• LGACOM501B - Develop and organise public education programs

Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

LGACOM501B Mapping and Delivery Guide
Develop and organise public education programs

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency LGACOM501B - Develop and organise public education programs
Description This unit covers providing education and information to the public on issues of public importance. The high public profile of council and the unique role councils can play in educating the public on matters of interest and concern are recognised. The unit is appropriate for those responsible for developing public education programs.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit supports the attainment of skills and knowledge required for competent workplace performance in councils of all sizes. Knowledge of the legislation and regulations within which councils must operate is essential. The unique nature of councils, as a tier of government directed by elected members and reflecting the needs of local communities, must be appropriately reflected.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field Not applicable.
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Determine requirements for provision of information to public
  • Need for information is determined from review of common public inquiries, public compliance levels and new trends and issues.
  • Information requirements are determined through discussion with clients, general public and relevant interest groups.
  • Requirements of relevant legislation and council policy are identified and incorporated into information requirements.
  • Specific educational objectives are determined from information needs of public.
  • Specific target groups are identified for education.
       
Element: Determine appropriate medium to educate public
  • Appropriate medium is determined for public education program.
  • Educational medium is cost-effective and maximises access to target groups.
  • Education medium allows clear and understandable communication of information to target groups.
       
Element: Provide education to public
  • Accurate information is provided in a clear and relevant manner and in accordance with the learning needs of the target group.
  • Target group is provided with opportunities to confirm understanding and seek clarification where required.
  • Reliable documentation and publications suitable to target group and nature of issues are provided for ongoing reference where required.
  • Details on council services are provided to assist in future service provision as required.
  • Information on community, government and industry services available to the target group is provided where required.
       
Element: Review and evaluate education program
  • Reliable feedback is sourced to enable effective evaluation of the educational program.
  • Programs are evaluated to determine success in meeting educational objectives and overall effectiveness of program outcomes.
       
Element: Maintain records of public education programs
  • Education program materials are filed and stored according to agreed procedures.
  • Evaluation and feedback on programs are available for use in future program development.
  • Records of education schedules and costings are up to date and accurate.
       
Element: Determine requirements for provision of information to public
  • Need for information is determined from review of common public inquiries, public compliance levels and new trends and issues.
  • Information requirements are determined through discussion with clients, general public and relevant interest groups.
  • Requirements of relevant legislation and council policy are identified and incorporated into information requirements.
  • Specific educational objectives are determined from information needs of public.
  • Specific target groups are identified for education.
       
Element: Determine appropriate medium to educate public
  • Appropriate medium is determined for public education program.
  • Educational medium is cost-effective and maximises access to target groups.
  • Education medium allows clear and understandable communication of information to target groups.
       
Element: Provide education to public
  • Accurate information is provided in a clear and relevant manner and in accordance with the learning needs of the target group.
  • Target group is provided with opportunities to confirm understanding and seek clarification where required.
  • Reliable documentation and publications suitable to target group and nature of issues are provided for ongoing reference where required.
  • Details on council services are provided to assist in future service provision as required.
  • Information on community, government and industry services available to the target group is provided where required.
       
Element: Review and evaluate education program
  • Reliable feedback is sourced to enable effective evaluation of the educational program.
  • Programs are evaluated to determine success in meeting educational objectives and overall effectiveness of program outcomes.
       
Element: Maintain records of public education programs
  • Education program materials are filed and stored according to agreed procedures.
  • Evaluation and feedback on programs are available for use in future program development.
  • Records of education schedules and costings are up to date and accurate.
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

Overview of assessment requirements

A person who demonstrates competency in this unit will be able to perform the outcomes described in the Elements to the required performance level detailed in the Performance Criteria. The knowledge and skill requirements described in the Range Statement must also be demonstrated. For example, knowledge of the legislative framework and safe work practices that underpin the performance of the unit are also required to be demonstrated.

Critical aspects of evidence to be considered

The demonstrated ability to:

develop and organise public education programs

use a range of information sources when determining information requirements

develop and impart accurate information to the public that complies with council and legislative requirements

organise and use suitable mediums.

Context of assessment

Assessment of performance requirements in this unit should be undertaken within the context of the local government framework. Competency is demonstrated by performance of all stated criteria, including the Range of Variables applicable to the workplace environment.

Method of assessment

The following assessment methods are suggested:

observation of the learner performing a range of workplace tasks over sufficient time to demonstrate handling of a range of contingencies

written and/or oral questioning to assess knowledge and understanding

completion of workplace documentation

third-party reports from experienced practitioners

completion of self-paced learning materials including personal reflection and feedback from trainer, coach or supervisor.

Evidence required for demonstration of consistent performance

Evidence should be gathered over a period of time in a range of actual or simulated management environments.

Resource implications

Access to a workplace or simulated case study that encompasses:

information on council services, policies, statutory obligations and requirements

developing mediums such as videotapes, brochures and displays.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level, required for this unit

Required Skills

communication of information

presentation of information

research of public needs

management of difficult situations

problem solving

time management

organisational

Required Knowledge

subject matter to be presented

adult education principles

different educational mediums

presentation techniques

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 in the Performance Criteria is detailed below.

Need for information may arise from:

new legislation

new council policy

current and emerging environmental and sustainability issues/policies

new council services

health considerations

customer needs and requirements

compliance requirements

Information may include:

services available

legislation

impacts on health, environment or safety

Appropriate medium may include:

brochures

fact sheets

displays

videotapes

public meetings

Sources of information may include:

council publications

council business papers

statutory authorities

state and federal governments

other councils

regional organisations of councils

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Need for information is determined from review of common public inquiries, public compliance levels and new trends and issues. 
Information requirements are determined through discussion with clients, general public and relevant interest groups. 
Requirements of relevant legislation and council policy are identified and incorporated into information requirements. 
Specific educational objectives are determined from information needs of public. 
Specific target groups are identified for education. 
Appropriate medium is determined for public education program. 
Educational medium is cost-effective and maximises access to target groups. 
Education medium allows clear and understandable communication of information to target groups. 
Accurate information is provided in a clear and relevant manner and in accordance with the learning needs of the target group. 
Target group is provided with opportunities to confirm understanding and seek clarification where required. 
Reliable documentation and publications suitable to target group and nature of issues are provided for ongoing reference where required. 
Details on council services are provided to assist in future service provision as required. 
Information on community, government and industry services available to the target group is provided where required. 
Reliable feedback is sourced to enable effective evaluation of the educational program. 
Programs are evaluated to determine success in meeting educational objectives and overall effectiveness of program outcomes. 
Education program materials are filed and stored according to agreed procedures. 
Evaluation and feedback on programs are available for use in future program development. 
Records of education schedules and costings are up to date and accurate. 
Need for information is determined from review of common public inquiries, public compliance levels and new trends and issues. 
Information requirements are determined through discussion with clients, general public and relevant interest groups. 
Requirements of relevant legislation and council policy are identified and incorporated into information requirements. 
Specific educational objectives are determined from information needs of public. 
Specific target groups are identified for education. 
Appropriate medium is determined for public education program. 
Educational medium is cost-effective and maximises access to target groups. 
Education medium allows clear and understandable communication of information to target groups. 
Accurate information is provided in a clear and relevant manner and in accordance with the learning needs of the target group. 
Target group is provided with opportunities to confirm understanding and seek clarification where required. 
Reliable documentation and publications suitable to target group and nature of issues are provided for ongoing reference where required. 
Details on council services are provided to assist in future service provision as required. 
Information on community, government and industry services available to the target group is provided where required. 
Reliable feedback is sourced to enable effective evaluation of the educational program. 
Programs are evaluated to determine success in meeting educational objectives and overall effectiveness of program outcomes. 
Education program materials are filed and stored according to agreed procedures. 
Evaluation and feedback on programs are available for use in future program development. 
Records of education schedules and costings are up to date and accurate. 

Forms

Assessment Cover Sheet

LGACOM501B - Develop and organise public education programs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

LGACOM501B - Develop and organise public education programs

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: