These guidelines have been created for tertiary education organisations (TEOs) to develop and implement regulations, policies and processes that assist learners to have their relevant learning recognised and credited.
The effective recognition of learning for the award of credit assists learners to move readily between education organisations, and progress in work and education without having to repeat learning or experiences.
Download the guidelines for the recognition and award of learning for credit [PDF, 603 KB]
The future of work
As the future of work changes with the impact of digital and other technologies, individuals will need to upskill and reskill throughout their lives to maintain their currency in the workforce.
This concept of lifelong learning requires the education system to shift 'from knowledge-conveying instruction to learning for personal development and from the acquisition of special skills to broader discovery and the releasing and harnessing of creative potential. This shift is needed at all levels of education and types of provision…' (UNESCO Education Strategy, 2014–2021)
As a result, there will be an increasing focus on the recognition of formal, informal, non-formal, experiential and workplace learning that will enable people throughout their lives, and no matter how they have learned, to have their knowledge, skills and attributes recognised, credited and credentialed.
On this page
Two approaches for the recognition of learning
There are many ways to describe how learning can be recognised, credited and credentialed.
NZQA uses 'credit recognition' and 'transfer and recognition of prior learning' and recommends the use of these terms.
While this document describes these processes by two separate terms, they are not always distinct from each other but are two ways of recognising learning for the award of credit.
Credit recognition and transfer (CRT)
NZQA describes credit recognition and transfer (CRT) as a process where credit for outcomes already achieved by a student through formal study in relation to a qualification is recognised as credit for comparable outcomes in another qualification.
Recognition of prior learning (RPL)
Recognition of prior learning (RPL) 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 for the purpose of awarding credit towards that qualification.
RPL leads to credit being awarded for existing skills, knowledge, and attributes acquired without regard for the length, place or method of learning (e.g. workplace, life experience, hobbies, self-directed study).
TEO responsibilities when using CRT and RPL
Tertiary education organisations (TEOs) have a range of opportunities to support, promote and engage with learners on CRT and RPL through their overall systems and regulations; and the information, advice, and support they provide.
- Learners can face financial and opportunity costs where their existing relevant learning is not recognised or credited.
- TEOs are expected to be proactive about engaging with learners at the point of application and enrolment to determine whether they are likely to have existing learning that can be recognised for credit.
- TEOs should also note the Tertiary Education Commission’s condition 5.9 on Student Achievement Component funding, which prohibits TEOs from seeking SAC3+ funding for recognised prior learning credited to a student.
TEOs seeking programme approval are required to have clear, relevant, and appropriate regulations that specify requirements for CRT and RPL:
Programme Approval, Recognition, and Accreditation Rules 2022
Key features of effective CRT and RPL policies and practices place the learner at the centre and focus on the learning they have obtained.
TEOs should balance the opportunities for learners to progress without repeating learning with maintaining confidence in the integrity of qualifications.
TEOs should:
- integrate CRT and RPL into their overall systems, regulations, policies and practice (e.g. programme development, assessment and moderation, organisational self-assessment)
- approve appropriate quality assurance and academic regulations, policies and procedures for CRT and RPL that apply across all learning areas of the organisation
- promote to learners, through all relevant means, information about CRT and RPL
- provide accessible academic advice and support to assist learners to apply for credit through CRT and RPL
- ensure decisions about CRT and RPL are timely, transparent, robust, consistent, and defensible and for the maximum benefit of learners.
Recognising learning and awarding credit
To be awarded a qualification listed on the New Zealand Qualifications Framework (NZQF), a learner needs to achieve the learning outcomes of a programme that enables them to meet the graduate profile of the qualification. Outcomes are described in terms of knowledge, skills and attributes, and the application of those, or what the learner can “do, be and know”.
Programmes are made up of components of learning and/or assessment standards which specify the learning outcomes that together build towards achievement of the graduate profile. Some examples of components are individual courses, modules, papers or projects that a learner undertakes to complete a programme.
Recognising learning and awarding credit is undertaken by evaluating learners’ skills and knowledge in relation to the graduate profile or other learning outcomes of a programme, component of learning, or assessment standard.
Quality assurance
It is important that all TEOs protect and maintain confidence in the quality of educational delivery and assessment leading to the award of credit on the New Zealand Qualifications and Credentials Framework.
The TEO’s systems, regulations, policies and processes for CRT and RPL should be integrated into the academic and other quality management systems.
An equivalent level of scrutiny to all other learner achievement should also be applied to decisions relating to the award of credit through CRT and RPL. This includes oversight of assessment, and internal and external moderation.
Review of CRT and RPL policies
CRT and RPL policies should undergo regular internal review as part of organisational self-assessment, to ensure they remain fit for purpose and are administered fairly, consistently and rigorously.
They should be reviewed by TEOs annually, with a major review every five years.
NZQA may review TEOs’ CRT and RPL practice as part of External Evaluation and Review or programme monitoring.