Recognising learning for credit: Guidelines for the recognition and award of credit for learning

Defining CRT and RPL

There are a wide range of ways in which learning can be recognised, credited and credentialed. This document uses CRT and RPL.

NZQA describes credit recognition and transfer as a process where credit for outcomes already achieved by a student in relation to a qualification is recognised as credit for comparable outcomes in another qualification.

Recognition of prior learning is a process that involves formal assessment of a learner’s relevant and current knowledge and skills (gained through prior learning) to determine achievement of learning outcomes of a qualification.

Recognition of prior learning leads to credit being awarded for current and relevant skills, knowledge, and attributes achieved, without regard for the length, place or method of learning (e.g. workplace, life experience, hobbies, self-directed study).

The following are other commonly used terms: 

Credit Transfer (CT): credit awarded for having successfully completed an identical programme or standard at the same tertiary education organisation or another accredited tertiary education organisation.

Cross Credit (CC): credit awarded for having successfully completed an equivalent course or standard at the same tertiary education organisation or another accredited tertiary education organisation.   

Assessment of Prior Learning (APL): similar to RPL with an assessment of learning carried out by challenge test, professional conversation or panel presentation, along with a portfolio of evidence.

Assessment of Current Competency: an assessment of a learner’s existing skills and knowledge to ensure they remain up to date and valid against the relevant learning areas. 

Advanced Standing: As a result of being awarded credit recognition, an applicant may be eligible to enter a programme or qualification at an advanced level following an assessment of prior learning, qualification equivalence or current competency.

Advanced standing is a feature of articulation arrangements between TEOs, whereby learning achieved by learners at one TEO is recognised automatically at another TEO.

 
 
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