RPL):
(a) meets the requirements of the relevant Training Package or VET accredited course
(b) is conducted in accordance with the principles of assessment and the rules of evidence
(c) meets workplace and, where relevant, regulatory requirements
(d) is systematically validated.



Customer Service Staff have the responsibility to promote the availability of Recognition and Credit Pathways as part of the process of providing course information to prospective students.

Director Business Development has responsibility for implementation of the Commercial Services Policy - TAFE NSW by providing advice to staff delivering commercial Recognition or Credit Pathways services on the schedule of appropriate fees and charges.

Head Teachers have the responsibility for overseeing the Recognition or Credit Pathways process in their teaching section.

Managers Educational Programs have the responsibility for implementation of Credit Pathways Policy - TAFE NSW in Colleges and Clusters including checking of Credit Pathway records for compliance annually.

Teachers have the responsibility to support the implementation of the Credit Pathways Policy - TAFE NSW through processing credit applications for the range of recognition services available in TAFE NSW.



Assessor / Teacher: A person who has the qualifications to make decisions about the evidence presented by a person, ensuring it meets the requirements of the Units of Competency and Competency Standards required for the qualification.

NVR: National Vocational Education and Training (VET) Regulator

RPL Delegate: in WSI is either a Head Teacher or Manager of Educational Programs. MEPs should be the delegates for RPL assessment conducted by Head Teachers. Head Teachers should be delegates for RPL assessments conducted by teachers and should not be a delegate for another Head Teacher.

SNR: Standards for NVR Registered Training Organisations



'Credit' is the value assigned for the recognition of equivalence in content and learning outcomes between different types of learning and/or qualifications which reduces the amount of learning required to achieve a qualification. 

All students in WSI are encouraged to apply for credit at any time in the course or qualification in which they are enrolled and should be supported by WSI staff in all aspects of this process, from initial enquiry through to communicating the outcome of their application. The TAFE NSW credit process is evidence-based, equitable, transparent, consistent, inclusive, fair, valid and reliable with decisions subject to appeal and review.

Applying for Recognition of Prior Learning, in particular, should be a supported process and, as with all assessments:

  • Students will need clear guidance about evidence needed for the assessor to make a professional judgement about competence
  • It should not be onerous for the student
  • Assessors should avoid over assessment

Asking students to provide paper based portfolios is not the preferred approach to gathering evidence. Whenever possible, observing the student demonstrating skills in the workplace or in a simulation , interviewing students and conducting structured competency conversations are preferred approaches to gathering evidence. Teachers need to provide clear guidance, advice and support to students as they prepare for an RPL assessment.

This procedure provides guidance in processing credit achieved through Credit Transfer, Recognition of Prior Learning and (RPL) and Recognition of Current Competence (RCC). Detailed steps for processing credit are provided in the following links:

Credit Transfer
Credit transfer procedure for TAFE NSW
Section 3 - Credit Transfer of the Credit Pathways Guidelines for TAFE NSW
Use the 108 Enrolment Adjustment Form - Credit - Previous Studies (orange form) when processing credit transfer.

Recognition of Prior Learning (RPL)
Recognition of prior learning (RPL) procedure for TAFE NSW
Section 4 - Recognition of Prior Learning of the Credit Pathways Guidelines for TAFE NSW
Use the 102 Enrolment Adjustment Form - Credit - Recognition of Prior Learning (yellow) when processing RPL.

Recognition of Current Competence (RCC)
Recognition of current competence procedure for TAFE NSW
Section 4 - Recognition of Prior Learning of the Credit Pathways Guidelines for TAFE NSW
Use the Recognition of Current Competency (RCC) form and instructions when processing RCC.

Recognition of Overseas Qualifications
Recognition of overseas qualifications procedure in TAFE NSW
Use the Overseas qualifications equivalents form when processing OSE

Review of results and appeals
Individual review of results and appeals procedure – TAFE NSW 

Role of the assessor and the delegate in conducting RPL assessments

The Assessor is responsible for guiding and assisting the students in preparing for an RPL assessment. The Assessor conducts the assessment and uses professional judgement to make the assessment decision.

The Delegate is responsible for ensuring that the correct processes have been followed in relation to the RPL application. The delegate does not have any role in making judgements relating to the evidence supplied or the outcome of the RPL application as this has been done by the Assessor.
The Delegate ensures that

  • the form is completed correctly
  • signatures of the student and the assessor are provided on the forms and/or the evidence as appropriate
  • the recognition application complies with TAFE NSW Credit Pathways Policy and the WSI Recognition procedure
  • the correct application form has been used
  • there is no declared or undeclared conflict of interest between the assessor and the candidate, including where assessments are being made of TAFE NSW teaching and non teaching staff.

Managing potential conflict of interest

Assessors and delegates need to be aware that a real or perceived conflict of interest could occur when processing a RPL application of the following:

  • Staff members of TAFE NSW
  • A family member, relative, close friend or relative of a close friend
  • A colleague or business associate
  • Any person in exchange for a service provided
  • Oneself (this should not occur in any circumstances)

In these cases staff should refer to the WSI Procedure Assessment - Managing Conflict of Interest when Making an Assessment Including Recognition Assessments

Documenting Recognition and Credit Pathway assessments
For audit purposes, the key to documenting Recognition assessments is to be able to demonstrate that:

  • evidence has been gathered
  • the candidate' experience matches/does not match training package requirements
  • professional judgement has been exercised in assessing this evidence.

There is no set formula on the amount of evidence which needs to be generated and auditors are looking for quality assessment processes as opposed to a particular quantity of evidence. Assessment for Credit Pathways and Recognition follows the same principles as those which underpin any other assessment practice, that is the evidence must be sufficient, current, authentic and valid.

It is part of the assessor' role to synthesise evidence in a systematic way and holistically relate it to the requirements of the training package. As far as audit is concerned you must record your evaluation and illustrate it is underpinned by relevant evidence.

A summary of the evidence collected, how the candidate demonstrated or did not demonstrate competence and how they were assessed must be recorded on the Enrolment Adjustment form. If additional space is needed Sections can customise the WSI Record and Summary of RPL Assessment form to record more information.

What should be kept?

For SNR Audits each Section should, for the duration of each qualification, keep a selection of Recognition Assessments. A copy of the assessment tools used for Recognition assessments should also be kept (for example, validated competency conversation questions, instructions for practical demonstration tasks, observation checklists).

CHECKLIST For Assessing and Recording Individual RPL Assessments

  • Check that all units to be assessed are listed individually
  • Describe the multiple evidence sources used to inform your assessment judgement such as:
    • context of the assessment workplace, interview etc
    • demonstration of knowledge by interview, challenge test
    • work history
    • 3rd party evidence and supervisor reports
    • summary of workplace documents sighted
    • records of licence numbers and experience using the licence
    • dates/time of observations
  • Evaluate and record what the candidate can/cannot ‘do’
  • Match what the candidate can/cannot ‘do’ to training package requirements
  • Specify key factors which units have in common if a cluster of units have been assessed holistically
  • Specify evidence/experience gaps where a candidate has not met competency standards
  • Record assessment process and/or assessment tools and candidate outcomes on the Enrolment Adjustment form
  • Ensure the record of assessment has been signed by candidate, assessor and delegate. Any additional information attached to the Enrolment Adjustment form should also be signed by the Candidate, the Assessor and the Delegate.


  • Assess elements and performance criteria separately
  • Assess each unit separately
  • Rely on paper based evidence

You do not need to keep the candidate’s evidence but you do need to list all evidence seen on the Enrolment Adjsutment form as a part of the assessment process.


Associated Forms

Overseas Qualifications Equivalents Form: TAFE NSW form to be completed by the Institute Multicultural Education Co-ordinator or Institute designated officer only.

Recognition of Current Competency Quote/Agreement for Assessment Hours: Form to be used by teacher and applicant to agree on costing/hours for assessment of current competence against qualification already held by the applicant.

Recognition of Prior Learning Electronic Form : WSI Online Enrolment Adjustment RPL Form is a direct copy of the paper form. has a number of advantages including the completion of the form electronically including a cut and paste of units and unit numbers from CIDO Learning and Assessment documents.

Registration of Interest Form for Recognition of Currency Compentency Interview: This form is to be used by an applicant to register for an interview to request assessment for current competencies against a previous qualification.

Sample Summary of RPL Assessment: this sample provides teachers with advice on recording RPL assessment judgements in a trade area.

Statutory Declaration: Form to declare true statements in accordance with the Statutory Declarations Act 1959 [Stat Dec]

Third Party Evidence Form: This form can be used for collecting and recording third-party evidence (including Employers) for Recognition of Prior Learning Assessments. Includes employer contact permission from RPL applicant.

WSI Record and summary of RPL Assessment : This form should be customised by Assessors to record RPL Assessment Page 1 summaries the Unit/s and Page 2 summarizes the assessment judgement


Related Information

Assessment - Managing Conflict of Interest when Making an Assessment Including Recognition Assessments: Requirements for managing a real or perceived conflict of interest in decisions made in relation to assessment and student selection.

Auto Credit Transfers: Procedure for TAFE Auto Credit Transfers

Minimum Recordkeeping Requirements for Providing Skills Recognition (RPL): Minimum Recordkeeping Requirements for Providing Skills Recognition (RPL)

OTEN Enrolment Adjustment - Recognition (RPL) (Purple Form) Example Only: Students complete this form to apply for recognition at OTEN.

Pathways: One of the key objectives of the Australian Qualifications Framework Council is to facilitate pathways to, and through, formal qualifications.

Processing Recognition at OTEN: These instructions outline the processes used by OTEN staff to record a recognition application by a student and to register, assess and record the outcome of a submitted recognition application.

Recognition - WSI Internet Site: Link to Student information on TAFE NSW - Western Sydney Institute Internet site

Skills Recognition: Government Skills Recognition website targeted at students considering RPL.


Assignment: Do all questions 32:1-32:10  (Pressure Vessels)

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