continues to evolve as different vocational education and training (VET) systems evolve. The concept of RPL can be traced back to the earliest guilds when master craftsmen inspected the work of apprentices in order to determine their competence against the high standards demanded of the different professions of the period. This process was continued during the Industrial Revolution when the first formal apprentice programs were established and realistic workplaces created to train young men and women in the skills and knowledge required of their trade. It was first introduced into the UK by Susan Simosko, a consultant with the National Council for Vocational Qualifications, who adapted it as the central element of all competency-based assessments. Simosko was employed by the British government to provide support to the creation of the National Vocational Qualifications (NVQ) and Scottish Vocational Qualifications (SVQ) systems during the late 1980s and early 1990s. She introduced and managed the Access to Assessment Initiative project which introduced the concept of Accreditation of Prior Learning as an important pathway for employed and unemployed people to gain formal recognition of their skills and knowledge against standards demanded of employers across the United Kingdom. Other countries adopted the same processes when developing their own competency-based vocational education and training systems, some aligned solely with the need to assess competence in line with the needs of private and public sector organizations, and others as a critical element of the assessment of skills and knowledge in order to grant vocational qualifications. The National Training Board in Australia was one of the first outside of the UK to develop such a system as a framework for the transition towards the implementation of new apprentice programs and workplace training and assessment under the National Training Reform Agenda. RPL was incorporated under the National Framework for the Recognition of Training and has since remained an important element of all competency-based assessments. In 2015 the Canadian Association for Prior Learning Assessment (CAPLA) released guidelines for the Recognition of Prior Learning that serve to guide and enhance the assessment of learning through RPL across contexts, contribute to organizational effectiveness, and promote labour force development. Informed by stakeholders, Quality Assurance for the Recognition of Prior Learning in Canada enhances understanding of Quality Assurance issues and good practice. “The manual benefits anyone working with, or on behalf of, applicants, candidates, clients, learners, or any individuals who seek: employment, professional licensure,