Experience matters.
So does recognising it properly.
Practical perspectives on Recognition of Prior Learning, training and assessment. Connecting workplace experience with clear evidence and sound assessment practice.
RPL · Vocational Education · Skills Recognition
Get to know AdamAdam Wadi is an RPL and vocational education consultant whose professional background spans training, assessment and higher education teaching.
Through Wadi Education Consultancy, he supports Registered Training Organisations with RPL pathways, assessment resources and organisational capability. His approach connects workplace experience with clear evidence and sound assessment practice.
Meet AdamDesigning and managing structured pathways, from evidence mapping and competency conversations to gap analysis.
Supporting evidence review, assessment strategies and informed assessor decision-making.
Supporting internal audits, continuous improvement, trainer recruitment and the development of training and assessment resources.
A large folder is not necessarily an informative one. Begin with the requirements supplied by the training provider and consider which examples help explain your own work against those requirements.
Read articleA learning activity becomes easier to understand when its purpose is visible. Explain the workplace task, the decisions involved and the standard the learner is working towards before introducing the activity.
Read articleAn initial RPL conversation is easier to follow when you can describe your experience clearly. Rather than beginning with a large collection of files, prepare a concise account of the roles you have held and the work you performed.
Read articleMuch workplace activity is collaborative. A completed project may demonstrate what a team achieved while leaving an assessor uncertain about the contribution of one person. The useful next step is to explain your role with specific examples.
Read articleFeedback is useful when it leads to a clearer understanding of the learning experience. A low rating or a positive comment is a starting point. Ask which part of the activity prompted the response and what the learner was trying to do.
Read articleA learner can struggle with an assessment task because the task is unclear, even when the underlying topic is familiar. Reviewing the instructions separately from the content can reveal avoidable confusion.
Read articleRPL, vocational education, assessment and the changing workforce. Explore discussion topics for interviews, podcasts and industry events.