Every now and then, a graduating student writes a Review that we believe really captures what we try to do, in this case about RPL for the Cert IV TAE and Dip VET. Instead of them ending up hidden among the others, we will share them with you, and try to explain why we think they are so appropriate.
What did they say?
Owen: Provided one of the most suitable RPL programs I have seen. It addressed broader learning and skills through detailed authentification without being a tick and flick. Where further training was required all resources provided a high level of information.
Cecile: I felt as though throughout my RPL the process was smooth and easy. Bryan was very patient with me and my OCD. Thank you for getting all my results back to me so quickly as well, it was great to get that feedback almost immediately.
Jason: As a VET professional, I am always concerned with integrity, as there are many RTOs and Assessors out there that give us all a bad name through the use of “tick and flick”. Fortress Learning is not like that at all, they assess and grant competency the right way every time, giving every learner the opportunity to show their underpinning knowledge in all forms of assessment.
Why did these particular testimonial comments get our attention?
Recognition of Prior Learning (RPL) was always intended to be a legitimate way to identify a person’s knowledge and skills. However, for many people, RPL has become synonymous with taking short cuts the long way – that is, wading through some arbitrary collection of documents in order to tick the boxes.
At Fortress, the RPL process of assessment is deliberately structured around each individual – their workplace; their job; what they have done and what they are doing. This removes so much uncertainty about what evidence is required. We provide guidance and advice to you, personally, based on your own situation and needs.
Many of our TAE Diploma students, in particular, have commented that going through the RPL process was in itself an educational experience – we model an RPL process that “addresses broader learning and skills” (thanks, Owen) and gives “every learner the opportunity to show their underpinning knowledge in all forms of assessment” (thanks, Jason).
For us, RPL is not about looking for pieces of paper that allow us to tick the boxes. Ticking boxes is not our end goal; our end goal is to enable you ways to demonstrate your competence.