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AIM Policy: Recognition of Prior Learning (RPL)

AIM's Recognition of Prior Learning (RPL) policy provides AIM students and staff with clear information about AIMs position in relation to Recognition of Prior Learning (RPL) and includes Recognition of Current Competency (RCC).


The purpose of this policy is to provide AIM students and staff clear information about AIMs position in relation to Recognition of Prior Learning (RPL) and includes Recognition of Current Competency (RCC). Policy and process information will provide sufficient information for students to apply for RPL with AIM.


The policy applies to prospective AIM students, current AIM students enrolled in Vocational Education and Training (VET) courses with AIM.


  • AIM complies with the Standards for Registered Training Organisations (RTOs) 2015 including the clauses related to RPL – clauses 1.2, 1.8, 1.12 and 3.5.
  • AIM is committed to ensuring all prospective students and current students are aware of the opportunity to apply for RPL.
  • Students have the right to have relevant previous learning, knowledge and skills recognised, regardless of how or where they were acquired.
  • RPL is a form of assessment, and as such will be conducted in accordance with the rules of evidence and principles of assessment.
  • AIM is committed to ensuring principles of access and equity are adhered to and providing additional support if required including Language, literacy and numeracy (LLN), disability needs or reasonable adjustment.


  • AIM’s approach to the granting competency through RPL will not unfairly advantage or disadvantage any prospective or current student. Students are not required to repeat learning activities, regardless of how or where the learning was acquired, providing that the learning is current and relevant to the unit/s of competency applicable. These learning experiences include the students relevant formal, informal and non-formal learning, (refer to the definitions section of this policy).
  • Assessment methods provide a range of ways for students to demonstrate that they have met the required outcomes and can be granted RPL. Evidence may include, but is not limited to: documentary evidence (third party reports, work samples, reports), questioning (oral or written), observation of performance or participation in structured assessment activities or simulations.
  • When assessing an application, the assessor must evaluate the evidence and ensure the rules of evidence and principles of assessment are adhered to.
  • Applications will be reviewed on a case by case basis in a timely manner. Applications are normally assessed within 21 days, providing all necessary documents have been submitted.
  • There is no limit to the number of units of competency that RPL may be applied for in relation to a course.
  • The granting of RPL may have an impact on the structure and duration of the course. No two cases are the same and the student may need to discuss their individual circumstances and needs with their assessor.
  • RPL is a form of assessment, therefore there is no variation to the course cost if RPL is applied for, granted or not granted.

Students applying for RPL

  • Once the student has enrolled into their course they will be provided with access to the AIM Learning Management System (LMS). Instructions on how to apply for RPL can be found in the LMS and students directly submit their application in this system.
  • For questions relating to submission of the application in the LMS, students can contact AIM student on 1300 761 700 or via email
  • An AIM assessor will be allocated to assess the student’s submission. For academic assistance, or to discuss individual circumstances the student should contact their assessor directly.
  • Submission of an application for RPL does not mean RPL has or will be granted. The result of an application will be one of the following outcomes:
    • Competent - RPL is granted based on the evidence provided (this may also include a competency conversation between the assessor and student).
    • Additional information request - The assessor requests additional evidence from the student to be able to make an assessment judgement.
    • Not yet competent – the assessor has conducted assessment based on the evidence provided, however the requirements of the unit/s of competency have not been met and the student cannot be deemed competent.
  • The student may have up to two RPL submission attempts per unit of competency.
  • The student has the right to appeal the outcome of their application in the same way students may appeal a standard assessment decision. Information regarding appeals can be found on the AIM website in the Student Information section.


Recognition of prior learning (RPL) An assessment process that involves assessment of an individual’s relevant prior learning (including formal, informal and non-formal learning) to determine if they meet the requirements of a nationally recognised unit/s of competency.
Recognition of current competency (RCC) When a student has previously successfully completed the requirements for a unit of competency or module and is now required, (e.g. by a licensing authority) to be reassessed to ensure that the competence is being maintained (currency). In this case no extra skill or competencies are assessed.
Formal learning Learning that takes place through a structured program of learning delivered by a registered education provider, and which leads to the full or partial achievement of a nationally recognised qualification.
Informal learning Learning gained through work, social, family, hobby or leisure activities and experiences.
Non-formal learning Learning that takes place through a structured program of learning, but does not directly lead to full or partial achievement of an officially accredited qualification.
Currency A student’s ability to demonstrate current industry skills, knowledge and understanding, so generally (depending on the industry and rate of change in practices) the evidence provided should be from either the present or the recent past (i.e. within the last 5 years).

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