Student Support Policies

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Payment Terms:   Full payment is  required upon booking, unless prior arrangements are made by contacting the CEO.  Credit Card (Visa, or Mastercard), Internet Transfer or EFT to Bookkeeping Institute of Australia Pty Ltd prior to the commencement date of the course.  

Deposits:   This option only applies to bookings made more than 10 days in advance.

Training Methods There is an old Chinese Proverb that reads "Tell me and I’ll forget. Show me and I may remember. Involve me and I’ll understand." For our nationally recognised courses, we provided, telephone, email and zoom support.  We also recommend three MYOB manuals for purchase - Set up and Operate a Computerised Accounting System,  BAS manual and the Payroll manul.

Guaranteed to Run

Refund Policy:

For students taking Vocational Education Training (VET) & CPD courses:

1. If a student requests a postponement of their online course to a later date within 5 working days of acknowledging acceptance of the letter of offer, it may be granted whenever possible - but it is at the discretion of the CEO.

2. If the student decides that they wish to cancel the course after paying for the course and enrolling, without access to any online course material then an administration fee of $275 [ GST ex] will be deducted from their enrolment fee for NRT courses.   CPD courses an administration fee of $55 will be incurred (GST ex).

3. If a student is taking an online course and decides that he/she does not wish to proceed with the course after access to all the course material has been provided, BIA will charge the student a 50% cancellation and administration fee.  This means that BIA will refund to the student 50% of the fees paid.

4. If a student fails to notify BIA of the Cancellation Request within 7 calendar days of the Agreement Date, the student will be liable to pay the Course fee to BIA in full.

5. The course is not transferable.

RIGHT OF MODIFICATION:  We reserve the right to change or modify our policies and procedures at our sole discretion at any time. Any change or modification will be effective immediately upon posting by us. BIA disclaims all responsibility and liability (including without limitation, liability in negligence) for all expenses, losses, damages and costs (including consequential loss) you might incur as a result of information on the LMS and/or student portal sites being inaccurate, inadequate, incomplete, not available for access or infected by computer virus or other contamination, or deficient in any way and for any reason.

Despite our best efforts, the BIA makes no warranties that the information on this website is free of infection by computer viruses or other contamination. Users are responsible for protecting their own computer systems from infection or contamination.  

BIA provides links to third-party websites for the interest and convenience of users. The content found by using these links is not created, controlled or approved by BIA and no responsibility is taken for the consequences of viewing or using such content.


(i) Client selection, enrolment and induction/orientation procedures

Should student numbers be limited, selection may be made on the basis of:

  1. Your academic and/or workplace achievements

  2. The order in which enrolments are received.

However, at all times the Director will only accept enrolments where the student satisfies the Institute that they have reasonable prospect of success in the qualification or units taken. This may be determined through the examination of all documentation available. The Director’s selection decision will always be guided by the access and equity principles delineated further on in this document.

When the Institute receives the completed enrolment form it will be processed by the Administration Officer and then forwarded to the Director who will approve or reject the student’s application using the process discussed above.

If an enrolment application is to be rejected, the Director will advise the unsuccessful applicant in writing about the reason for the rejection (for example, the course having reached full capacity or the student). The written notification will, wherever possible, be constructive and give advice about what the applicant needs to do if they wish to re-apply.

As part of the enrolment process, the new student may be required to complete a Learning Styles Self-Assessment questionnaire or be referred to a LLN consultant which will enable the Institute to identify the student’s learning style and any special learning needs they may have.

For all approved enrolments, the director will first advise the student by e-mail and once payment has been received or the student's credit card has been charged will then send the student a Letter of Offer, the Student Handbook and a tax invoice. A copy of the Letter of Offer with the students acceptance must be returned to the Institute before commencement of the course together with the signed last page of the Student Handbook.

Enrolment records (including the Letter of Offer) are kept on file.

Refund Policy:

For students taking Vocational Education Training (VET) & CPD courses:

1. If a student requests a postponement of their online course to a later date within 5 working days of acknowledging acceptance of the letter of offer, it may be granted whenever possible - but it is at the discretion of the CEO.

2. If the student decides that they wish to cancel the course after paying for the course and enrolling, without access to any online course material then an administration fee of $275 [ GST ex] will be deducted from their enrolment fee for NRT courses.   CPD courses an administration fee of $55 will be incurred (GST ex).

3. If a student is taking an online course and decides that he/she does not wish to proceed with the course after access to all the course material has been provided, BIA will charge the student a 50% cancellation and administration fee.  This means that BIA will refund to the student 50% of the fees paid.

4. If a student fails to notify BIA of the Cancellation Request within 7 calendar days of the Agreement Date, the student will be liable to pay the Course fee to BIA in full.

5. The course is not transferable.

(ii) Course information, including content and vocational outcomes

This information is provided in the student handbook and should be reviewed.

(ii)  Provision for language, literacy and numeracy assistance

All vocational education and training (VET) qualifications offered by the Institute have embedded units of competencies incorporating basic language, literacy and numeracy skills. Therefore in delivering these units of competencies, the Institute will be assisting students to develop these skills in an industry/vocational context (eg bookkeeping or business administration)

The Institute gathers information about the individual learning needs of students from the Enrolment form and the Learning Styles Self-Assessment Questionnaire, which will enable the Institute to identify the student’s learning style and any special learning needs they may have so that the training and assessment methods can be adapted to ensure the student is not disadvantaged. Further language, literacy and numeracy assistance is available on request from the Training Manager, who will either appoint someone from within the organisation or from an external provider to assist the student with those needs. The cost of this external assistance will be borne by the student.

 The CEO and Training Manager are always available to discuss any issues students may have. The first point of contact for all student enquiries is the student’s trainer or assessor. They will provide support to all students in academic matters, privacy and child protection matters, access and equity rights and local environmental matters (eg where to buy what). 

If necessary, the Director will make arrangements for external assistance to be available to you. For example, the Institute has direct access to a qualified TESOL teacher.

(iii) Client support, including any external support the RTO has arranged for clients

Welfare, guidance and counseling services are available through the BIA Director. Staff can provide advice, assistance and support on the following matters:



Initial contact person


Dissatisfaction with assessment outcomes

Individual learning needs

The content or administration of a course

Learning resources

The student’s trainer/assessor

Educational assistance

Learning support


The student’s trainer/assessor





Access, Equity and Discriminion

Health matters

Administration Officer

Language, literacy, numeracy & learning support

Individual learning needs

English as a second language

Learning and study techniques

Study skills

The student’s trainer/assessor

Welfare and guidance services



Disability services

Indigenous services

Child protection


Access and equity


Education and job pathways

Learning Support & Welfare officer

(iv) flexible learning and assessment procedures

1)  Currently all of the Institute’s assessments occur in a simulated training environment rather than in the workplace.

2) The candidate submitting for assessment will be briefed on the purpose, context and process of the tool. The student will be given an Assessment Information Statement form which needs to be submitted with each assessment.

3) The evidence gathering process and assessment tool is planned and prepared, with referencing to BIA Assessment Matrices that map unpacked and contextualised performance criteria against specific assessment tasks, using a variety of modes (questioning, observation, demonstration, project) and forms (direct and indirect or supplementary).

a)  The Training Manager organises the development of an assessment tool

b)  The Training Manager and the developer of the assessment tool complete the Assessment Checklist form.

4)  The assessment is conducted and the evidence is collected. A sample of candidate assessment is retained by the Institute for thirty years as per the Records Management procedure. 

5)  The assessor considers the evidence and makes an informed judgment about whether there is sufficient evidence to deem the candidate competent in the work submitted.

6)   Feedback is provided to the candidate, via the back page of the Assessment Cover Sheet and Outcomes Record. Feedback compromises the following:

a)   Competency outcome: competent, not yet competent and/or further evidence required

b)   Additional evidence required

c)   Suggestions for improvement

7)   The competency outcome is recorded on the Student Assessment Record.

8)   Feedback is gathered from the candidate about the assessment process. The assessment process and tools are validated annually, as per the assessment procedure.

9)   If applicable the Institute facilitates candidates submitting for re-assessment on appeal, following the processes provided for by the Complaints & Appeals procedure.

Teaching and assessment techniques commonly used by the Institute include:

  • Practical activities
  • Oral and written questions
  • Demonstrations (by other students and/or the trainer)
  • Observation (zoom and video)
  • Research (e.g. web-based searches)
  • Individual and/or group project work
  • Exams

(v) Appeals and complaints procedures and access to personal records

If you have a complaint or appeal about any matter, you are entitled to download and lodge a Complaints & Appeals form from the web site and to have it dealt with under the Institute’s complaints and appeal procedure. For example, you may have a complaint or appeal concerning:

  • Discrimination or another access/equity issue
  • Receiving an outcome from the Recognition/Credit Transfer process that you think is unfair
  • Inappropriate application of legislation, such as the Privacy Act 1988 or VETE Act 2000
  • Being treated unfairly or improperly by a BIA staff member or another person in the Institute
  • Receiving an assessment result that you think is unfair. Please note that appeals against assessment outcomes must be
  • lodged within seven (7) working days of receiving written notice of the outcome. If you are still dissatisfied with the
  • outcome you may appeal that decision within seven (7) days of the date of the earlier outcome and an independent assessor will be appointed.

The Institute will assess your appeal or complaint within seven (7) working days and advise you of the outcome in writing within that time. You may nominate a support person to accompany you at any stage of the dispute resolution process.

If it is still not possible to resolve the dispute internally, via the process detailed above, the Institute will make arrangements for independent mediation to resolve the dispute.  Independent mediation is available through the Dispute Resolution Branch, Department of Justice and Attorney-General.  There are six Dispute Resolution Centres throughout Queensland.  The Brisbane Centre is located on the 13th Floor, Central Courts Building, 170 North Quay, QLD 4000.  Contact details are: Telephone +61 7 3239 6269; Fax: +61 7 3239 6284.  Students outside Brisbane may use the Toll Free No: 1800 017 288.  At present there is no fee for use of this service, but this may change.

Student access to current and accurate records of their participation and progress

In accordance with the NVR Standards of continuing registration students can access current and accurate records of their participation and progress.  These records are available upon request to Bookkeeping Institute of Australia who will arrange a time and date for access. 

A trainer/assessor will obtain hard copies of the requested documentation and stay with the student while the student accesses the participation records.   At no time will documentation be allowed to be removed from our premises.

To request access to student records please email [email protected]  and request  “Request to access personal records" and the form will be emailed to you.

(vi) Disciplinary procedures

The following is our Student Code of Conduct:

Academic misconduct (plagiarism; cheating)

Students must conduct their studies honestly and ethically. Academic misconduct is specifically:

  • Assisting another student to present his/her work in a manner that is contrary to the guidelines or instructions for that particular piece of work;
  •  Present falsified, copied or improperly obtained work as if it were the result of a field trip or any other type of investigatory work;
  • Cheat (dishonest conduct in an assessment of any kind);
  • Plagiarise (presenting work of another person as if it was yours)
  • Present work which is the result of significant assistance from another individual where the instructions or guidelines do not allow for this.

If academic misconduct has taken place, the penalty imposed will be one of the following:

  • A reduced or nil result for the assessment affected by the academic misconduct;
  • A not yet competent grade for the whole unit in which academic misconduct occurred;
  • Exclusion from enrolment in the program for a specified period;
  • Exclusion from the program; readmission is at the discretion of the Institute director based on the outcome of a request by the student for readmission.

Should a student be found guilty of academic misconduct on more than one occasion and has previously been penalised as per above, the student shall normally be excluded from the program unless there are extenuating circumstances.

(vii) Staff responsibilities for access and equity as provided for in the RTO’s code of practice or similar document

Discrimination occurs if a person treats someone differently on the basis of an attribute or characteristic such as gender, sexuality, race, pregnancy, physical or intellectual impairment, age, culture or religion. The Institute strives to meet the needs of each student through incorporating access and equity principles and practices which acknowledge the right of all students to equality of opportunity without discrimination. Relevant access and equity legislation is listed in the student handbook.  


The below information is sourced from the Anti Discrimination Qld website.

What is discrimination?

In general terms, discrimination is any practice that makes distinctions between individuals or groups so as to disadvantage some and advantage others. The Act establishes certain areas of life in which discrimination is prohibited, as well as detailing the attributes on the basis of which discrimination is prohibited.To decide whether discrimination has occurred involves a comparison between how the person has been treated, and how another person without that "attribute" or with a different attribute is treated.

Refer - pagecontent#pagecontent


Indirect discrimination describes a situation or condition, which on its face appears to be neutral or the same for everyone. In fact a person with an attribute (e.g. parental status, impairment, religion, race) is unable, or less able, to comply with that condition than someone without that attribute. The Act defines indirect discrimination at section 11 and provides examples.


Sexual harassment is any form of unwelcome sexual attention.  It includes unwelcome touching or other physical contact, remarks with sexual connotations, smutty jokes, requests for sex, or the display of offensive materials such as pictures, posters or computer graphics.

Sexual harassment is against the law wherever and whenever it occurs.  The Institute will not tolerate sexual harassment in the training environment or in any work-related context including conferences, work functions and business trips.

Sexual harassment has nothing to do with mutual attraction.  Such friendships are a private matter. Sexual harassment can be a single incident - it depends on the circumstances.  Obviously some actions or remarks are so offensive that they constitute sexual harassment in themselves, even if they are not repeated.  Other single incidents, such as an unwanted invitation out, may not constitute harassment if they are not repeated and are polite and respectful.

There is no onus on the person being harassed to say he/she finds the conduct objectionable.  Many people find it difficult to speak up.  All employees and students are responsible for their own behaviour. 


Vilification is behaviour that:

a)      Happens in a public place; and

b)      Incites others to hate, to have serious contempt for or to severely ridicule individuals or groups because of their race, religion, sexuality or gender identity.

Workplaces can be considered public places.  This means that any conduct which can possibly be observed by the public or any sort of communication either verbal or in writing to the public can be considered to have happened in a public place.

Some examples of vilification are:

  • Placing a poster or sticker on the customer service counter which incites others to hate people because of their race, religion, sexuality or gender identity.

  • Hate graffiti written on work toilet walls which incites hatred because of race, religion, sexuality or gender identity.

  • Wearing of symbols, badges or clothing in the workplace with slogans that incite hatred.

  • An employee abusing a person because of their race, religion, sexuality or gender identity in the workplace which encourages others to hate people of that race,  religion, sexuality or gender identity.

  • A work colleague making a speech in the work cafeteria that incites hatred of people because of their race, religion, sexuality or gender identity.

Discrimination may be on the basis of

  • sex

  • relationship or parental status

  • race

  • religious belief or activity

  • political belief or activity

  • impairment

  • trade union activity

  • lawful sexual activity

  • pregnancy

  • breastfeeding needs

  • family responsibilities

  • gender identity

  • sexuality

  • ageSource: Anti Discrimination Commission Qld, 2006, Anti Discrimination Legislation, accessed 18/04/06, available from:


All of us have a right to work and study in an environment free from the demoralizing effects of harassment or unwelcome offensive or improper conduct. Sexual harassment or harassment based on race, gender, colour, religion, national origin, age, sexual orientation, disability, or veteran status or any other status protected by law will not be tolerated at the Institute.  The types of improper behaviour includes: verbal abuse, swearing, bullying, unwelcome sexual advances, requests for sexual favours, obscene gestures, displaying sexually graphic magazines, calendars, or posters, sending sexually explicit, racially offensive or derogatory e-mails or voice-mails, and other verbal or physical conduct.

With the help of our employees, we will continue to nurture a climate that encourages all of us to contribute our best to the accomplishment of our goals – by respecting each other’s dignity, recognizing each other’s merit and providing equal opportunity for employment, development and advancement.


Inclusion is defined as

  • the process whereby enrolled students with identified special needs, or needs arising from their membership of target groups, can have equal access to the complete learning environment
  • providing the most appropriate education for each enrolled student in the least restrictive environment
  • maintaining and enhancing the participation of all enrolled students in appropriate regular learning programs
  • requiring the negotiation of an appropriate program which is flexible and supportive
  • ensuring an appropriate and acceptable learning/training environment for all enrolled students.


The Institute strives to meet the needs of each student by incorporating access and equity principles and practices which acknowledge the right of all students to equality of opportunity without discrimination.

For example, the following principles have been applied

1)  All students will be actively encouraged to participate in BIA qualifications, irrespective of background/cultural differences. The Institute will treat all students equally regardless of background/culture/other differences and all students will be made to feel valued through the delivery of appropriate training/assessment methods and support structures.

2)  BIA qualifications will be adequately resourced, with facilitators who have the relevant vocational competencies and training qualifications, in order to ensure you have quality educational outcomes.

3)  VET training and assessment will consistent with industry standards to ensure quality outcomes for students. In addition, a variety of training/assessment methods will be used to cater for the different ways in which students learn.  The Institute has a procedure for Identifying and Responding to Individual Learning Needs and styles.

4)  Literacy/numeracy is integrated throughout all BIA qualifications.  For further detail, refer to Language, literacy and numeracy assistance and student support on page 18.

5)  Any complaints or appeals will be treated seriously, in line with the Institute complaints and appeals procedure. For further detail, refer to Appeals and complaints on page 23.

Some terms defined. The following terms associated with access and equity have been included so as you can develop an understanding of what they mean.


There are a number of options.  Students can choose the course of action they feel most comfortable with.  Students should not ignore discrimination, sexual harassment or vilification, thinking it will go away - often it just gets worse.

If a student wishes to raise a complaint about access and equity in any aspects of the Institute’s operations (including administration, training, assessment and communications with staff), please talk to the Director or Learning Support & Welfare officer as soon as possible  or lodge a Complaints & Appeals form – downloadable from the web site. All matters will be treated with strict anonymity.

Alternatively, students may call the Anti-Discrimination Commission Queensland on 1300 130 670 or TTY on 1300 130 680 for information about how to make a complaint.  The Commission has offices in Brisbane, Rockhampton, Townsville, and Cairns or call the Human Rights and Equal Opportunity Commission in Sydney on freecall 1300 369 711.  students might also want to check the Commission’s website on for more information.

All policies are reviewed yearly, and be distributed to staff regularly. If a student has English language difficulties, the Institute will arrange for a person to help you. 


Under state anti-discrimination law, the Bookkeeping Institute of Australia can be liable for discrimination, sexual harassment and/or vilification which happens in the workplace, unless we can show we have taken reasonable steps to prevent it. 

Managers and supervisors therefore must ensure that all employees are treated fairly and are not subject to any of these behaviours.  They must also ensure that people who make complaints, or who are witnesses, are not victimised in any way.

Any reports of discrimination, victimisation, sexual harassment and vilification will be treated seriously and investigated promptly, confidentially and impartially.  (See our grievance policy for more information).

Disciplinary action will be taken against anyone who discriminates against, victimises, sexually harasses or vilifies a co-worker.  Discipline may involve a warning, transfer, counselling, demotion or dismissal, depending on the circumstances.


Recognition of prior learning (RPL) may be defined in a number of ways, some more expansive than others. However, all definitions include the key notion that RPL involves the assessment of previously unrecognised skills and knowledge an individual has achieved outside the formal education and training system. RPL assesses this unrecognised learning against the requirements of a qualification, in respect of both entry requirements and outcomes to be achieved. By removing the need for duplication of learning, RPL encourages an individual to continue upgrading their skills and knowledge through structured education and training towards formal qualifications and improved employment outcomes.

The Certificate III in Accounts Administration, the Certificate IV in Bookkeeping and the Certificate IV in Accounting are qualifications that are recognised by the Financial Services industry to cover various roles within this field. Working in the Financial Services industry is extremely rewarding with many opportunities in various positions within an organisation. These may include a bookkeeper, small business consultant, payroll officer, accounts payable/receiverable officer or an office administration manager. These roles have many responsibilities and are considered important within the organisational network. They form part of a team to ensure the successful running of a business.

The Certificate III in Accounts Administration is made of 4 compulsory core units and 9 electives, all of which must be completed - a total of 13 units of competency.

The Certificate IV in Bookkeeping is made of 4 compulsory core units, 5 compulsory sectoral core units and 2 electives, all of which must be completed - a total of 13 units of competency plus one pre-requisite unit.

To gain competency in the compulsory units of the certificate you need to be able to demonstrate that you currently:

  • Have a sound working knowledge of relevant legislation
  • Have a sound working knowledge of codes of practice for the financial services industry
  • Understand and can implement Occupational Health and Safety procedures
  • Can communicate effectively and efficiently to a variety of audiences
  • Have a sound knowledge of organisational and industry policy and procedures
  • Have the ability to read data and input accurately
  • Can operate an accounting system to process transactions


“Recognition of prior learning, also referred to as RPL or recognition of current competencies, is the formal recognition of a person's current skills and knowledge, no matter how, when or where the learning occurred. Even if you have never formally studied or trained in a particular area, you may have gained knowledge and skills through your education, training, work and life experience.” Source: DETA Qld

RPL is an assessment process that assesses the individual's non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.

RPL is about recognising existing learning outcomes, rather than how, when or where the learning occurred.  For example, if you are a Financial Services student, and you have already worked in that field, you will know some of the content of the course. RPL is a way of getting credit for this learning, which may reduce the amount of time you spend studying. RPL gives you credit for your life skills – skills and knowledge you have acquired at work, home or through clubs and hobbies. 


In order to recognise prior learning it is necessary to:

  • Compare the informal or non-formal learning the individual has achieved against the learning outcomes or performance criteria of the course or qualification for which the student is using as a basis for seeking entry or the award of credit, and
  • Determine appropriate evidence to support the claim of prior learning.

The processes used to assess RPL applications may take the following forms, which are not mutually exclusive:

  1. Participation in exactly the same or modified versions of the assessment unit (i.e. recognition of a current competency )
  2. Assessment based on a portfolio of evidence 
  3. Direct observation of demonstration of skill or competence
  4. Reflective papers , journals or portfolios that relate past learning to the learning or competency outcomes of the current course or qualification
  5. Provision of examples of the student's work drawn from the workplace, social, community or other setting in which the student applies their learning, skill or competence
  6. Testimonials of learning, skill or competence; and combinations of any of the above.


Step 1 – Provide information of your skills and experience

Complete the RPL documentation and we will seek from you third party referee and documentation to support the evidence required.   

General employment documents

  • detailed CV or work history
  • position descriptions
  • certificates/results of assessment
  • details of in house courses, workshops, seminars, orientation or induction sessions
  • references/letters from previous employers/supervisors

Workplace documents (NB: please block out any confidential client information)

  • task sheets / job sheets
  • documents you have produced that show you can use software (eg. letters, memos, spreadsheets)
  • copies of equipment maintenance registers you have completed (eg. organising printer repairs and service, equipment log books)
  • financial reports and period-end financial statements you have prepared
  • taxation documents and reconciliations you have completed
  • working papers for operational budgets you have prepared
  • asset and inventory records you have maintained
  • file notes or memos showing where you have provided advice in a legal context
  • any other documentation that may demonstrate industry experience

Depending on the industry you have worked in, you may or may not have documentary evidence available. This should not deter you from seeking RPL as the Assessor will work with you during the RPL process.

You will also need to supply contact details of two work referees who can confirm your skills in the industry.

Step 2 – Conversation with Assessor

An assessor will review the information you have provided (usually with you) and begin to match up your skills to the units/subjects in the qualification. At this point, you will have the opportunity to discuss and identify your previous experience with the assessor who will understand your industry experience and conduct a competency conversation with you. You will be required to answer financial services industry related questions to identify your current skills.

If you are not located in the same city as your assessor this conversation will take place over the telephone.

Step 3 – Practical demonstration of your skills

If appropriate and possible the assessor will conduct a practical skills test at your workplace or at another suitable venue. This, again, is an opportunity to demonstrate your level of competence. This assessment will be focussed on skills that are required in the qualification. Your assessor will identify the skills that he/she will want you to demonstrate.

Further steps

After you have completed the above steps, your assessor will give you information about the skills that have been recognised and whether you have gained the full qualification. If you do have skill gaps, these may be addressed through flexible training and specific assessments.


1.  RPL may allow you to complete the course in a shorter period of time.
2.  RPL means that you do not need to spend time being taught what you have already learned. 


Anyone can apply for RPL however not all applications are successful. Successful applicants generally have a reasonable amount of experience in the area their course covers. If you are coming to the Institute course from high school or you have limited work or life experience, you should carefully consider whether you have sufficient existing skills to make an RPL application worthwhile. If you are a mature age student with relevant experience, your skills are likely to have some value for credit through RPL.


Provided that you supply sufficient evidence with your application to justify assessment by RPL the fee is located on the BI-576 Certificate IV in Bookkeeping .  Please pay your deposit and we will send to you for completion the student personal profile application, the RPL Assessment kit, together with the BIA Enrolment form.

In the event that your application is rejected for insufficient evidence you can either elect for the fee to go towards the cost of the full course (without penalty) or you can withdraw your application. In which case an administration fee of $25% will be charged and the balance of 75% refunded.  If you decide to take the full course but also ask for certain criteria (such as the recognition of a current competency) to be considered for RPL there will be no additional charge,or refund, to your full course fee.


If you submit sufficient evidence RPL applications are usually assessed within two to three weeks. You will receive notification via email advising

  1. If your application has been successful
  2. If successful a suggested date and time for an interview (which will be by telephone if an assessor does not live close to you)
  3. An indication with regard to gap training and assessments


You should first read through the course outlines on our website ( and determine if you can demonstrate or provide evidence that you have the skills and knowledge in the areas covered in the units.

Then you should read the detailed information on the units and the competency/learning outcomes that you wish to be assessed against, and then compare them with your own knowledge and skills before deciding whether you want to apply for RPL. This detailed information can be found at the official National Register on VET in Australia and is the authoritative source of information on training packages, qualifications, accredited courses, units of competency, skill sets and Registered Training Organisations.

Once you have completed your electronic application for RPL with BIA  we will email you an RPL kit and application form which contains details of all of the competency units, including the elements, performance criteria, skills and knowledge required for all of the units.


 The RPL Process is designed to be as fair, flexible and supportive as possible. If at any time throughout the application process you require additional information or clarification, please contact your trainer/assessor at first instance, or if the matter cannot be answered/resolved, the Director, BIA.


Anyone who believes they have the skills and knowledge identified in the outcomes of a unit is encouraged to apply for RPL. The following factors may help you in deciding whether an application will be successful.

  • Do you have the underpinning knowledge required in the unit?

  • Can you demonstrate the skills required in the unit?

  • Can you apply the knowledge and skills in a work situation?

  • Can you apply the knowledge and skills in a range of work situations?

  • Are your knowledge and skills current?

  • Can you provide evidence of your skills and knowledge ?


Evidence plays a critical role in the Recognition of Prior Learning process as it is on this basis the decision to grant RPL is made. When supplying evidence to support an RPL application it is important the evidence is:

  • Valid . Evidence must focus on the specified skills and knowledge in the Performance Criteria and Evidence Guide of the unit of competency.
  • Sufficient . Evidence must satisfy all elements of the unit of competency taking into account the Range of Variables and Evidence Guide. To ensure you are supplying enough evidence it may be necessary to use supplementary sources such as verbal confirmation, written testimonials, completed performance appraisals, certificates, job descriptions or third party reports.
  • Authentic . Evidence must relate to the performance of the person applying for RPL, not that of another person.
  • Current . This is a particularly important aspect as you must be able to demonstrate your evidence is still relevant and current according to the competency requirements. As a general rule, if evidence is over two years old it’s probably too old, unless you have been continually working in that environment and applying those skills and knowledge
Reference:  Standards for Initial Registration:  Standard 1: 


To have your skills formally recognised in the national system, assessors must make sure you have the skills and knowledge to meet the industry standard. This means you must be involved in a careful and comprehensive process that covers the content of all unit/s or qualification/s you can be recognised for.

Assessment happens in a variety of ways. Being prepared can save you valuable time and hassle and make the recognition process stress-free for you.

Here are some tips and hints for you:

  • At your interview be prepared to talk about your job roles and your work history. Bring your resume and jot down a few points about where you have worked, either paid or unpaid, and what you did there.

  • Bring your position description and any performance appraisals you have from any finance industry offices or facilities you have worked in.

  • Consider the possibilities for workplace contact. Are you in a workplace that is supporting your goal to get qualified? Would you feel comfortable to have the assessor contact your workplace or previous workplaces so your skills can be validated?

  • Think about who can confirm your skill level. Think about current or recent supervisors who have seen you work in the past 18 months and will be able to confirm your skills. The assessor will need to contact them. You may also have community contacts or even clients themselves who can vouch for your skill level.

  • Collect any certificates from in-house training or formal training you have done in the past.

  • You can speak with your training organisation (BIA) about other ways you can show your skills in the financial services industry. These could be letters from employers, records of your professional development sessions, employers or clients in related industries or government agencies, acknowledgements, workplace forms (as long as they don’t show client details) or other relevant documents.


Please include as much evidence as possible with your RPL application, to give your trainer/assessor enough information to assess your competencies. 

The following are the main types of evidence you should include where appropriate

  • Your CV or resume
  • Signed, original references and letters from past employers outlining your responsibilities and achievements.
  • Certified copies of AQF qualifications you have already obtained, eg Statements of Attainment, Certificates, Diplomas, Degrees
  • Awards or certificates you have obtained at work or through your prior studies
  • Examples of work you have completed (this evidence may be documents, photographs, or videos)
  • Observation. The Institute may arrange for you to demonstrate your competency to BIA trainers/assessors

Note – this is not an exhaustive list. 


Applicants will have the opportunity to appeal RPL decision made by the Institute via the Compliments, Complaints & Appeals procedure.  See further information about complaints and appeals in this Student Handbook or on the Institute website.

Employability Skills

Information about Employability Skills Summaries for Training Package qualifications can be found at the Australian Government, Department of Industry and Science website:

All people need a set of skills and attributes that will prepare them for both employment and further learning. The Employability Skills Framework includes what employers think makes a good employee. Some personal attributes and key skills are shown in below that contribute to overall employability:

Personal attributes:

• Loyalty

• Commitment

• Honesty and integrity

• Reliability

• Enthusiasm

• Personal presentation

• Common sense

• Positive self esteem

• A sense of humour

• Motivation 

• Adaptability

• Ability to deal with pressure

• A balanced attitude to work and home life

Other skills:

  • Communication
  • Team work
  • Problem solving
  • Initiative and enterprise
  • Planning and Organising
  • Self Management
  • Learning
  • Technology