Early Childhood Education and Care - Draft 2 Validation

CHCECE044_Facilitate compliance in an education and care service Draft 2

Please scroll down to review the various sections of this document. You can leave a comment by clicking on .
You can choose to be notified when someone else comments by clicking on
You can unsubscribe from notifications by clicking on

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 children’s education and care services. 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/New Zealand standards and industry codes of practice.

PREREQUISTE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

1 Comments

Not all Diploma Staff are Centre Managers

"Number of changes needed, to reflect that not all Diploma level staff are Centre Managers. Staff member at this level do NOT “determine”, they “identify” They do not facilitate a QIP – the QIP is a collaborative process, that is built upon not created. Staff should never create a QIP they investigate the process and reflect on what has happened and make suggestions for the future. Once again not all Diploma staff are managers, so they DO NOT provide instructions to staff, maybe the small team in a room. Like the assessment over two (2) quality areas one is not enough. "

Jan Green 29.04.2019 10.09AM

Reply

You need to login to post a reply. or Register

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.
    1. Analyse the National Quality Framework (NQF) and the relevance of the various components to the service.
    2. Identify sources of advice and seek assistance from those sources if clarification is required on interpretation of any aspect of the framework.
    3. Support staff understanding of the NQF and other legislation and regulations relevant to the service through clear and consistent provision of information.
    4. 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 NQF.
    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.

 

 

 

    1. Use the information gathered in the self-assessment process to inform the development of the quality improvement plan.
    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 improvement plan.
    4. Clearly and concisely record all of the required information in the plan.
    5. Plan collaboration with stakeholders on a regular basis to review the quality improvement plan.
  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.

9 Comments

PC 1.3

"'Support staff understanding of the NQF and other legislation and regulations relevant to the service through clear and consistent provision of information.' Surely they would be required to demonstrate application of 'the NQF and other legislation and regulations relevant to the service.'"

Nancy Pavlovic 08.04.2019 09.43AM

Reply

You need to login to post a reply. or Register

Facilitate a QIP

"It would be more realistic that they 'participate in a review of a QIP' or Participate in the conduct of a QIP assessment / review'"

Nancy Pavlovic 08.04.2019 09.37AM

Reply

You need to login to post a reply. or Register

Performance criteria 2 and 3

"Change the word determine to identify at this level"

Sue Dahlenburg 28.02.2019 09.18AM

Reply

You need to login to post a reply. or Register

Elements and performance criteria

"Generally, minor changes from Draft 1 are an improvement. However, 2.3 should read ‘Record the information collected during the self-assessment process against the standards and elements in the NQS’. "

Lorraine Walker 22.02.2019 04.22PM

Reply

You need to login to post a reply. or Register

Inappropriate wording

"Students are not in a position to facilitate a QIP. This unit contradicts the underlying principles of the NQF. The QIP is designed as a collaborative process with all stakeholders. It is ridiculous to expect students to undertake this assessment. Why can’t students be asked to investigate the QIP process ? Surely the LO is that they know and understand the QIP process. Students should not be asked to provide instructions to staff! This who,e unit needs a massive rethink"

Karen Kearns 31.01.2019 04.19PM

Reply

You need to login to post a reply. or Register

3 Replies

"totally with you Karen"

Debbie Conway 31.01.2019 04.22PM

Reply

You need to login to post a reply. or Register

"I agree Karen, which is why in the assessment conditions below I asked that this be able to be assessed in a simulated setting - allowing for more examples to be presented to students and for students to be able to critically analyse the scenarios. This is a theoretical unit largely not involving interaction with children per se so by alowing scenarios and simulation the student is able to be critical (which is what we want them to be as graduates). Hard to do this on placement "

Sue Wyatt 23.04.2019 03.50PM

Reply

You need to login to post a reply. or Register

"I agree Karen, not appropriate for students to be undertaking a QIP. Investigate the QIP process and gaining an understanding of this should be the focus here"

Susan Downey 30.04.2019 02.00PM

Reply

You need to login to post a reply. or Register

CHCECE044 PC2.3

"Should this be 'against the standards and elements in the NQS' instead of NQF?"

Debbie Conway 22.12.2018 10.22AM

Reply

You need to login to post a reply. or Register

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:

  •  

Writing skills to:

  •  

Oral communication skills to:

  •  

Numeracy skills to:

  •  

Learning skills to:

  •  

Problem-solving skills to:

  •  

Initiative and enterprise skills to:

  •  

Teamwork skills to:

  •  

Planning and organising skills to:

  •  

Self-management skills to:

  •  

Technology skills to:

  • access information using digital media.

UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

1 Comments

"Reading, Writing & Oral communication skills are reflected in the Elements & PC"

Nancy Pavlovic 04.03.2019 12.10PM

Reply

You need to login to post a reply. or Register

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.

2 Comments

Refer former CHCECE019 - CHCECE044

"Where it stated in Performance evidence: There must be demonstrated evidence that the candidate has completed the following tasks at least once: checked and maintained compliance in an education and care service, including: interpreting and applying the requirements outlined in the National Quality Framework in at least one education and care service facilitating a self-assessment process in at least one education and care service developed at least one quality improvement plan, including: documenting and checking information for accuracy and completeness consulting with at least one other educator or service coordinator to review the plan There appears to be little consultation referenced in the performance evidence. And the frequency as a guide has diluted the clarity of the evidence. The intent and expectation was clearer"

Nancy Pavlovic 08.04.2019 09.54AM

Reply

You need to login to post a reply. or Register

Performance evidence

"Draft 1’s version is preferable – • facilitate self-assessment of at least one quality area in at least one education and care service • develop and document at least one quality improvement plan related to one quality area in collaboration with others "

Lorraine Walker 22.02.2019 04.23PM

Reply

You need to login to post a reply. or Register

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:
  • 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 in service delivery areas.

4 Comments

Educator recruitment, employment ratios

"It seems remiss that there is no reference to recruitment, employment and ratios of staff linked to compliance and regulatory components. "

Nancy Pavlovic 08.04.2019 09.57AM

Reply

You need to login to post a reply. or Register

other legislation, standards and regulations relevant to the context of the quality area

"It states "other legislation, standards and regulations relevant to the context of the quality area" - Should this state "other legislation, standards and regulations relevant to the context of each of the quality areas in the national quality standard". I also believe further clarity around 'standards' in this area is needed. As many times this relates to the national quality standards, but this is what the question is all about in my opinion. "

Nicole Kilner 07.04.2019 03.06PM

Reply

You need to login to post a reply. or Register

Relevant approved learning frameworks

"This doesn't seemed to have been finished. What particular knowledge around the approved learning frameworks is needed for this unit of competency?"

Nicole Kilner 07.04.2019 03.01PM

Reply

You need to login to post a reply. or Register

Knowledge evidence

"Improved wording from Draft 1."

Lorraine Walker 22.02.2019 04.23PM

Reply

You need to login to post a reply. or Register

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 for Early Childhood Education and Care:
    • National Law
    • National Regulations
    • National Quality Standard
    • the relevant approved learning framework
  • children and educators in a regulated education and care service
  • families / carers of the above children.

 

 

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

LINKS

 

7 Comments

simulated environment

"Due to the parameters of what a student is allowed to do on placement I believe this unit would be better assessed in a simulated setting - where critical reflection could occur. I also believe this would Illicit better analysis as it is really difficult as a student to do this in a placement service given the restrictions on them and the level of their course. By allowing the student to undertake this unit with a scenario and simulated experience they can be more critical as it would allow for more examples tobe presented to the student alwong them to give a broader and more analytical response ultimately better aiding the students learning and ability. "

Sue Wyatt 23.04.2019 03.42PM

Reply

You need to login to post a reply. or Register

5 Replies

"I feel It is possible to negotiate with a service for students to facilitate assessment of 3 standards, discussions, meetings etc. They can develop plans in collaboration, source ideas or training options if required. They can develop strategies for the service in collaboration with the Director/manager. A Diploma level qualification is a management level qualification, the students need extending not just at a knowledge level but at a management skills level too-the best place for this is the workplace where there are a variety of different people, qualifications, ideas etc. This unit brings together all their learning through from Cert III and can occur over their final year of study which gives adequate time for research and meetings. It gives a better understanding of the many contending issues involved in compiling a QIP"

Anne Parker 29.04.2019 04.15PM

Reply

You need to login to post a reply. or Register

"Anne I think the issue here is time - to undertake an assessment of 3 standards is a big ask for students. To reflect current best practice they would need to consult with employer/employees/parents/chn. This must be completed alongside all of the other workplace assessment tasks. I don't believe it is necessary to undertake this type of assessment as in reality the task is undertake as a team effort. Why not simply research how the service engages in a continuous review process/QIP. Again when employed new graduates will work alongside other to complete this process. The expectation that students will "facilitate" compliance is absurd. "

Karen Kearns 29.04.2019 04.35PM

Reply

You need to login to post a reply. or Register

"Students could work alongside the service on their "current" area of improvement and have discussions then formulate a plan that could be shared with the service. - Some services are very keen for a new view with a fresh set of eyes, others are not open to student ideas. "

Lisa Langdon 30.04.2019 01.35PM

Reply

You need to login to post a reply. or Register

"I agree with all the comments made on this unit. Time limitations and restrictions on what a student is allowed to do on placement justifies the necessity for simulated assessment however there is a need for conversations with educators and critical reflection"

Susan Downey 30.04.2019 02.07PM

Reply

You need to login to post a reply. or Register

"I like this idea Lisa - I think it could work well and provide the student with authentic consultation opportunities."

Karen Kearns 30.04.2019 04.56PM

Reply

You need to login to post a reply. or Register

Duty of Care

"I think it is remiss that this unit has not included Duty of care in relation to compliance "

Nancy Pavlovic 08.04.2019 10.01AM

Reply

You need to login to post a reply. or Register