Early Childhood Education and Care - Draft 2 Validation

CHCECE051_Promote equity in access to the service Draft 2

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Unit application and prerequisites




Promote equity in access to the service


This unit describes the performance outcomes, skills and knowledge required to actively promote a service and engage and enhance participation of underrepresented or equity groups.


This unit applies to educators working at a leadership level. Work is undertaken collaboratively according to the philosophy of the service.


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.




Early Childhood Education and Care


Children’s Education and Care


Could be an elective for Diploma CHC50119

"With minor changes this unit could be a good addition to the elective list and add more early childhood electives to the current group. To start with who are the “underrepresented” are we talking about children with disabilities, cultural differences, then say it.Change “implement” to suggest options, make it a study into what could happen then a Diploma staff member could do this. They can develop and document strategies but cannot implement- Diploma level staff in general DO NOT have the authority to do this. This would be done by owners, centre managers and approved providers. They cannot review outcomes but could reflect on strategies and suggest outcomes. Staff at this level need this unit for their understanding to support all families – KE is good list "

Jan Green 29.04.2019 09.38AM

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Lorraine Walker 22.02.2019 04.13PM

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Elements and performance criteria



Elements describe the essential outcomes

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

  1. Identify local community demographics.


    1. Analyse attendance patterns to identify groups of children from the local community who are underrepresented in using the service.
    2. Develop strategies to better engage with underrepresented groups existing within the local community.
    3. Set ratio targets for increased use of service by local underrepresented groups and collaborate with all relevant parties to monitor progress.
  1. Develop strategies to enhance participation.



    1. Research and identify potential barriers to use of the service and the characteristics and preferences of potential users.
    2. Identify, develop and document strategies that will facilitate engagement with underrepresented client groups.
    3. Research funding program and service eligibility criteria and determine their impact on strategies developed
    4. Obtain and interpret information on groups that must be given priority access according to service policies.
    5. Critically evaluate service practices and policies against access and equity principles and recommend required changes and improvements.
  1. Implement strategies.
    1. Implement strategies in collaboration with all relevant parties.
    2. Promote services to client groups by developing and providing information in ways suited to specific audience needs.
    3. Integrate clear information about eligibility criteria and their rationale in communications.
    4. Establish feedback processes that enable people to provide information about their experiences in accessing the service.
    5. Gather applicant data and assess applications for the service based on strategies and associated criteria
    6. Communicate decisions providing rationale, and clearly explain waiting list procedures.
    7. Refer and support applicants to access other services according to their needs.
  1. Review outcomes.
    1. Monitor and evaluate strategies to enhance participation of underrepresented groups.
    2. Accurately calculate the achievement of targets based on service data.
    3. Collaborate with relevant parties to identify and implement improvements.


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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.



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:

  • research potential access barriers and document strategies for improving access using digital media.


No equivalent unit.




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Performance evidence


Assessment Requirements for CHCECE051 Promote equity in access to the service.


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

  • develop and document strategies to enhance participation for one underrepresented group in the local community.


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Knowledge evidence


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

  • current social and political context of early childhood education and care and research about disengaged families
  • social justice philosophy and principles
  • United Nations Convention on the Rights of the Child:
    • its purpose
    • the articles relevant to children’s education and care
  • Principles of the Equal Opportunity Act 2010 or its successor
  • consumer perspectives on service provision and access to services
  • hard to reach populations
    • barriers to engagement
    • techniques for engaging
  • types of barriers to accessing and maintaining engagement with a service and how to address these:
    • service barriers
    • family barriers
    • relational and interpersonal barriers
  • importance of equity and diversity in early childhood learning, development and teaching
    • contemporary practice models
    • processes for evaluation of current practice against access and equity principles
  • how information can be developed, adapted and communicated to meet the needs of different audiences and community groups, including key considerations in relation to:
    • type of media used
    • use of language and imagery
    • distribution mechanisms
  • legal and ethical consideration relevant to promoting access and equity and how these are applied in early childhood education and care:
    • complaints and appeals
    • disability
    • discrimination
    • equal opportunity
  • potential users of the service considering:
    • cultural background
    • social circumstances
    • range of abilities and disabilities
    • rural and remote users
  • eligibility criteria that impact access:
    • funding program guidelines
    • service guidelines
    • circumstances which lead to a child and family being eligible and having priority for service
    • circumstances that might exclude a person from service
  • other services available within the local community and the eligibility criteria of these
  • service standards, policies and procedures for inclusion.


Quicker waivers for replacement Early Childhood Teachers

"• Waivers currently available for child care centres in rural and remote areas having difficulty accessing qualified ECEC staff should be made easier to obtain, so that primary school teachers can educate the preschoolers instead of early childhood teachers, to prevent closure of kindergarten/preschool facilities."

Jane Morton 28.03.2019 05.09PM

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Ability to provide shared care on rural and remote properties

"• If there are more than one family’s children on a large property in a remote area requiring child care, only one In Home Care educator should be required where there is less than the maximum number of children to be cared for, to save doubling up on wages and keep. "

Jane Morton 28.03.2019 05.07PM

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Assessment conditions


Skills must be demonstrated in a workplace that provides services or support to children and families.


Assessment must ensure access to:

  • information technology for research
  • internet
  • service standards, policies and procedures for inclusion.


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




Communication difficulties in rural and remote areas

"• It is essential that tutors with students studying for Cert III ECEC in rural and remote areas are aware that internet/communication problems may be present caused by weather conditions/outages etc. thus hindering adequate progress in a prescribed time."

Jane Morton 28.03.2019 05.11PM

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