Dublin City Childcare Committee. Feedback to Consultation Document on developing the workforce in the early childhood care and education sector

Size: px
Start display at page:

Download "Dublin City Childcare Committee. Feedback to Consultation Document on developing the workforce in the early childhood care and education sector"

Transcription

1 Dublin City Childcare Committee Feedback to Consultation Document on developing the workforce in the early childhood care and education sector Changing practice environments Current and future policy commitments regarding the development of early childhood care and education services in Ireland reinforce the need for developing the workforce. Do you agree/disagree? Agree Disagree Additional comments Dublin City Childcare Committee (DCCC) agrees that current and future policy commitments regarding the development of early childhood care and education services in Ireland reinforce the need for developing the workforce. In the last decade, the area of Early Childhood Care and Education has been the focus of a number of Government policies. However, no clear vision for the development of the sector has emerged and DCCC hopes that this will be achieved through the workforce development plan. Consultation These policies have been developed in an ad-hoc and have, in many respects, failed to meet the needs of the sector. Policy commitments require consultation and should not be developed without input from key stakeholders. Consultation was successfully carried out around the development of Síolta and Aistear, however, the Early Childhood Care and Education Scheme (ECCE scheme), which will significantly impact and alter the provision of childcare, was designed and implemented without any consultation. Consistency Recent policy developments highlight the need for HETAC and FETAC standards to be developed. Policy developments can only successfully reinforce the need for the development of the workforce if they are linked to standards. Such standards would help to bring consistency across all policies and this is greatly needed. According to the Child Care (Pre-School Services) (No 2) Regulations 2006, a person working in childcare must be a suitable and competent adult. The Early Childhood Care and Education Scheme sets out guidelines for the level of training which preschool leaders should have. These training guidelines make no reference to the preschool regulations which are the legislative basis upon which services operate. The Community Childcare Subvention Scheme does not have equivalent training guidelines. 1

2 DCCC welcomes the fact that this training requirement is a condition of acceptance into the ECCE scheme. This is a significant step for the sector. There is a need, however, for consistency across all policies, so that there is a clearly acceptable level of training that must be met in all childcare services. Without such consistency the ambiguity and confusion which currently exists in the sector around appropriate training levels will not be clarified. This clarification must be set out in legislation and driven at policy level. Flexible Delivery The identification of a qualification requirement must be accompanied by the resources to make training available to those who wish to undertake it. In order for childcare practitioners to meet such a qualification requirement, training needs to be available on a part-time basis so that they can undertake training whilst working full-time. It is unclear at present how the goals set by the ECCE scheme to improve the level of qualifications in the childcare sector will be translated into practice. Under the ECCE scheme there is a higher rate of capitation given to sessional services where (a) all the pre-school leaders have a childcare / early years educational qualification at FETAC level 7 or 8 (i.e. degree level) and 3 years experience of working in the pre-school sector, and (b) all the pre-school assistants have the qualifications required for a pre-school leader under the general provisions of the scheme. This new rate is being added to the scheme to support and incentivise the progression of services to higher levels of staff qualifications (Press Release, OMCYA, 31 st July 2009). At present there is no general level 7 or level 8 courses in Early Childhood Education and Care being offered on a part-time basis in Dublin City. There are only two or three small specialist courses at levels 7 and 8. Flexibility in course delivery must improve to enable those currently working in the sector to access training. Part-time courses, modularised programmes and distance learning models, such as that of the Open University, need to be utilised. Work-based education programmes such as One Step Up and the traineeship model are of benefit to the sector, and play an important role in meeting the needs of the ECCE workforce. 2

3 The demand for education and training In developing a Workforce Development Plan, the current profile of the ECCE workforce presents a number of challenges that relate to both pre service and inservice education: 1. To ensure that all new entrants to the workforce are appropriately qualified for their role and level of responsibility. 2. To afford unqualified practitioners the opportunity to achieve a Level 5 award. 3. To facilitate those holding Level 5 awards to progress to higher levels. Do you agree/disagree? Agree Disagree Additional comments All those working with children must be appropriately qualified. It is important that a plan to increase the level of qualified staff in the sector be adequately resourced. It should provide early years practitioners with a clear path for progression. 1. To ensure that all new entrants to the workforce are appropriately qualified for their role and level of responsibility. For those entering the ECCE sector there is a lot of confusion around what qualifications are necessary. Occupational profiles need to be agreed and implemented. A minimum qualification for those working in the sector needs to be established and enforced through the preschool regulations. This minimum level should apply to all new entrants to the workforce. All colleges and training providers need to offer qualifications in a similar manner. A degree in Early Childhood Education and Care can take three years to attain in one college and four years in a different college. There is a need for a one-year post-graduate diploma conversion course to be developed for those who have completed a degree in a different discipline and who wish to move into childcare. As the childcare sector becomes increasingly developed the demand for such a course will grow. In particular, such a course should be put in place for teachers who wish to work in ECCE. 2. To afford unqualified practitioners the opportunity to achieve a Level 5 award. It is important that an allowance of time is given to those unqualified practitioners who would need to return to training to attain a new minimum requirement. In may be necessary to consider the use of Grandfather s rights, which are recognised in other sectors. (Grandfather s rights are exceptions that allow an old rule to continue to apply to some existing situations, when a new rule will apply to all future situations. Frequently, the exemption is limited or it may extend for a set period of time.) Ongoing in-service training is essential and needs to be managed appropriately. The Association of Childcare Professionals could have a role in establishing a system of 3

4 continuing professional development. The up-skilling of workers should be overseen be workers representatives to ensure that their rights are protected. Consideration must be given to those working in the sector who have attained qualifications in the past that are now defunct. They find themselves in a position where they now have to retrain and attain new qualifications. There needs to be a definitive guide to qualifications made available to clarify this situation. Childcare practitioners who wish to attain a FETAC Level 5 award are required to pay fees that are often in the region of 2,000. These fees are too high and must be addressed in order to afford unqualified practitioners the opportunity to achieve a Level 5 award. Childcare workers engaged in a Community Employment scheme currently have three years to attain a FETAC Level 5 qualification. There is concern that this will be reduced to two years which would not be long enough. 3. To facilitate those holding Level 5 awards to progress to higher levels. FETAC Level 6 has given practitioners an appetite to learn more and now there is significant demand for Level 7 and 8 training to be offered on a part-time basis. There needs to be a policy framework put in place that allows for the development of a credit system. A credit system would allow those working in the sector to improve there qualifications in a flexible manner, whilst working fulltime. Recognition of prior learning (RPL) is at present, too cumbersome, and the approach taken to this needs to be re-examined and improved. There is demand for appropriate and consistent recognition of prior experience. Currently there is an assumption that all those with Level 7 or higher in childcare will work as managers in childcare settings. There is no vision for a situation where people qualified to this level may go on to work in pedagogy instead of management. 4

5 Sectoral standards for awards in ECCE It is considered that the 2002 Model Framework which has been validated against developments in the sector will, together with the National Framework of Qualifications and with Síolta and Aistear, the Framework for Early Learning inform the development of sectoral standards for all awards in early childhood care and education. The setting of these sectoral standards is a necessary prerequisite to the effective implementation of the Workforce Development Plan. Do you agree/disagree? Agree Disagree Additional comments DCCC is not aware of the vision that the Early Years Policy Unit (EYPU) has for the ECCE sector. There is no shared vision for the development of the childcare workforce at present. It appears that any vision for the sector arises in response to policy developments. We need to move towards having an agreed vision shared by all sectoral stakeholders which informs policy. Pay-scales DCCC assumes that the long-term objective is to create a graduate-lead sector, with those holding managerial positions in childcare services having Level 7 or 8 qualifications similar to the requirements for Síolta Coordinators. If this is the case, then sectoral standards need to be linked to pay-scales, in the same way the job specification for Síolta Coordinators is accompanied by a guiding pay-scale. Sectoral standards also need to be linked to policy and to funding streams, such as the ECCE scheme. Monitoring and Implementation of Sectoral Standards The EYPU must decide which body will be responsible for monitoring the implementation of sectoral standards and assessing how well they fit with sectoral needs. This body will need to have relevant experience. There is a definite role here for the National Voluntary Childcare Organisation s, training providers and the Association of Childcare Professionals. There is also a role for the trade unions that represent childcare workers, SIPTU and IMPACT. Non-accredited training Recognition must be given to the value of non-accredited training. Placing an emphasis on continuing professional development and putting a credit system in place will encourage and accommodate those currently working in childcare to engage in further training. DCCC is concerned that standards will be developed without the sector being consulted. Consultation is essential to the development of suitable and effective standards. 5

6 Access and effective participation in education and training programmes Access and effective participation in education and training programmes continues to be important for the development of the Workforce Development Plan. Specifically, the delivery of courses in ECCE will need to address issues such as flexible delivery, RPL and the engagement and retention of learners. Do you agree/disagree? Agree Disagree Additional comments Access to Education and Training Programmes Flexible Delivery With regard to access, flexible delivery is a necessity in the childcare sector. When planning any new childcare training courses, training providers must be mindful of the preschool regulations and the staffing requirements that they place on services. Training colleges must be flexible in accommodating people who are working fulltime. Ideally a model such as that of the Open University should be followed, to allow childcare practitioners who are unable to leave the workplace to engage in training to pursue further study. We need to move towards a model of mixed and blended learning. At present there is no degree in early childhood care and education offered on a part-time basis in Dublin. This prevents all those currently working in the childcare sector in Dublin city from attaining a higher level qualification. A part-time course must be made available. Disability Also in relation to access we see that there are barriers preventing people with physical disabilities from entering the sector. These barriers should be examined to see if they can be overcome, so as to allow people with physical disabilities improved access to employment in this sector. Recognition of Prior Learning The system for the Recognition of Prior Learning (RPL) needs to be improved. RPL is important to help practitioners understand what level their qualifications are currently placed at and how this can help them progress further. If the current RPL system is not improved it will deter practitioners from returning to training. Consideration must be given in particular to people with older qualifications, and those with foreign qualifications. Cost of training The cost of training is prohibitive at present, and part-time courses are often as expensive as fulltime courses. To encourage greater participation there needs to be tax breaks for engaging in part-time study. 6

7 Effective Participation in Education and Training Programmes Clear Path to Career Progression Effective participation requires that a number of issues be addressed. A clear, consistent and widely accepted approach to career progression must be agreed. This must be accompanied by appropriate pay-scales. Often in reality people who are pursuing a course in childcare get offered a job mid-way through completing their course. There is no need to complete the course. They have no reason to believe that they will get a better job in the sector if they complete the course, as there is no clear path to career progression. Neither is there any guarantee that they will receive higher remuneration for having the qualification. Quality of Trainers The quality of trainers is another factor that must be considered when looking at effective participation. Trainers must have both training in adult education and relevant ECCE experience so that they can relate to students and engage them. 7

8 Supply of education and training places The current supply of education and training places in early childhood care and education courses has expanded significantly from 2000 to date. However, the current concentration of resources into provision of full time places may need to be reviewed if the diverse education and training demands of the ECCE workforce are to be met. Do you agree/disagree? Agree Disagree Additional comments DCCC agrees wholeheartedly with this statement. Flexible delivery of childcare training is essential to the development of the workforce. Increasing the availability of part-time or modularised courses and establishing a credit system are necessary steps that must be taken to address the training demands of the ECCE workforce. HETAC level 7 and 8 awards in childcare need to be made available on a part-time and modularised basis in Dublin City. There is also a need for increased in the supply of training available at FETAC level 6. Standardisation Courses need to be standardised as at present there are a wide variety of courses on offer, with the same course taking different lengths of time to complete in different colleges. This is very confusing for potential students. It also causes a lack of consistency in the quality of training being offered. There are numerous different trainers providers that are not linked to colleges or universities and therefore are not subject to the same scrutiny as third level institutions. Mechanisms need to be put in place to ensure a consistency in the standard of training across the board? There is also a need to align the FÁS childcare programme and the FETAC childcare programme as they differ greatly. Apprenticeship-type Model When taking a long term view to the development of the ECCE workforce, consideration should be given to an apprenticeship-type model which exists in a number of different sectors. In such models, the apprentice receives a payment which is linked to salary scales. Recognition is given to both in-service and out-of-service training. Such apprentices should not be considered core-staff. 8

9 Retention of qualified staff Measures to address retention of qualified staff in the ECCE workforce are essential to the future development of the ECCE sector. Do you agree/disagree? Agree Disagree Additional comments Retention of qualified staff in the sector is a serious challenge and measures must be taken to address it. DCCC believes that a structured path to career progression would support the retention of qualified staff. Such a path would encourage those working in the area to see how further training could benefit them and assist them to progress in their chosen field. Implementation of Occupational Profiles Occupational profiles identified in the consultation document must be adopted so that there is agreed understanding of the different levels which childcare practitioners work at. This understanding would improve the status of the work that is carried out by childcare practitioners. Appropriate pay-scales must be established for all of the occupational profiles from Basic Practitioner up to Expert Practitioner. The establishment of these pay-scales would provide a significant incentive to those working in the sector to remain there. Pay and Conditions Improvements in both pay and conditions are necessary to address retention of qualified staff. Often staff working in childcare settings will not receive paid maternity leave. Childcare practitioners can be required to work in different roles during the course of their working day which can be stressful. For example, a childcare worker may be required to assume the duties of a cook. Those who progress to management level often find the task quiet difficult as their training will not have equipped them with the necessary skills. Childcare practitioners based in community childcare settings are frequently required to offer support to the families using the service and encounter a wide range of social and domestic problems. Specialist Roles A major problem for the retention of qualified staff is the lack of specialist roles available to those working in the sector that are qualified at Level 7 or 8. At present, the role of childcare manager is generally the only option available to them within the childcare sector. However, this role is often not something they are interested in or aspire to. It can be largely administrative in nature and removed from care and education of the children, which is their 9

10 real interest. Additional roles within childcare services need to be developed for people in this position. There needs to be recognition of specialist areas where they could work, which would add immense value to the childcare setting and offer these childcare practitioners great fulfilment. These roles could include areas such as Curriculum Development, Special Needs and Language Development. Any Additional Comments: Dublin City Childcare Committee supports the Workforce Development Plan as it will increase standards in the childcare sector and improve quality. It will give clear guidance and direction for those in working in the childcare sector as to how they can achieve qualifications and the routes they should follow. It will ensure that all new entrants to the workforce are appropriately qualified for their role. The Plan will provide more structure for the planning and delivery of training in the sector. DCCC hopes that the Plan will set down a clear vision for the sector and timeframe for achieving that vision. DCCC has outlined its position on each of the key issues identified above. However, a number of other points must also be taken into account. Long-term Approach When considering any changes to be made to the structure of childcare training a long term view must be adopted. A vision for the sector must be agreed which can then inform policy. There is a need for forward planning to take place to create appropriate training requirements with a structure in place to achieve them which can support the rollout of government policy in this area. When the ECCE scheme was announced there were not sufficient training places available to meet the demand from childcare workers who wished to attain a higher qualification. Nor was there a complete list of qualifications available for childcare workers to assess the level of their current qualifications. This has led to confusion and concern among childcare practitioners who do not know whether or not their qualifications are sufficient for the ECCE scheme or if they will have to return to further study to gain a FETAC level 5 by As many part-time FETAC level 5 courses take two years to complete, this has led to anxiety among childcare practitioners. Community Childcare Subvention Scheme (CCSS) The need for consistency across policy developments is evident when the Community Childcare Subvention Scheme (CCSS) is compared to the ECCE scheme. The CCSS does not contain the same training requirements nor does it refer to Síolta and Aistear. These two different funding streams need to have similar requirements to develop a cohesive approach to childcare. With all new policy developments, there must be regard for the ability of those working in the sector to administer these schemes. There is no additional funding available to cover administrative or management costs under either the ECCE or the CCSS schemes. 10

11 Fás Community Employment Many community childcare services are heavily reliant on Fás Community Employment staff. Proposed changes were announced in the Report of the Special Group on Public Service Numbers and Expenditure Programmes which would prevent those engaged in CE schemes from retaining their payments from the Department of Social & Family Affairs. This is of huge concern to the community childcare sector as it would discourage people from accessing CE schemes and therefore reduce the number of CE workers available to community childcare services. Given the current level of reliance on Community Employment Schemes, if CE participation was no longer available to the sector, it is possible that many community childcare settings would close. Community Employment in childcare must be tailored to meet the specific needs of the childcare sector. The purpose of Community Employment is to develop the individual worker and the communities in which they are working. It is not the purpose of CE to develop quality childcare services. DCCC supports the establishment of Community Employment projects which would specialise in the provision of participants to community childcare. Such projects would allow for access to community childcare on the basis of expressed interest, suitability and commitment to training. An apprenticeship-style model for CE in childcare should be developed by the relevant stakeholders that would take account of appropriate preemployment training and assessment; classroom and on-the-job structured training and accreditation to a recognised National Qualification Framework (NQF) level. This apprentice-style CE for childcare should adapt some of the JI attributes namely: - Longer working week - Security of replacement should they leave CE staff should not be used as core staff during their first year of apprenticeship. DCCC believes that such an approach to Community Employment would be of great benefit to both CE workers and the childcare services they are working in. At present the high turnover of staff on CE impacts upon the continuity of care and the quality of care offered by community childcare services. Síolta and Aistear Síolta and Aistear have been identified as frameworks that must be followed by services that are joining the ECCE scheme. Currently, childcare services are required by legislation to follow the preschool regulations only. This highlights the need for consistency across different policies. DCCC welcomes the rollout of Síolta and Aistear and would like to see them being included as mandatory components in all childcare training courses. If Síolta and Aistear are to be implemented effectively and are to meet the purpose for which they were developed, they need to be included in the training for primary school teachers so that they will be used with children from 0 to six years. More resources need to be put into the rollout of Síolta and Aistear. Practitioners are eagerly awaiting the rollout of these frameworks but are concerned at their complexity. 11

12 Monitoring and Inspection The lack of consistency in the development of policies for the childcare sector demonstrates that there is no clear vision for the future of this sector. We would like to see a situation where these policies would bring us to the point of having an integrated inspection body that could bring together all the different types of inspection, monitoring, and assistive visits needed in relation to the Preschool Regulations, CCSS funding, capital funding, ECCE funding, Síolta and Aistear. Care and Education Across all training and policies there must be a clear understanding that those working in the ECCE sector need to deliver both care and education. Care and education are inextricably linked. Therefore training needs to prepare childcare practitioners for both of these aspects. Changing Needs of Children in Ireland The changing needs of children in Ireland must be taken into consideration when planning the training that childcare practitioners need to have. For example, there are now a significant number of children in childcare services for whom English is not their first language. Training for childcare practitioners needs to place more emphasis on inclusion, speech development and sign language. Primary school teachers receive special needs training and, similarly, those working in ECCE should also have some special needs training. This would allow more children with special needs to join mainstream childcare services. Childminders Consideration must be given to the role of Childminders in the Workforce Development Plan. While it is desirable that Childminders have suitable childcare qualifications, it is not reasonable to expect that family members or friends should be required by law to attain a qualification before looking after children. This should be taken into account when setting any qualification requirements for childminders. Consultation with Parents The development of the workforce is linked to working with parents and therefore consultation with parents is very important. Parents do not know what qualifications they should look for when they are choosing a childcare service. Work Experience The occupational profiles which have been outlined in the consultation document should include reference to relevant work experience. The level of the Experienced Practitioner is a supervisory level that involves limited responsibility for the work of others. At that level, relevant work-experience of a designated length of time should be required in addition to a FETAC Level 6 qualification. Anyone engaged in a supervisory role needs to have experience as well as qualifications. 12

13 Clarity of Terminology There needs to be clarity of terminology used. Terms such as in-service and pre-service training and also the phrase education and training are open to interpretation. There is a lack of understanding around these terms. Garda Vetting At present Garda Vetting lasts for three years, however, it is felt that this is too long. Garda Vetting should have to be carried out more frequently. Gender Divide Measures should be put in place to address the gender divide that exists in the ECCE workforce. Acknowledgements Dublin City Childcare Committee would like to thank the training stakeholders of Dublin City who participated in this response. We are most grateful for their contribution. 13

Developing the workforce in the early childhood care and education sector Consultation document

Developing the workforce in the early childhood care and education sector Consultation document Developing the workforce in the early childhood care and education sector Consultation document Copyright Minister for Education and Science, 2009 Department of Education and Science Marlborough Street

More information

National Strategic Plan 2011-2013. Early Childhood Care and Education Programmes

National Strategic Plan 2011-2013. Early Childhood Care and Education Programmes National Strategic Plan 2011-2013 Early Childhood Care and Education Programmes Mission Statement The City and County Childcare Committees (CCCs) and the Voluntary Childcare Organisations (VCOs), led by

More information

PDF Created with deskpdf PDF Writer - Trial :: http://www.docudesk.com

PDF Created with deskpdf PDF Writer - Trial :: http://www.docudesk.com Guidelines regarding Qualification Requirements for participation in Early Childhood Care and Education Free Preschool Scheme In addition to meeting the requirements regarding staff ratios, as provided

More information

Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award

Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award Certificate in Inclusive Care and Education (0-6yrs) Level 6 Special Purpose Award Background: This one year part-time programme has been developed on foot of a demand within the ECCE sector for training

More information

BACHELOR OF ARTS IN EARLY CHILDHOOD STUDIES AND PRACTICE

BACHELOR OF ARTS IN EARLY CHILDHOOD STUDIES AND PRACTICE BACHELOR OF ARTS IN EARLY CHILDHOOD STUDIES AND PRACTICE PROGRAMME OVERVIEW The Diploma/Bachelor of Arts (Early Childhood Studies and Practice) has been developed to meet the identified needs of practitioners

More information

Childcare. Meeting your Childcare training needs. Real Benefits. Transform your Childcare Business through Training.

Childcare. Meeting your Childcare training needs. Real Benefits. Transform your Childcare Business through Training. Improve Productivity Increase Profitability Inspire your Staff We work in close partnership with nurseries and childminders to ensure our training courses meet the needs of the childcare sector. The training

More information

Future of Work. Vocational Education and Training Policy

Future of Work. Vocational Education and Training Policy Future of Work Vocational Education and Training Policy 1. Congress re-affirms its support for a strong vocational education and training (VET) system that provides for effective union representation,

More information

NEVER STOP LEARNING FAMILY CHILD EARLY YEARS PRACTICE CHILDCARE- STUDIES DE

NEVER STOP LEARNING FAMILY CHILD EARLY YEARS PRACTICE CHILDCARE- STUDIES DE NEVER STOP LEARNING FAMILY CHILD EARLY YEARS PRACTICE CHILDCARE- STUDIES DE Bachelor of Arts IN Early Childhood Studies and Practice Course Overview The Diploma/Bachelor of Arts (Early Childhood Studies

More information

International Skills Institute COURSE OUTLINE BSB51107 DIPLOMA OF MANAGEMENT RTO 40541

International Skills Institute COURSE OUTLINE BSB51107 DIPLOMA OF MANAGEMENT RTO 40541 International Skills Institute COURSE OUTLINE BSB51107 DIPLOMA OF MANAGEMENT RTO 40541 Contents International Skills Institute (ISI) BSB51107 Diploma of Management Information about ISI 1 Who is ISI? 1

More information

Arrangements for: SQA Level 2 Certificate in Plant Operations General Construction (Construction) (QCF) SQA Code: GD3R 54 Ofqual Code: 600/2724/1

Arrangements for: SQA Level 2 Certificate in Plant Operations General Construction (Construction) (QCF) SQA Code: GD3R 54 Ofqual Code: 600/2724/1 Arrangements for: SQA Level 2 Certificate in Plant Operations General Construction (Construction) (QCF) SQA Code: GD3R 54 Ofqual Code: 600/2724/1 Operational start date: 1 September 2011 Date of original

More information

Position Paper. Minimum ATOD Qualifications and Skills for The Alcohol, Tobacco & other Drugs Sector

Position Paper. Minimum ATOD Qualifications and Skills for The Alcohol, Tobacco & other Drugs Sector Position Paper Minimum ATOD Qualifications and Skills for The Alcohol, Tobacco & other Drugs Sector September 2013 Alcohol, Tobacco and other Drugs Council Tas Inc. (ATDC) Phone: 03 6231 5002 Fax: 03 6231

More information

Childcare, Health and Care

Childcare, Health and Care Childcare, Health and Care Do you aspire to pursue a career within the education, health or care sector? Whether you are looking for a career as a nursery assistant, nursery officer, early year s practitioner,

More information

Bachelor of Arts in Early Childhood Studies and Practice (Level 8) Adult and Continuing Education Office. Within your Reach

Bachelor of Arts in Early Childhood Studies and Practice (Level 8) Adult and Continuing Education Office. Within your Reach Bachelor of Arts in Early Childhood Studies and Practice (Level 8) Adult and Continuing Education Office Within your Reach Welcome from the Academic Director As an Early Years practitioner you have undoubtedly

More information

Officer Information Pack for the Implementation of the New. Childcare Programme for Community Employment

Officer Information Pack for the Implementation of the New. Childcare Programme for Community Employment Officer Information Pack for the Implementation of the New Childcare Programme for Community Employment 11 April 2014 Table of Contents 1. The Department of Social Protection s Childcare Programme for

More information

The Workplace Supervisor, Coach and Mentor

The Workplace Supervisor, Coach and Mentor WESTERN AUSTRALIA The Workplace Supervisor, Coach and Mentor A resource for Disability Service supervisors and coordinators to support staff involved in accredited training. Acknowledgements This guide

More information

A workforce development plan for the early childhood care and education sector in Ireland

A workforce development plan for the early childhood care and education sector in Ireland A workforce development plan for the early childhood care and education sector in Ireland Copyright Minister for Education and Skills, 2010 Department of Education and Skills Marlborough Street Dublin

More information

Early Childhood Education and the ECCE Scheme

Early Childhood Education and the ECCE Scheme Focused Policy Assessment of Early Childhood Education and the ECCE Scheme Central Expenditure Evaluation Unit The CEEU is a unit of the Irish Government Economic and Evaluation Service (IGEES) 2 P a g

More information

THE CILEx GUIDE TO LEGAL QUALIFICATIONS

THE CILEx GUIDE TO LEGAL QUALIFICATIONS THE CILEx GUIDE TO LEGAL QUALIFICATIONS YOUR BEST ROUTE TO A CAREER IN LAW ABOUT THE CHARTERED INSTITUTE OF LEGAL EXECUTIVES Founded in 1963 the Chartered Institute of Legal Executives (CILEx) is the professional

More information

Shape the Future. www.snmci.ie. Prospectus 2013-2014. Programmes at SNMCI. Dublin Cork Limerick. BA in Montessori Education Level 7

Shape the Future. www.snmci.ie. Prospectus 2013-2014. Programmes at SNMCI. Dublin Cork Limerick. BA in Montessori Education Level 7 Dublin Cork Limerick Prospectus 2013-2014 Shape the Future Programmes at BA in Montessori Education Level 7 BA (Hons) in Montessori Education Level 8 Higher Diploma in Arts in Early Childhood Montessori

More information

CHC50113 Diploma of Early Childhood Education and Care

CHC50113 Diploma of Early Childhood Education and Care Introduction CHC50113 Diploma of Early Childhood Education and Care is a Registered Training Organisation (RTO number 41095) registered with the Australian Skills Quality Authority. Early Learning Institute

More information

THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING

THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING IN EDUCATIONAL PSYCHOLOGY DATE: 22 ND FEBRUARY 2010 Date for review: February

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1. Programme Title BA (Hons) Counselling 2. Name of final Award (s) 3. Awarding body/institution 4. Teaching institution 5. Mode (s) of Delivery GENERAL INFORMATION BA (Hons) Counselling

More information

Hertfordshire Higher Education Consortium Early Years. Foundation Degree A C

Hertfordshire Higher Education Consortium Early Years. Foundation Degree A C Hertfordshire Higher Education Consortium Early Years Foundation Degree C C Foundation Degree Foundation Degree What is a Foundation Degree? Foundation Degrees are university level degree courses that

More information

Playwork qualifications and careers NORTHERN IRELAND

Playwork qualifications and careers NORTHERN IRELAND Playwork qualifications and careers NORTHERN IRELAND 2 What is play? All children and young people need to play. The impulse to play is innate. Play is a biological, psychological and social necessity,

More information

ADULT TRAINING AND EDUCATION STUDIES

ADULT TRAINING AND EDUCATION STUDIES ADULT TRAINING AND EDUCATION STUDIES INTRODUCTION Adult Training and Education Studies offers a range of part-time blended and distance learning programmes focused on expanding your intellectual and professional

More information

Fact Sheet Diploma Early Childhood Education and Care

Fact Sheet Diploma Early Childhood Education and Care Fact Sheet Diploma Early Childhood Education and Care The CHC50113 Diploma of Early Childhood Education and Care is a nationally recognised qualification from the CHC Community Services Training Package.

More information

Continuous Professional Development. For Education Professionals, Teachers and Support Staff

Continuous Professional Development. For Education Professionals, Teachers and Support Staff Continuous Professional Development For Education Professionals, Teachers and Support Staff Introduction The School of Education is passionate about leading change which transforms the lives of children

More information

Open University in Wales

Open University in Wales Open University in Wales - Response to Balancing the responsibilities for skills investment: proposals for co-investment in post-19 adult skills delivery. About The Open University in Wales 1. The Open

More information

Vocational Education and Training Reform Submission

Vocational Education and Training Reform Submission Vocational Education and Training Reform Submission Prepared by: Suresh Manickam Date: 23 rd July 2014 Page 1 NECA response to VET reform draft RTO standards As a lead player in the electrical training

More information

International Skills Institute COURSE OUTLINE. BSB50207 Diploma of Business RTO 40541

International Skills Institute COURSE OUTLINE. BSB50207 Diploma of Business RTO 40541 International Skills Institute COURSE OUTLINE BSB50207 Diploma of Business RTO 40541 Contents International Skills Institute (ISI) BSB50207 Diploma of Business Information about ISI 1 Who is ISI? 1 Courses

More information

EARLY CHILDHOOD POLICY AND ACTION PLAN (Adopted at AEU Federal Conference 2003 and endorsed by Branch Council June 2003.)

EARLY CHILDHOOD POLICY AND ACTION PLAN (Adopted at AEU Federal Conference 2003 and endorsed by Branch Council June 2003.) EARLY CHILDHOOD POLICY AND ACTION PLAN (Adopted at AEU Federal Conference 2003 and endorsed by Branch Council June 2003.) 1. PREAMBLE Education is the key to a more equitable, more democratic society.

More information

The Development of Early Years Services in Ireland

The Development of Early Years Services in Ireland The Development of Early Years Services in Ireland Jim Breslin Secretary General Department of Children and Youth Affairs, Ireland Models of Early Childhood Services Conference Montreal 6 June 2012 Overview

More information

Full & Part Time Courses

Full & Part Time Courses Full & Part Time Courses September 2007 Business Studies Secretarial Course (Part Time) Childcare Nursing Studies Security Services Healthcare Support Courses Certified by FETAC Student Grants Access route

More information

Early Childhood Development Workforce Productivity Commission Issues Paper

Early Childhood Development Workforce Productivity Commission Issues Paper Early Childhood Development Workforce Productivity Commission Issues Paper Submission by KU Children s Services Introduction KU Children s Services is the leading not for profit provider of children s

More information

European Reconciliation Package

European Reconciliation Package European Reconciliation Package On the occasion of the public consultation of the European Commission on possible action addressing the challenges of work-life balance faced by working parents and caregivers,

More information

Vocational Education and Training in Schools Guidelines

Vocational Education and Training in Schools Guidelines Vocational Education and Training in Schools Guidelines Department of Training and Workforce Development Department of Education 1. Introduction These guidelines support the implementation of the Joint

More information

International Skills Institute COURSE OUTLINE. BSB50407 Diploma of Business Administration RTO 40541

International Skills Institute COURSE OUTLINE. BSB50407 Diploma of Business Administration RTO 40541 International Skills Institute COURSE OUTLINE BSB50407 Diploma of Business Administration RTO 40541 Contents International Skills Institute (ISI) BSB50407 Diploma of Business Administration Information

More information

Guide to. Childcare Education & Training In County Carlow

Guide to. Childcare Education & Training In County Carlow Guide to Childcare Education & Training In County Introduction Early Childhood Care and Education is an increasingly adapting and growing field in Ireland. Progressively more parents and guardians require

More information

MASTER IN BUSINESS ADMINISTRATION. Overview. Fee: 10,000 euros (International Students Non EU) Awarding Body:

MASTER IN BUSINESS ADMINISTRATION. Overview. Fee: 10,000 euros (International Students Non EU) Awarding Body: MASTER IN BUSINESS ADMINISTRATION Overview Fee: 10,000 euros (International Students Non EU) Awarding Body: Award Level: Title of Award: Duration: Quality & Qualifications Ireland (QQI) - formerly The

More information

PROGRAMME SPECIFICATION. Foundation Degree (Working with Children: Education and Well-Being) Foundation Degree / Foundation Certificate

PROGRAMME SPECIFICATION. Foundation Degree (Working with Children: Education and Well-Being) Foundation Degree / Foundation Certificate PROGRAMME SPECIFICATION Foundation Degree (Working with Children: Education and Well-Being) Awarding institution: Institute of Education, University of London Teaching institution: Institute of Education,

More information

RESPONSE TO THE REPORT OF THE FURTHER EDUCATION (TEACHER EDUCATION QUALIFICATION GROUP) OF THE TEACHING COUNCIL

RESPONSE TO THE REPORT OF THE FURTHER EDUCATION (TEACHER EDUCATION QUALIFICATION GROUP) OF THE TEACHING COUNCIL RESPONSE TO THE REPORT OF THE FURTHER EDUCATION (TEACHER EDUCATION QUALIFICATION GROUP) OF THE TEACHING COUNCIL FROM AONTAS THE NATIONAL ADULT LEARNING ORGANISATION. MARCH 2010 Berni Brady Director AONTAS

More information

BSc Early Childhood Care, Health and Education. Part Time Degree. Title. Award Degree Level 7. Entry Requirements

BSc Early Childhood Care, Health and Education. Part Time Degree. Title. Award Degree Level 7. Entry Requirements BSc Early Childhood Care, Health and Education Part Time Degree BSc Early Childhood Care, Health and Education Award Degree Level 7 Entry Requirements Be currently working in an Early Child Care, Health

More information

NEVER STOP LEARNING FAMILY CHILD EARLY YEARS PRACTICE CHILDCARE- STUDIES DE DEVELOPMENT MASTER OF ARTS

NEVER STOP LEARNING FAMILY CHILD EARLY YEARS PRACTICE CHILDCARE- STUDIES DE DEVELOPMENT MASTER OF ARTS NEVER STOP LEARNING FAMILY CHILD EARLY YEARS PRACTICE CHILDCARE- STUDIES DE DEVELOPMENT MASTER OF ARTS (Early Childhood Studies) Course Overview The Masters of Arts (Early Childhood Studies) has been developed

More information

SCOTTISH GOVERNMENT CONSULTATION PUTTING LEARNERS AT THE CENTRE: DELIVERING OUR AMBITIONS FOR POST -16 EDUCATION

SCOTTISH GOVERNMENT CONSULTATION PUTTING LEARNERS AT THE CENTRE: DELIVERING OUR AMBITIONS FOR POST -16 EDUCATION SCOTTISH GOVERNMENT CONSULTATION PUTTING LEARNERS AT THE CENTRE: DELIVERING OUR AMBITIONS FOR POST -16 EDUCATION RESPONSE FROM THE SCOTTISH SOCIAL SERVICES COUNCIL The Scottish Social Services Council

More information

Leadership and Management Training

Leadership and Management Training Bury College Business Solutions Leadership and Management Training The employers choice. For all your company training needs. Bury College Business Solutions - Customer Excellence Award Winner 2011 Develop

More information

Skills for employability and competitiveness

Skills for employability and competitiveness EUROPEAN COMMISSION CONTRIBUTION TO MINISTERIAL MEETING IN RIGA ON 22 JUNE 2015 Skills for employability and competitiveness The economic crisis led to a massive destruction of jobs - many of them filled

More information

Developing the workforce in the early childhood care and education sector Background discussion paper

Developing the workforce in the early childhood care and education sector Background discussion paper Developing the workforce in the early childhood care and education sector Background discussion paper Copyright Minister for Education and Science, 2009 Department of Education and Science Marlborough

More information

Early Years(Pre-school) Regulations and DCYA Childcare Programmes Qualification Requirements and DCYA Qualifications Recognition Application Process

Early Years(Pre-school) Regulations and DCYA Childcare Programmes Qualification Requirements and DCYA Qualifications Recognition Application Process Early Years(Pre-school) Regulations and DCYA Childcare Programmes Qualification Requirements and DCYA Qualifications Recognition Application Process Published 25 th September 2015 Glossary of Terms: Early

More information

Waterford Chamber Skillnet Training

Waterford Chamber Skillnet Training Waterford Chamber Skillnet Training Course Title: Diploma in Digital Marketing Duration: 10 Evenings over 10 weeks Trainer: Digital Marketing Institute For the Trainee: Who should attend: The Professional

More information

Early Childhood Development Workforce

Early Childhood Development Workforce Early Childhood Development Workforce This submission to the Early Childhood Development Workforce Productivity Commission Issues Paper is made on behalf of GoodStart Childcare and specifically seeks to

More information

Centres of Vocational Excellence: Heralding a New Era for Further Education

Centres of Vocational Excellence: Heralding a New Era for Further Education Centres of Vocational Excellence: Heralding a New Era for Further Education Response from the Learning and Skills 1. The Learning and Skills wholeheartedly welcomes the Government s proposals to promote

More information

Country Report on Adult Education in IRELAND

Country Report on Adult Education in IRELAND Country Report on Adult Education in IRELAND Helsinki, 2011 Please check our website for the latest version of this country report via the following url or QR-code, or contact us directly at eaea-info[at]eaea.org.

More information

Submission to the Productivity Commission Childcare and Early Childhood Learning February 2014. Background. The Montessori Australia Foundation (MAF)

Submission to the Productivity Commission Childcare and Early Childhood Learning February 2014. Background. The Montessori Australia Foundation (MAF) Submission to the Productivity Commission Childcare and Early Childhood Learning February 2014 Background The Montessori sector is unique, diverse and significant in Australian education, particularly

More information

Education. gre.ac.uk/education

Education. gre.ac.uk/education Education MA Specialisms: Leadership and Management, E-Learning, Higher Education, Literacy, Special Educational Needs, Youth and Community, Early Years, Childhood, International. gre.ac.uk/education Why

More information

BA (Hons) Children s Care Learning and Development (Progression year)

BA (Hons) Children s Care Learning and Development (Progression year) University Campus Suffolk Programme Specification Course Title: BA (Hons) Children s Care Learning and Development (Progression year) A joint award of the University of East Anglia and the University of

More information

Early Childhood Education and Care

Early Childhood Education and Care Early Childhood Education and Care Final award BA Honours Intermediate awards available Cert HE, Dip HE, BA UCAS code 1L89 Details of professional body accreditation N/A Relevant QAA Benchmark statements

More information

Workforce Management Plan 2013-2017

Workforce Management Plan 2013-2017 Workforce Management Plan 2013-2017 Adopted on Wednesday 19 June 2013 Contents Message from the General Manager 5 city Plan: Cascade of Plans 6 our Vision, Mission and Community Outcomes 7 Introduction

More information

SELECTION PANEL PROCEDURES FOR SCHOOL TEACHERS 2013

SELECTION PANEL PROCEDURES FOR SCHOOL TEACHERS 2013 SELECTION PANEL PROCEDURES FOR SCHOOL TEACHERS 2013 Selection Panel Procedures for School Teachers 2013, which is located on the Department s website at http://www.teach.nsw.edu.au/documents/sel_panelproc.pdf,

More information

Encouraging Quality in Early Childhood Education and Care (ECEC)

Encouraging Quality in Early Childhood Education and Care (ECEC) Encouraging Quality in Early Childhood Education and Care (ECEC) STRATEGIES TO TACKLE CHALLENGES IN IMPROVING WORKFORCE DEVELOPMENT AND WORKING CONDITIONS Challenge 1: Improving staff qualifications Qualifications

More information

Centre for Community Child Health Submission to Early Childhood Development Workforce Study February 2011

Centre for Community Child Health Submission to Early Childhood Development Workforce Study February 2011 Centre for Community Child Health Submission to Early Childhood Development Workforce Study February 2011 Background to the Centre for Community Child Health The Royal Children s Hospital Melbourne Centre

More information

Community Services Institute of Training

Community Services Institute of Training Community Services Institute of Training U 6 : 1 9 Information Fact Sheets for CHC50702 Diploma of Community Welfare Work 4 3 3 L o g a n R o a d S t o n e s C o r n e r Q 4 1 2 0 P h : 0 7 3 1 6 5 2 0

More information

The Role of TVET Providers in Training for Employees: New Zealand paper

The Role of TVET Providers in Training for Employees: New Zealand paper APEC Forum on Human Resources Development, Chiba November 2008 The Role of TVET Providers in Training for Employees: New Zealand paper Executive Summary New Zealand needs to raise labour productivity if

More information

Government response to the review of teacher education and school induction

Government response to the review of teacher education and school induction Government response to the review of teacher education and school induction Government response to the review of teacher education and school induction In February 2010, the Queensland Government released

More information

CHC52212 Diploma of Community Services Coordination. Information Package

CHC52212 Diploma of Community Services Coordination. Information Package CHC52212 Diploma of Community Services Coordination Information Package CHC52212 Diploma of Community Services Coordination The Community Services sector in Australia is growing rapidly and there is an

More information

Getting the best start. 6 Key Recommendations for Quality Early Childhood Education

Getting the best start. 6 Key Recommendations for Quality Early Childhood Education Getting the best start 6 Key Recommendations for Quality Early Childhood Education Early Childhood Ireland presents this 2015 prebudget submission at what we believe to be a turning point for the early

More information

Submission. Results and impact from the policy: July 2009. Removal of TAFE fees for Diploma and Advanced Diploma of Children s Services courses

Submission. Results and impact from the policy: July 2009. Removal of TAFE fees for Diploma and Advanced Diploma of Children s Services courses Creating Futures Submission Results and impact from the policy: Removal of TAFE fees for Diploma and Advanced Diploma of Children s Services courses July 2009 www.acpet.edu.au 1. Purpose of this submission...

More information

Recognition of Prior Learning (RPL) Kit. BSB50607 Diploma of Human Resources Management

Recognition of Prior Learning (RPL) Kit. BSB50607 Diploma of Human Resources Management Recognition of Prior Learning (RPL) Kit BSB50607 Diploma of Human Resources Management Applicant: Date: Diploma of Human Resources Management RPL Kit 1 Applicant declaration: I have completed the following

More information

Your course opportunities CENTRE FOR CAREER & PERSONAL DEVELOPMENT. Faculty of Education

Your course opportunities CENTRE FOR CAREER & PERSONAL DEVELOPMENT. Faculty of Education Your course opportunities CENTRE FOR CAREER & PERSONAL DEVELOPMENT Faculty of Education 2 Centre for Career & Personal Development A place for career building Faculty of Education Centre for Career & Personal

More information

Submission by SDN Children s Services Early Childhood Development Workforce Productivity Commission Issues Paper

Submission by SDN Children s Services Early Childhood Development Workforce Productivity Commission Issues Paper Submission by SDN Children s Services Early Childhood Development Workforce Productivity Commission Issues Paper SDN was established in 1905 and is one of Australia s most experienced and trusted leaders

More information

CHC30113 Certificate III in Early Childhood Education and Care

CHC30113 Certificate III in Early Childhood Education and Care CHC30113 Certificate III in Early Childhood Education and Care Introduction is a Registered Training Organisation (RTO number 41095) registered with the Australian Skills Quality Authority. Early Learning

More information

COURSE OUTLINE BSB51415 DIPLOMA OF PROJECT MANAGEMENT

COURSE OUTLINE BSB51415 DIPLOMA OF PROJECT MANAGEMENT International Skills Institute COURSE OUTLINE BSB51415 DIPLOMA OF PROJECT MANAGEMENT RTO 40541 Contents International Skills Institute (ISI) BSB51415 Diploma of Project Management Information about ISI

More information

Assistant Lecturer in Logistics

Assistant Lecturer in Logistics Candidate Brief for the position of: Assistant Lecturer in Logistics (5 Year Fixed Term 2 Posts) Dublin Institute of Technology Reference (HRC/A/83a/15) 1 Dublin Institute of Technology DIT at a glance

More information

TRAINING PLAN GUIDELINES

TRAINING PLAN GUIDELINES NSW Apprenticeships & Traineeships TRAINING PLAN GUIDELINES DECEMBER 2014 UPDATED JUNE 2016 CONTENTS 1. Overview 4 2. What is an Apprenticeship or Traineeship? 4 3. Obligations under an Apprenticeship

More information

BA Early Childhood Studies FT

BA Early Childhood Studies FT Date of Revision Date of Previous Revision Programme Specification (2014-15) A programme specification is required for any programme on which a student may be registered. All programmes of the University

More information

Guide to Qualifications in Health and Social Care, Early Years and Childcare. Cyngor Gofal Cymru Care Council for Wales. Revised October 2014

Guide to Qualifications in Health and Social Care, Early Years and Childcare. Cyngor Gofal Cymru Care Council for Wales. Revised October 2014 Guide to Qualifications in Health and Social Care, Early Years and Childcare Revised October 2014 Cyngor Gofal Cymru Care Council for Wales Hyder mewn Gofal - Confidence in Care Contact Details Care Council

More information

Online Training Information Pack

Online Training Information Pack Online Training Information Pack Childcare Health & Social Care Playwork Supporting Teaching & Learning www.thechildcarecompany.com The Childcare Company, Tithe Barn, Tithe Court, Langley, Berkshire, SL3

More information

Certificate IV in Out of School Hours Care Traineeship

Certificate IV in Out of School Hours Care Traineeship Certificate IV in Out of School Hours Care Traineeship Substantial Financial Incentive Payments are available to employers who take on trainees. Traineeships How an Employer benefits Subsidised employment

More information

BSB50215 DIPLOMA OF BUSINESS

BSB50215 DIPLOMA OF BUSINESS BSB50215 DIPLOMA OF BUSINESS This qualification would apply to individuals with various job titles including executive officers, program consultants and program coordinators. Individuals in these roles

More information

Productivity Commission Draft Research Report Vocational Education and Training Workforce

Productivity Commission Draft Research Report Vocational Education and Training Workforce Productivity Commission Draft Research Report Vocational Education and Training Workforce Submission by the Department of Education, Employment and Workplace Relations March, 2011 1 The Department of Education,

More information

Professional Standards for Teachers in England from September 2007 1

Professional Standards for Teachers in England from September 2007 1 Professional Standards for Teachers in England from September 2007 1 Introduction Bringing coherence to the professional and occupational standards for the whole school workforce 1. The framework of professional

More information

NQC RESPONSE TO THE PRODUCTIVITY COMMISSION DRAFT RESEARCH REPORT ON THE VOCATIONAL EDUCATION AND TRAINING WORKFORCE

NQC RESPONSE TO THE PRODUCTIVITY COMMISSION DRAFT RESEARCH REPORT ON THE VOCATIONAL EDUCATION AND TRAINING WORKFORCE INTRODUCTION The National Quality Council (NQC) is pleased to provide feedback to the Productivity Commission on the Draft Research Report Vocational Education and Training Workforce (November 2010). Council

More information

COURSE OUTLINE TAE50211 Diploma of Training Design and Development

COURSE OUTLINE TAE50211 Diploma of Training Design and Development International Skills Institute COURSE OUTLINE TAE50211 Diploma of Training Design and Development RTO 40541 Contents International Skills Institute (ISI) TAE50211 Diploma of Training Design and Development

More information

Qualification and Assessment Specification

Qualification and Assessment Specification Qualification and Assessment Specification NOCN Level 3 Award in Education and Training (QCF) Qualification No: 601/0619/0 Operational Start Date: 1 st September 2013 Version Number: 1.1 Date of Issue:

More information

QTLS. Frequently asked questions. Contents

QTLS. Frequently asked questions. Contents QTLS Frequently asked questions www.cityandguilds.com January 2008 Version 2.0 Contents 1 Teacher training and QTLS framework questions 4 Q1. What is the QTLS framework? 4 Q2. What is the QCF? 4 Q3. What

More information

Act on the Education and Recruitment of Teachers and Head Teachers in Pre-School, Compulsory School and Upper Secondary School

Act on the Education and Recruitment of Teachers and Head Teachers in Pre-School, Compulsory School and Upper Secondary School 1 Act on the Education and Recruitment of Teachers and Head Teachers in Pre-School, Compulsory School and Upper Secondary School No. 87, 12 June 2008 CHAPTER I Scope, Objective and Administration Article

More information

CHC30113: CERTIFICATE III OF EARLY CHILDHOOD EDUCATION AND CARE CHC50113: DIPLOMA

CHC30113: CERTIFICATE III OF EARLY CHILDHOOD EDUCATION AND CARE CHC50113: DIPLOMA tabua 1 Who is Empower College? Empower College is a Registered Training Organisation based in Parramatta, New South Wales specialising in the Children s Services Industry. Our trainers are professionals

More information

BA (Hons) International Hospitality Business Management (top up)

BA (Hons) International Hospitality Business Management (top up) BA (Hons) International Hospitality Business Management (top up) Incorporating the award of: University Advanced Diploma in International Hospitality Business Management Programme Specification May 2013

More information

Qualification Handbook. Level 4 Certificate in Education and Training

Qualification Handbook. Level 4 Certificate in Education and Training Qualification Handbook Level 4 Certificate in Education and Training Qualification Handbook SFJ Awards Level 4 Certificate in Education and Training Qualification Number: 601/2040/X Version 4 2 Contents

More information

Foundation Degree in Early Childhood Studies

Foundation Degree in Early Childhood Studies Foundation Degree in Early Childhood Studies at Ashton Sixth Form College Validated by Staffordshire University Guidance & Information Ashton Sixth Form College Higher Education Contents When are the deadlines?...

More information

Qualifications for those on the Early Years and Childcare Registers

Qualifications for those on the Early Years and Childcare Registers Qualifications for those on the Early Years and Childcare Registers Guidance for inspectors on assessing the qualifications of those providing childcare on the Early Years and Childcare Registers. Published:

More information

ETUCE Policy Paper on School Leadership

ETUCE Policy Paper on School Leadership ETUCE Policy Paper on School Leadership Submitted for adoption by the ETUCE Committee to the ETUCE Conference, the Regional Conference of Education International, meeting in Budapest on 26-28 November

More information

BA Hons Sports Business, Sponsorship and Advertising. Design, Media & ManagementDesign, Media & Management

BA Hons Sports Business, Sponsorship and Advertising. Design, Media & ManagementDesign, Media & Management PROGRAMME SPECIFICATION This Programme Specification is correct as of the date indicated; however, minor amendments may be made throughout the year and will be incorporated in the annual updating process.

More information

National Trade Cadetships

National Trade Cadetships Schools Vocational Pathways National Trade Cadetships Discussion paper National Trade Cadetships Background Paper National Trade Cadetships Introduction The National Trade Cadetship offers the potential

More information

Early Childhood Education and Care. Workforce Action Plan

Early Childhood Education and Care. Workforce Action Plan Early Childhood Education and Care 2016 2019 A message from the Minister The skills, qualifications, dedication and experience of our workforce make early childhood education and care services great. The

More information

Call for Evidence for the Independent Review of Early Education and Childcare Qualifications (The Nutbrown Review)

Call for Evidence for the Independent Review of Early Education and Childcare Qualifications (The Nutbrown Review) Call for Evidence for the Independent Review of Early Education and Childcare Qualifications (The Nutbrown Review) Daycare Trust response January 2012 1. In your view, what are the three most important

More information

Online Certificate/ Diploma in Education (Special/ Inclusive Education) 2012/2013

Online Certificate/ Diploma in Education (Special/ Inclusive Education) 2012/2013 Online Certificate/ Diploma in Education (Special/ Inclusive Education) 2012/2013 Dear Applicant, In recognition of the need to support teachers in meeting the increasing diversity of pupils needs that

More information

Quick Start Guide. An employer s quick start guide to understanding traineeships with Accredited Online Training

Quick Start Guide. An employer s quick start guide to understanding traineeships with Accredited Online Training Quick Start Guide An employer s quick start guide to understanding traineeships with Accredited Online Training Covers: What is a traineeship? What are the employer s responsibilities? Do students have

More information

Interpreting and Translation (Wales)

Interpreting and Translation (Wales) Interpreting and Translation (Wales) Latest framework version? Please use this link to see if this is the latest issued version of this framework: afo.sscalliance.org/frameworkslibrary/index.cfm?id=fr03339

More information

Professional Standards for Teachers Core

Professional Standards for Teachers Core Professional Standards for Teachers Core 2 Introduction Professional Standards for Teachers in England from September 2007 1 Bringing coherence to the professional and occupational standards for the whole

More information

inspire education Diploma of Business Administration - BSB50407 Course Outline Provided by our partner RTO Prime Learning

inspire education Diploma of Business Administration - BSB50407 Course Outline Provided by our partner RTO Prime Learning inspire education Course Outline Diploma of Business Administration - BSB50407 Turn Your Aspirations into Reality with the What Will you Learn? By completing this Business Administration Diploma you will

More information