Children's Education and Care - Draft 3 Validation

Project Summary

SkillsIQ, under the direction of the Children’s Education and Care Industry Reference Committee and a Technical Advisory Committee (TAC), is undertaking a detailed review of the following six Qualifications and associated 65 Units of Competency in the Children’s Education and Care Sector:

  • CHC30113 Certificate III in Early Childhood Education and Care
  • CHC50113 Diploma of Early Childhood Education and Care
  • CHC40113 Certificate IV in School Age Education and Care
  • CHC50213 Diploma of School Aged Education and Care
  • CHC30213 Certificate III in Education Support
  • CHC40213 Certificate IV in Education Support.
  • This review continues on from previous work in response to the 2015 Australian Skills Quality Authority (ASQA) strategic review, Training for early childhood education and care in Australia. The ASQA findings and broader issues relate to the Children’s Education and Care Qualifications and Units of Competency contained in the CHC Community Services Training Package.

    The Draft 3 material is now available for public consultation. Further information about the changes are provided in the Validation Guide and detailed mapping tables for each sector.

    The Draft 3 Validation Guide and detailed mapping tables for each sector, can be downloaded individually from the Attachments section at the bottom of this page.

    The mapping tables can be used with the Draft 3 qualifications, units and skill sets to identify specific changes.

    Early Childhood Education and Care Mapping Tables
    Incorporating
    - Draft 2 to Draft 3 mapping
    - Existing CHC training package Qualifications, skill sets and units mapped to those proposed in Draft 3.

    School Age Care Mapping Tables

    Incorporating
    - Draft 2 to Draft 3 mapping
    - Existing CHC training package Qualifications, skill sets and units mapped to those proposed in Draft 3.

    School Based Education Support Mapping Tables
    Incorporating
    - Draft 2 to Draft 3 mapping
    - Existing CHC training package Qualifications, skill sets and units mapped to those proposed in Draft 3.

Create a pdf of all documents in this project

Status - Closed for Feedback

Need help? Visit our How To page for step by step instructions on how to leave feedback.

Consultation Activities and Timelines

The national consultation process for Draft 3 material will be open from 12th August 2020–2nd October 2020. Throughout this period SkillsIQ will conduct webinars to provide information about the drafts which are available for comment on the online SkillsIQ Feedback Forum.

Webinars

SkillsIQ hosted a series of webinars to provide information to assist stakeholder input.

 Sector Webinar Times and Dates 
Webinar 1: Children’s Education and Care (ECE) Draft 3 Validation   11am - 1pm AEST Wednesday 19th August 2020 - closed
Webinar 2: Children’s Education and Care (ECE) Draft 3 Validation  1pm - 3pm AEST Thursday 20th August 2020 - closed
Webinar 3: Children’s Education and Care (SAC) Draft 3 Validation  11am - 12pm AEST Tuesday 25th August 2020 - closed
Webinar 4: Children’s Education and Care (EDS) Draft 3 Validation  2pm - 4pm AEST Tuesday 25th August 2020 - closed
Webinar 5: Children’s Education and Care (EDS) Draft 3 Validation  11am - 1pm Wednesday 26th August 2020 - closed
Webinar 6: Children’s Education and Care (SAC) Draft 3 Validation  2pm - 3pm AEST Wednesday 26th August 2020 - closed


For further information, please contact Marianne Wehby marianne.wehby@skillsiq.com.au at SkillsIQ, or call 0438 039 665 or (02) 9392 8100.


Attachments

Children’s Education and Care Draft 3 Validation Guide
School Age Care Mapping Tables
School Based Education Support Mapping Tables
Children's Education and Care ECE Slides - Webinars 1 and 2
Children's Education and Care EDS Slides - Webinars 4 and 5
Children's Education and Care SAC Slides - Webinars 3 and 6
Early Childhood Education and Care Mapping Tables

Recent Comments

Carrie Johnson 02.10.2020

"ACCS SA - The increase to the required hours of practical placement in both the Certificate 3 and Diploma courses is really positive. This will support students to gain more practical experience and have increased opportunities for critical reflection of their practice during these placements. From an educator’s perspective there has to be a stronger commitment from RTO’s to visit students in their workplace during practicums in order to assess learning, as this cannot be left to educators. Direct observation of practice must be the main means of assessing skills and pedagogy. Planning and critical reflection, together with written assessments should demonstrate knowledge and understanding of theory. Overall the reduction in the number of Units being offered is a positive as it addresses some shortcomings in the current structure such as separating out different aspects of children’s health and safety- by combining these into CHCECE031 Ensure the health and safety of children. Students will gain a more holistic understanding about how all of these areas intersect and contribute to children’s overall well being. Reducing the number of units will enable more depth of study in each unit and shows the links between them and to the NQF more clearly. However ACCS SA would support the new Unit CHCECE057 Use collaborative practices to uphold child protection principles becoming a Core Unit increasing the number of core units to 16. The new Unit titles are simpler and clearer. They immediately make clear the intent and purpose of the unit and the skills & knowledge that will be gained. The changes in Unit mapping reflect positive updates in the current knowledge, practice and expectations of educators within the sector and should better prepare students for what will be expected of them as graduates. "

Children's Education and Care - Draft 3 Validation

CHC30120 Certificate III in Early Childhood Education and Care Draft 3.2

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Carrie Johnson 02.10.2020

"ACCS SA - All units that linked with child protection issues should be core units. In this instance a unit within the Diploma would build upon and extend learning completed during the Certificate 3. This should also include education regarding children who are or have experienced trauma."

Children's Education and Care - Draft 3 Validation

CHCECE057 Use collaborative practices to uphold child protection principles Draft 3.2

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Carrie Johnson 02.10.2020

"It is ACCS SA position that it is appropriate to have the Certificate III as a per-requisite to the Diploma. It would reduce the drop - out / non completion rate for the Diploma students, as it ensures that students have made a commitment to study and have the background knowledge and experience from the Certificate III. As a sector we must be advocating for a highly qualified professional workforce, not one that is merely responding to a labor shortage. Government support will be required to address potential barriers to study related to cost, rather than simplifying courses and expectations to achieve this."

Children's Education and Care - Draft 3 Validation

CHC50120 Diploma of Early Childhood Education and Care Draft 3.2

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Kate Strohm 02.10.2020

"I am reflecting on the situation where one child has a disability and whilst there is a lot of rhetoric about working with families, in most cases, siblings of the child with disability are overlooked, both in terms of their contributions and needs. They can often help with the inclusion of the CWD but they can also be at risk in terms of their own inclusion. Of course, it is more relevant if both sib and the CWD is in the same service but if people are interested in children at risk of exclusion the whole family needs to be considered and how those relationships might be strengthened. It is complex. If a child sibling is in a service there is a chance that their education outcomes might be affected if they have a CWD at home, even if the latter is not in the service. As I said it is complex, but sometimes knowing more about the whole family in a meaningful way can assist educators to meet the needs of students"

Children's Education and Care - Draft 3 Validation

CHCECE046_ Implement strategies for the inclusion of all children Draft 3.2

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Suzanne Boyce 02.10.2020

"Behaviour needs to be supported, not guided. A strengths based approach would suggest that the term guidance is not used."

Children's Education and Care - Draft 3 Validation

CHCECE046_ Implement strategies for the inclusion of all children Draft 3.2

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