SOP2007-118 Policy On Recognition of Prior Learning · PDF filePOLICY ON RECOGNITION OF PRIOR...

Issue: 1 SOP2007-118 (ED 4.18) Last Revised: 27 September 2004 of 25

Standard Operating Policy

POLICY ON RECOGNITION OF PRIOR LEARNING (RPL)

Document Number SOP2007-118

File No. 06/1102-07 (D07/5715)

Date issued 1 November 2004

Date converted to new SOP format 28 September 2007

Author branch

Education

Branch contact Education

Division Clinical Development

Summary Policy on Recognition of Prior Learning (RPL)

Applies to (bold indicates

selection)

All Ambulance Service of NSW staff All Operational Staff All Administration staff All Headquarters staff Division staff (select Aero medical, Northern, Southern, Sydney, Western) Operations Centres (select All, Aero medical, Northern, Southern, Sydney, Western)

Review date 28 September 2007

Previous reference SOPP 4.18 (ED)

Status Active

Approved by Chief Executive

Compliance with this policy directive is mandatory.

Space

Issue Date: 1 November 2004

Policy on Recognition of Prior Learning (RPL) Issued By: Chief Executive Officer



Policy: This policy formalises the procedure for the recognition of prior learning

(RPL) in the Ambulance Service of NSW. Recognition of prior learning is the acknowledgment of the full range of an individual’s skills and knowledge, irrespective of how it has been acquired. This policy will assist in achieving one of the aims of the Convention of Ambulance Authorities by allowing greater employment opportunities across Australia for ambulance officers.

With the advent of the Vocational Education and Training Accreditation

Board (VETAB) accredited curriculum, the Service is in a position to Benchmark applications for RPL against an identified standard.

The model of RPL used in this policy is adapted from the Kangan Institute,

Victoria. Purpose: RPL is only available for positions that have been gained by merit. Even

though employees may hold higher level qualifications than the appointed position they will not be considered for RPL until higher level positions have been gained on merit. For example, an overseas Paramedic who has successfully obtained a Patient Transport Officers (PTO) job will have RPL applied up to the level of a PTO. When that new employee then gains a position on a Paramedic course on merit, they may apply for RPL at that level.

DEFINITIONS: Accreditation: Recognition and acceptance of the academic standards of a course or

program of study by an outside accrediting agency, association or body. Accreditation relates to approval.

Accredited Courses: A program of study, which has been recognised or accepted by

an accrediting agency as meeting the standards of the award to which it leads, and as adopting methods of delivery likely to achieve the specified outcomes.

Advanced Standing: An arrangement to recognise credits in a course before the

course begins. Articulation: The linking of different courses so that a person can move from one to

another without unnecessarily repeating previously learned material. Benchmark: An acknowledged level of achievement that can be used as a reference

point. In RPL terms a benchmark is an established standard against which a person’s prior learning can be measured or judged.

Competency: Refers to the standards and levels at which skills or tasks

are performed.





Criteria: The elements or measures that should be used to judge the worth of accumulated

knowledge and experience. These measures may vary, depending on skills, knowledge or attitude to be assessed.

Learning Outcomes: The skills and knowledge gained from a unit, module or course.

The learning outcomes reflect the competencies required. In RPL terms the learning outcomes are the benchmark against which a person’s prior learning is measured.

Recognition of Prior Learning: The acknowledgment of skills and knowledge

obtained through formal training (industry and education), work experience and/ or life experience.





1. Phase 1: Request The potential applicant must consider how his/her prior experience relates to the

operational outcomes required of Ambulance Officer training.

Phase 1 Request Phase 2

•Consideration �� Assessment •Analysis

•Interview Phase 3

•Request Entry to Process

•Decision

•Grant Review •Deny

•Submit Application •Further Assessment

�� •Select Method

•Notification �� •Conduct Review •Accept •Decision •Reject �� •Grant •Deny •Further

Assessment •Notification

Figure 1 : •Accept The RPL Model •Reject

a) Step 1: Consideration Consideration of eligibility by the applicant is the first step of entry into the

process and must take place well before the commencement of the course in which RPL is to be sought. The “Recognition of Prior Learning - What is it?” information sheet (Appendix 8) should be supplied to any interested person.

b) Step 2: Request Entry to Process The applicant makes a written request for entry to the RPL process through the

Manager, Education. An application form will be supplied and an independent contact from the Ambulance Education Centre will be nominated for advice and support to the applicant. The “Guidelines for Applicant” information sheet (Appendix 9) should be supplied with all application forms.





c) Step 3: Submit Application This requires the applicant to systematically detail the experiences and learning

that they believe match the operational outcomes. There may be specific aspects of the application that cannot be completed by the applicant at this stage. Further additions and enhancement are permitted during Phase 2, Step 2. An application for RPL must be made at least six weeks prior to the course in which RPL is being sought. The “RPL Interview Information Sheet” (Appendix 7) should be provided to each person when an application is submitted.

2. Phase 2: Assessment process a) This second phase describes the process required to assess the application

and decide whether to grant RPL. A panel will be nominated by the Chief Executive Officer and will consist of

representatives from the Ambulance Education Centre (management, a subject matter expert and an accredited RPL Assessor; these may be the same person or individuals), a nominee for the applicant (this would normally be the mentor appointed on application) and the Recruitment Superintendent.

The purpose of the panel is to gain sufficient information to enable it to make a

decision at the time about RPL. It is also to provide expertise in RPL, subject and technical areas so that an appropriate decision can be made in the interests of the applicant and the Service.

b) Step 1: Analysis The panel will meet and be provided with all the documentation by the applicant

to support their claim for RPL. In the initial instance the panel will analyse the application and ensure that the RPL applied for matches the Benchmarks set in the curriculum.

The purpose of the analysis step is to break the application into three sections.

The three sections are: those modules where there is no question the learning outcomes have been achieved; those modules that require clarification; and those modules that definitely do not meet the benchmarks.

c) Step 2: Interview The panel will convene an interview with the applicant. The purpose of this

interview is to clarify any aspects where RPL has been applied for but mastery of the learning outcomes was not obviously achieved.

The focus of the panel is intended to be supportive and flexible, not adversarial.

This will assist people who have specific difficulties or where English may be a second language and written applications may place them at a disadvantage.





The interview is crucial in accurately assessing the application, as it allows the discussion and interaction necessary to thoroughly consider an applicant’s skill, knowledge and experience. The interview should be centered on the application form and supporting documentation. The individual modules need to be assessed one by one along with careful questioning to determine the depth of completion.

Refer to “Instructions to Assessment Panels” (Appendix 1) for guidelines and

the “RPL Interview Schedule” (Appendix 3) for further information. d) Step 3: Decision The next step refers to making the decision, having identified and applied

appropriate criteria. There are only three possible decisions

• Grant recognition (process complete) • Deny recognition (process complete but may proceed to review phase) • Require further assessment (process should proceed to review phase)

In all instances it is the policy of the Ambulance Service of NSW that all

successful RPL applicants will still be required to undergo a challenge examination. The Ambulance Education Centre will set the examination at the equivalent level to where RPL has been granted.

Where it cannot be demonstrated that an entire residential block is subject to

RPL then it is at the discretion of the panel whether a specific abridged training program should be undertaken to meet full RPL or whether the next lowest level of training that has been fully recognised would be more appropriate. Where this is likely to generate additional costs for the Ambulance Service those costs will be borne by the applicant.

In the case of Ambulance Officers claiming operational experience an

operational assessment is mandatory also. The length of operational assessment will be no less than four weeks but the panel at their discretion may set a longer period.

Refer to the section “The Criteria for Decision Making for Assessment Panels”

(Appendix 2) for guidelines. e) Step 4: Notification This step refers to the process of notifying an applicant of the result and

identifying an appeal process. Applicants should be notified of the result of their application within 21 days.

The letter should include a clear breakdown of those modules where RPL has been granted or denied. It should also outline any conditions being placed on the applicant such as challenge examination, operational assessment or





abridged training program. Where RPL is not granted applicants need to be informed of their right of appeal and process of appeal.

Refer to Appendices 4 and 5 for sample letters.

3. Phase 3: Review process

This phase is important where there have been difficulties in deciding whether or not to grant RPL and / or the applicant has appealed the decision.

a) Step 1: Select method This step refers to the selection of an appropriate assessment method to check

the specific skill or knowledge. Specific methods may include written examinations, scenario based practical examinations, skills testing or oral vivas at the level applied for.

Any costs generated from the RPL process will be the responsibility of the

applicant. Where prior learning cannot be substantiated to the satisfaction of the panel of review it will not be granted.

b) Step 2: Conduct Review This review revolves around the review panel identifying the area(s) requiring

clarification between the benchmark and the confirmed level of prior learning, if any. The panel will then pass on to the Ambulance Education Centre the areas of curriculum they wish examined and the chosen method of examination.

The results of which will form the basis for final decision. c) Step 3: Decision The final step refers to making the decision, having analysed the application

and completed the review. There are only two outcomes from the review phase:

• Grant the RPL applied for, or • Deny the RPL.

d) Step 4: Notification This step refers to the process of notifying an applicant of the result of the

review. Applicants should be notified of the result of their application within 21 days. The letter should include a clear breakdown of those modules where RPL has been granted or denied. It should also outline any conditions being placed on the applicant.





4. Records of the Panel a) The Ambulance Education Centre will maintain records including the original

application for RPL, copies of communication with the applicant, supporting documentation to the decision, results of any examination and a comparison of the RPL applied for, against the Learning Outcomes used by the Ambulance Education Centre at the time.

b) It is recommended that these records also be used as a guide for future panels in

determining RPL grants and creating consistency in the process. 5. Onus of Proof a) It is the policy of the Ambulance Service that the responsibility for providing

evidence of knowledge or experience rests entirely with the applicant. All evidence must be sufficient to satisfy the panel of the validity of a claim. The Service reserves the right to determine the standard of evidence required and to request additional evidence from applicants as it sees fit. The decision of the panel on the standard of evidence required shall be final.

6. Fees For RPL a) The Service will set fees to be paid by the applicant when lodging an RPL

application from time to time. Applicants should inquire about all costs regarding RPL from the Manager, Education at the time of application.

7. Further Information About This Policy

a) Any inquiries about the RPL policy may be directed to the Manager, Education, at State Headquarters, Ambulance Education Centre.





Appendix 1

INSTRUCTIONS TO ASSESSMENT PANELS

1. ASSESSMENT PANELS The RPL model relies on the establishment of RPL assessment panels to consider an

applicant’s case for recognition. These best practices provide support for the role and responsibility of the assessment

panels. 2. SELECTION OF ASSESSMENT PANELS Assessment panels are to comprise no less than two members and no more than four

members. The panel must have skills and expertise in four areas. It is recognised that each

panelist will probably have skills in more than one of these areas. All areas must be covered for effective assessment processes to occur. The panel should also be established with regard to EEO principles.

a) RPL expertise:

• This includes skills in understanding and applying the RPL Model,

including its underlying principles.

b) Career knowledge:

• Often RPL assessment requires clarification of an applicant’s experience and education. Advice and expertise is necessary to support this role. The nominated mentor would normally provide it from the Ambulance Education Centre.

c) Managerial:

• Any decision on RPL that may involve the commitment of resources

needs an appropriately authorised manager to be present to ensure that decisions are made as soon as possible.

d) Industry and technical expertise:

• As RPL relates relevant work experience to course objectives, it is

important to include an expert who can address issues of industry and technical expertise such as work practices and equipment.





3. INTERVIEW PROCEDURES

The objectives of the RPL interview are:

a) To collect sufficient information to make the RPL assessment.

b) To provide an environment, which enhances the applicant’s ability to define his/her prior learning as it, relates to the vocational outcomes.

c) To create an interview process which is: • logical • accessible • efficient • fair • consistent

The following best practices are indicative of the way in which the interview will be carried out.

Procedure

• Introduce participant to members of the panel. • Help the participant relax by emphasising the non pressure nature of the

interview • Explain what will happen in the interview (the process). • Encourage applicants to seek clarification at any point in the process. • Question the participant about the application. • Draw out the participant’s experiences. • Relate the participant’s experiences to skills learned and knowledge gained

(learned outcomes). • Compare prior learning outcomes to course learning outcomes. • Identify how prior learning outcomes might be validated such as certificates,

employment records etc. • Summarise main points reached in the interview. • Explain what happens next - how the decision will be made, when the applicant

will be notified and possible further action that might arise out of the decision. 4. CONDUCTING THE INTERVIEW

a) Ensure that the participant is relaxed and not apprehensive. He or she may have any of the following concerns:

• Will this affect my job? • Are you sufficiently knowledgeable to talk about the subject area? • Can you understand where I’m coming from? • What does the process mean for me?

Be sensitive to the participant and the environment in which the interview is being conducted.





b) Listen actively.

c) Distinguish between facts and opinions.

d) Plan the structure of questions prior to the interview.

e) Ask open-ended questions which invite more than yes/no answers. Encourage questioning.

f) Use follow-up questions to identify the range and depth of experience.

g) Don’t get sidetracked. Ensure the question and answer is relevant. Try not to interrupt the flow of discussion.

h) Go over any issues that require clarification.

i) Conclude with an open-ended question, e.g. is there any aspect that we have overlooked?

j) At the end, THANK the participant.

5. POST INTERVIEW

a) Identify those learning outcomes which are well defined and where recognition may be granted.

b) Identify those learning outcomes, which are undecided and indicate possible strategies to confirm assessment.

c) Summarise the interview by completing the record of interview form. Summarise the process in writing.





Appendix 2

CRITERIA FOR DECISION MAKING FOR ASSESSMENT PANELS 1. THE DECISION

Only one decision of three possible alternatives can now be made.

If no learning outcomes have been identified.

DENY RECOGNITION OF PRIOR LEARNING,

or, compile those learning outcomes identified for recognition and,

GRANT RECOGNITION OF PRIOR LEARNING,

or, if potential recognition is identified, but clarification of learning outcomes is necessary,

FURTHER ASSESSMENT REQUIRED.

In some instances, despite failure to obviously meet the criteria for RPL, the panel may feel the applicant is capable of demonstrating achievement of particular learning or course outcomes. For this situation, further evidence may be needed to confirm learning outcomes.

A complete and accurate record of the decision-making process should be prepared for future reference.

2. CRITERIA FOR DECISION MAKING Principles for determining criteria Criteria must be:

• relevant to the learning and experience under assessment;

• clearly definable and measurable;

• consistent when applied within and across areas of learning/experience, and over time;

• credible, both within the accrediting process and for the participating applicant. 3. TYPES OF CRITERIA THAT MAY BE SELECTED The criteria for decision-making will be chosen according to the nature of the claimed

learning and experience.





Some general criteria, which should be used, are listed below.

Authenticity The applicant has actually completed the learning outcome that is being claimed.

Currency The learning outcome is still valid and performable.

Quality The learning has reached the acceptable level.

Relevance The learning is applicable to the area claimed.

Transferability The learning outcome can be applied outside the specific context in which it was learned.

Validity A sound connection can be made between the learning outcome and the vocational outcome.

More specifically, criteria for assessment of training programs, for example, should be

based upon their:

• course content;

• prerequisite entry requirements/selection criteria;

• assessment standards/learning outcomes;

• delivery mode/teaching strategy;

• relationship to work experience;

• qualifications and experience of teaching staff;

• adequacy of facilities and equipment;

• course duration.

4. PROCEDURES FOR DECISION-MAKING Having identified appropriate criteria for assessment and conducted the interviews, the

next task is to apply the criteria, and form a decision. 5. APPLICATION OF CRITERIA Examples of criteria and related considerations are illustrated below. The selection of each criteria will depend on the particular application. 6. CRITERIA PROCEDURE

Authenticity Ensure there is sufficient evidence to conclude that the applicant actually carried out what has been claimed.





Currency Confirm that the skills and knowledge are still valid. Consider areas of change such as; practices, theory, technology and legal requirements.

Quality Establish if the skills and knowledge learnt is at an acceptable level.

Relevance Identify those learning experiences that are clearly relevant for the granting of credit.

Are the skills and knowledge gained from experience similar to those gained from the course?

Transferability If they are, does the panel believe on the evidence to hand that the applicant could apply their experience to achieve the learning outcomes identified in Ambulance Service courses?

Validity Establish if there is a sound link between the learning outcomes from the courses under consideration for credit, and the learning outcomes gained through prior learning experiences.

7. PRACTICALITY The selected method should be manageable and achievable. 8. COST EFFECTIVENESS The cost of assessment method must balance with the practicality and credibility of

outcome.





Appendix 3

RPL INTERVIEW SCHEDULE

Applicant’s details: Name Panelists:

Time of interview:

Course/subject for which RPL is being sought:

Preliminary summary of evidence from application form

Preferred assessment methods if required

Additional information gained from interview

Recommendation for RPL (identify criteria chosen)





Appendix 4

SUCCESSFUL APPLICATION

“ADDRESS” “DATE” Dear “NAME OF APPLICANT”, We are pleased to advise you that the RPL panel has accepted your application, and recognises your prior learning as detailed below.

In the “FULL COURSE TITLE” credit has been granted for the following: SUBJECT UNIT OBJECTIVE YEAR

If you believe you are eligible for other credits and should you wish to lodge an appeal against this decision, we suggest you contact “NAME, TITLE AND TELEPHONE NUMBER” who will be pleased to help you. Please retain this notice for future reference. Yours sincerely, “NAME” “TITLE”





Appendix 5

UNSUCCESSFUL APPLICATION

“ADDRESS” “DATE” Dear “NAME OF APPLICANT”, We regret to inform you that the RPL panel has decided not to recognise your prior learning for credit in the “FULL COURSE TITLE”. After full consideration of your application in the light of the assessment criteria, the panel has made its decision on the following grounds: “HERE IT IS SUGGESTED THE CRITERIA OF RELEVANCE, QUALITY, TRANSFERABILITY AND AUTHENTICY BE EXPLAINED IN RELATION TO THE APPLICANT’S SUBMISSION.” Should you wish to lodge an appeal against this decision, we suggest you contact “NAME, TITLE AND TELEPHONE NUMBER” who will be pleased to help you. Please retain this notice for future reference. Yours sincerely, “NAME” “TITLE”





Appendix 6

FURTHER ASSESSMENT REQUIRED

“ADDRESS” “DATE” Dear “NAME OF APPLICANT”, It was decided at your original request for recognition of prior learning that further information was required for your claim.

The purpose of the PRL review is to try to gather the additional information needed in order to make a decision about your RPL claim.

You will have the opportunity to discuss the best way to provide that additional information. There are many ways that additional information can be provided.

The extent of your prior learning may also have to be assessed. The following lists some assessment methods that you and the RPL panel might consider. If you have any other ideas about how your knowledge might be assessed, you should discuss them with the panel.

ASSESSMENT METHODS

PRACTICAL DEMONSTRATIONS: • on-the-job demonstration; • demonstration in classroom

environment; • video of performance; • fault finding.

ORAL ASSESSMENT: • oral presentation to assessor or panel; • role play; • debate; • interview. • oral vivas

WRITTEN TESTS: • formal examination; • short answers; • multiple choice; • essays.

FURTHER DOCUMENTATION • certificates; • validation letters from employers; • course outlines of previously studied

courses.

You will have the opportunity to discuss these assessment options or to suggest alternatives. Please contact NAME on TELEPHONE NUMBER to discuss this matter further. Yours sincerely, “NAME” “TITLE”





Appendix 7 THE RPL INTERVIEW - INFORMATION SHEET 1. What will happen at the interview?

When you arrive at the interview, you will be welcomed and introduced to the members of the panel. The panel will spend some time discussing the interview process and the way they will operate. There will be at least two people on the panel. There may be more than two, but not more than four. The panelists have been trained to make sure that they have the skills to properly assess your prior learning, and to conduct a fair and relaxed interview. It is the role of the panelists to help you as much as possible. The panelists are skilled at helping you think about your past experiences in terms of the recognition you are seeking. They are also concerned about making this interview comfortable. You will be asked questions about your previous work experience, training, education, hobbies and interests. Most of the questions are related to the application form, which you have already completed. If you do not understand any questions in the interview, please feel free to ask the interview panel to explain the question more clearly. If you have any other concerns, you are welcome to raise them with the panel.

2. Preparation for the interview.

It is always a good idea to be prepared for interviews. • Have another look at your application form and think about the answers you have

given so far. (Remember that there will be an opportunity to add to the information in the interview.)

• See if you can find any material to support the details given in the application. For

example, some samples from previous courses. You should bring all of these to the interview.

• You may want to talk to someone about the RPL process before your interview.





3. How long will it take?

Usually RPL interviews last for about an hour. Sometimes they can be completed more quickly. If more time is required, you will have a chance to discuss this with the panel. The length of the interview does not relate to the decision. It is related to the amount of information still required to make a decision.





Appendix 7 – continued

THE RPL INTERVIEW - INFORMATION SHEET What happens after the interview? The purpose of the interview is to examine your prior experience (prior learning) and to compare it to the course you are applying for. If your prior learning is recognised, this will reduce the amount of formal study, which you will have to do. After the interview is completed, the panel will decide your case. There are three possible decisions. These are: • Grant your request:

This means that the panel has accepted your application and recognises your prior learning. Your study requirements will be reduced if this decision is made.

• Deny your request:

This means that the panel has decided not to recognise your prior learning for this course. You will have to fulfil the usual study requirements of the course.

• Further assessment required:

This means the panel was unable to make a decision. This can happen when details in the application need further clarification. It means that the panel wants extra information before they decide. You will be notified of the decision as soon as possible. You may decide to: a) accept the decision;

b) reject the decision

If you reject the panel’s decision you will need to discuss with the panel how you can provide further information.





Appendix 8 RECOGNITION OF PRIOR LEARNING (RPL)

WHAT IS IT?

RPL recognises what you have already learned from other courses, from life

experience, from work experience and from any training provided at work, and

measures it against the course you are doing or have been selected to do. If what you

have learned at work or elsewhere is relevant to the course, you may not have to do

those parts of the course again.

Why apply? - What’s in it for me?

It is important to apply for RPL if you think you have already got some experience that might be relevant to your course.

The advantages of applying for RPL are:

1. you can find out whether your experience is similar to that required by the course;

2. if you have already achieved some of the goals of the course you might not have to do those sections of the course again;

3. it means that you only do subjects that are new and challenging; and,

4. it recognises that you are entering a course with many skills - that you are not a total beginner.

How it works - What happens?

If you decide to apply for RPL you will be asked to record, on an application form and supporting workbooks, details of your experience which might be relevant.

You will then be asked to attend an interview with course and RPL experts. Their job is to decide whether to grant RPL.

After the interview, you will be notified of the decision. If your application is successful, you will not be required to do certain parts of your course. Sometimes you will be asked to provide extra information, or you may ask to have your application reviewed if you would like to provide additional information by way of testing.

What do I do now?

If you think you might be eligible for RPL, you need to ask for an RPL application form and supporting workbooks for the course you are applying for. (Take this brochure with you to make sure you get the right form).





If you are not sure about whether to apply for RPL, you should:

Contact the Manager, Education for an RPL form; and see your Educator to discuss your situation (if existing employee).

Appendix 9

GUIDELINES FOR APPLICANT

How will the assessment be carried out? The RPL panel, or an RPL representative, will have already discussed with you the way

assessment will take place. The method agreed upon is the one that will be used.

There will not be any surprises. If the assessment method does not quite gather the

information required, the panel may talk to you about some additional checks.

Getting ready for assessment

Make sure that all the material has been collected for assessment and is relevant to the area being assessed. If it consists of letters, certificates, work samples, etc., organise them into the right order to allow easier assessment. If the assessment is some form of test (practical demonstration, written or verbal test, etc.) practice the techniques or read over the information about the area to be assessed. Remember the panel is there to help, but they must be sure that you can do what you have claimed. You can assist them by being ready and organised.

How long will it take? It is difficult to specify exactly how long the assessment will take. The time will depend on what has to be assessed and the method selected. With existing employees the panel might, after discussion with you, ask someone at your workplace to be involved in the assessment. This may occur over a period of time during working hours. The panel will talk to you about the method and the time for assessment. The length of the assessment does not relate to the decision. It is related to the amount of information required to make a decision.





What happens after the review?

The purpose of the review is to examine particular parts of your prior experience (prior learning) and to compare it to the agreed areas for assessment. If your prior learning is recognised, this will reduce the amount of formal study that you have to do.





Appendix 10

GUIDELINES FOR LETTERS OF VALIDATION Letters of validation are a means by which the assessment panel can confirm the authenticity of claims. There are certain requirements that must be fulfilled.

• A person who knows the applicant and has direct knowledge of the activity, for which the

applicant has claimed RPL, must write the letter. • The relationship between the writer and the applicant must be clearly stated. • The letter should be written on the official stationery of the company or organisation with

which the writer is associated. • The content of the letter should include a description of duties and responsibilities, or

other activities that were an integral component in the knowledge and experience to be considered for RPL.

• The activity under consideration must be as fully detailed as it would be in a resume. The

letter should indicate the relevance and relationship of the knowledge and experience, i.e. what, when, for how long, where etc.

• The writer should evaluate the level of the applicant’s understanding and performance

during the experience. • The letter should be one of validation, not recommendation.

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