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.

Draft 2 material for the School Age Care (SAC) and Education Support (EDS) Qualifications and Units will be available in January 2019.

Consultation Activities and Timelines

The national consultation process for Draft 2 material will be open from 30 November 2018 – 30 April 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

Vicki McDonald 24.04.2019

"The current Diploma draft 2 has fifteen (15) units, twelve (12) core and three (3) electives. There is a list of eleven (11) electives and only one relates to children and this is not appropriate as most Diploma graduates work with children 0-6 years. The other 10 are management electives. The twelve core units include two management units – CHCPRP003 AND BSBLDR502. While CHCPRP003 may be useful to educators as this unit looks into helping them co-ordinate, lead and direct a small team, the BSBLDR502 is not appropriate to the large percentage of students, as this looks more at centre management. Most Diploma graduates will only manage a very small team and under supervision of senior managers, many of whom will hold Degrees. We therefore have a situation where five (5) of the total fifteen (15) units are management and leadership units. If Diploma graduates wish to promote into a Centre Manager or Assistant Manager role that is when they should complete detailed management training. We need more child focused units in OUR diploma."

Early Childhood Education and Care - Draft 2 Validation

CHC50119 Diploma of Early Childhood Education and Care Draft 2

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Vicki McDonald 24.04.2019

"CHC30119 Certificate lll in Early Childhood Education and Care Draft 2 The decision to separate the Certificate III and Diploma is exactly what sector needs, however, the contents of the Certificate lll is of concern to me. I employee and nurture new people into our sector and I feel the level of expectations is set way beyond that of a new person entering the Care and Early Education vocation. As an entry level certificate, we need the qualification to focus on practical vocational skills. Higher level elements of some units which are included in certificate lll, should not be taught until the student has had appropriate experience. Another area of concern is that students currently completing a national Certificate III (CHC30113) will not be automatically eligible to enter the new Diploma. This is ridiculous as programs are supposed to articulate, or at the very least, provide a pathway from the old qualifications into the new ones. Educators should be eligible to enrol in the Diploma if they hold a Certificate III qualification that is on the approved list of ACECEQA. Eg. CHC30113. This qualification is a VET course and as such should reflect the sector’s standards. Feedback on units CHCECE031 Support children’s health, safety and wellbeing. This unit is concerning How is a Certificate lll educator, who is new to the sector going to remember all this important content when it is handed to them in one whole unit. A large unit like this runs the risk that not all areas will be covered with the detail and complexity required. The contents of the elements are good but too large and over whelming. In many of these elements there is a requirement that the assessment of performance skills must be assessed in workplaces by RTO assessors only. What is more important…. To perform the evidence once in front of an assessor or be seen to have the skills constantly demonstrated and embedded in to the educator’s practise. We have very competent, honest, well-educated Diploma and Early Childhood Teachers in the sector and their signing off that the educator can and does preform these skills should be reliable evidence; as we have been able to do in the current certificate lll and diploma. Are workplace educators no longer trusted or are they now deemed not capable of determining if a student is showing the workplace skills needed in the element/unit? If an employer takes on a trainee and puts the time in to their training on a regular basis they should have some say as to whether they are preforming at the skill level required. Can we not work as a partnership with the assessor to confirm competent? CHCECE032 Provide care for babies and toddlers This is a very valuable unit and the content is generally good but knowledge evidence has too much detailed high-level content. This is an entry level certificate into the sector and the level of information required at this level should be reflected. This unit requires ‘critically reflect’. This is an entry level certificate in to the sector and having a Certificate lll student ‘reflecting on’ would be a better base to start learning how to ‘critically reflect’. CHCECE033 Develop positive and respectful relationships with children. This unit is again very large and contains important skills that need the discussion and practise of different strategies. It could be broken into two units so we can focus on each aspect; interactions and behaviour guidance. These are both areas that we regularly send our staff to workshops to learn new skills and strategies. This could be a very useful unit if strategies from behavioural theorist were looked at and explored. Knowledge of guiding behaviour is an area that students, new to the sector, can find very intimidating and even frightening. Having a unit that addresses behaviour guidance and is title Behavioural Guidance would be meeting the needs of certificate lll students better. It could look more broadly at strategies, interactions, how the environments can have a big effect on children, etc. No doubt empowering students with strategies on behavioural guidance and ways to interact with children would be helpful and make for more confident Certificate lll employees. Once again assessor from an RTO must observe? Again, this should be something we, as trainee employers, should be seeing develop in our trainees and not a once off tick the box assessment. I think we are more than adequately skilled in this area to know when a student needs more knowledge and upskilling or is handling behavioural guidance knowledgably and confidently. If both the qualified assessor and workplace supervisors worked as a partnership, we could build better evidence to confirm students as competent. CHCECE034 Use an approved learning framework to guide practice A Certificate lll trainee can surely not be expected to review the use of the learning framework across the whole service – they can look at what they do and reflect on that in relationship to the learning framework. This is a Certificate lll qualification- an entry into the vocation/sector. Please consider a changing the requirement of asking an entry level student to "critically reflect". let's start at the begining and ask them to "Reflect" CHCECE035 Support holistic learning and development. Again, this unit has gone passed the entry level in to the sector. Even the choice of language could be better for a Certificate lll. We should be using words such as suggest, discuss, encourage, model, implement, promote; not intentionally scaffold Certificate lll do not or should not be expected to be able to creating curriculum. They should learn to have input, discuss relevant ideas, activities and setting up of environments with the encouragement and guidance of the lead educators. This unit should be an introduction to developmental stages, milestones and link to practices from the EYLF not planning and creating curriculum. I think we need to remember that a certificate lll is expected to be able to implement curriculum under guidance while more qualified educators plan curriculum. Understanding development and looking at theorist would help Certificate lll have a more knowledge on holistic learning and development. CHCECE036 Provide experiences to support children’s play and learning. A problem again with the wording here. At an entry level into the vocation/sector, critical reflection is something that will develop over time with study and practise. Reflect/review is a better starting point for a Certificate lll student. CHCECE038 Observe children to inform practice. Good unit A range of techniques to explore. Again, an issue with expecting a Certificate lll to “critically reflect” Replace with review / reflect. CHCECE054 Promote understanding of Aboriginal and/or Torres Strait Islander cultures. Good unit however we need to consider whether we should be asking an Aboriginal and/or Torres Strait Islander student to do this unit. Maybe not a Core unit. CHCECE055 Meet the legal and ethical obligations in children’s education and care. Good unit. CHCECE056 Work effectively in children’s education and care. Good Unit and a very important one as all centre management need to know that their educators are interacting verbally and non-verbally in appropriate ways. Language is again an issue here. Words like- implement, discuss, seek support, advice, respond would be better choice words. Maybe use more words from the NQF and keep it at a Certificate lll level. c"

Early Childhood Education and Care - Draft 2 Validation

CHC30119 Certificate III in Early Childhood Education and Care Draft 2

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Alison Balcombe 23.04.2019

"I actually think that 10 years is probably too old. If the stipulation was made that the applicant for Diploma entry must have a Certificate III (CHC30119 or CHC30113) there would be evidence of recent and relevant training with knowledge of the current climate within early childhood. I would love to add the 12 months experience as well, but I think we need to be realistic. Having said this, I think those who raise concerns about access to VSL for the Cert III have raised valid points. The inability to access this may drop some potentially wonderful candidates from our prospective pool of new entrants to the sector, simply because they cannot afford to pay for Cert III."

Early Childhood Education and Care - Draft 2 Validation

CHC50119 Diploma of Early Childhood Education and Care Draft 2

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Sue Wyatt 23.04.2019

"Some students wish to go straight into the Diploma level qual as they can claim VET FEE help and put their tuition on a government loan - where as they can't claim this for the Certificate III. This may mean some students cant afford to study as the Certificate III can be a significant expense. In years before the entire Certificate III was fully embedded in the Diploma ... So perhaps we could do the same - so that Diploma graduates have all the underpinnig knowledge of a Certificate III first (Stage 1 Diploma) and MUST PASS this part before doing Stage 2 of the Diploma (the remaining units). So we achieve exactly the same thing but allow students to access a student loan to study if they need - making it equitable. Same outcome with more choice and affordability. Asides Victoria also have FREE TAFE in ECE with only one free course allowed - so by fully embedding the Cert III into the Diploma they can achieve all of this tuition free. Keep in mind students are generally women who will graduate into an under paid workforce - so to make it affordable and give them options would be great. NB. This means the Diploma has double the units on paper (as Cert III is now embeded ) but effectively it does anyway when you have a Certificate III as a pre req) "

Early Childhood Education and Care - Draft 2 Validation

CHC50119 Diploma of Early Childhood Education and Care Draft 2

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Sue Wyatt 23.04.2019

"Needs to be any Certificate III in Early Childhood otherwise it really isn't fair to those wanting to upskill. Perhaps if the Certificate III is more than 10 years old must demontrate industry currency in last 2 years - but you can't penalise people wanting to upskill - thats what we want them to do after all "

Early Childhood Education and Care - Draft 2 Validation

CHC50119 Diploma of Early Childhood Education and Care Draft 2

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