HE institutions are encouraged to establish a milestone map based on the duration of the grant and achievable outcomes upon receiving a grant to create a Veteran RPL Program.
Select each milestone within the Veteran RPL Grant Key Milestones Map to learn more.
Grants are usually approved several months before they are due to commence, allowing time for a project code to be created by finance and the project established within the area of the HE institution within which it is to be housed.
Appoint the project coordinator/project manager early to enable them to create a project plan and to bring together a governance group to establish Terms of Reference and identify the rank groups of transitioning veterans to be targeted first. If an external partner was included in the grant submission, written agreements need to be created and signed off.
The governance group should determine those courses it specifically wishes to target for Student Veterans. They should gain the support of the relevant faculty leadership to appoint appropriately qualified academic assessors, noting there may be an expectation of reimbursement for the substantial academic workload hours for this work. They should also engage with the Academic Registrar (or equivalent) early to obtain their support.
The academic assessors should study The Australian Joint Professional Military Education (JPME) Continuum (defence.gov.au) in order to understand the current approach the ADF takes to training and rank structure, noting that it has been mapped across Army, Navy and Air Force to confirm equivalency. The ADF overlay the Systems Approach to Defence Learning (SADL) onto the ADDIE model. Although the ADF cannot release the SADL information, the ADDIE model needs to be fully understood.
Assessors will need to create a user-friendly database - PowerApps linked to an Excel spreadsheet and the course rules work well. This should allow filtering by learning objectives.
They should create a baseline for each of the selected ranks - i.e. PTE/LCPL/CPL against the Cert III’s, IV’s and Diplomas which come with each rank. This information is readily available from https://training.gov.au/. Note, for example, that to be a Physical Training Instructor (PTI) the veteran must have reached the rank of CPL. Similarly, note that medics transition with a Diploma of Nursing (HLT54121) and an APRAH registration.
This qualification will likely already have been assessed by your institution and sit within the Credit Precedence Database. Cross reference with course rules and see which degrees allow for additional credit to be awarded and identify remaining appropriate subjects that have not been RPL’d via the diploma pathway.
Identify courses that could map to relevant areas of the ADF and submit a request via the DELTA inbox Defence.curriculum@defence.gov.au. Before submitting an LMP request, check to ensure that there are no regulatory conditions or course rules that might prevent or limit RPL. Ensure the request includes the details of the HE institution seeking the LMPs, the purpose of the request, the specific courses that you are trying to map, and who the key contacts for the project grant are. Be aware that the LMP information is sensitive - only extracts of the required LMP data will be made available - and sharing this data outside of the project team is not recommended.
Assessors will need to take a standardised approach similar to RPL based on VET study of Certificates and Diplomas, review course progression rules of the LMP data, and determine an association of each LMP with the relevant school’s courses.
Assessors need to filter out HE units that require prerequisites, consider study contact hours, and review LMPs against course progression rules and RPL policies.
Once faculty endorsement is obtained, the approval should progress for Academic Board approval.
Early engagement with the Credit team should ensure that Articulation Agreements can be established and uploaded to the Credit Precedence Database as they are confirmed. This may also require a level of education around ADF rank structures for the Credit team.
It is important to keep the project sponsor and governance group appraised of progress, and the project coordinator needs to maintain records of progress against the project plan. Regular communication with the finance partner to update the budget is also recommended.
Subject to the requirements of the particular grant held, there is often a requirement for an early progress report to the DVA to confirm that the project is progressing as approved. This is an opportunity to submit any requests for a change in focus/timeframe etc. if it is determined that the grant as it was originally drafted cannot be completed. The DVA may be supportive of such early intervention where there is a risk of the grant project not meeting its obligations.
DVA grant recipients formed a collaboration of practice in 2024 which continues with many stakeholders progressing grant applications for 2025 and onwards. This group meets on a monthly basis, and the Student Veterans team at each institution, or DELTA can provide information on how to join this collaborative group.
The success of the project should be able to be assessed more fully from the first semester that it is implemented. Given the time required for the RPL assessment of LMP data, this may or may not take place within the first year of a project grant. Detailing any future pipeline of implementation in support of a Veteran RPL Program is important to boost the possibility of support in successive grant applications.
This comprehensive report is usually required for submission within a month of completion of a grant project. It should include a financial declaration of expenses, proof on relevant contracts, and any other evidence that confirms the successful conclusion of the project. It may also be a suitable time for those stakeholders seeking further grants, to highlight the potential future success of their program with additional investment/expansion of the RPL assessments they have already undertaken.
Grants are usually approved several months before they are due to commence, allowing time for a project code to be created by finance and the project established within the area of the HE institution within which it is to be housed.
Appoint the project coordinator/project manager early to enable them to create a project plan and to bring together a governance group to establish Terms of Reference and identify the rank groups of transitioning veterans to be targeted first. If an external partner was included in the grant submission, written agreements need to be created and signed off.
The governance group should determine those courses it specifically wishes to target for Student Veterans. They should gain the support of the relevant faculty leadership to appoint appropriately qualified academic assessors, noting there may be an expectation of reimbursement for the substantial academic workload hours for this work. They should also engage with the Academic Registrar (or equivalent) early to obtain their support.
The academic assessors should study The Australian Joint Professional Military Education (JPME) Continuum (defence.gov.au) in order to understand the current approach the ADF takes to training and rank structure, noting that it has been mapped across Army, Navy and Air Force to confirm equivalency. The ADF overlay the Systems Approach to Defence Learning (SADL) onto the ADDIE model. Although the ADF cannot release the SADL information, the ADDIE model needs to be fully understood.
Assessors will need to create a user-friendly database - PowerApps linked to an Excel spreadsheet and the course rules work well. This should allow filtering by learning objectives.
They should create a baseline for each of the selected ranks - i.e. PTE/LCPL/CPL against the Cert III’s, IV’s and Diplomas which come with each rank. This information is readily available from https://training.gov.au/. Note, for example, that to be a Physical Training Instructor (PTI) the veteran must have reached the rank of CPL. Similarly, note that medics transition with a Diploma of Nursing (HLT54121) and an APRAH registration.
This qualification will likely already have been assessed by your institution and sit within the Credit Precedence Database. Cross reference with course rules and see which degrees allow for additional credit to be awarded and identify remaining appropriate subjects that have not been RPL’d via the diploma pathway.
Identify courses that could map to relevant areas of the ADF and submit a request via the DELTA inbox Defence.curriculum@defence.gov.au. Before submitting an LMP request, check to ensure that there are no regulatory conditions or course rules that might prevent or limit RPL. Ensure the request includes the details of the HE institution seeking the LMPs, the purpose of the request, the specific courses that you are trying to map, and who the key contacts for the project grant are. Be aware that the LMP information is sensitive - only extracts of the required LMP data will be made available - and sharing this data outside of the project team is not recommended.
Assessors will need to take a standardised approach similar to RPL based on VET study of Certificates and Diplomas, review course progression rules of the LMP data, and determine an association of each LMP with the relevant school’s courses.
Assessors need to filter out HE units that require prerequisites, consider study contact hours, and review LMPs against course progression rules and RPL policies.
Once faculty endorsement is obtained, the approval should progress for Academic Board approval.
Early engagement with the Credit team should ensure that Articulation Agreements can be established and uploaded to the Credit Precedence Database as they are confirmed. This may also require a level of education around ADF rank structures for the Credit team.
It is important to keep the project sponsor and governance group appraised of progress, and the project coordinator needs to maintain records of progress against the project plan.Regular communication with the finance partner to update the budget is also recommended.
Subject to the requirements of the particular grant held, there is often a requirement for an early progress report to the DVA to confirm that the project is progressing as approved. This is an opportunity to submit any requests for a change in focus/timeframe etc. if it is determined that the grant as it was originally drafted cannot be completed. The DVA may be supportive of such early intervention where there is a risk of the grant project not meeting its obligations.
DVA grant recipients formed acollaboration of practice in 2024 which continues with those stakeholdersprogressing grant applications for 2025 and onwards. This group meets on amonthly basis, and the Student Veterans team at each institution, or DELTA canprovide information on how to join this collaborative group.
The success of the project should be able to be assessed more fully from the first semester that it is implemented. Given the time required for the RPL assessment of LMP data, this may or may not take place within the first year of a project grant. Detailing any future pipeline of implementation in support of a Veteran RPL Program is important to boost the possibility of support in successive grant applications.
This comprehensive report is usually required for submission within a month of completion of a grant project. It should include a financial declaration of expenses, proof on relevant contracts, and any other evidence that confirms the successful conclusion of the project. It may also be a suitable time for those stakeholders seeking further grants, to highlight the potential future success of their program with additional investment/expansion of the RPL assessments they have already undertaken.
