Children's Education and Care - Draft 3 Validation

CHCECE044_Facilitate compliance in an education and care service Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE044

UNIT TITLE

Facilitate compliance in an education and care service

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance in an education and care service.

 

This unit applies to educators working in regulated children’s education and care services in Australia. They provide guidance to others and have responsibilities in relation to continuous improvement of services provided.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

3 Comments

Title of unit

"I think the title should not refer to compliance here. I do think that all educators need to be familiar with the term compliance however I think there needs to be a separate unit that focuses purely on compliance and what it looks like in a service."

Deborah Long 20.09.2020 05.25PM

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Title

"Perhaps better titled "Enhancing quality in an education and care service." to better reflect the elements and performance criteria."

Tracey Roxby 08.09.2020 12.36PM

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1 Reply

"The title is correct in its current form I believe students need to get use to the term "compliance" this is a key role they will complete throughout their careers. Compliance incorporates enhancing quality as it includes all areas of the NQF thereby quality standards."

Janis Green 10.09.2020 04.45PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Interpret the National Quality Framework (NQF).
    1. Identify sources of information regarding the NQF and seek assistance if clarification is required on interpretation of any aspect of the framework.
    2. Support staff understanding of the NQF and other legislation and regulations relevant to the service through clear and consistent provision of information.
  1. Interpret the National Quality Standard (NQS).
    1. Analyse the NQS and the relevance of the various components to the service.
    2. Interpret details and requirements of the assessment and rating process and share information with all staff in the service.
  1. Facilitate service self- assessment.
    1. Determine ways to collect information from staff, children, families and the community to inform self- assessment on a regular ongoing basis.
    2. Share ideas with colleagues and involve them in the collection of information to inform the self-assessment.
    3. Record the information collected during the self-assessment process against the standards and elements in the NQS.
    4. Make self-assessment data available at the service to inform discussion of the assessment and rating process.
  1. Facilitate the development of a Quality Improvement Plan (QIP).

 

 

 

    1. Use the information gathered in the self-assessment process to inform the development of the QIP.
    2. Collaborate with stakeholders to identify strengths and key improvements sought within the service.
    3. Determine how key improvements sought will be reflected in the QIP.
    4. Clearly and concisely record all of the required information in the QIP.
    5. Plan collaboration with stakeholders on a regular basis to review the QIP.
  1. Coordinate the service for a rating and assessment visit.
    1. Provide timely advice about assessment visit and schedule meetings with stakeholders and staff to ensure adequate preparation.
    2. Check for accuracy and completion of all documentation required for rating and assessment.
    3. Provide clear information to staff about individual and team requirements during the rating and assessment visit.

6 Comments

QIP not always used E4

"The QIP is not always used in SAEC the self assessment tool is also acceptable."

Andrea Green 11.09.2020 05.26PM

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Elements 1.2, 3,5

"As there are no pre -requisites for this unit or the SAEC Diploma, students are not always in a position to support other staff, facilitate self assessment or coordinate the service for a A&R visit. Simulation would be required,"

Bernadette Frawley 09.09.2020 02.53PM

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1 Reply

"Agreed completely "

Andrea Green 11.09.2020 05.25PM

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Element 4 - QIP

"A QIP is not used by all SAEC services. This system has changed whereby now services can choose a QIP or the self assessment tool. So, this element disadvantages students who do placements in services where a QIP isn't used. Indeed where there is an option of which tool to use for A&R purposes now, it is possible for this option to be removed."

Bernadette Frawley 09.09.2020 02.44PM

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1 Reply

"This is true in ECEC as well Services have the option to complete a QIP or a self assessment"

Janis Green 10.09.2020 04.42PM

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"Perhaps better titled Enhance quality in an education and care setting to better reflect the Elements."

Tracey Roxby 08.09.2020 12.36PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS

DESCRIPTION

Reading skills to:

  • comprehend the content of the NQF.

Writing skills to:

  • record information according to organisational policies and procedures.
  • produce accurate, informative reports.

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding.
  • interact with and engage with children, families, staff and the community to build rapport.

Problem-solving skills to:

  • identify deficiencies in information and address by ongoing searches.

Initiative and enterprise skills to:

  • determine and use appropriate template for reporting, according to organisational policies and procedures.

Technology skills to:

  • access information using digital media.

UNIT MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for CHCECE044 Facilitate compliance in an education and care service.

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • facilitate self-assessment and development of a quality improvement plan for two quality areas in an education and care service.

4 Comments

Context of the job role

"Context of the job role needs clarification for this and other management units in the Diploma. The qualification description states that the job role is to 'Maintains Compliance' not facilitating it. "

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 04.44PM

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"Need to reduce this to 1 Quality Area to better reflect the time the student will spend in a service and the corresponding capacity to undertake the requirements."

Tracey Roxby 08.09.2020 12.39PM

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2 Replies

"Agree with points above, in addition to this, students are required to analyse strengths and areas for improvement which can be challenging in a service they are only volunteering in. Focus on "at least" one quality area would be more suitable."

Melanie Mayfield 09.09.2020 02.26PM

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"Agreed, students can't 'facilitate' self assessment and develop a QIP, it's not in their role description."

Bernadette Frawley 09.09.2020 02.45PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • key components of the National Quality Framework and their content:
    • National Quality Standard:
      • requirements of each of the quality areas
    • Education and Care Services National Law and Regulations:
      • key purpose of the law and associated regulations
    • Assessment and quality rating process:
      • levels of quality rating
      • steps in the process
    • Relevant approved learning frameworks
    • Role of national and state/territory governing bodies
  • other legislation, standards and regulations relevant to the context of the quality area
  • key stakeholders in the quality improvement process and how they may be engaged at different stages:
    • educators
    • children
    • families
    • local community
  • compliance support resources, including government and non-government
  • contemporary principles and emerging trends and research in service delivery areas.

4 Comments

Contemporary principles - difficult to assess

"contemporary principles and emerging trends and research in service delivery areas. Not sure this is around compliance and shouldn't be in this unit."

Andrea Green 11.09.2020 05.29PM

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Current trends?

"Curren trends and research is service delivery is too broad and difficult to assess."

Bernadette Frawley 09.09.2020 02.47PM

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""

Tracey Roxby 08.09.2020 12.39PM

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contemporary principles and emerging trends and research in service delivery areas

"does current trends need to be in a unit that is all about compliance? i feel this does sit well with this unit that is all about the NQF and it processes"

KEIRA GRAHAM 03.09.2020 11.55PM

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Assessment conditions

ASSESSMENT CONDITIONS

 

 

 

 

 

 

 

 

Skills must be demonstrated in a regulated education and care service in Australia:

  • interactions with children must be supervised by an approved early childhood educator.

 

Assessment must ensure access to:

  • information technology
  • existing policies and procedures of a regulated service
  • Quality Improvement Plan template
  • National Quality Framework:
    • National Law
    • National Regulations
    • National Quality Standard
    • the relevant approved learning framework
  • children and educators in a regulated education and care service in Australia
  • families / carers of the above children.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

13 Comments

Simulated environment

"Agree with many of the comments re simulated environment. It is often difficult for students to achieve these elements on placement. They should see the centre's compliance in action but not have to achieve competency in placement."

Julie Godwin 17.09.2020 01.09PM

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Assessment conditions

"assessment conditions - interactions with children must be supervised by an approved early childhood educator - How would this apply in SAEC - Most coordinators will have their diploma in school aged care or working toward the qualification, many are single staffed. This unit is also a core unit in diploma of School aged education and care (SAEC) we cannot make it EC educator specific. Maybe have it as an approved qualified educator? or not at all it needs to be inclusive for the SAEC qualification that has ECEC core units "

Andrea Green 11.09.2020 05.34PM

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Assessment conditions

"I too strongly feel that this assessment must be conducted in a simulated environment/scenario as most of the students may not have access to all the documents that might be needed to perform the task satisfactorily. Also, the stakeholders often may not have the time required to engage with students to have in-depth conversations around compliance and its different components. It can be challenging for the students too . On the contrary, working at their own pace towards a simulated assessment gives them plenty of time and confidence to engage with the different and extremely important components of Compliance in an early childhood setting. This crucial topic should not be assessed lightly and students should be given adequate support to perform this assessment. This can be successfully done only through a simulated assessment."

deepali shah 08.09.2020 09.40AM

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3 Replies

"I strongly agree with Deepali's comments. Assessment must be conducted in a simulated environment/scenario."

Alisa Katz 09.09.2020 02.58PM

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"I agree with Deepali's comments "

Heather Baldwin 10.09.2020 02.48PM

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"I completly agree with simulated assessment .It would be to difficult to complete it in the centre and this way students will have much needed time to learn, understand and put their knowledge into practice."

Tatjana Krulic-Withall 11.09.2020 09.00AM

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Assessment Conditions

"I feel the unit needs to have a simulated option for parts of the assessment, students are not always able to be engaging with all stakeholders like they would as a paid educator."

Michelle Reilly 04.09.2020 03.46PM

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Simulation option

"There should be a simulation option for assessment conditions of this unit. Element 3, 4 & 5 as well as performance evidence are difficult to be undertaken whilst on placement."

Amanda Grainger 04.09.2020 03.45PM

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2 Replies

"Yes, this is very difficult to assess, students most likely will not get to participate in an assessment and rating process"

Brooke Pallmann 04.09.2020 03.46PM

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"I completely agree with Amanda and Brooke. "

Emma Freitas 11.09.2020 04.09PM

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Change of Title and potential separation or addition of performance criteria

"I would like to see this Unit re-named to maybe Quality Improvement Processes - or similar. Compliance is such a broad term and the QIP plan and process is only one small part of regulatory compliance. Students are not left with the skills to be able to "facilitate compliance" once they finish this Unit as the Title insinuates. I think there should be a separate unit that encompasses Compliance as a whole which includes knowledge around the Regulations, Minimum Policy requirements, prescribed information, staffing & qualification requirements, medication and risk minimisation plans etc, and knowledge of the National Law."

Joe-anne Fletcher 02.09.2020 09.22AM

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Assessment conditions

"This unit is also a core unit in diploma of School aged education and care (SAEC) - having the assessment conditions - interactions with children must be supervised by an approved early childhood educator - How would this apply in SAEC - Most coordinators will have their diploma in school aged care or there are services who are single staffed with the coordinator in training working towards their qualifications. can we not make it EC educator specific and have it as an approved qualified educator? that way it can be inclusive the SAEC qualification that has ECEC core units "

KEIRA GRAHAM 13.08.2020 12.15PM

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1 Reply

"Agreed, early childhood educator isn't appropriate for SAEC qual and yet it is in many of the core units. Its too prescriptive and only suits EC."

Bernadette Frawley 09.09.2020 02.50PM

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