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Unit of competency details

CHCECE019 - Facilitate compliance in an education and care service (Release 2)

Summary

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes CHCIC501B - Manage children's services workplace practice to address regulations and quality assuranceThis version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. 30/Jun/2013

Release Status:
Current
Releases:
ReleaseRelease date
2 (this release) 06/Aug/2015
(View details for release 1) 01/Jul/2013


Training packages that include this unit

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 090503 Children’s Services  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 090503 Children’s Services  01/Nov/2013 
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Unit Of competency

Modification History

Release 

Comments 

Release 2

Updated:

  • assessor requirements statement
  • foundation skills lead in statement
  • licensing statement
  • modification history to reflect 2012 standards

Equivalent outcome.

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Significant changes to elements and performance criteria.

New evidence requirements for assessment, including volume and frequency requirements.

Application

This unit describes the skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance within an education and care service.

This unit applies to educators working in a range of education and care services.

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.

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Interpret the National Quality Framework

1.1 Analyse the components of the National Quality Framework (NQF) and their relevance to the service

1.2 Seek advice from a higher authority if clarification is required on interpretation of any aspect of the Framework

1.3 Confirm staff understanding of the NQF and other legislation and regulations relevant to the service

1.4 Clarify details and requirements of the assessment and rating process and share information with all staff in the service

2. Facilitate an organisation self- assessment

2.1 Determine ways to collect information from staff, children, families and the community to inform self- assessment on a regular ongoing basis

2.2 Share ideas with colleagues and involve them in the collection of information to inform the self-assessment

2.3 Record the information collected during the self-assessment process against the standards and elements in the NQF

2.4 Ensure the self-assessment is available at the service to inform discussion of the assessment and rating process

3. Facilitate the development of a quality improvement plan

3.1 Use the information gathered in the self-assessment process to inform the creation of the quality improvement plan

3.2 Collaborate with others to decide upon the strengths and the key improvements sought within the service

3.3 Work in collaboration with others to focus on how the key improvements sought will be reflected in the improvement plan

3.4 Record all of the required information in the plan

3.5 Plan to collaborate with others on a regular basis to review the quality improvement plan

4. Coordinate the service for a site visit

4.1 Inform all stakeholders that the service has been selected for assessment and rating and that the assessment and rating process has commenced

4.2 Schedule meetings with stakeholders and staff where appropriate

4.3 Check for accuracy and completion of all documentation required for examination

4.4 Ensure all staff understand what may be required of them during the assessment visit

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

  • Reading – in order to analyse and apply applicable legislative and regulatory requirements, including the National Quality Standards, relevant to the service.

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

 

Assessment requirements

Modification History

Release 

Comments 

Release 2

Updated:

  • assessor requirements statement
  • foundation skills lead in statement
  • licensing statement
  • modification history to reflect 2012 standards

Equivalent outcome.

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Significant changes to elements and performance criteria.

New evidence requirements for assessment, including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. 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
  • performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in at least one regulated education and care service.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

  • how to access:
  • the National Quality Framework
  • the National Quality Standards
  • the relevant approved learning framework
  • how to interpret the relevance of framework and standards documents in guiding work in this unit of competency
  • other legislation, standards and regulations relevant to the children’s services industry
  • processes for engaging stakeholders in the planning and consultation stages of quality assurance
  • support systems, including government and non-government consultants, resources and personnel
  • best-practice principles and emerging trends in service delivery area.

Assessment Conditions

Skills must be demonstrated in a regulated education and care service.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessment must ensure use of:

  • National Quality Framework for Early Childhood Education and Care
  • the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.education.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53