Education Support Draft 2 Validation

Project Summary

The Education Support Draft 2 Qualifications and Units of Competency are now available for public consultation. These Training Package Products have been updated based on feedback received during the Draft 1 consultation period from November 2017-March 2018, as well as throughout the current consultation period for the Draft 2 Early Childhood Education and Care and School Age Care material.

The Draft 2 Education Support qualifications and units of competency have been complex due to a number of  factors including 

  • Clarification of the job roles
  • The separation of the early childhood (ECE) units from the existing qualifications
  • Concerns expressed in relation to the structure and content of the Draft 1 Education Support (EDS) qualifications, and validated with data provided by a key stakeholder 

We encourage those people who are active in the Education Support sector to review the Draft 2 Material and provide comment and feedback to guide the final draft. 

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

Create a pdf of all documents in this project

Status - Open for Feedback

You will need to to provide feedback.
Need help? Visit our How To page for step by step instructions on how to leave feedback.

The national consultation process for Draft 2 material will be open until the 9th September 2019 and feedback can be provided on the SkillsIQ Online Feedback Forum.

Webinars

Please click here to access the PowerPoint presentation slides used in webinars conducted in August 2019 to provide information about the Education Support Draft 2 material. 

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

Attachments

Education Support Draft 2 Validation Guide August 19

Recent Comments

Jacqui Rumble 23.08.2019

"The terminology is problematic. Certainly, students can learn how to access and clarify policies and legislation around ATSI education but, there are definitely limitations to their accessing relevant personnel, particularly if their supervising teacher/school is not engaged with local Koori community and or networks. Having to ‘consult with’ ‘invite’ and ‘negotiate’ are unrealistic expectations for a training ESW. Feedback from students already indicates limited teacher confidence in and knowledge of ATSI education. The suggested volume of evidence is also unrealistic, especially if they need to be directly observed by their assessor."

Education Support Draft 2 Validation

CHCEDS050_ Support Aboriginal and or Torres Strait Islander education Draft 2 Aug 19

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Jacqui Rumble 23.08.2019

"It is difficult to fully evaluate this unit without access to possible changes in CHCDIV002. However, I believe either one will suffer without the prior learning gained from the unit “Work with Diverse People” which is no longer a proposed core unit. This provided the opportunity for students to build a solid base of understanding in cultural competency that meets needs of all learners that can also be applied to ATSI learners. In the new course proposal there is no capacity to do this and ignores the focus on inclusivity in schools. "

Education Support Draft 2 Validation

CHCEDS050_ Support Aboriginal and or Torres Strait Islander education Draft 2 Aug 19

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Bernadette McMullan 23.08.2019

"I understand that the new qualification CHC30219 itself will not be deemed equivalent to the existing qualification CHC30213. On a qualification level this makes sense. However for the individual units where the changes are only minor, relating to the clarity of wording, I would expect and hope that these new units are deemed equivalent to the existing ones. The concept of equivalence is significant factor which I believe must be taken into account. If similar units are not deemed equivalent then this creates extreme challenges for students moving from the current course to the new one. This is especially challenging for online students who do not attend face to face classes and study at their own pace. This also proposes challenges for lecturers who face severe scrutiny if they do not continuously upgrade to the new qualification. "

Education Support Draft 2 Validation

CHC30219 Certificate III in Education Support Draft 2 August 19

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Sarah Walker 22.08.2019

"I agree, Brigette. Provide feedback as opposed to provide suggestions is more fitting to the SLSO role."

Education Support Draft 2 Validation

CHCEDS057_Support students with additional needs in the classroom Draft 2 Aug 19

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Lucas Bendt 22.08.2019

"Again per my previous comment, Why limit to direct observations in classrooms?? Schools are now utilising software to deliver live session, I am aware of a School in Tasmania that has multiple campuses and delivers subjects via video conference. I see no reason why this cannot be implemented in the delivery of this Unit, Technology exists today that can be used so an assessor can view a Student studying this course through real time viewing. If we as teachers are encouraging school age students to utilise technology in schools, why are we limiting those that are going to be working with school aged children to the good old pen and paper. We need to adapt to what is relevant today."

Education Support Draft 2 Validation

CHCEDS047_Assist in facilitation of student learning Draft 2 Aug 19

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