The Recognition of Prior Learning in Initial Teacher Education Framework (the framework) aims to ensure that Initial Teacher Education (ITE) candidates, particularly those from diverse groups including First Nations peoples, mid-career professionals, and paraprofessionals, receive appropriate acknowledgement for their unique skills, expertise, and previous learning through the allocation of credit towards their qualifications.
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The Framework
The framework seeks to promote and enhance the transparency, consistency, usability and integrity of recognition of prior learning (RPL) practices in ITE. It comprises 13 Principles, covering four areas of focus:
- Policy Focused Principles
- Evidence Focused Principles
- Process Focused Principles
- Governance Focused Principles.
The Principles are adapted from the Australian Council of Deans of Education final report An Evidence-Informed Framework for Recognition of Prior Learning in Initial Teacher Education.
By supporting transparent and consistent RPL practices, the framework aims to create more accessible and efficient pathways into ITE for students, especially those from diverse backgrounds.
RPL can potentially shorten program duration and reduce associated costs for students and ultimately increase student satisfaction and confidence in their provider/s of choice. This ensures people can enter the teaching workforce sooner.
Development
As part of the National Teacher Workforce Action Plan, the Australian Government worked with the Australian Council of Deans of Education to create the framework and Education Ministers formally endorsed the framework in September 2025.
The framework is designed to integrate with and augment existing RPL practices. It should be considered as further guidance that complements the Tertiary Education Quality and Standards Agency (TEQSA)’s Higher Education Standards Framework (Threshold Standards) 2021.
The framework will be referred to in the Australian Institute for Teaching and School Leadership (AITSL) revised Guidelines for the accreditation of initial teacher education programs in Australia, and is expected to be implemented across ITE programs.
Recognition of Prior Learning in Initial Teacher Education Framework