Your RPL Guide

Entrance requirements and articulation agreements are detailed on each college or university’s website. If your employee has an alternative qualification at the same SCQF level, they may be eligible to apply for RPL, depending on the institution’s RPL policy.

If a college has an articulation agreement with a university, the college will usually inform students about this opportunity for advanced entry. If employees are moving to another credit-rated programme, whether in work or the community, check with the provider to see if the existing SCQF qualification offers any exemptions or advanced entry.

Note that RPL claims are specific to each institution, as each one has its own RPL policy and the claim is not transferable. You can find links to institution’s RPL policies here.

RPL staff at learning providers will be trained to support your employees, make them feel comfortable, and provide manageable timelines. The goal is to avoid learning repetition and to shorten the time needed to complete the new programme.

Since RPL policies differ between institutions, your employees should research their course options and consider multiple providers to see their RPL offerings. The amount of credit awarded for exemptions will depend on the comparison between old and new programmes, policy guidelines, and submitted evidence.

Your employees will be informed about possible outcomes from the start and can trust that the process is focused on their needs, reliable, transparent, consistent, and quality-assured. Some organisations may also provide examples of past RPL claims.

The SCQF level helps learning providers assess abilities, but professional judgment is needed to assess a claim for RPL.

Employees should research courses and contact learning providers to see if RPL can be used for entry or advanced entry based on their qualifications, knowledge and skills.

Since different providers have different RPL policies, it’s useful to contact several to compare their policies. Providers usually have facilitators and specialists who can support and guide learners through the process. You can find links to institution’s RPL policies here.

Some professional bodies have strict requirements, so prior learning may need to match exactly or meet specific qualifications. Most professional bodies provide detailed information on acceptable qualifications and experience.

Learning providers will go through a process of comparing the employees’ existing SCQF credit-rated programmes with new ones. This process is usually supported by someone familiar with the programme or professional body requirements. It’s helpful for your employee to provide certificates, along with programme or module descriptors and learning outcomes for comparison.

Those making RPL decisions follow clear organisational guidelines that align with quality procedures. Employees can be assured that decisions will be focused on their needs, reliable, transparent and consistently applied.

Certificated learning is often seen as the end of a learning journey, but this depends on the employee’s needs. Various organisations, such as Skills Development Scotland (SDS) and private training providers, may offer support for improving confidence and recognising skills for career progression. You can try SDS’ Organisational Skills Profile tool, or your employee can try their Skills Discovery Tool or Achievements Tool.

Our ‘RPL Reflection’ document (see ‘Useful links’ below) can kick-start the process by encouraging your employee to reflect on their experiences and skills.

Employees should research the course and contact providers directly to see if they can use RPL for entry or advanced entry, based on their qualifications and skills.

Different providers will have different RPL policies, so it’s a good idea to reach out to several learning providers for options. Providers may have facilitators and specialists who can offer support and guidance through the process. You can find links to institution’s RPL policies here.

Staff involved in the RPL process are trained to support learners, help them feel comfortable, and provide manageable timelines. 

Learners will be informed of the possible outcomes from the start and can trust that the process is learner-focused, reliable, transparent, consistent, and quality-assured. Some organisations may also provide examples of successful RPL claims.

Employees should research the course and contact course providers directly to see if they can use RPL for entry, or advanced entry, based on their qualifications, knowledge and skills.

Since different providers have different RPL policies, it’s a good idea to contact several to explore your options. Providers may have facilitators and subject specialists who can offer support, guidance, and resources to help you through the process. You can find links to institution’s RPL policies here.

Some professional bodies have strict requirements, so prior learning may need to match exactly. They may provide detailed information on acceptable qualifications and experience.

An RPL facilitator at the learning provider will know the learning programmes and the skills needed to complete the course or start at an advanced level.

If your employee’s previous learning has clear outcomes, they can use these as a starting point to show their knowledge and skills match the entry requirements.

For advanced entry, they may need to compare their past learning with the new programme’s content and discuss how long it took them to complete compared to the new programme’s timeline.

Employees applying for RPL should be supported throughout the process, with clear expectations set from the beginning. The RPL process should be learner-focused, reliable, transparent, and consistently applied.

Our ‘RPL Reflection’ document (see ‘Useful links’ below) can kick-start the process by encouraging your employee to reflect on their experiences and skills.

You can carry out RPL in-house using our Know Your Level tool.

Several organisations can help people boost confidence, including Skills Development Scotland (SDS) and private training providers. SDS is a good starting point, as they assess needs and connect individuals to the right support. Employers can use their Organisational Skills Profile tool, while employees can use their Skills Discovery Tool.

Employees should research which providers offer the programme they want to study and contact them directly, as each provider has its own RPL policy and assessment process. It’s a good idea to check with multiple providers before starting an RPL claim. You can find links to institution’s RPL policies here.

Learning providers offering RPL may have skilled facilitators who understand the programmes and the skills and attributes needed to access the programme.

Since the programme is SCQF credit-rated, applicants must link their experience, knowledge, and skills to SCQF level descriptors

Employees making an RPL claim will likely need support and clear information about the process and expected outcomes. They should be assured that the RPL process is learner-focused, reliable, transparent, consistent, and quality assured according to the organisation’s usual assessment criteria.

There are a number of organisations that will support people looking to re-enter education, and they use a range of resources to support the reflective process. Organisations include Skills Development Scotland and training providers, as well as your local college or university. 

The first contact point would be Skills Development Scotland, where you can try their online Organisational Skills Profile tool. Your employee can also try their Skills Discovery Tool.

Training providers will be able to offer guidance to learners on what they would accept as RPL for access or advanced entry.

You should make it clear to employees that this process is a development opportunity to enable them to recognise their own skills and abilities, and may shorten the path to their chosen learning programme.  It should also be made clear that entry or advanced entry to a programme of study is at the discretion of the training provider.

The SCQF Level Descriptors should always be used as a guide in any process of RPL as these enable the employer to assess where the employee’s abilities sit. The Employer Levelling Tool is a useful resource to map what employees can do to an appropriate SCQF level. Our ‘RPL Reflection’ document (see ‘Useful links’ below) can kick-start the process by encouraging your employee to reflect on their experiences and skills.

Learning providers offering RPL may have skilled facilitators to support employees. These facilitators are familiar with the programmes and know what knowledge and skills applicants need to succeed or start at an advanced level. 

An employee making a claim for RPL will be supported throughout the process by the learning provider, and the likely outcome(s) of the claim should be made clear from the outset. 

You can carry this out in-house using our Know Your Level tool.

Organisations like Skills Development Scotland and private training providers can also help. The first contact point would be Skills Development Scotland who would either offer support, or signpost to relevant organisations. You can also try their online Organisational Skills Profile tool or your employee can try their Skills Discovery Tool.

Our ‘RPL Reflection’ document (see ‘Useful links’ below) can kick-start the process by encouraging your employee to reflect on their experiences and skills.

For employees wishing to use RPL for career development, many employers will build this into performance management reviews. A number of organisations provide support and useful resources for employers on workforce development. 

You should make it clear to employees that this process is a development opportunity to enable them to recognise their own skills and abilities so they can reflect on future options.

Entrance requirements and articulation agreements are detailed on each college or university’s website. If you have an alternative qualification at the same SCQF level, you should apply for RPL.

If a college has an articulation agreement with a university, the college will usually inform students about this opportunity for advanced entry. If learners are moving to another credit-rated programme, whether in work or the community, check with the provider to see if the existing SCQF qualification offers any exemptions or advanced entry.

Note that RPL claims are specific to each institution, as each one has its own RPL policy and the claim is not transferable.

For links to the RPL policies of universities and other institutions across Scotland, visit RPL Hub – Useful Links.

RPL staff will be trained to support learners, make them feel comfortable, and provide manageable timelines. The goal is to avoid learning repetition and to shorten the time needed to complete the new programme.

Since RPL policies differ between institutions, learners should research their course options and consider multiple providers to see their RPL offerings. The amount of credit awarded for exemptions will depend on the comparison between old and new programmes, policy guidelines, and submitted evidence.

Learners will be informed about possible outcomes from the start and can trust that the process is focused on their needs, reliable, transparent, consistent, and quality-assured. Some organisations may also provide examples of past RPL claims.

The SCQF level helps providers assess abilities, but professional judgment is needed if the subject area differs.

Learners should research courses and contact training providers to see if RPL can be used for entry or advanced entry based on their qualifications, knowledge and skills.

Since different providers have different RPL policies, it’s useful to contact several to compare their offerings. Providers usually have facilitators and specialists who can support and guide learners through the process.

Some professional bodies have strict requirements, so prior learning may need to match exactly or meet specific qualifications. Most professional bodies provide detailed information on acceptable qualifications and experience.

Decision-making involves comparing the learners’ existing SCQF credit-rated programmes with new ones. This process is usually supported by someone familiar with the programme or professional body requirements. It’s helpful to provide certificates along with programme or module descriptors and learning outcomes for comparison.

Those making RPL decisions follow clear organisational guidelines that align with quality procedures. Learners can be assured that decisions will be focused on their needs, reliable, transparent and consistently applied.

Certificated learning is often seen as the end of a learning journey, but this depends on the learner’s future plans, when they earned the certificate, and how they’ve kept their skills current. Employers and institutions may value activities that show skills are up to date.

RPL might begin in school, college, or university, with support staff helping students build confidence and CVs. This support may continue after leaving the institution.

Various organisations, such as community learning teams, Skills Development Scotland, and private training providers, offer support for improving confidence and building CVs. These organisations use SCQF levels to assess existing skills and competencies.

For those in employment, many employers include RPL in performance reviews to support career development. Organisations of any size can do this to benefit both employee growth and workforce development. Several resources, including those from the SCQF Partnership, are available to help employers with workforce development. Visit our Inclusive Recruiter page to find out more.

Staff facilitating prior learning are often from guidance backgrounds and may be trained careers advisers. They can help learners identify their abilities, strengths, and weaknesses, especially if the learner lacks confidence. The SCQF level of qualifications helps staff identify existing knowledge and skills, and uncover additional techniques developed to reach those levels.

Community learning teams or youth workers can also assist in boosting self-esteem, building confidence, and developing a CV, either in groups or one-on-one. The process is learner-focused and helps explore how SCQF credit-rated qualifications can open up new opportunities.

Learners should research the course and contact providers directly to see if they can use RPL for entry or advanced entry, based on their qualifications and skills.

Different providers may have different RPL policies, so it’s a good idea to reach out to several for options. Providers usually have facilitators and specialists who can offer support and guidance through the process.

For links to the RPL policies of universities and other institutions across Scotland, visit RPL Hub – Useful Links.

Staff involved in the RPL process are trained to support learners, help them feel comfortable, and provide manageable timelines. The goal is to prevent repeating learning and shorten the time needed to complete the new programme.

Learners will be informed of the possible outcomes from the start and can trust that the process is learner-focused, reliable, transparent, consistent, and quality-assured. Some organisations may also provide examples of successful RPL claims.

Learners should research the course and contact course providers directly to see if they can use RPL for entry or advanced entry based on their qualifications, knowledge, and skills.

Since different providers have different RPL policies, it’s a good idea to contact several to explore your options. Providers usually have facilitators and subject specialists who can offer support, guidance, and resources to help you through the process.

For links to the RPL policies of universities and other institutions across Scotland, visit RPL Hub – Useful Links.

Some professional bodies have strict requirements, so prior learning may need to match exactly. Most professional bodies provide detailed information on acceptable qualifications and experience.

An RPL facilitator within the learning provider will know the learning programmes and the skills needed to complete them or start at an advanced level.

If your previous learning has clear outcomes, you can use these as a starting point to show that your knowledge and skills match the entry requirements.

For advanced entry, you may need to compare your past learning with the new programme’s content and discuss how long it took you to complete compared to the new programme’s timeline.

Learners applying for RPL should be supported throughout the process, with clear expectations set from the beginning. The RPL process should be learner-focused, reliable, transparent, and consistently applied.

Certificated learning is often seen as the end of a learning journey, but it depends on what the learner plans to do next, how recent the certificate is, and how they’ve maintained their skills. Employers and institutions may value activities that show skills are up to date.

Several organisations can help people boost confidence or build CVs, including Skills Development Scotland (SDS), local authorities, and private training providers. SDS or Jobcentre Plus are good starting points, as they assess needs and connect individuals to the right support.

For organisations wanting to support individuals in improving confidence or finding employment, SDS is the first contact. Various resources are available to help learners identify transferable skills.

For career development, many employers integrate learning recognition into performance. Resources and support for workforce development are also available through organisations like the SCQF Partnership. Visit our Inclusive Recruiter page to find out more.

Careers guidance staff or training providers typically help those seeking work or further training.

Local authority community learning teams support those looking to build confidence and self-esteem.

For career development, support usually comes from line managers or HR teams.

Learners should research which providers offer the programme they want to study and contact them directly, as each has its own RPL policy and assessment process. It’s a good idea to check with multiple providers before starting an RPL claim.

Learning providers offering RPL will have skilled facilitators who understand the programmes and the skills needed for completion or exemption from parts of an SCQF credit-rated programme.

Since the programme is SCQF credit-rated, applicants must link their experience, knowledge, and skills to SCQF level descriptors. If seeking exemption, they must demonstrate their knowledge meets the programme’s SCQF level requirements.

For best practice, the assessor should be different from the one who helped the learner prepare their RPL claim.

Learners making an RPL claim will likely need support and clear information about the process and expected outcomes. They should be assured that the RPL process is learner-focused, reliable, transparent, consistent, and quality assured according to the organisation’s usual assessment criteria.

For links to the RPL policies of universities and other institutions across Scotland, visit RPL Hub – Useful Links.

There are a number of organisations that support people seeking to move into training, and they use a range of resources to support the reflective process. Organisations include Skills Development Scotland, local authorities’ community learning teams and training providers, including your local college or university. 

The first contact point would be Skills Development Scotland.

Training providers will be able to offer guidance to learners on what they would accept as RPL for access or advanced entry.

You should make it clear to learners that this process is a development opportunity to enable them to recognise their skills and abilities, and may shorten the path to their chosen learning programme.

Learning providers offering RPL will have skilled facilitators to support learners. These facilitators are familiar with the programmes and know what knowledge and skills applicants need to succeed or start at an advanced level. Since the programme isn’t on the SCQF, applicants don’t need to match their experience to SCQF levels, though using the SCQF level descriptors as a guide is recommended.

A learner making a claim for RPL will be supported throughout the process, and the likely outcome of the claim should be made clear from the outset. The learner should be assured that the RPL process is learner focused, reliable, transparent and consistently applied.

For links to the RPL policies of universities and other institutions across Scotland, visit RPL Hub – Useful Links.

Organisations like Skills Development Scotland, Community Learning teams within local authorities and private training providers can help. The first contact point would be Skills Development Scotland or Jobcentre Plus who would either offer support, or signpost to relevant organisations. 

There are resources available to support a learner with identifying transferable skills. We offer a resource pack, My Skills My Future, and train organisations on how to use it. Details of My Skills My Future workshops and the resource pack can be found on our website.

For those wishing to use RPL for career development, many employers will build this into performance management reviews. A number of organisations provide support and useful resources for employers on workforce development. 

You should make it clear to learners that this process is a development opportunity to enable them to recognise their own skills and abilities so they can reflect on future options.

Careers guidance staff or training providers support those who are looking to get into work or further training. These staff are qualified in the area of guidance and experienced in RPL facilitation.

For those looking for career development, support usually comes from line managers or HR teams.

Articulation agreements map a pathway between two or more colleges or universities and their learning programmes. Applicants should check with the college regarding any articulation pathways they have in place with universities to help them best decide which university they are aiming to articulate too.

Entrance requirements and articulation agreements will be on college and university websites.

Where an articulation arrangement has been set up by a college to link to a university, it is likely the college will use the agreement to help you make the most of any advanced entrance points. You can ask for RPL towards any programme of study. A learning programme on the SCQF can be used against another SCQF programme and the amount of credit you are offered is at the learning provider’s discretion.  

There is no requirement for any learning provider to accept RPL as an alternative to entrance requirements. Check with your chosen provider beforehand.

For links to the RPL policies of universities and other institutions across Scotland, visit RPL Hub – Useful Links.

This will be a facilitator appointed by the learning provider, who will have admissions authority, or be able to award the unit or qualification you wish to claim RPL for.

They might want to know:

• What was the aim of the course you completed?
• What skills did you use to complete the learning?
• Did you work with others, produce project work or write essays or reports?
• How long did it take you?
• What did it qualify you to do?

By explaining the nature and level of the learning you achieved, you will help the learning provider understand your capabilities and achievements.

This varies and depends largely on how much time you can commit, staff availability to support the process, and what entrance requirement you may be trying to prove. 

The process may incur a cost, however this may be less than it would cost you if you were to pay for the programme, module or units of study, or to gain the entrance qualifications. 

There is currently no government funding for this.

There is no requirement for any learning provider to accept RPL as an alternative to standard entrance requirements. Check with your chosen provider or professional body beforehand.

Learning providers and professional bodies offer guidance on standard entry requirements for learning programmes. However, you may be able to use RPL as an alternative to these entrance requirements. In this case, you would have to demonstrate that you have the knowledge, competency and skills aligned to the entry requirements. You should also refer to the course syllabus to show the content of your learning. As agreements may have been set up between institutions and professional bodies. you may simply have to show your original certificate(s) and/or transcript(s) as proof of the learning achieved.

There is no requirement for programmes to be credit rated to the SCQF and this decision lies with the learning provider. To check what is on the SCQF, please refer to the our register.

You should approach the professional body or learning provider that you are looking to gain entry to. If an agreement has already been made for exemptions, you may simply have to email your documentation to the organisation. If no formal agreement is in place, the first step will likely be an interview with someone in the organisation who will help you identify how your previous learning links with the admission criteria.

They might want to know:

• Any exemptions that you were offered and to which professional bodies
• What was the aim of the course you completed?
• What skills did you use to complete the learning?
• Did you work with others, produce project work, or write essays or reports?
• How long did it take you?
• What did it qualify you to do?

By explaining the nature and level of the learning you achieved, you will help the learning provider understand your capabilities and achievements.

This varies and depends largely on how much time you can commit to this and staff availability to support the process. It also depends on what entrance requirements you may be trying to prove.

There may be a charge for this service, and you should ask the professional body or learning provider.

If you want to move into a job after school, college or university, your guidance teacher, personal tutor, or careers adviser can support you. They can help you identify the transferable skills you have gained and how they link to the skills required for the job you are applying to. If you are returning to work and would like to improve your confidence and self-esteem, contact Skills Development Scotland or your local authority’s community learning team to help you with this process. If you are in work, speak to your line manager.

They might want to know:

• What skills did you use to complete the learning?
• Did you work with others, produce project work, or write essays or reports?
• Did you sit exams?
• How did you prepare for your assessments?
• What did it qualify you to do?

By understanding and explaining the nature and level of the learning you achieved, you will help the employer or learning provider understand your capabilities and achievements and improve your confidence.

This varies and depends on what you are hoping to gain from the process and the staff available to support you.

This process will be free in a school, college and university. Skills Development Scotland and community learning teams will also offer this free of charge. This should also be free to employees.

The exercise is normally carried out on a 1:1 basis.

Make enquiries in school, college, university, employer or with your local council, job centre or Skills Development Scotland office.

There is no requirement for any learning provider to accept RPL. Check with your chosen provider or professional body beforehand.

For links to the RPL policies of universities and other institutions across Scotland, visit RPL Hub – Useful Links.

There is no requirement for programmes to be on the SCQF and this decision lies with the learning provider.

Yes, our searchable register features all learning programmes that are on the SCQF.

A professional facilitator at the learning provider can help guide you through the process.

They might want to know:

• What was the aim of the course you completed?
• What skills did you use to complete the learning?
• Did you have to work with others, produce project work or write essays or reports?
• How long did it take you?
• What did it qualify you to do?

By explaining the nature and level of the learning you achieved, you will help the learning provider understand your capabilities and achievements.

The first step will likely be a 1:1 interview with a facilitator in the organisation. 

This varies and depends largely on what certification you have and how this can be mapped against the programme of study that you are hoping to gain entry to. 

You may have to pay for this service, however, it may be cost-effective when compared to the length of time and the cost that it would take you to study the equivalent entry. Each learning provider body will have its own fee structure.

There is no requirement for any learning provider to accept RPL as an alternative to entrance requirements, or allow advanced entry to a programme. Check with your chosen learning provider beforehand.

The learning provider’s facilitator will help guide you through the process and help manage your expectations. The amount of credit you may be offered will differ from one learning provider to another, depending on the programme and policies.

There is no requirement for learning programmes to be on the SCQF.

To check what is on the SCQF, visit our register.

The first step will likely be a 1:1 interview with a staff member at the learning provider.

They might want to know:

• What was the aim of the course you completed?
• What skills did you use to complete the learning?
• Did you have to work with others, produce project work, or write essays or reports?
• How long did it take you?
• What did it qualify you to do?

By explaining the nature and level of the learning you achieved, you will help the learning provider understand your capabilities and achievements.

The learning provider should be able to help you with the process.

This varies and depends largely on the individual and staff availability to support the process.

Each learning provider will have its own fee structure. You may have to pay, however, it may be more cost-effective when compared to the length of time and the cost it would take you to study the equivalent entry requirements, programme or professional body.

There is currently no government funding to go through the RPL process.

Skills Development Scotland, community learning teams within local authorities and private training providers can provide support. The first contact point would be Skills Development Scotland or Jobcentre Plus who would either help, or signpost you to other relevant organisations.

If you want to have your learning recognised for career development, many employers will build the processes into performance management reviews, helping you to reflect on your progression.

If you want to improve your CV, a number of organisations can help. Contact Skills Development Scotland, who will offer guidance, or signpost you to the relevant organisation.

Research the qualification you would like to achieve and look at the learning provider’s RPL policy on their website as a starting point before discussing this with them.

For links to the RPL policies of universities and other institutions across Scotland, visit RPL Hub – Useful Links.

There is no requirement for training or programmes to be on the SCQF.

Careers guidance staff or facilitators support those looking to get into work or further training. For career development, support may come from your line manager or HR team. To reflect on your learning so you can boost your CV, careers advisers at Skills Development Scotland can help. If you are looking to improve your confidence, community learning teams can provide guidance.

There is no guarantee that you will be offered RPL, either within the workplace or if you are unemployed, however, we do suggest you make thorough enquiries.

The RPL process should build your confidence, although there is no guarantee of a job or promotion on completion.

The amount of time it takes varies and depends largely on the time you have to commit, and staff availability to support the process.

Government bodies and employers are unlikely to charge for this service, although some private training providers will.

A facilitator within the learning provider or professional body can help guide you through the process.

Yes. Even if you do not meet the entry requirements of a learning programme, RPL can allow you to gain entry. It can also help you to gain exemption from certain modules of the programme. This can help speed up your learning journey, and can even gain you advanced entry into the programme, such as going directly into year two or three of a university degree.

All learning providers who are credit rating bodies – including colleges and universities – will have a policy on RPL and this should be on their website.

For links to the RPL policies of universities and other institutions across Scotland, visit RPL Hub – Useful Links.

The decision rests with the learning provider. If you are offered RPL, the amount of credit offered will depend on the relevance of your learning to the programme of study.

Research your desired qualification and choose a learning provider with an RPL policy.

The facilitator will help you see how your learning aligns with the admission criteria, programme, module or unit you’re hoping to gain recognition for. They’ll tell you how evidence of your learning will be assessed. Facilitators will provide guidance, ensure access to necessary materials, and help you maintain realistic expectations.

The amount of time it takes varies and depends largely on the time you have to commit, and staff availability to support the process.

The process may incur a cost, however this cost may be less than if you were to pay the cost of the programme, module or units of study, or the cost of study to gain the entrance qualifications.

There is currently no public funding for this activity.

There is no requirement for any learning provider or professional body to accept RPL as an alternative to standard entrance requirements. We suggest you check with your learning provider before undertaking RPL.

For links to the RPL policies of universities and other institutions across Scotland, visit RPL Hub – Useful Links.

A facilitator within the learning provider or professional body can help guide you through the process. They will inform you of the programme’s entry requirements, guide you through the process and help to keep your expectations realistic. You may be asked to build a portfolio of work that verifies the learning you have previously achieved.

Yes, however, using RPL may still be more cost-effective in terms of time and money.

There is no requirement for programmes to be on the SCQF and this decision lies with the learning provider.

To check what is on the SCQF, please refer to our register.

Contact the learning provider. The first step will likely be a face to face 1-1 interview with a facilitator in the organisation.

You will need to understand exactly how your learning will be assessed against the learning programme’s requirements and outcomes. The facilitator should offer guidance and make sure you have access to the relevant material and information about the learning programme.

The amount of time it takes varies and depends largely on the time you have to commit, and staff availability to support the process.

Organisations like Skills Development Scotland, Community Learning teams within local authorities and private training providers can help. The first contact point would be Skills Development Scotland or Jobcentre Plus who would either offer you support, or signpost you to relevant organisations. For career progression, speak with your line manager.

Seek guidance from another training provider or institution.

While there are no guarantees this process will help you get a job, it will improve your ability to identify suitable jobs and help you showcase your skills to match the requirements of the role.

For those wishing to use RPL for career development, many employers will build these processes into performance management reviews, helping you to reflect on your next career step. For help on improving your CV, contact Skills Development Scotland or Jobcentre Plus, who will assess your requirements and either offer help or signpost you to the right help. The My World of Work website is a useful tool (see Useful resources & links).

Careers guidance staff, community learning advisers or training providers will support those seeking work or further training. For career development support, speak to your line manager or HR team. If you want to reflect on your learning so you can improve your CV, careers advisers from Skills Development Scotland will offer help.

The exercise is normally carried out on a 1:1 basis.

It varies and depends on the time you have to commit, and staff availability to support the process.

Most government bodies provide this service for free. However, if you are using a professional facilitator within an organisation, they may charge for this service.