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Evidence Guide: CHCCDP403B - Analyse and apply education and training information

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCDP403B - Analyse and apply education and training information

What evidence can you provide to prove your understanding of each of the following citeria?

Collect education and training information

  1. Identify the type of education and training information to be collected
  2. Identify and access a range of suitable information sources
  3. Use a range of appropriate methods to collect education and training information
  4. Provide information that defines relevant characteristics of education and training context
  5. Confirm currency of education and training information
Identify the type of education and training information to be collected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access a range of suitable information sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of appropriate methods to collect education and training information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information that defines relevant characteristics of education and training context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm currency of education and training information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse education and training information

  1. Analyse education and training information to identify effects upon future pathways
  2. Report and discuss results of analysis
Analyse education and training information to identify effects upon future pathways

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report and discuss results of analysis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and apply workable solutions

  1. Develop workable solutions on consideration of relevant information and options
  2. Communicate or implement proposed solutions as required
Develop workable solutions on consideration of relevant information and options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate or implement proposed solutions as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 person being assessed must provide evidence of Essential Knowledge as well as Essential Skills specified in this unit

This unit is most appropriately assessed in the workplace or a simulated workplace environment under the normal range of work conditions

Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency

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:

an appropriate workplace where assessment can take place, or simulation of realistic workplace setting for assessment

equipment and resources normally used in the workplace

Method of assessment may include:

Observations

Questioning

Project

Written assignment

Evidence gathered from the workplace environment

Required Skills and Knowledge

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

Essential knowledge:

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:

Understanding of education and training characteristics on a national, state and local level

Education and training pathways into key employing industries in local area

Costs, incentives and other assistance available

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use an appropriate range of education and training data sources to collect information

Analyse education and training information to determine relevance to current and future pathways

Apply knowledge of education and training information to planning and problem solving

Develop/enhance workable solutions through the use of education and training information

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:

Apply literacy and numeracy skills to read and understand a variety of texts; prepare education and training pathways plans and enter the information into organisation's information systems

Use planning skills to organise information and plan and review work activities

Use problem solving skills to evaluate options

Use oral and written communication skills to provide and elicit advice and information effectively

Apply technology skills to use business equipment and software including use of internet and intranet for research

Range Statement

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 and training information includes, but is not limited to:

University entry

Alternative pathways (e.g. portfolio)

TAFE entry

Private training providers

Overseas placements

VET in Schools

Systems and sectors e.g. public, AIS, CEO, community, SIDE

Specialised school programs

RPL/RCC

Fast track

AQF

Graduate programs

Internships

Cadetships

Vacation programs

Apprenticeships/traineeships

Sandwich placements

Work experience

Scholarships

Costs (Fee Help, PELS, FFS)

Information sources include, but are not limited to:

Information available within the organisation

Publications, industry journals, articles

Internet websites, such as:

www.myfuture.edu.au

www.deewr.gov.au

Telephone directories

Visits to workplaces

Industry associations e.g. building and construction

Professional associations e.g AACC, CEAWA

Employer associations e.g. CCI

State government departments of employment and training

Newspaper advertisements

Community organisations

University and training facilities

Career centres

Expos

Career information days/evenings

Job guide

RECAP file and local equivalents

Networking

Relevant professional associations and their members for networking and liaising may include but are not limited to:

Career education associations

Australian Association of Career Counsellors

National Association of Graduate Careers Advisory Services (NAGCAS)

Career Industry Council of Australia (CICA)

Australian Association of Graduate Employers (AAGE)

Local community partnerships (LCPs)

Regional industry career advisers (RICAs)

Network of industry sector national industry career specialists (NICS)

Enterprise development networks (EDNs)

Appropriate methods to gather information can include, but are not limited to:

Use of internet and intranet

Interviews

Individual research

Questioning employers

Use of libraries

Publications

Attendance at meetings, conferences, Career information days/evenings

Career Expos

Networking

Workplace visits

Workable solutions include, but are not limited to:

Individual Pathways Plans

Job search planning

Career plans for individual clients