Early Childhood Education and Care - Draft 2 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.

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The ECE Draft 2 material is now available for public consultation. Significant changes have been made to the structure of existing Qualifications, with the CHC30113 Certificate III in Early Childhood Education and Care proposed as being an Entry Requirement to the CHC50113 Diploma of Early Childhood Education and Care.

To access the Draft 2 Validation Guide, which includes a detailed mapping table, please scroll to the bottom of this page where the Validation Guide can be downloaded.

Consultation Activities and Timelines

The national consultation process for Draft 2 material will be open from 30 November 2018 – 9 September 2019. Throughout this period SkillsIQ will be undertaking a number of key activities to engage industry stakeholders and VET professionals. These will include consultation forums, webinars, and opportunities to give feedback via the SkillsIQ Online Feedback Forum.

Webinars

Please click here to access the PowerPoint presentation slides used in the webinars conducted in December 2018 and click here to see the responses to "Frequently Asked Questions (FAQs) raised in the webinars.

For further information please contact  marianne.wehby@skillsiq.com.au at SkillsIQ or call (02) 9392 8100.

Attachments

ECE Validation Guide

Recent Comments

Nicola Johnston 21.08.2019

"I completely agree Karen. We deliver in a very similar way. You may have misinterpreted my point above though, its from the assessing point of view regarding direct observation, not the student point of view of only completing the course fully online with no industry experience resulting in more content knowledge (i think that is what you are referring to above correct?). It is absolutely imperative they do perform tasks on the job and are assessed in doing so and the course is not just theory based nor should we add more theory to it as it is quite intensive already. The amount of hours experience required per course currently is quite fair and substantial for what is needed. My point is in relation to observing- an assessor can not physically step foot into a service for every task that needs to be observed and as you have outlined above, there are many ways direct evidence (not at all referring to third party references which are supplementary evidence only) can be gathered to demonstrate a students competence and maintain quality of delivery for both the student and workplace."

Early Childhood Education and Care - Draft 2 Validation

CHCECE030_Support inclusion and diversity Draft 2

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Karen Kearns 21.08.2019

"Hi Nicola International Child Care College delivers theory online and it works very well. We have recieved accolades from ASQA, NCVER & state trianing! We have a 98% completion rate and a very high satisfaction rate from students who can be linked to a wide range of learning resources. There are over 130 RTOs' who use our platform (Public and Private). We also pride ourselves in visiting and supporting students and services to ensure timely observation of practices. I have also quantified the time required for the completion of all workplace tasks by taking into at home prep, consultation with workplace supervisor, execution of task and followup evaluation/report by student. My calculations show it takes 120 hours for students to complete their workplace tasks (that's if everything runs smoothly). This effectively leaves student no time just to practice, observe and be part of the team. I despair when I see the many comments suggesting more content knowledge. We need to establish a solid foundation of key knowledge/skills which would allow for ongoing learning via skill sets. The recent research related to the length of courses and the volume of learning as a factor in the retention or dropout of students is something everyone who s contributing to this consultation should read. 'Do course durations matter to training quality and outcomes?' NCVER. Regards Karen Kearns"

Early Childhood Education and Care - Draft 2 Validation

CHCECE030_Support inclusion and diversity Draft 2

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Nicola Johnston 21.08.2019

"Hi Adam, I see where you are coming from and history has provided cause for concern making it understandable that many are reluctant to change their methods of delivery, however we must not be seen to be disadvantaging students just because an RTO cannot get an assessor out to remote areas because the delivery package dictates so. Also just because an assessor does not visit a service, does not mean in any way that the workplaces are not supported. Recent VET trends are showing more need for courses to be delivered online to meet learner needs – Learner expectations for when and where they will learn are also changing, and there is quantitative variation between prospective and current students (EYGL, 2018): ● 22% of current students preferred for the majority of their degree to be delivered online compared to 42% of prospective students ● 43% of current students indicated that availability of online study plays an important role in course selection versus 58% of prospective students ● 37% of current students believe that online learning is as effective as traditional learning compared to 49% of prospective students (retrieved from: https://itali.uq.edu.au/files/1240/Discussion-paper-Higher-Education-Landscape_%20Trends-and-Implications.pdf ) – AND from page 5: The overall trend of more favourable attitudes toward online delivery from prospective students and growth in lifelong learning for professionals signal a need to rethink the traditional, on-campus only model of learning. This is for higher education and the VET sector has a responsibility to keep up. There are many ways to be able to deliver to the needs of a learner and maintain quality of learning and evidence. Despite those that have not done so with quality and have tainted the aspect, there are still those who have done it with high quality and have received accolades from those associated with ASQA. I do agree with you though, we must think of the needs of our learners and by ensuring the appropriate direct evidence rules are applied and it is not just to be demonstrated through direct observation, then the needs of our learners will be met. "

Early Childhood Education and Care - Draft 2 Validation

CHCECE030_Support inclusion and diversity Draft 2

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Adam Green 20.08.2019

"Agree!"

Early Childhood Education and Care - Draft 2 Validation

CHC50119 Diploma of Early Childhood Education and Care Draft 2

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Adam Green 20.08.2019

"Scenario - a student starts a traineeship in ECEC3, then after 12 months of doing nothing and/or failing the cert 3 course, they can then enrol in the diploma? I suggest removing this point and simply making ECEC3 the requirement for entry. If a person has sufficient experience and expertise, they can easily enter the diploma via an RPL program."

Early Childhood Education and Care - Draft 2 Validation

CHC50119 Diploma of Early Childhood Education and Care Draft 2

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