Early Childhood Education and Care - Draft 2 Validation

CHC50119 Diploma of Early Childhood Education and Care Draft 2

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Qualification description & entry requirements

QUALIFICATION CODE

CHC50119

QUALIFICATION TITLE

Diploma of Early Childhood Education and Care

QUALIFICATION DESCRIPTION

This qualification reflects the role of educators in early childhood education and care who work according to the requirements of the National Quality Framework. Educators at this level are responsible for designing and implementing curriculum that meets the requirements of an approved learning framework and for maintaining compliance in other areas of service operations. They use specialised knowledge and analyse and apply theoretical concepts to diverse work situations. They may have responsibility for supervision of volunteers or other educators.

 

Early childhood educators work in long day care centres, family day care, pre-schools or kindergartens.

 

Under the Education and Care Services National Law (2011) the Australian Children’s Education and Care Quality Authority (ACECQA) publishes lists of approved early childhood education and care qualifications and information regarding regulatory requirements here: www.acecqa.gov.au.

ENTRY REQUIREMENTS

Entry to this qualification is open to individuals who:

 

  • hold a CHC30119 Certificate III in Early Childhood Education and Care or an equivalent qualification

 

OR

 

  • have at least one year of full time employment experience as an early childhood educator where they have applied the skills and knowledge covered in the above (or equivalent) qualification.

69 Comments

Entry requirements

"I would like to see something like this for the first point on entrance requirements: Entry to this qualification is open to individuals who: ◾hold a CHC30113 or CHC30119 Certificate III in Early Childhood Education and Care or an equivalent qualification. This will then cover those students who have recently completed the current Cert III and we can start them straight into the new Diploma without any bridging or RPL needed. "

Penny Jaworski 11.03.2019 02.59PM

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Entry requirements

"I agree that 'A' Certificate should be a prerequisite and that they should be attained separately because I believe that it is important for someone to consolidate their skills and attain some real experience and maturity in the industry prior to starting a Diploma. I see very limited value in a staff member who gets through a Certificate before completing year 12 and moving straight through a Diploma. Despite having the qualification, they lack the maturity, experience and life skills to perform in a leadership role. I COMPLETELY disagree with the notion that to begin a Diploma a student must have completed CHC30119 (which is what my training provider has lead us to believe). These courses are continuously being updated. It is a money grabbing stunt to insist that the MOST recent certificate III be the only reasonable prereq. Does this mean that staff who have completed certificate 3's 12 months ago or 5 years ago are any less qualified or worthy of advancing their knowledge or career? When you have completed year 12 no one asks you if it was the 2018 version of year 12!! Noone is forced to redo year 12. The same should apply. If we are serious about wanting experienced and qualified staff, we must not put ridiculous roadblocks in front of people. Let's also be honest about our workforce. The majority are young women who fit in study around their lives which often includes periods of time out of the workforce or extremely busily in the workforce,with a young family of their own. "

Tracy Salter 11.03.2019 12.39PM

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"Pre-requisite requires more flexibility. Is it possible that there be a COAG agreement that all states agree to have ECE's registered (if they meet the conditions) and ergo meet the requirements for entry into the CHC19 packages? Note: No registration requirements for ECTs in NQF settings that are not attached to an ACT school. NSW From 18 July 2016 ECTs working in approved centre-based settings must be accredited Northern Territory Registration is not required for all ECTs. However, preschools are attached to schools and as such require registration as a condition of employment. Queensland The Queensland College of Teachers does not require registration for ECTs in NQF settings. Some employers require teacher registration as a condition of employment. South Australia Since 1976 all ECTs have been required to be registered. From 1 January 2014 all ECTs must be registered, including those working in NQF settings. Tasmania Tasmanian kindergartens are part of Tasmanian schools and as such kindergarten teachers are required to hold teacher registration. Registration is not required for ECTs in NQF settings that are not kindergartens or schools. Victoria Since 30 September 2015 all ECTs employed or engaged in the role of an ECT in an early childhood and care service or Victorian Children's Centre must be registered. Western Australia Since 6 December 2012 all ECTs must be registered."

Nancy Pavlovic 05.03.2019 12.20PM

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Entry Requirements

"Could not disagree more with the these entry requirements. It is absolutely unfair for current students to need to upgrade from CHC30113 CHC30119 in order to enter into the CHC50119. We have fabulous educators in the sector at the moment who are current despite holding CHC30113 (or older). I agree with the experience side of things for the sake of entry, but cant see why at least CHC30113 cant be included on the list. The need to gap assess students is huge and will turn many away from the opportunity to study further and grow within the profession. "

Carla Scalia 03.03.2019 11.19AM

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3 Replies

"I agree that CHC30113 should be added to the list. Much of the information is already covered in the current course. Thanks"

Robyn O'Neill 03.03.2019 01.04PM

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"I completely agree with you Carla!"

Joanne Dejun 04.03.2019 09.47AM

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"Definitely agree with your statement Carla, it is unfair and not realistic to expect Educators to hold CHC30119 to enter into CHC50119."

Maree Werda 04.03.2019 09.55AM

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Required LLN

"Many of the competencies throughout this draft (and previous ECEC training packages) require a learner to have proficient english language and literacy skills in order to be successful however this has not been made part of the entry requirements? In our role as “Educators” these skills are crucial! "

Ashleigh Smith 02.03.2019 01.16PM

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Qualification entry requirements

"Clarity in terms of more defined detail is required re the proposed Draft 2 entry requirements to support students and teaching staff during the transition to this revised qualification. "

Lorraine Walker 22.02.2019 04.14PM

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Screen time & sedentary behaviour recommendations

"Include limiting use of small screen recreation as an Element within a unit to make the competencies consistent with the Australian 24 Hour Movement guidelines for the early years in November 2017. The units have been updated to reflect the inclusion of sleep however sedentary behaviour has not been referenced. Behaviours associated with screen time during childhood have been shown to track into adulthood leading to an increased risk of overweight and obesity. Therefore it is important for educators to understand and demonstrate how to use screens appropriately in ECEC services (Please see Department of Health website for recommendations: www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines)."

Anthea Leslie, NSW Health 18.02.2019 02.03PM

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Entry Requirements

"If CHC30113 is not deemed equiv. to the new, then students with the CHC30113 are only able to enrol in the new Diploma if they have worked for 12 months full time or complete the new Cert III (gap training or RPL) hardly seems fair as they would have way more skills and knowledge than someone who has just simply worked fulltime in a service for 12 months."

Kat Jellema 15.02.2019 07.26PM

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Entry requirements

"At today’s forum in Sydney we were advised that entry requirements the Dip. will be the new Cert 3. However as the new Cert 3 has been not to be equivalent as the current Cert 3 students wishing to undertake the new Dip. will not be able to do so unless they complete the new Cert 3. There was a great deal of discussion about this - it means those currently holding a Cert 3 or those completing a Cert 3 this year will not be able to enrol in the new Diploma. I don’t believe that this was the intent but it is the reality at this point in time. This has huge implications for traineeships, Overseas students and everyone who holds a current Cert 3. "

Karen Kearns 12.02.2019 06.12PM

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12 Replies

"So we all need to comment on this and explain the meaning to industry that their current Cert III's will not be eligible to enrol in the Diploma. We have been commenting on this. It would disadvantage all those students or trainees completing this year. At least the current Cert III should be entry as the students have been working in services following the current standards and regulations."

Anne Parker 12.02.2019 06.22PM

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"Hi Anne I agree that this issue needs to communicated to every service and every Cert 3. Or those undertaking a Cert 3. However this issue should have been thought through by SkIlls iQ and addressed prior to this point. I feel disheartened by the whole process. We have an IRC that appears not to have any real say in this review, technical ‘experts’ writing units of competency who clearly have limited ECEC knowledge and forums where feedback, at times, appears to be unwelcome. The complexities of trying to write a training package with multiple quals across different sectors of ECEC, school age care and Education Support Workers in schools is placing enormous strain on everyone. I fear the end result will be disappointing for all stakeholders. "

Karen Kearns 12.02.2019 06.47PM

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"My understanding after our Melbourne briefing, was that there was an error and that it means a certificate III in general was entry?"

Debbie Conway 12.02.2019 06.56PM

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"I can't see how else it could be done Karen. They are all in the same package and all interact with each other. Units from ece are in all qualifications. Also ed support qualified are able to work as cert III in early childhood even though they have no units related to this. That's an ACECQA problem. If this is the case we need to advocate for a better ed support qual too. I think with early and school age development units as core for a start. Anyway, no use slamming the process, its not changing at this point, we have to be constructive about how we can move it the right direction - while we have a chance."

Debbie Conway 12.02.2019 07.01PM

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"Hi Debbie It was made clear today that this is not the case. It was suggested by SkIlls IQ that RTO’s could RPL students into the Diploma. It was explained that to receive RPL a student must firstly enrol - however if the student doesn’t have the new Cert 3 then that can’t enrol - a catch 22! The whole issue of equivalency needs to be rethought - the Draft 2 may have new language and new assessment criteria but learning outcomes are not very different form the current qual. The job role has not changed, those holding a Cert 3 are deemed to be competent - how can we now say they are not competent simply because the competency codes have changed. It’s a fiasco!"

Karen Kearns 12.02.2019 07.13PM

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"At the forum today it was suggested by SkIlls IQ that all ECE units may need to be removed from the Ed Support & school age care quals. Debbie it’s difficult to have faith in a process that appears to be struggling to meet its brief."

Karen Kearns 12.02.2019 07.17PM

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"Surely if we are asked to give feedback the Draft 2 is not final copy it is part of their validation process and can be changed?"

Anne Parker 12.02.2019 08.25PM

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"Karen, I am a bit frustrated by the huge focus on how RTO's are going to manage delivery (in that they are inflexible), and felt at the consultation that I attended, most of the questions demonstrated this or that trainer assessors are not fully aware of delivery options, qualifications, training, assessment, RPL, CT, levels of units etc. Many of the questions I heard were ones that should be taken up by ASQA not Skills IQ. It is really disappointing that we are getting the opportunity to make a difference and try to match these qualification/units as close as possible to industry expectations (almost an impossible task considering the industry) and people are forgetting the industry needs. I am not directing my comments at you personally Karen, but responses and discussions in general. I am also disappointed that I am hearing that industry are not aware of this review, yet every ACECQA newsletter has had comments and links to the drafts. Does this mean the newsletter is not being read? As you would know, there is only so much you can do. While we have the chance, we need to comment in ways that make a difference and move things in a positive direction. We are going to draft three so this is the time to provide the information we think can be useful. Skills IQ (and the powers that be) operate under guidelines we have no control of. So we should be taking the control we have and helping them to understand not just what we want but how it might happen in realistic terms. From experience no one will be totally happy with the outcome, just as not everyone is happy in individual services or working under one philosophy. We should be demonstrating our leadership, being advocates for the industry (education and care) and using our power of positive thinking to make a difference."

Debbie Conway 12.02.2019 08.38PM

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"Hi Karen You bring up some very good points that identify issues with only accepting the CHC30119. Following this requirement we are effectively saying that any previous cert III packages provided by Skills IQ were not valid, authentic or current therefore all students need to do the new cert. This requirement puts a wall up to any previous student who completed a cert and indicates that unless you have the money to pay for a brand new cert you can not enrol into and complete your diploma. This is a huge wall in regards to encouraging educators to up skill. I understand that we want to ensure that any potential student wanting to enrol into the diploma need all the underpinning knowledge etc. The CHC30113 certainly does this, it was written with the new ACECQA requirements in regards to our NQ framework so therefore this should the minimum mandatory entry requirement for entry into the CHC50119. This certainly needs reassessing before the final release of this package."

Sandra Phipps 14.02.2019 01.56PM

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"I do believe it is an error. Why then is SkIlls IQ presenting the same info at subsequent forums? Why not say this was an error and is being rectified. This is not a game. People are putting in a great deal of time to provide feedback - our time should not be wasted discussing errors that have already been identified and supposedly addressed. The process is appalling. At the Sydney forum I asked for an explanation of how each unit of competency was evaluated to ensure it meets the AQF specifications (particularly for Cert 3. Instead of being provided with an explanation I was accused of wanting to ‘dumb down’ the Cert 3! The lack of professionalism displayed by this response speaks volumes about the lack of respect of EC professionals by a representative of SkIlls IQ."

Karen Kearns 14.02.2019 05.29PM

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"We have been looking at this wording "have at least one year of full time employment experience as an early childhood educator" to see how our Trainees might meet this. But agree. I also question then why 280 hours is required with less units in the new Diploma."

Deb Rowe 19.02.2019 04.47PM

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"Let's hope we get some clarification around this."

Joanne Dejun 26.02.2019 01.20PM

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Evidence of experience

"How would you evidence the 12 months experience and appropriate skills and knowledge? Would it be a student declaration, letter from employer? What if they were self-employed at a Family Day Care? Or their recent experience was overseas - how would we confirm this? "

Renee Rainey 11.02.2019 01.16PM

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1 Reply

"Agree with this question - particularly with reference to specific content knowledge from cert III that isn't covered in the diploma (eg. nutrition). If the entry via 12 months' experience is accepted in the final model, then an assessment of skills and knowledge will need to be considered. "

Caitlin Saunders 18.02.2019 12.23PM

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weighting (apologies earlier comment went too early.)

"The levels of study and how these might become a prerequisites is complex. The levels between Cert 3 and diploma are very different. I agree with the comments that a Cert 3 is building foundations but that should not mean that is warrants RPL. The diploma may also have merit if student later decides on joining a degree course. I don't believe that a Cert 3 should be awarded as RPL in the diploma for this reason. I think students may prefer to go straight into a diploma or follow the pathway from cert 3. Cert 3 to get entry into a diploma, a diploma to gain entry in to a Bachelor. All three need to be considered. RPL is complex because as some of the comments have noted earlier, these qualifications are at differing levels of study and that matters when considering RPL."

Sara Griffiths 31.01.2019 01.23PM

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Entry requirements

"It is good to see the Certificate III as a separate pre-requisite to the Diploma. However I agree that the statement "or equivalent" is confusing. The transition from the 2013 qualifications to 2019 could be smooth if it read, CHC30119 or CHC30113. It is then specific and includes supervised hours of placements in babies and toddlers at a Certificate III level. This would mean that students who have completed 30113 wouldn't be financially disadvantaged."

Anne Parker 30.01.2019 05.39PM

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12 months experience

"I believe "12 months experience" needs to be removed. Those working in ECEC environments must be working towards their cert III as per the National Education & Care Services regulations. They need to be making progress to remain employed. So .. I am confused as to how this can be a re-requisite when it is in conflict with the industry's regulation? "

Kirsty Fantini 30.01.2019 05.21PM

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3 Replies

"I believe that this was put in to recognise educators from overseas such as NZ or UK where their country's qualification does not assess across as equivalent to the Cert III although they have adequate experience and knowledge to undertake the Diploma."

Jillian Banks 31.01.2019 12.22AM

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"Jillian, Educators from NZ and the UK don't have any understanding of the NQF (and components) or the operation of services. So this is unfair and unrealistic and unfair to those with a CHC30113 who have this knowledge, experience and skill."

Debbie Conway 31.01.2019 08.09AM

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"Debbie, it’s happening though. I came from the uk on a skilled work visa title of ‘Child-care Co-ordinator’, had my quals assesses as equivalent to a Diploma and could have gone straight into a Director role. However I knew nothing of the NQF or Australian legalities or Aboriginal culture. I have taught these units as a trainer and have since received a Uni credit for Aboriginal teaching, all on the basis that my uk qual was equivalent to the oz Dip. Quite a flaw in the system from ACECQA. "

Jillian Banks 31.01.2019 12.14PM

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Equivalent Qualification Entry Requirement

"As I understand CHC30113 is not equivalent to CHC30119, hence entry requirement in terms of a qualification will only be 30119. The entry requirements NEED to include CHC30113 for the following reasons; - the job role has not changed hence the learning outcome for 30113 and 30119 remain the same - including CHC30113 as a pre-requisite will not hinder the outcome of the Diploma but in fact support the industry's needs and the student's learning experience - students who have just finished 30113 will have to go through an RPL process to enter Diploma placing these students at a financial disadvantage - in an already "Diploma skills shortage" work sector this current entry requirement will further hinder having Diploma qualified educators and we may even see educators with CHC30113 choose not to up-skill Kirsty Fantini, Early Years Training & Consultancy"

Kirsty Fantini 30.01.2019 05.13PM

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3 Replies

"Totally agree Kirsty and this is included in my comments above under Karen's post."

Sandra Phipps 14.02.2019 02.08PM

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"I agree Kristy - all Cert 3s should be eligible to upgrade to Diploma."

Karen Kearns 14.02.2019 05.07PM

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"Absolutely agree and well said Kirsty!"

Carla Scalia 03.03.2019 11.22AM

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Consulatation 3 is a must!

"Both the Certificate and the Diploma reviews need a lot more work for them to meet the reality of the Early Childhood Education and Care; workforce, industry and ACSF levels. In addition regional Australia needs to be included in review consultations NOT just capital cities...A point of interest …...appears that very few Directors/Supervisors/Managers/Owners of Early Childhood Education and Care settings are even aware there is a review of the qualifications required by their staff.....""

Dianne Payne 24.01.2019 01.23PM

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entry requirment

"It can’t be assumed that having worked in a service for 12 months means that the person would have the required underpinning knowledge gained from a Cert 3 qual. The entry Evntry requirement also means that overseas students can’t enroll in a Diploma - is this intentional? Or has this not even been considered? "

Karen Kearns 23.01.2019 05.51PM

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equivalence

"states in pre requisites- the current cert 3 or an equivalent qualification - you have made thee not equivalent is it basically saying any cert 3 that is already held they wont be able to roll into diploma???? "

Jessica Gwynne 16.01.2019 12.32PM

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1 Reply

"Yes this is a concern"

Maree Werda 21.02.2019 04.06PM

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Clarity on Entry Requirement

"I would like to more clarity on the Entry Requirement for CHC50119. The 2 points given does not give Training Providers a clear picture of what is acceptable and what is not. Is there an equivalent qualification to the CHC30119 qualification? And if 1 year of experience, students are currently holding superseded qualifications eg CHC30708 and CHC30712; how are we going to map their skills and knowledge to reflect CHC30119 qualification or its equivalence; where there is none. This will create a lot of misinformation and ambiguity in the Training Sector. The changes to the ECEC Training Package are complete change to new a Training Package, Unit Code and Titles and Unit Elements and Performance Criteria. Training Sectors are going to have huge challenge in trying to provide evidence of identified equivalence in content and learning outcomes between matched qualifications. Training Institute will definitely need more clarity on this Requirement if the Package is to be endorsed. "

Maryann James 28.12.2018 04.25PM

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Entry Requirements

"Has there been consideration regarding the impact of making the Cert III a prerequisite for the Diploma on Vet Student Loans? The prerequisite would mean those looking to study the diploma need to find a way to either self-fund or fit into the state funding category. Would it not make more sense to put the Cert III units of competency as core units in the Dip and put prerequisites on specific units in the Diploma that would have those in the Cert III completed first? You could add a prerequisite on the Dip specific units to require 120 hours placement in a regulated environment first. There was over 1000 VSL diploma's in 2017; the new requirements would mean only those who have obtained a Cert III can obtain VSL funding. This will greatly hinder the growth of higher level quals in the sector."

Curtis William 20.12.2018 04.13PM

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9 Replies

"I agree Curtis, although I am concerned about state funding through DET."

Debbie Conway 20.12.2018 05.03PM

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"The trouble with putting Cert III units in the Diploma is that you can't teach and assess at a Cert III level for the Cert III qual but then use them as Diploma units. This is part of the reason why the Cert III was made a pre-requisite. We were credit transferring Cert III assessed units as part of a Dip qual but they hadn't been assessed at a Dip level. It meant that either the Cert III was being over-assessed or the Dip was being under-assessed. "

Jillian Banks 31.01.2019 12.26AM

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"A unit of competency is not required to be assessed at a Cert or Dip level. The unit of competency outlines the level or performance that is required to demonstrate competence. The old requirement of qualification levels within units of competency was removed many years ago. Hence why the CHCDIV001 unit is core across different qualification levels."

Curtis William 31.01.2019 07.24AM

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"totally agree Curtis"

Debbie Conway 31.01.2019 08.11AM

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"Apologies Curtis, I'm still fairly new to training and assessing and probably used rather crude language. My point would be that if a unit was within a Cert III qual wouldn't the expectations around the language, skills and knowledge be at an AQF level 3, whereas if it was in a Dip qual it would be at a higher AQF level 5. I don't understand how a student can be deemed competent in a unit for a Cert III and then credit transfer it to a Dip when the AQF levels are different. "

Jillian Banks 31.01.2019 12.45PM

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"No problem, I have queried the same but a unit will always contain the required competence and performance level. It should not be delivered harder or easier depending on what level qualification it appears in. It is up to Skills IQ to put the appropriate level of unit into the relevant qualification i.e. CHCLEG001 or CHCLEG003"

Curtis William 31.01.2019 01.05PM

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"Jillian and Curtis. We should be starting students slow though. You don't commence study with the full knowledge, so you need to ease in. Cert III units (should) allow the learner to gain the foundation knowledge and diploma builds on that to become more complete and capable. If the learner already knows their cert III level info, they should be RPLed and move straight into Diploma."

Debbie Conway 31.01.2019 01.14PM

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"That's kind of my query. As Debbie has stated below, if the unit is the same in both the Cert and the Dip then there is no difference between foundational knowledge and later more in-depth higher level learning. That was why the decision was made to separate the Cert and the Dip so that trainers could build on the Cert III understandings. "

Jillian Banks 31.01.2019 01.33PM

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"Jillian, but no matter whether its in diploma or cert III, it is still the same unit being delivered and assessed at the same level with the same expectations. An RTO should deliver the easier and more important units for the early learner first so they gain the language and concepts. They should also choose electives appropriate to that level. "

Debbie Conway 31.01.2019 02.13PM

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CHC50119

"I feel the Cert III is better completed prior to and separate from the Diploma but have a couple of concerns. - the one year full time statement, I have a range of issues with, as already described in the feedback so far. In addition, wouldn't that person be an RPL candidate? - the practicality of the Cert III being separate to the Diploma is great, however, enrolment/employment of new educators into the industry may be hampered due to many having completed a certificate III prior and not being eligible for funding (within Victoria - not sure about other states). This could be a real issue for employers and the industry as a whole. Do we need the entry requirements to provide an option that allows learners to enter and complete Diploma with embedding of Cert III units? Ie: Entry is open to individuals who: Hold a CHC30119 or include completion of the CHC30119 units into the qualification. - must it say 'CHC30119 or equivalent' when there isn't an equivalent? "

Debbie Conway 19.12.2018 11.34AM

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1 Reply

"All Cert 3’s should be eligible to upgrade to Diploma. Placing artificial barriers around equivalency is ridiculous. The job role hasn’t changed - a change of wording does not equate to ‘non-equivalence’. This debate has arisen because of of poorly thought out requirements by SkIlls IQ. "

Karen Kearns 14.02.2019 05.16PM

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Entry Requirements (hours?)

"Great to see the Cert III or work experience as a prereq, but I agree that this needs to be more specific. Many workers in early childhood are technically "permanent part-time" but work 37.5 hours a week and wouldn't be eligible under this requirement. Perhaps a minimum number of hours working in children's services? 500+?"

Charlotte Ryland 17.12.2018 05.16PM

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2 Replies

"Agreed. "

Jillian Banks 31.01.2019 12.28AM

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"I agree with total hours - it needs to be accessible to part time educators that may only work 2 - 3 days per week."

Renee Rainey 11.02.2019 01.13PM

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280 hours of work in a children's service.

"Do the hours of workplace assessment or 12 months service in a regulated ECEC ( entry requirements) prior to enrolling in the Diploma contribute to or can be evidence of the 280 hours of work in children's service? If so, and these are already mandatory entry requirements, the statement seems redundant."

tony woolrich 17.12.2018 12.05PM

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Entry requirements

"Further information needs to be added around the 'working for one year' requirements which would then gain direct entry in to the Diploma. An Educator working for 1 year does not necessarily have all of the knowledge and skills that are developed through the Certificate III. This area needs closer review and guidelines! Great to see the Cert 3 as an entry requirement- this is going to make a positive impact! "

Ashleigh Smith 14.12.2018 12.36PM

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Entry Requirements

"It is not clear in regards to the individual having to work a year. What does this mean? Does it mean that the individual can immediately enter the Diploma? Applied knowledge does not clearly stipulate that the individual has demonstrated these skills. This needs to be much tighter and clearer. Could be open to misinterpretation!"

Christianne McGibbon 13.12.2018 10.57AM

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Entry Requirements

"I notice that the entry requirements for the new Diploma CHC50119 is the new Certificate III. Is the old Certificate III likely to be accepted as well or do students need to fulfill GAP Assessments to map over to the new Cert III first?"

Kerrie O'Neill 09.12.2018 03.51PM

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Out of School Hours Care

"Shouldn't the qualification description include Out of School Hours care as this is an accepted qualification in Victoria?"

Kerrie O'Neill 09.12.2018 03.48PM

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Entry requirements

"This is essential to have Certificate 3 first - the previous option didn't give learners sufficient experience in my experience."

Lynda Campbell 05.12.2018 07.36PM

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1 Reply

"Yes agree"

Maree Werda 21.02.2019 04.06PM

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CHC50119

"Given the CHC30113 is not equivalent qualification to CHC30119 nor is there an equivalent qualification...I am confused by the entry requirements … Currently, an Educator cannot be employed in a centre for longer than 3 months without enrolling into either a certificate or Diploma "

Dianne Payne 05.12.2018 09.19AM

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"Great to see the Cert. III as a pre-requisite to the Diploma again!"

christine tulleau 04.12.2018 04.32PM

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4 Replies

"Totally agree Christine"

Dianne Payne 05.12.2018 09.20AM

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""Students who have recently completed their Diploma in ECEC -CHC50113 and Cert III in ECEC (CHC30113) - Do you think their qualifications will be recognised by the Regulator Authority. If so for how many years? I really appreciate that Cert III as a pre-requisite to the Diploma."

ANURADHA BADRI 05.12.2018 02.27PM

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"Glad to hear that the Cert III is a pre-req for the diploma. They should never have been combined qualifications."

Christianne McGibbon 13.12.2018 11.20AM

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"I agrees as the Cert III I believe provides the foundation for the Diploma."

Maree Werda 21.02.2019 04.05PM

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Packaging rules

PACKAGING RULES

 

 

 

 

 

 

 

 

Total number of units = 15

  • 12 core units
  • 3 elective units, consisting of:
    • 2 units from the list below
    • 1 unit may be selected from the list below, elsewhere in the CHC Training Package, or any other current Training Packages or accredited course.

 

To achieve this qualification, the individual must have completed a total of least 280 hours of work in a children’s service, of which 240 hours must be in a regulated education and care service in Australia as detailed in the Assessment Requirements of the units of competency. The total number of hours may be applied across all the units of competency that include the requirement for workplace hours.

 

The selection of electives chosen must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

8 Comments

Hours Clarification

"Could the 40 hour outside of a Regulated ECEC specify "other licenced early years children and family service, e.g Family and parent centre, licenced creche"

Anne Parker 30.01.2019 05.45PM

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hours

"Need description or proforma written around where the additional 40 hours can be performed to ensure it is line of the units and the qualification otherwise there is no point to it "

Jessica Gwynne 16.01.2019 12.38PM

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280 hours

"Given the Cert III is an entry requirement, consider the statement to include "above and beyond" hours completed as part of entry requirements. i.e post enrolment sufficiency and authenticity evidence."

tony woolrich 17.12.2018 12.09PM

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list of core units

"There needs to be a clear and overt focus on Aboriginal and Torres Strait Islanders children, families and communities, CHCECE054 is in Certificate 3 why is it not obvious in the Diploma?"

Sara Griffiths 14.12.2018 01.15PM

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Hours Requirements

"More information needs to be given about the 40 hours that can be completed outside of a registered ECEC service. The skills and knowledge required for being employed and working as an Educator are best practiced and developed in the ECEC environment! "

Ashleigh Smith 14.12.2018 12.40PM

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CHC50119

"What constitutes a children's service; outside of a regulated education and care service ? To achieve this qualification, the individual must have completed a total of least 280 hours of work in a children’s service, of which 240 hours must be in a regulated education and care service in Australia as detailed in the Assessment Requirements of the units of competency. "

Dianne Payne 05.12.2018 09.29AM

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2 Replies

"This will be extremely difficult for most remote services, especially in Indigenous services. Unless a comprehensive and funded ongoing mentor service is provided this will mean that remote services remain out of the frame for generating and building local capacity."

Sara Griffiths 31.01.2019 12.59PM

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"Similarly in remote and regional where the lecturer is often their only mentor."

Anne Parker 31.01.2019 02.05PM

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Core units

CORE UNITS

 

 

 

 

 

 

 

 

 

Core Units

BSBLDR502

Lead and manage effective workplace relationships

CHCECE041

Maintain a safe and healthy environment for children

CHCECE042

Foster holistic early childhood learning, development and wellbeing

CHCECE043

Nurture creativity in children

CHCECE044

Facilitate compliance in an education and care service

CHCECE045

Foster positive and respectful interactions and behaviour in children

CHCECE046

Implement strategies for the inclusion of all children

CHCECE047

Analyse information to inform learning

CHCECE048

Plan and implement children’s education and care curriculum

CHCECE049

Embed sustainable practices in service operations

CHCECE050

Work in partnership with children’s families

CHCPRP003

Reflect on and improve own professional practice

 

26 Comments

Core units

"I question whether the new unit CHCECE041_Maintain a safe and healthy environment for children Draft 2 has been overly streamlined and lacks crucial detail. Please see my specific comments for CHCECE041. Neither CHCMGT003 Lead the work team or BSBLDR502 Lead and manage effective workplace relationships unit is available for comments on the SKILLSIQ website so feedback cannot be provided. "

Lorraine Walker 22.02.2019 04.15PM

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First Aid

"Shouldn't the first aid unit be a core in the Diploma as well? If you have someone enrolling with just the 'one year full time employment experience' they may not have their first aid certificate and therefore become qualified without it. Surely this is posing a risk?!"

Kat Jellema 15.02.2019 07.23PM

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1 Reply

"Agreed, especially if they enrol direct to Diploma"

Nancy Pavlovic 05.03.2019 12.22PM

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CHCPRP003

"I would suggest making this a core unit in the certificate III as currently it is an elective in the Cert 3 and a core in Diploma. It may be easier to just make it a core in Cert 3, to reduce confusion in students who may ask for credit transfers. "

Nicole Kilner 12.02.2019 12.21PM

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6 Replies

"Nicole, I am not sure why this would be confusing. If it is provided as an elective and the student has completed it then its a credit transfer. I am really getting confused as to why RTO's are unwilling to be flexible enough to provide a CT. Surely the delivery should allow for this and give learners credit where its due? I would think that the reason to make it a core in cert III should be around whether the unit is the right level and expectation for the qualification."

Debbie Conway 12.02.2019 12.52PM

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"Agree with you Debbie - RTOs should be flexible with there training plan and apply the credit transfer if the student request the credit transfer. it doesn't matter if it is a core or an elective the credit transfer should be applied "

Jessica Gwynne 12.02.2019 12.59PM

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"The reason I write this as I am currently at the SkillsIQ workshop in sydney and have asked this question. The answer could not be given about applying credit transfers based on it being taught and assessed at a cert3 level and then if enrolling into the diploma, it would need to be done again to meet the level of a diploma. So this is the confusion I have as I would assume a credit transfer could be applied, but then wonder why if it’s an entry requirement of the diploma to have cert 3, why would you then use the same units to credit transfer to a Diploma "

Nicole Kilner 12.02.2019 01.11PM

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"Hi Nicole units can be pulled into any qualification level as long as the rules allow - you are not assessing each differently you are assessing the same unit to the units level not the qualification level it sits within - you wouldn't write two different versions of this unit - you would use the same unit content no matter the qualification level - it is a direct credit transfer "

Jessica Gwynne 12.02.2019 01.19PM

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":) Jessica Gwynne"

Debbie Conway 12.02.2019 01.41PM

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"I 100% agree with the both of you, I am just writing this, as I have been given contradictory information from SkillsIQ. So I thought it would be best to add here for when the next draft is written. 😊 Thankyou for the comments, I appreciate the thoughts and ideas "

Nicole Kilner 12.02.2019 02.34PM

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Health

"There does not seem to be any teaching of child health such as Autism, ADHD, Down Syndrome, Cerebral Palsy etc. We talk about inclusion but where is the in-depth knowledge of the conditions that we should be inclusive towards. Shouldn't Diploma educators know what lies behind these conditions and how it affects the child/family and educators. How can we practice inclusion if we don't know about what we're including."

Jillian Banks 31.01.2019 01.44AM

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4 Replies

"Jillian, I think we have to have some boundaries. If we include everything we can think of we have a career rather than a qualification. While in depth knowledge might be great, some skills and knowledge need to be developed as a professional, so I think we really need to engage students in learning so they go into the industry thirsty for knowledge and development of skills. Also, we run into issues, that we can't set students up to have these experiences that make sense. "

Debbie Conway 31.01.2019 08.17AM

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"True, I just struggle with how much information about child development, health, theorists, child psychology etc that I remember and still utilise from my qualifications nearly 30 years ago compared to what students are learning now. I think that some of the different expectations comes from the fact that I view a newly qualified Dip as still requiring training as a qualified staff member rather than industry which seems to want them to step up into a room leader/management position immediately. Therefore the focus seems to have shifted to teaching a little bit of everything within the one qual. "

Jillian Banks 31.01.2019 01.28PM

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"Jillian I agree on that. The qualifications keep increasing in complexity trying to meet those impossible expectations. Particularly if a student is class based and has only a placement as experience. We need to get real. The qualification needs to be at the right level for industry entry or industry needs to accept that a cert III is not enough. No one wants to pay, but everyone wants the outcomes."

Debbie Conway 31.01.2019 02.08PM

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"I agree and the standards also recognise this in their focus on management and mentoring new staff. the knowledge and skills for the job in hand are good but graduating with quest for new knowledge and understanding as ongoing is essential for both personal development and community growth. By exploring different theoretical perspectives students should be able to develop their philosophy and passions and hopefully have the opportunity to select an employer who values their perspectives and skills."

Anne Parker 31.01.2019 02.22PM

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Child development

"I don't think that there is enough overt focus on the teaching of actual child development. It underpins all of the practices but is only touched upon briefly which means that it will only be taught briefly. I feel that we gloss over important fundamentals so that we can include other things. For example if a student doesn't understand why a toddler behaves in an egocentric fashion he/she will not be as effective in understanding their behaviour. Or if a student doesn't know the stages of play or how oral language develops then how can they plan and implement appropriate activities as required. "

Jillian Banks 31.01.2019 01.39AM

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1 Reply

"Absolutely agree Jillian. The focus should be on refinement of pedagogical skills and knowledge rather than management units."

Karen Kearns 14.02.2019 05.04PM

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CHCPRP003 as Core unit

"Glad to see the unit CHCPRP003 is now chosen to be a Core unit instead of an Elective. As educators are constantly required to improve on their practices and as per the VEYLDF Framework on ‘Partnership with Professionals” is only possible if students are given an opportunity to learn and understand that self-reflection on their practices, knowledge and skills are pivotal to their role as educators for high quality practices and care rendered to children and families. "

Maryann James 28.12.2018 03.44PM

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CHCECE043

"Still not sure why creativity needs a separate unit? Creativity is part of Cognitive development, which should be in CHCECE042 as this units covers (or should cover) all domains of development. "

christine tulleau 05.12.2018 12.54PM

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5 Replies

"That unit is already so huge we do not need more here and by having its own unit we can focus on extending staff and thereby children's experiences."

Janis Green 12.12.2018 12.10PM

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"I agree. The subject is important enough that it needs its own unit so students can deep dive. "

Charlotte Ryland 17.12.2018 05.20PM

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"I agree Christine creativity idoes not need to be a separate unit - rather it should be embedded in play, learning & development."

Karen Kearns 23.01.2019 05.46PM

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"I agree with you Karen and think it should be embedded in play, learning and development."

Debbie Conway 24.01.2019 08.06AM

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"Having creativity as a separate unit enable students to delve deeper into the multiple ways of thinking and expressing creativity. Our services all had this at the top their list of requirements for new graduates along with generic work skills"

Anne Parker 31.01.2019 11.42AM

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Core units

"I am so pleased that you have made reflect and improve upon own professional practice a core unit as it lies at the heart of continuous improvement in our industry."

sharon clinch 05.12.2018 09.50AM

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1 Reply

"I agree"

Anne Parker 31.01.2019 11.42AM

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ELECTIVE UNITS

Elective Units

BSBINN502

Build and sustain an innovative work environment

BSBLED401

Develop teams and individuals

BSBLDR501

Develop and use emotional intelligence

BSBMGT517

Manage operational plan

BSBSUS501

Develop workplace policy and procedures for sustainability

CHCDIV003

Manage and promote diversity

CHCINM002

Meet community information needs

CHCMGT003

Lead the work team

CHCPOL002

Develop and implement policy

CHCPOL003

Research and apply evidence to practice

CHCSAC010

Foster holistic middle childhood learning, development and wellbeing

 

QUALIFICATION MAPPING INFORMATION

No equivalent qualification.

LINKS

Companion Volume Implementation Guide:

33 Comments

"I would like to see FNSACC513 - Manage budgets and forecasts added as an elective unit option. (Extraction of Unit description: This unit describes the skills and knowledge required to prepare, document, and manage budgets and forecasts. It encompasses forecasting estimates and monitoring budgeted outcomes.). "

Nancy Pavlovic 05.03.2019 12.30PM

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Elective units

"CHCECE051_Promote equity in access to the service, CHCECE052_Plan service and supports for children and CHCECE053_Respond to problems and complaints about the service are listed in the units of competency for comment but not in the list of elective units. Other listed elective units are not available for comment so feedback cannot be provided."

Lorraine Walker 22.02.2019 04.16PM

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Elective units

"It would be appropriate to add elective units with a focus on exploring and consolidating pedagogical pra rices and pedagogical leadership. There is also a need for a unit that develops professional supervision skills and facilitating learning in the workplace. "

Karen Kearns 11.02.2019 06.11PM

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'Management' units

"I really struggle with how many management style units are in the Diploma. It will be better now that the Cert III will be a pre-requisite as it means that Diploma students have prior experience and knowledge to build upon. I have seen so many educators go straight through a Cert III, straight into a Diploma then straight into a room leader position and in a few short years they are a Director. This is the reason I have been given for management units being included but surely this is not good practice and we shouldn't be encouraging it. Newly qualified Diplomas are not room leader material, they need time to consolidate, practice and build upon their knowledge, discover their own philosophies and develop and in-depth knowledge of child-care before moving onto management of staff. Leading staff and a service is a separate skill and one which I would like to see as a stand alone add-on to the Diploma after a certain number of years experience has been achieved."

Jillian Banks 31.01.2019 01.52AM

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6 Replies

"I agree that a Cert 3 should be a prerequisite for the diploma. The diploma needs to include developing the positive and productive culture of services to mentor and support newly qualified staff as they build on their experience and skills. Mentoring cultures need to be developed in services and included in the diploma."

Sara Griffiths 31.01.2019 01.07PM

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"Absolutely agree Jillian. The Diploma should focus on pedagogy not mane ent. There is a Diploma of leadership And management that can be completed down the track."

Karen Kearns 31.01.2019 03.47PM

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"Agreed Jillian and Karen"

Debbie Conway 31.01.2019 03.59PM

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"Absolutely agree with Jillian and Karen 50 % of staff in a service will have a Diploma why do they all need to be able to manage let’s build staff as skilled early childhood educators in this Diploma and then and give them a Leadership Diploma"

Janis Green 01.02.2019 04.06PM

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"They might as well pathway into a bachelor degree! From the diploma! rather than 2 diploma's."

Sara Griffiths 01.02.2019 05.09PM

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"Agree recently talking to Industry about which electives they would prefer they have concurred too many Mng style units Lead the Work Team only unit they chose as suitable for Group Leader role"

Deb Rowe 22.02.2019 03.09PM

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Emotional Intelligence

"BSBLDR501 has been superseded by BSBLDR511 - Develop and use emotional intelligence. As the Diploma will be a new qualification, I suggest ensuring all electives that are listed are all current. "

Nicole Kilner 22.01.2019 08.14AM

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1 Reply

"Agreed Nicole, I noticed that as well."

Nancy Pavlovic 05.03.2019 12.32PM

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Direct observation

"In many of the units, the assessment conditions refer to Direct Observation needing to occurr for certain tasks to be assessed. This is quite a difference from the first draft where other forms of evidence could be used. There was support for these other forms of evidence (except where it was asked for videos to be taken of children's toileting and nappy changing occasions which is not appropriate). Why was this changed? It is not always possible to observe every student visually to do these tasks in a workplace by an assessor due to various reasons- therefore there needs to be alternate methods allowable. Direct Observation need to be replaced with Direct Evidence. "Direct evidence is evidence that can be observed or witnessed by the assessor. This could include observation in the workplace, oral questioning, demonstration, challenge test." This quote is from ASQA's Fact Sheet - Using other parties to collect assessment evidence, dated 12 May 2016."

Nicola Johnston 17.01.2019 10.25AM

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13 Replies

"From memory this may be because some RTOs were using Third Party Reports to get around visiting and observing students first hand. "

Jillian Banks 31.01.2019 12.34AM

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"agreed Jillian"

Debbie Conway 31.01.2019 08.12AM

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"So is it being replaced by direct evidence and what are the protocols to ensure integrity?"

Sara Griffiths 31.01.2019 01.15PM

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"HI Sara, we would have to see what the next draft or final copy says to know whether they will replace it with Direct evidence rather than Direct observation. And if they do, ASQA clearly set out in their hand out that I have quoted above, specifically what direct evidence rules are to ensure it meets the rules of evidence and keeps integrity."

Nicola Johnston 21.02.2019 11.51AM

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"Good point Nicola! I totally agree - there needs to be alternative ways to gather evidence for students who are unable to be directly observed by assessors."

Joanne Dejun 26.02.2019 01.42PM

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"Nicola and Joanne, I think some PE's need to be direct observation. This means that students will actually be observed working with children rather than being great at simulating and demonstrating and being questioned and completing comprehension tests. This actual measurement of how well students work with children - and other educators - is really important. RTO's need to think about their delivery/assessment if they are not able to observe students directly when the PE is about the holistic relationship they have with a child during the PE they are demonstrating, rather than just being able to complete a 'task'. for example, changing a nappy isn't just about knowing how to do this, the student needs to manage a range of challenges, interact and support the needs of the child. As experienced assessors we know that some students who struggle with academic aspects can be the most amazing at work, as can be the other way around. I am a firm believer that role plays and simulations don't show true abilities. I also believe that if third party reports are used as a sole evidence then students will be assessed according to the standards and experiences of one service, rather than an assessor who is a specialist with a wider experience and who is aware of all criteria."

Debbie Conway 26.02.2019 02.05PM

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"I agree there should never be a final assessment completed without an assessor observing the relationships and that third party evidence is supplementary to validate that the quality of work the assessor saw on visit (s) has been ongoing."

Anne Parker 26.02.2019 02.28PM

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"Sorry Deb I have to disagree. While observing the student directly for many tasks through out the course would be highly desirable, it just isn't possible for all students. There are remote students to consider as well as online studying students who choose particular study methods because that is the only choice that suits them. We can not disadvantage students because of this or even the chance that they may not have the opportunity presented when an assessor does visit. We also can not discredit the amount of expertise that our actual educators have who are already qualified in the field. There is a specific policy developed by ASQA for this very reason. It states what direct evidence is as well as its very tight restrictions (for example a simple third party report IS NOT counted as direct evidence, it is only supplementary). Therefore this policy should be considered and used to allow the flexibility needed not to disadvantage students. Our industry is always in need of qualified educators and so we can not make it difficult for particular students to study. RTO's using third part reports as their only evidence is a whole other issue aside from this and is a matter for ASQA to manage hence the audits they conduct."

Nicola Johnston 26.02.2019 02.34PM

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"I agree here, Nicola. All students need to be given the same opportunities - remote students should not be disadvantaged. I also agree with your supplementary evidence comment - third party reports are not direct evidence."

Angela Ryan 26.02.2019 02.55PM

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"Hi Nicola, I am compassionate toward the issue of remote students and their challenges, but think that maybe we need to be arguing for better funding or more flexible training and assessment than that we should alter the clarification of quality performance. There has been lots of 'bagging' of online courses and I argue that just because someone receives their training through an online method (or whatever method) doesn't stop them from having quality experiences or becoming great educators. Online should not mean trainerless or assessorless and class based face to face is not always best or great, although this seems to be how it is viewed by so many of our colleagues. ASQA does need to manage those matters - we agree there:) Our industry supports a vast and complicated range of students, philosophies and opportunities and it is impossible to entertain them all or even try to tie these all down. We can however try out best to help give students the confidence to get out there and start (or continue) their careers, and this means having experiences. So if we can make that happen, we need to think about why an assessor can't get to see these people while they get this experience. There are so many impacting complications to this package. It needs to be deliverable, but also needs to have what we want for the industry at core - which in turn is this countries future. How do we fix the surrounding issues? It often comes down to dollars and who is prepared to put people above profit. Thanks for the debate Nicola!"

Debbie Conway 26.02.2019 02.59PM

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"Maybe across the qualification there should be a minimum number of hours where the client is directly observed and as a group of concerned RTO's we should advocate at government level for funding to adequately service these areas-similar to the RPL scheme from years ago, I think this is a bigger issue that the review of the package"

Anne Parker 26.02.2019 05.15PM

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"Anne I feel this is more appropriate. Government/funding bodies/ASQA recognised that education and care training is a high need and that (some) RTO's were providing training that is less than satisfactory (hence the Strategic review). Rather than altering the whole qualification to meet remote student needs, we should focus on what we want in the qualification then push to have this be supported and accessible to remote students."

Debbie Conway 27.02.2019 08.15AM

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"I totally agree Debbie. Students need to experience real life skills. "

Kim O'Halloran 18.03.2019 12.07PM

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BSBLDR501

"As much of the ECEC profession in Australia still struggles with children's behaviour & how to change/promote it - this unit could prove useful for all educators. Preparing children for the future rather than the past :)"

christine tulleau 14.12.2018 01.03PM

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2 Replies

"It would be useful for a "subject expert/ outside specialist"to give an opinion on the knowledge evidence in this unit as well as on inclusion. Relationships are the key to positive behaviour."

Sue Dahlenburg 26.02.2019 01.31PM

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"The unit has been superseded, so if it is to stay, please update to correct unit code and requirements."

Nancy Pavlovic 05.03.2019 12.33PM

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Unit CHCECE053

"Why isn't this on the list of suggested electives?"

Lynda Campbell 05.12.2018 07.45PM

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Elective BSBLDR501

"This unit has been superseded and replaced with BSBLDR511. Which version should be used?"

Jenni Welch 04.12.2018 08.41AM

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2 Replies

"Good pick up one would assume it should be replaced with the current unit"

Michael Stanley 04.12.2018 12.20PM

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"Hi Jenni, This will be updated and the most current unit will be used when the qualification is submitted. SkillsIQ"

Melinda Brown 05.12.2018 11.53AM

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