What do these words mean to you?
I work in the areas of recognition of prior learning (RPL) and prior learning assessment & recognition (PLAR), and to me, this phrase is the core philosophy around which the idea of prior learning & recognition is built. As much as this phrase speaks about staying away from assuming inability, it says so much more about choosing inclusivity.
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| Image by Gerd Altmann from Pixabay |
Assuming competence means giving people the benefit of the doubt and starting with the supposition that they possess the underlying skills and knowledge required for a particular qualification or credential. It reflects a learner-centered and inclusive approach where we acknowledge the diverse backgrounds and experiences of learners, including those with non-traditional learning paths.
Needless to say, we don't want to award qualifications or credentials to individuals who may not meet the required standard as it can undermine the credibility of the RPL program. So, the best way to do this is "to assume competence, and then assess for evidence of that competence."
Designing effective and efficient RPL programs means striking a balance between assuming competence and assessing competence. We have to balance the idea of maintaining high standards and the idea of recognizing prior learning and existing competencies. Rather than starting with an assumption of incompetence, a more constructive approach is to begin with an open mindset that acknowledges the diverse backgrounds, experiences, and skills of learners. We then complement this mindset by designing valid, reliable, fair, and rigorous assessment processes that evaluate competence objectively, without bias.
As an RPL practitioner, I often recommend to my clients to use a combination of methods, including self-assessments, exams, interviews, portfolio assessments, skills tests, and evidence-based assessments, to make informed judgments about the individual's capabilities.
And I recommend that they always begin by assuming competence.
