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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
Australian education system and its sectors may include: | schools, including: primary and secondary public, private, independent, religious vocational training and education, including: VET in Schools technical colleges apprenticeships TAFE institutes private RTOs adult and community education universities and other higher education organisations |
Student pathways between different sectors may include: | school to university school to vocational training and education vocational training and education to higher education school to work work to vocational training and education work to higher education work combined with training and education apprenticeships to higher level qualifications in vocational training and education |
Types of programs and qualifications may include: | qualifications in the Australian Qualifications Framework Year 12 Certificates non-award programs professional qualifications (such as those for engineers, accountants, barristers) |
Educational support job roles may include: | administrative services disability support services information services financial services roles information technology services janitorial services library services science education support student support services technological services support teacher support |
Structure and functions of a specific organisation may include: | purpose and mission departments and sections, and their functions relevant titles and job roles campus names and locations lines of management ownership, decision making and governance |
Values of the organisation may include: | explicit values described in organisational documents implicit, undocumented organisational cultural values |
Legislative and regulatory compliance requirements may include legislation, regulations, industry codes of practice and policy (Federal and State) relevant to: | anti-discrimination including equal opportunity and equal employment opportunity legislation, disability discrimination legislation and standards, racial intolerance legislation business compliance employment, education and training environmental issues international education occupational health and safety privacy and confidentiality quality assurance working with children and young people workplace employment practices and industrial relations |
Learning and development activities may include: | formal or informal learning activities learning from peers mentoring award and non-award courses and programs |
Culture may include shared values and beliefs affecting behaviour, which may be based on factors such as: | ethnicity, nationality or race gender politics religion socio-economic background |
Factors promoting access and equity may include: | providing clear opportunities for applicants and enrolled learners to provide information about their needs, and considering these fairly providing reasonable adjustments to learning activities and assessments to meet individual needs and circumstances (such as those related to disabilities, language and literacy issues) communicating in a manner that respects all cultures and abilities ensuring a welcoming environment which recognises and values diversity providing learning resources that acknowledge and value cultural and individual differences marketing activities in a manner that encourages all clients to apply and have their application fairly considered providing easy physical access to educational venues having policies and practices which encourage under-represented or otherwise disadvantaged individuals or groups to participate in education and to achieve positive educational outcomes proving fee reductions providing specific support staff and training all staff in the requirements and practicalities of access and equity using selection criteria that do not discriminate against clients |
Factors potentially impacting educational access and equity may include: | organisational attitudes, stereotyping and other barriers to access and participation those related to the potential or enrolled student such as: socio-economic status cultural 'discomfort', including that based on a lack of familiarity with educational institutions and bureaucratic processes abilities and disability age gender, especially those people seeking to enter non-traditional areas of training ethnicity, including language and cultural issues |