The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit may be assessed on the job using appropriate relevant materials and examples or through an appropriately simulated environment

Consistency in performance should consider the organisation and individual context within which work takes place

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to appropriate resources for developing, delivering and evaluating community education projects (or access to an appropriately simulated environment)

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

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

Essential knowledge:

It is critical that the candidate demonstrate knowledge of:

Needs assessment and analysis

Goals and objectives for project selected

Resource availability for particular projects

Strategies and actions needed to achieve goals

Accountability requirements

Resources and support within the community

Organisation policies and procedures

The candidate must also 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, such as knowledge of:

Organisation policies and procedures for dealing with the media

Essential skills:

It is critical that the candidate demonstrate the ability to:

Match education activities with community needs and priorities

Demonstrate collaboration and consultation with key people and organisations

Deliver high quality innovative educational projects

In addition, the candidate must be able 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 the ability to:

Demonstrate application of skills in:

liaison and networking

communication

research skills

time management

budgeting

report writing

evaluation

presentation

promotion

negotiation

effective use of relevant information technology in line with occupational health and safety (OHS) guidelines

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.

Education project may include:

Projects of varying scope and scale ranging from state wide initiatives, to specific activities

a single event, such as an information stall in a shopping centre

a multi session education and skill development project

a complex, large scale series of activities that incorporates diverse but coordinated elements, such as a state-wide education campaign involving mass media information

Key people and organisations may include:

Target group

Other relevant organisations

Funding bodies

Community support groups

The media

Resources may include:

Equipment

Staff skills

Time

Space

Venue

Educational materials

Funding

Marketing materials must be:

Culturally appropriate

Assessment and evaluation of the education project may include:

Use of feedback material

Discussions with stakeholders, organisations and other participants

Discussion with colleagues