ACCREDITATION STANDARDS FOR EARLY YEARS TRAINING COURSES

Transcription

1 ACCREDITATION STANDARDS FOR EARLY YEARS TRAINING COURSES Issued by MCYS Early Years Qualification Accreditation Committee (EYQAC)2012

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3 CONTENTS I. THE EARLY YEARS QUALIFICATION ACCREDITATION COMMITEE... 1 II. INTRODUCTION... 2 III. ACCREDITATION FRAMEWORK... 4 IV. STANDARDS FOR ACCREDITATION... Standard 1: Admission Requirements and Practices Standard 2: Administration of Courses Standard 3: Course Content a) WSQ Higher Certificate in Infant Care b) WSQ Advanced Certificate in the Early Years Standard 4: Modes of Assessment and Professional Placement Standard 5: Academic and Professional Qualification of Teaching Faculty: Trainers and Practicum Supervisors Standard 6: Facilities and Resources 5 V. PROCESSES VI. TERMS OF ACCREDITATION VII. ANNEXES... Annex A: Pre-requisites and Required Documents for WSQ Organisational Approval Application (Public and In-house) Annex B: Process to Register as Early Years Qualification Training Provider (New WSQ ATO under ECCE WSQ) Annex C: Sample 2-year Plan and Template for WSQ Organisational Accreditation Application (Public ATOs) Annex D: Application for Accreditation of Early Years Training Courses Annex E-1: Curriculum Design and Development of WSQ Early Years Training Courses Annex E-2: Modes of Assessment Annex E-3: List of Early Childhood Centres Trainees are Attached For Supervised Professional Practice Annex F-1: Summary sheet for Trainers, Assessors, Curriculum Developer, Field Supervisors Annex F-2: Personal Particulars of Academic Head Annex F-3: Summary List of Proposed New Trainers and Practicum Supervisors Annex F-4: Application For Approval of Trainers and Practicum Supervisors Annex F-5: Reason(s) For Request For Approval of Additional New Trainers and Practicum Supervisors Annex G: List of Trainees and Module(s) Granted Exemptions Annex H: Sample Course Evaluation Form Annex I: Sample Summary of Trainee Evaluation 44

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5 I. The Early Years Qualification Accreditation Committee The EYQAC

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7 I. THE EARLY YEARS QUALIFICATION ACCREDITATION COMMITTEE 1. The Early Years Qualification Accreditation Committee (EYQAC) is set up by the Ministry of Community Development, Youth and Sports (MCYS) as part of the broader quality agenda to establish and enhance the standards of programmes and practices for children aged 2 months to 3 years in centre-based child care. 2. The members of the committee comprise senior officers from MCYS Child Care Division and the Singapore Workforce Development Agency (WDA). Representatives from tertiary institutions and the early childhood sector act as advisors. 3. Views from a panel of expert resource persons from the early childhood sector including training agencies and major child care operators are sought by the EYQAC when required. 4. The function of EYQAC is to provide guidance over the content and accreditation of training courses for educarers, which complement the Pre-school Qualification Accreditation Committee s (PQAC) focus on the pre-school age group. Standards drawn up by this committee and the EYQAC will ensure continuity in teacher training to raise the quality of care and development for children in centre based care. 5. EYQAC reserves the right to revoke any accreditation conferred on a course in the event of the agency s non-compliance with the standards and terms set out in the Accreditation Standards. The EYQAC 1

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9 II. Introduction Introduction

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11 II. INTRODUCTION 1. The aim of early years care and development in Singapore is to lay a strong foundation for infants, toddlers and nursery children in centre-based child care settings. The early years training courses designed for educarers of children ages 2 months to 3 years are anchored in the desired outcomes stated in the Early Years Development Framework (EYDF) that are developed by the Ministry of Community Development, Youth and Sports. 2. These outcomes focus on the 5 key pillars which define expectations of children s well-being, development and learning, the programme, educarer, family and community. DESIRED OUTCOMES OF EARLY YEARS CARE AND DEVELOPMENT Children are secure, confident, safe and healthy Children are involved, engaged and enquiring Programmes are holistic and provide optimal experiences for growth, development and learning Educarers are professionals and reflective practitioners Centres, families and community engage in strong partnerships and collaborative networks 3. The quality and standards of care, development and learning are determined by the quality of training received by educarers. Infants, toddlers and nursery children have specific care, developmental and learning needs. Hence, the quality of training for educarers would need to be attuned to and address the developmental needs of young children, incorporating sound theories and best practices that are based on emerging trends and research in brain development in the early years. 4. Educarers who are equipped with specialised knowledge and competencies are able to validate good practices and effectively translate key child development theories and principles in their work with young children. They would require the requisite knowledge and skills that will enable them to create warm and nurturing environments in a climate of respectful, responsive and reciprocal relationships for children to develop secure attachments and confidence. 5. In addition, educarers who receive specialised training are able to generate culturally and developmentally appropriate opportunities for children s holistic development and learning in a safe and healthy environment. They would also be able to involve families as partners in the care, development and education of children, and engage the community as support and resources for their centres and families. 6. To optimize the training provided for educarers with different levels of qualifications, a new training and certification pathway has been drawn up. Early childhood personnel will have different entry points to the various accredited courses that are aligned to their academic and professional qualifications. Introduction 2

12 REGISTRATION OF TRAINING AGENCY 1. Under the Education Act, Cap. 87 (1985 Edition), training agencies are required to be registered with the Ministry of Education. 2. Registration of training agencies is handled by the Council for Private Education. Please refer to their website at for details regarding registration. 3. As the accredited courses come under the WDA s WSQ frameworks and are jointly accredited by WDA and EYQAC, training agencies are also required to be a WDA Approved Training Organisation (ATO) for the Early Childhood Care and Education (ECCE) WSQ framework. For more details on becoming an ECCE WSQ ATO, please refer to Annex A and WDA website at: 4. WDA and EYQAC will consider applications for accreditation only after training agencies have been successfully registered with the Council for Private Education. 5. Details of the registration process to be an accredited qualification training provider is presented in Annex B (Figures 1a and 1b). 3 Introduction

13 III. Accreditation Framework Accreditation Framework

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15 III. ACCREDITATION FRAMEWORK The EYQAC accreditation framework is built upon six important areas where high standards of training of educarers are expected. These standards for accreditation are rigorous and aid training agencies in developing and sustaining effective early childhood teacher training courses. These standards should be used by agencies to develop and sustain quality training courses for child care teachers and educarers. STANDARDS FOR ACCREDITATION 1. The Standards for Accreditation covers the following: Standard 1: Admission Requirements and Practices Standard 2: Administration of Courses Standard 3: Course Content Standard 4: Modes of Assessment and Supervised Teaching Practice Standard 5: Quality of Faculty Standard 6: Facilities and Resources 2. When used to gauge quality, these standards enable training agencies to: assess their institutional performance and identify areas for improvement before they submit training courses for accreditation define their institutional quality and educational effectiveness, in promoting the development and sharing of good practices leading to the improvement of quality programmes for young children design a rigorous assessment system to gauge training outcomes 3. Within each of the six standards are sub-areas defining topical areas essential to the standard itself. Each area is meant to support basic decisions on accreditation and thus enable EYQAC to assess the effectiveness of the course to be conducted by a training agency. Accreditation Framework 4

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17 IV. Standards For Accreditation Standards For Accreditation

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19 IV. STANDARDS FOR ACCREDITATION STANDARD 1 Admission Requirements and Practices Standard 1 stipulates that training agencies admit only applicants who meet the entry requirements to the accredited courses. ADMISSION REQUIREMENTS TO COURSE(S) 1. All training agencies will need to establish that applicants meet the entry requirements to the courses, depending on whether they are existing or new teachers. The new entry requirements to courses accredited by EYQAC takes effect from 1 October 2011 and are specified in Table 2.1 and All applicants must be at least 21 years of age. Table 2.1: Requirements for Admission to WSQ Higher Certificate in Infant Care Course Accredited by EYQAC S/N Course Title Minimum Admission Requirements 1. WSQ Higher Certificate in Infant Care (WSQ HCIC) At least Secondary 2 qualifications <OR> completed 8 years of formal education 1 and Completed Fundamentals in Early Childhood Care and Education and Attained an average SOA 4 in the WPL Series 1 Applicants are to present official documents from institution to show completion of 8 years of education. Medium of instruction is to be in English. Standards for Accreditation 5

20 Table 2.2: Requirements for Admission to WSQ Advanced Certificate in Early Years Course Accredited by EYQAC S/N Course Title 2. WSQ Advanced Certificate in Early Years (WSQ ACEY) For applicants who are existing teachers (those who have been employed in a Child Care Centre before 1 October 2011) Completed Certificate in Infant and Toddler Care or WSQ Higher Certificate in Infant Care and Minimum Admission Requirements For applicants who are new teachers (those who have been employed in a Child Care Centre on or after 1 October 2011) Must have at least Secondary 4 qualifications <OR> completed 10 years of formal education 2 and Attained an average SOA 5 in the WPL Series and any one of the following: A credit in GCE O level English as a 1 st Language (EL1) <OR> A minimum of Band 5.5 in the International English Language Testing System (IELTS General Training) <OR> An average SOA of 5 for WPL (written) Attained an average SOA 5 in the WPL Series and any one of the following: A credit in GCE O level English as a 1 st Language (EL1) <OR> A minimum of Band 5.5 in the International English Language Testing System (IELTS General Training) <OR> An average SOA of 5 for WPL (written) Note: CITC courses will be replaced with WSQ HCIC from Jan The Chinese WSQ HCIC and WSQ ACEY courses should follow the same course content standards and guidelines as that of the English course. The minimum language requirement for admission is as follows: WSQ HCIC (CL): level 5 in Hanyu Shuiping Kaoshi (HSK) WSQ ACEY (CL): A credit in GCE O level Chinese (CL) <OR> level 6 in Hanyu Shuiping Kaoshi (HSK) 3 2 Applicants are to have passed an examination conducted by the country or state. Medium of instruction is to be in English. 3 The HSK consists of 4 components: Listening, Reading, Writing and Oral. Advanced level grade 6 is equivalent to attaining at least 60 marks in the Listening, Reading and Writing components, and a pass at Advanced level for the Oral component. 6 Standards for Accreditation

21 ADMISSION PRACTICES 1. Training agencies should make known the following information to prospective trainees prior to the commencement of the accredited course: a) government policies relating to the early childhood sector (e.g. minimum teacher qualifications, including language proficiency requirement) b) eligibility criteria for enrolment c) institutional rules and regulations d) course fees and other charges e) payment schedules f) course details (aims/objectives, course content, duration of courses and modules, assignments and tests/examinations) g) time-table with assigned trainers names h) other administrative requirements This could be in the form of a student handbook. 2. All academic 4 or professional certificates and/or transcripts obtained from trainees must be certified as true copies. Documents in any language medium other than English must be translated officially. Transcripts are necessary should there be a need to establish the number of credits and grade for the respective languages. Academic certificates from the People s Republic of China must also be accompanied by notarial certification on top of translations. 3. Training agencies found to have committed a breach in Standard 1 have the responsibility to rectify the breach by ensuring that trainees who were wrongly admitted obtain the required academic and language qualifications before issuing the Certificate of completion. If need be, agencies are to provide financial compensation by paying for the relevant tuition/examination fees. 4 Academic and graduation certificates must be submitted as supporting documents to confirm the number of years of formal education. Standards for Accreditation 7

22 STANDARD 2 Administration of Courses Standard 2 stipulates that training agencies establish policies and formalise a system of procedures for evaluating performance outcomes, keeping of records (academic and non-academic), managing trainees welfare and handling complaints. They must have structures in place to attain external validation of quality standards for all 6 EYQAC Standards. ADMINISTRATIVE REQUIREMENTS 1. Training agencies are expected to furnish to EYQAC the following information before commencement of course(s): a) a copy of the time-table one month before the commencement of the course. This time-table should include the time/date of the sessions for each module to be attended by the trainees, and the approved trainers assigned to each session/module. 2. In addition, agencies should also maintain the following records/reports: a) records of trainees on the programme, including data on their personal particulars and academic, language and professional (if applicable) attainments, basis for admission to the programme, exemptions from modules together with the exemption framework (if applicable), attendance, performance and achievements. b) amendments made to the time-tables and trainers deployed, if applicable. c) records and summaries of evaluation on modules completed for every course by at least 80% of the trainees. d) the agency s internal annual reports of all accredited courses which include data on enrolment, trainees performance, evaluation of faculty involved in training and other significant developments of the course(s) conducted during the year. 3. Training agencies are to notify EYQAC of changes in ownership or management, collaboration with other organisations, additions to courses or facilities, relocation of training agency and events or circumstances that could affect the agency s policies, staff, course contents and legal or financial status. 4. Training agencies are also to notify EYQAC and update on SkillsConnect ( gov. sg) of changes in the Academic Head, Course Administrator and Core Trainers for each course when there is a change of appointment. 8 Standards for Accreditation

23 5. The training agency must upload WSQ assessment results on SkillsConnect within 2 weeks of completion of every course module and issue WSQ Statement of Attainment (SOA) and Qualification certificates to trainees who have successfully completed the courses. 6. Training agencies must formally inform trainees of their successful completion of the course. They can only issue WSQ certificates to trainees who have successfully completed the course, and according to the timeline specified by WDA. In the interim period, agencies are required to issue letters of successful completion of course within 3 months of last assignment submission date. 7. To better ensure the attainment of quality standards as well as sector standards, including EYQAC standards, all training agencies must be approved WSQ ATOs with WDA and fully comply with the stipulated quality assurance system and standards set by WDA and MCYS. Standards for Accreditation 9

24 STANDARD 3 Course Content Standard 3 specifies elements within a course that training agencies are expected to fulfil in order to attain and maintain accreditation. These elements include course content, objectives, outlines and duration. GENERAL REQUIREMENTS 1. The content of all courses should concentrate on the following: a) Core knowledge and understanding of the different stages and domains of development in children from prenatal to birth, up till 3 years of age. This includes physical, cognitive, socialemotional and language development. b) The core values and skills required of educarers in the care and education of young children, which are aligned to the desired outcomes and sub-outcomes of the EYDF as well as goals and targets for early childhood care and education. c) An understanding of and ability to facilitate learning through play, transitions and routine caregiving tasks, as well as social, cognition and communication skills in young children s development. d) The application of professional standards and ethics. 2. To obtain accreditation for the WSQ HCIC and WSQ ACEY courses, training agencies must design their training courses such that the content includes all the core and sub-modules detailed in standard All training agencies have the flexibility to conduct the courses on a modular system, but the sequence of fulfilling each module must be logical. This is to ensure that educarers have established a strong core of fundamental knowledge and skills before moving forward to higher content level. 4. The delivery of courses may include blended learning modalities (i.e. a combination of face-toface classroom methods with computer-mediated activities to facilitate an integrated approach for instructors and learners) that are appropriate for the respective sub-modules provided that these do not exceed 15 % of the classroom content hours per module or sub-module. Training agencies must demonstrate that they have the necessary and proficient expertise and infrastructure to design and facilitate e-learning for the selected subject content and submit detailed descriptions of the content and mode of delivery of the blended learning components as part of the submission for accreditation. 5. Training agencies should integrate theory and practice in the delivery of the courses. 6. Additional modules not within the stipulated core modules and conducted by non-approved trainers must not be included in the minimum number of training hours. 10 Standards for Accreditation

25 TYPE OF COURSES 1. EYQAC accredits the contents and standards of the following 2 training courses: a) WSQ Higher Certificate in Infant Care (WSQ HCIC) b) WSQ Advanced Certificate in the Early Years (WSQ ACEY) 2. Training agencies may offer the WSQ HCIC and WSQ ACEY courses in Chinese in accordance to WDA s existing guidelines. 3. The WSQ Higher Certificate in Infant Care (WSQ HCIC) is the minimum professional qualification for an educarer working with children aged 2 to 17 months. 4. The WSQ Advanced Certificate in Early Years (WSQ ACEY) is a required professional qualification for an educarer working with children aged 2 months to 3 years. 5. Accreditation status of the above courses is only applicable within Singapore. 6. Training agencies must ensure that they use various methods of course delivery to optimize learning for child care teachers and educarers and ensure that they attain the necessary knowledge and skills required of a competent educarer. COURSE OBJECTIVES, OUTLINES AND MINIMUM DURATION 1. The core modules and sub-modules of the WSQ HCIC and WSQ ACEY courses should encompass the following learning outcomes, desired knowledge and competencies that effective educarers must possess: a) A strong understanding of theories and practices in child development. b) The ability to implement theories into practice. c) The ability to plan and execute intentional as well as developmentally and culturally appropriate programmes and activities for young children (2 months to 3 years). d) The ability to facilitate effective development and learning among children of various age groups. e) The ability to collaborate with key stakeholders towards the holistic and comprehensive development of young children. f) A commitment towards professional development and personal growth. 2. The total number of training hours for each course is predetermined. These are the contact hours between trainer(s) and educarers, and can be conducted via various modes of delivery for a course. 3. Courses may be carried out on a part-time or full-time basis, but training agencies must ensure that the minimum predetermined training hours for each core module, sub-modules and minimum duration of the courses are achieved. The minimum duration of the courses is as follows: Course and Training Hours Duration for Part-Time Course Duration for Full-Time Course WSQ HCIC (300 hrs) 8 months 4 months WSQ ACEY (600 hrs) 16 months 8 months Standards for Accreditation 11

26 Course Outline and Depth of Coverage Training agencies are to ensure that the depth of coverage for the course will include the following core and sub-core modules. Table 3.1: Course Content for WSQ HCIC (300 hrs) S/N Core Module Sub-Module Training Hours 1. Overview and Introduction to Early Years Landscape in Singapore 2. Principles of Infant and Toddler Development Rationale: to Introduce child development theories which will facilitate understanding of children from birth to toddlerhood in terms of their growth, development and learning Equip educarers with the basic skills for carrying out observations, reflections and documentation 1.1 Early Years Development Framework for children 2 months through 3 years 5 : - Objectives and key elements which includes Vision, Pillars and Guiding Principles - Desired Outcomes and Sub-Outcomes 2.1 Prenatal and neonatal development 2.2 Attachment and bonding 2.3 Understanding child growth, development and learning including developmental variations with reference to: - Physical development - Cognitive development - Language development - Social-emotional development - Sensory-motor development 2.4 Infant and toddler positive guidance strategies 2.5 Introduction to observation methods, recording and assessment tools for infants and toddlers 2.6 Policies, licensing requirements, teacher certification and training requirements 2.7 The United Nations Convention on the Rights of the Child and Code of Ethics including Educarers roles and responsibilities 2.8 Introduction to identification and management of children with special needs 16 hours 24 hours 5 Trainers must be MCYS pre-approved trainers accredited to conduct the WSQ EYDF programme. 12 Standards for Accreditation

27 S/N Core Module Sub-Module Training Hours Provide practical experiences that would enable educarers to manage and guide behaviours Equip educarers with basic skills to identify children with special needs 3. Environmental Design for Infant/ Toddler Programmes Rationale: to Provide educarers with practical experiences in planning developmentally appropriate environments and materials for infants and toddlers Raise educarers awareness of the safety considerations in planning suitable environments and the selection of materials 3.1 Setting up appropriate learning spaces to promote physical, intellectual, emotional and social development 3.2 Creating spaces for children who are nonmobile, crawlers and walkers 3.3 Types of equipment and locations 3.4 Provisions for learning and development 3.5 Appropriate adult role 3.6 Conditions fostering safety and health 3.7 Outdoor and playground safety 30 hours Standards for Accreditation 13

28 S/N Core Module Sub-Module Training Hours 4. Infant/Toddler Curriculum Rationale: to Raise awareness on the importance of caregiving and play as curriculum for infants and toddlers Equip educarers with the skills to plan developmentally appropriate activities and experiences 5. Partnerships with Families Rationale: to Raise awareness on the importance of centre-family partnerships Equip educarers with the skills to strengthen communication and partnerships with families 4.1 Programme planning for infants and toddlers 4.2 Scheduling individualised caregiving routines, play and developmental experiences and activities for infants toddlers 4.3 Why a curriculum for infants and toddlers 4.4 Transitions and care-giving activities as a curriculum 4.5 Play as a curriculum: - Various types of play 4.6 Principles of caregiving with reference to: Respectful, Responsive and Reciprocal caregiving practices 4.7 Developmentally appropriate practices in caregiving 4.8 Easing transitions: - Home to centre - Level to level - Other transitions within the centre 4.9 Learning experiences which includes: - Communication and Language development - Cognitive development - Early numeracy and problem solving - Aesthetic experiences - Sensory-motor experiences 5.1 Appreciating expectations of parents 5.2 Understanding the influence of families on the care & development of infants & toddlers 5.3 Partnership and effective communication strategies 5.4 Appreciating diversity in a multicultural context 5.5 Oral and written communication skills which will include: - conversational skills (e.g. expressing oneself using appropriate vocabulary, engaging parents informally through dialogues) - simple report writing of incidences and events - taking observational notes - crafting s and notes to parent - IT skills as a communication tool 50 hours 25 hours 14 Standards for Accreditation

29 S/N Core Module Sub-Module Training Hours 6. Health,Safety and Well-Being Rationale: to Raise educarers awareness on the importance of ensuring safe environments for infants and toddlers Equip educarers with skills for managing young children in the areas of children s physical, emotional and mental health, safety, hygiene and nutrition Raise educarers awareness of child abuse and neglect 7. Professional Placement Rationale: to Provide educarers with practical experiences in carrying out routine caregiving, play, observations and interactions. 6.1 Infant mental health and well-being 6.2 Procedures for: - Conducting daily health checks - Various caregiving tasks (diapering, feeding, bathing) - Preparing and storing milk/bottles and food - Hand washing and sterilisation 6.3 Nutritional needs of infants and toddlers and menu planning 6.4 Common ailments, diseases and infections affecting infants and toddlers and responding to them (including infectious diseases) 6.5 Maintaining records related to infants and toddlers health, safety and wellbeing 6.6 Vaccinations and immunisations 6.7 Administration of prescribed medication 6.8 Emergency preparedness and evacuation 6.9 Handling and preventing injuries including: - Understanding and detecting child abuse and neglect - Infants at risk (abuse etc.) - Paediatric CPR/paediatric first aid - Safe and healthy indoor and outdoor conditions Trainees need to fulfil at least 50% of the field practicum attachment which is 48 hours in each of the age groups: Younger Infants (2 to 12 months); Older Infants (above 12 to 17 months). Trainees need to fulfil up to 24 hours for the Pre-Practicum, Learning Journey and Post-Practicum sub-modules. The scope will include: Pre-Practicum Preparation 35 hours 120 hours Equip educarers with skills to carry out reflection and documentation 7.1 Briefing of educarers, practicum supervisors and centre supervisors (e.g. expectations and outcomes) 7.2 Code of conduct and protocol during the practicum (includes dress code etc) 7.3 Assessments and assignments Standards for Accreditation 15

30 S/N Core Module Sub-Module Training Hours Learning Journey 7.4 Visit to at least one other infant care setting and toddler care setting 7.5 Observe and reflect on the environment practices with reference to the key components in the EYDF (e.g. key guiding principles, desired outcomes and sub-outcomes). Field Experience (96 hrs) 7.6 The practicum will include: - Using appropriate observation tools for infants and toddlers - Carrying out caregiving routines (e.g. diapering, feeding, bathing, dressing) which reflect respectful, reciprocal and responsive interactions - Evaluating infants and toddler care settings and recommending improvements - Working with families De-brief 35 hours 7.7 Debriefing and sharing of experiences 7.8 Reflections on learning and experiences 7.9 Submission of practicum folders TOTAL TRAINING HOURS 300 hours 16 Standards for Accreditation

31 WSQ ADVANCED CERTIFICATE IN THE EARLY YEARS (WSQ ACEY) Objectives The objectives of the WSQ ACEY are to: a) Provide educarers with an overview of the history and theories behind early childhood care and education, as well as an understanding of the various domains and stages of development for children from birth to 3 years. These must be portrayed in the context of the work experience of local educarers to help them reflect, assess and improve their current practices. b) Enable educarers to have a more in-depth understanding of the guiding principles, outcomes and sub-outcomes of the Early Years Development Framework (EYDF). c) Enable educarers to apply and implement the suggested practices stated in the EYDF in their work with young children and families. d) Equip educarers with necessary skills and practical knowledge to plan and implement programmes, curriculum and environments for the following age groups: Infants (2 to 18 months) Toddlers (Above 18 to 30 months) Nursery children (Above 30 to 36 months) e) Equip educarers with the skills to engage in reflective practice. f) Equip educarers with relevant skills to work collaboratively with colleagues, parents and families, as well as key stakeholders in the community to support children s care, learning and development. Standards for Accreditation 17

32 Course Outline and Depth of Coverage Training agencies are to ensure that the depth of coverage for the course will include the following core and sub-core modules. Table 3.2: Course Content for WSQ ACEY (600 hrs) S/N Core Module Sub-Module Training Hours 1. Overview and Introduction to Early Years Landscape in Singapore 2. Principles and Practices in Early Years Care, Development and Learning Rationale: to Provide an overview of developmental perspectives in early childhood care and development Reinforce key child development theories which will facilitate understanding of children from birth to 3 years in terms of their growth, development and learning Identify culturally and developmentally appropriate practices for care in group settings, transitions and managing behaviours 1.1 The Early Years Development Framework for children 2 months through 3 years 6 : - Objectives and key elements which includes Vision, Pillars and Guiding Principles - Desired Outcomes and Sub-Outcomes 2.1 Philosophies and models of early years care, development and learning 2.2 Policies, licensing requirements, teacher certification and training requirements 2.3 A Framework for a Kindergarten Curriculum: Nurturing Early Learners for children 4 to 6 years 2.4 The United Nations Convention on the Rights of the Child 2.5 Child development theories and brain development from birth through 3 years 2.6 Attachment and bonding 2.7 Prenatal and neonatal development including environmental and cultural factors 2.8 Understanding child growth development and learning with reference to: - Physical development - Social-emotional development - Cognitive development - Language development - Sensory-motor development 2.9 Temperaments and individual differences 2.10 Group care, primary care, individualisation and continuity of care 16 hours 90 hours 6 Trainers must be MCYS pre-approved trainers accredited to conduct WSQ EYDF programme. 18 Standards for Accreditation

33 S/N Core Module Sub-Module Training Hours 3. Programme Planning and Pedagogy Rationale: to Provide educarers with a framework to plan and implement a holistic and comprehensive programme which will encompass all developmental domains and learning areas Equip educarers with skills to plan and implement developmentally and culturally appropriate experiences for young children 2.11 Easing transitions - Home to centre - Level to level - Other transitions within the centre 2.12 Positive guidance strategies The Early Years Programme and Curriculum 3.1 Programme planning for infants, toddlers and nursery children - Principles of respectful, responsive and reciprocal caregiving - Transitions and caregiving activities as a curriculum - Communication and language development - Cognitive development with early numeracy and problem solving - Psycho-social development - Play as pedagogy - Aesthetic experiences - Indoor and outdoor experiences - Sensory-motor experiences 3.2 Scheduling individualised caregiving outines, play and developmental experiences and activities for infants, toddlers and nursery children 120 hours Equip educarers with skills to reflect and evaluate children s growth, development and learning Equip educarers with basic skills to identify children with vspecial needs The Reflective Practitioner 3.3 Roles and responsibilities of educators in programme planning, caregiving and play 3.4 Observing, assessing and evaluating learning and development - introduction to the assessment of young children s development - Understanding developmental variations - Observation, Reflection and Documentation - Documentation methods and portfolio development 3.5 Planning an individualised programme based on documentation records 3.6 Planning for an outcome-based approach and assessment 3.7 Introduction to identification and management of children with special needs Standards for Accreditation 19

34 S/N Core Module Sub-Module Training Hours 4. The Early Years Environment Rationale: to Equip educarers with the skills to plan and set up developmentally appropriate learning environments 4.1 Philosophies and goals for setting up environments for children 4.2 Setting up appropriate learning spaces to promote physical, intellectual, emotional, social development and play 4.3 Planning, setting up and implementing environments to support group care, development and learning 48 hours Emphasize the importance of providing combination of natural and man-made materials which are developmentally appropriate to the various age groups Raise educarers awareness of the importance of both indoor and outdoor learning experiences Creates indoor and outdoor environments that are safe, stimulating, engaging and intentionally designed to support learning and development goals vspecial needs Indoor Physical Settings 4.4 Planning and designing spaces to support: - group care - developmental needs - open spaces, room size - traffic patterns, safety factors 4.5 Activity areas: diapering, feeding, playing, sleeping 4.6 Location/types of equipment and furniture 4.7 Separation of infant area from other areas 4.8 Creating spaces for large, small group and individual activities Provisions for activity areas that address the following categories of experience: - quiet activities - structured activities - craft and discovery activities - dramatic play activities - large-motor activities - Sensory-motor development 4.9 Creating environments that support young children s four basic needs: - encourages movement - supports comfort - fosters Competence - encourages a sense of control 20 Standards for Accreditation

35 S/N Core Module Sub-Module Training Hours 4.10 Differences in environment for very young, immobile infant, infants rolling, infants crawling and creeping, infant standing and walking including environments for toddlers and nursery children 4.11 Designing environments to support children s independence, exploration and learning Outdoor Physical Settings 4.12 Integrating curriculum with the outdoor environment 4.13 Health and safety factors 4.14 Outdoor and playground safety Resources and the Early Years Learning Environment 5. Programme Planning and Pedagogy Rationale: to Enable educarers to reflect on their professional goals and development Strengthen educarers sense of professionalism in relation to their roles and the Code of Ethics Equip educarers with the skills in reflective practices and self-evaluation Develop educarers interpersonal, team-building and communication skills 4.15 Design and selection of developmentally appropriate and culturally diverse learning materials and toys 5.1 Roles, responsibilities and Code of Ethics of educarers 5.2 Collaboration with colleagues 5.3 Drawing up a personal continuing professional development plan and career goals 5.4 Promoting one s own health and well-being through: - self-awareness - self care - coping skills - stress management 40 hours Standards for Accreditation 21

36 S/N Core Module Sub-Module Training Hours 6. Partnership with Families and the Community Rationale: to Strengthen relationships between families and centres Equip educarers with skills for promoting regular communication and feedback between families and centres Encourage educarers to adopt a more familycentred approach 7. Health, Safety and Wellbeing Rationale: to Understand the importance of ensuring safe environments for young children. Equip educarers with skills for managing young children in the areas of physical, emotional and mental health, safety, hygiene and nutrition Equip educarers with knowledge and skills for detecting and managing abuse in young children 6.1 Developing a family-centred philosophy for home-school partnerships 6.2 Developing communication strategies in working with families of young children 6.3 Promoting a partnership that is culturally respectful, responsive and reciprocal (including diversity and child rearing practices) 6.4 Planning parent and community involvement activities 6.5 Engaging the community as a resource to support both programmes and families 6.6 Oral and written communication skills which will include: - conversational skills (e.g. expressing oneself using appropriate vocabulary, engaging parents informally through dialogues) - simple report writing of incidences and events - taking observational notes - crafting s and notes to parent - IT skills as a communication tool 7.1 Infant mental health and well-being 7.2 Procedures for: - Conducting daily health checks - Various caregiving tasks (diapering, feeding, bathing) - Preparing and storing milk, bottles and food - Handwashing and sterilisation 7.3 Nutritional needs of infants, toddlers and nursery children and menu planning 7.4 Common ailments, diseases and infections affecting infants and toddlers and responding to them (including infectious diseases) 7.5 Maintaining records related to infants, toddlers and nursery children health, safety and wellbeing 7.6 Vaccinations and immunisations 7.7 Administration of prescribed medication 7.8 Emergency preparedness and evacuation 51 hours 35 hours 22 Standards for Accreditation

37 S/N Core Module Sub-Module Training Hours 8. Professional Placement Rationale: to Provide educarers with practical experiences in programme planning, delivery and evaluation for the 3 age groups - infants, toddlers and nursery children 7.9 Handling and preventing injuries including: - Understanding and detecting child abuse and neglect - Infants at risk (abuse etc) - Paediatric CPR/paediatric first aid 7.10 Safe and healthy indoor/outdoor conditions Trainees need to fulfill attachments in the following age groups: Infant (2 to 18 months); Toddlers (above 18 to 30 months); Nursery (above 30 to 36 months) and will undergo a minimum of 3 supervision visits by the trainers. Trainees need to fulfil up to 50 hours for the Pre-Practicum, Learning Journey and Post-Practicum sub-modules. The scope will include: 200 hours Create opportunities for educarers to develop skills in observation, engage in critical reflection and documentation Pre-Practicum Preparation 8.1 Briefing of educarers, practicum supervisors and centre supervisors/ principals (e.g. expectations, outcomes and assignments) 8.2 Code of conduct and protocol during the practicum (includes dress code, etc) 8.3 Assessment/Assignments 8.4 Portfolio Development Learning Journey 8.5 Visit to an infant care setting, a toddler care setting, a nursery setting and a community agency providing special needs services. 8.6 Observe and reflect on the environment and practices with reference to the key components in the EYDF (e.g. key guiding principles, desired outcomes and sub-outcomes). 8.7 Reflection on the special needs services provided by the agency. 8.8 Collect artefacts from the learning journey which should include documentation in the form of reflections, photographs and anecdotes. Standards for Accreditation 23

38 S/N Core Module Sub-Module Training Hours Field Experience (150 h) 8.9 Plan and implement learning experiences, activities and transitions for infants, toddlers and nursery children 8.10 Observation, documentation and assessment of children s development and learning 8.11 Select and develop materials and resources and set up the learning environment 8.12 Carry out caregiving routines (e.g. diapering, feeding, bathing, dressing) which will reflect respectful, reciprocal and responsive interactions Post Practicum Experience 8.13 Debriefing and sharing of experiences 8.14 Reflections on learning and experiences 8.15 Submission of practicum folder TOTAL TRAINING HOURS 600 hours 24 Standards for Accreditation

39 STANDARD 4 Modes of Assessment and Professional Placement Standard 4 requires training agencies to maintain an assessment system to evaluate and assess educarers progress and proficiencies in applying the acquired knowledge, understanding and skills in translating theories and principles to practices. This information, would, in turn, enable individual agencies to evaluate and improve their programme delivery, systems and structures. ASSESSMENT 1. The modes of assessment must be suitable for the individual module s content and rationale. This is to ensure accurate and quality assessment. Training agencies must develop and maintain an assessment system for the performance grading of trainees. 2. Suggested assessment methods may include written examinations, individual or group projects, class participation, presentations, as well as supervised practicum and professional placement. Educarers must be informed of the criteria for assessment at the beginning of each module. Training agencies must develop a set of clear assessment rubrics and marking scheme for all assessments and an internal quality assurance system that would include assessment moderation and validation processes to ensure validity and reliability and overall rigor of the assessments. A system to provide qualitative feedback to candidates must also be in place in addition to informing candidates of their marks/grades to facilitate performance improvements. If deemed necessary, assessment descriptors depicting the rubrics of assessment may be provided for educarers to assist them in identifying their strengths and areas for improvement. 3. The weight for each assessment should be proportionate to the number of hours allocated for the module. 4. Educarers must be assessed competent for each module to be awarded a Statement of Attainment (SOA). 5. The suggested focus, number and modes of assessment for each course can be found in Table 4.1. Standards for Accreditation 25

40 Table 4.1: Suggested Focus, Number and Mode of Assessment for WSQ HCIC S/N Module 1. Overview and introduction to early years landscape in Singapore (16 hrs) 2. Principles of Infant and Toddler Development (24 hrs) 3. Environmental Design for Infant and Toddler Programmes (30 hrs) 4. Infant and Toddler Curriculum (50 hrs) 5. Partnerships with Families (25 hrs) Suggested Focus of Assessment - Key pillars and guiding principles - Development principles and theories - Attachment and bonding - Identifying and understanding characteristics - Infant and toddler behaviour management - Observation, recording and assessment of Infants - Types of settings - Types of equipments and locations - Appropriate space, toys and equipments - Conditions fostering safety and health - Care-giving activities and providing care as curriculum - Play as curriculum - Respectful, Responsive and Reciprocal caregiving - Developmentally appropriate practices in caregiving - Understanding expectations of parents - Partnership and effective communicator - Use different communication modes effectively Suggested No. and Modes of Assessment 1 assignment: (i) Complete a short MCQ test 2 assignments: (i) Complete a short answer test (ii) Conduct observation of 2 children and complete records and a written assessment of no less than 500 words each (to include anedotes, pictures, analysis etc) 2 assignments: (i) Set up an indoor and outdoor learning experience for infants and toddlers (ii) Select appropriate toys and materials for infants and toddlers 2 assignments: (i) Conduct observations and reflections of any 2 routine caregiving tasks and play (e.g. recording adult-child interactions (ii) Complete case study on caregiver interactions 3 assignments: (i) Participate in role play (ii) Write a simple report (iii) Compose s to parents 26 Standards for Accreditation

41 S/N Module 6. Health, Safety and Well-Being (35 hrs) 7. Professional Practice (120 hrs) Suggested Focus of Assessment - Safety procedures - Common ailments - Nutritional needs of infants - Food preparation and storing procedures - Observations of infants toddlers & role of caregivers in child care programmes - Implementation of care practices - Evaluation of infant toddler settings and recommendations for improvements - Working with families Suggested No. and Modes of Assessment 2 assignments: (i) Develop a health resource kit (ii) Complete a short MCQ test 2 assignments: (i) Carry out an observation (ii) Write a reflection Standards for Accreditation 27

42 Table 4.2: Suggested Focus, Number and Mode of Assessment for WSQ ACEY S/N Module 1. Overview and introduction to early years landscape in Singapore (16 hrs) 2. Principles and Practices in Early Years Care, Development and Learning (90 hrs) 3. Programme Planning and Pedagogy (120 hrs) Suggested Focus of Assessment - Key pillars and guiding principles - Principles and practices - Learning theories - Developmental milestones - Observation and assessment of children s development (0 3 years) - Use of routine care for clearning and development - Plan intentional and developmentally appropriate programmes and activities for infants, toddlers and Nursery children - Roles and responsibilities of educarers - Documentation Suggested No. and Modes of Assessment 1 assignment: Produce reflection paper 2 assignments: (i) Complete an exam - Includes questions that require educarers to recall key theories and developmental milestones and case study (ii) Produce a Child Portfolio - Collect video and photographs of 3 case studies that reflect children s development at different ages (1 infant, 1 toddler and 1 nursery child) with reference to the EYDF - Carry out a critical reflection of the artifacts collected in the portfolio 3 assignments: (i) Complete tasks at practice stations - Training agencies to set up practice stations for educarers to practice routine care for infants, toddlers and Nursery children - Educarers to be assessed on how well they integrate routine care and learning (ii) Complete reflective journal - Educarers to keep a reflective journal over a period of time with respect to their daily center practices 28 Standards for Accreditation

43 S/N Module 4. The Early Years Environment (48 hrs) 5. Personal Growth and Professional Development (40 hrs) 6. Partnership with Families and the Community (51 hrs) Suggested Focus of Assessment - Understand theories behind environment setup - Set up of holistic learning environment - Design and maintain an environment that is safe and hygienic - Roles and responsibilities of educarers - Programme planning for infants, toddlers and nursery children - Planning an individualized programme based on documentation records - Methods to strengthen home-centre partnerships and develop community networks - Developing communication strategies in working with families of young children - Planning parent and community involvement activities - Engaging the community as a resource to support both programmes and families - Oral and written communication skills Suggested No. and Modes of Assessment (iii) Complete group project work - Plan and carry out a role play activity - Plan an activity that reflects Pillar 2 of the EYDF, the Intentional Programme, with respect to learning dispositions of children and include questions on assessing 1 assignment: (i) Set up developmentally appropriate environments for each of the 3 age groups 1 assignment: (i) Complete a reflection log 3 assignments: (i) Complete group project (ii) Write a report (iii) Compose s to parents Standards for Accreditation 29

44 S/N Module Suggested Focus of Assessment 7. Health and Safety - Address the needs of children with emphasis on health and safety - Be aware of compulsory vaccinations and immunizations, as well as detection of common early childhood ailments 8. Professional Practice (200 hrs) - Application of knowledge and skills - Reflection on practices for the care, development and education of infants, toddlers and Nursery children - Focus on similarities and differences of working across different age groups - Analyse interactions during routine care and play activities Suggested No. and Modes of Assessment 2 assignments: (i) Complete an exam (multiple choice and short questions) (ii) Produce a Health Resource Kit 2 assignments: (i) Carry out a video recording (ii) Write a reflection SUPERVISED PROFESSIONAL PRACTICE 1. The supervised professional practice encompasses both theory and practicum components. The practicum component requires educarers to be attached to a host child care centre with infant and toddlers services to gain practical experience in working with children. For WSQ HCIC, field practicum attachment is required from 2 different age groups: Younger Infants (2 to 12 months) and Older Infants (above 12 to 17 months). For WSQ ACEY, field practicum attachment is required for 3 different age groups: Infant (2 to 18 months); Toddlers (above 18 to 30 months) and Nursery (above 30 to 36 months). 2. The number of hours allocated for each age group should be at least 60% of the attachment with the infant/toddler groups and 40% with the nursery group. The placement programme also involves a minimum of 3 supervision visits by trainer(s) from the training provider. Centres for attachment must fulfill the following criteria: a) Centres must be MCYS-licensed child care centres with infant and toddler care services b) Supervisors/Principals of these centres must have at least 3 years of supervisory experience c) Supervisors/Principals may participate in co-assessment together with the trainer(s), but they must meet MCYS s requirements (academic, professional, ECCE experience in infant and toddler care and education) for WSQ HCIC and WSQ ACEY trainers d) Senior infant educarers may serve as mentors they must have at least 3 years of experience in infant and toddler care and education 30 Standards for Accreditation

45 3. Practicum modules must be designed to enable educarers to apply and understand linkages between theory and practice, resulting in the development of knowledge, understanding and application required for analysis, evaluation and development of good centre practices. Particular emphasis should be placed on assisting educarers to understand and translate the Early Years Development Framework when carrying out centre practices. All practicum assignments must be attuned with the objectives of the WSQ HCIC and WSQ ACEY courses, as well as designed to assess educarers application of their learning. Educarers are required to pass the practicum module in order to successfully complete the course. 4. The practicum should specify the number of hours of centre attachment that are under the supervision of the trainers as indicated below. The practicum supervision should be divided into 3 phases: pre-practicum preparation, actual practicum and post-practicum discussions. Training agencies must allocate an appropriate number of hours to each phase to allow the educarers to fully benefit from the practicum module. Required Practicum Hours Course No. of Practicum Hours Minimum No. of Contact Hours WSQ HCIC WSQ ACEY Learning Journey is a practicum requirement for all educarers undergoing the WSQ HCIC and WSQ ACEY courses. 6. Training agencies must show records that there are sufficient practicum superviors to maintain the effectiveness of professional placements. Standards for Accreditation 31

46 STANDARD 5 Academic and Professional Qualification of Teaching Faculty: Trainers and Practicum Supervisors Standard 5 stipulates the qualification, performance and continual development of trainers to ensure successful delivery of the course. GENERAL REQUIREMENTS 1. All training agencies must engage a) a full-time Academic Head; b) a full-time Course Administrator; and c) at least one full-time Core Trainer per course conducted Please refer to later sections for some examples of the roles and responsibilities of the Academic Head and Course Administrator. 2. The full-time Academic Head (AH) oversees the planning and delivery of the course and the engagement of appropriate trainers and supervisors. The AH must have the credentials to train the highest level course the agency offers, i.e. if the highest course offered is a WSQ ACEY, then the AH must have the qualifications and experience to teach this course. This enables him/her to ensure the overall quality and standard of the training courses through input on trainers course coverage and assessment, regular evaluation of trainers conduct and performance, and trainees feedback. The AH is required to be present during audit visits by the EYQAC/WDA secretariat. 3. The full-time Course Administrator (CA) sees to the proper administration of the courses and ensures smooth running of the courses. The CA is required to be present during audit visits by the EYQAC and/or WDA Secretariat to answer queries pertaining to admission. 4. The full-time Core Trainer (CT) ensures stability by making sure that lessons are conducted as scheduled. Lessons should not be postponed nor courses be disrupted. The CT must be approved as a trainer and practicum supervisor for the agency by EYQAC. However, the CT is not expected to conduct the whole course. The AH may serve as one of the core trainers. 32 Standards for Accreditation

47 5. Trainers must be able to model good professional practices in scholarship and teaching, and are sufficiently qualified in the areas which they have been engaged for training. They should also have knowledge and teaching experience in local early childhood settings. 6. If training agencies engage the service of foreign trainers, a good balance of foreign and local trainers for each intake of a course must be maintained. 7. Trainers engaged for the accredited courses must be approved by EYQAC. They should teach only the modules that they are approved for. 8. Training agencies may deploy guest speakers for any sub-module in EYQAC-accredited courses where it would add to the richness of the learning. These guest speakers must possess specialized qualifications in the specific areas. They are required to work with the Core Trainer on the design and delivery of the modules to ensure the relevance of their specialisation in the Early Childhood field. Training agencies need not apply for approval for these guest speakers but they must ensure that there is a main trainer responsible for the learning outcomes of the entire module. 9. Training agencies are required to put in place a system to train and monitor their trainers to ensure quality and effective training. This includes the ongoing professional development of their trainers, especially in the areas of training methodology, pedagogy and assessment. Standards for Accreditation 33

48 ACADEMIC AND PROFESSIONAL QUALIFICATION OF FACULTY Trainers and practicum supervisors engaged by the training agencies for the WSQ Advanced Certificate in Early Years (WSQ ACEY) and WSQ Higher Certificate in Infant Care (WSQ HCIC) should have specialist training, experience and qualifications in early childhood education that meet the following requirements 7 : Trainers (for all modules with the exception of Safety, Health, Hygiene & Nutrition and Overview and Introduction to Early Years Landscape in Singapore) Minimum a Bachelor s degree in Early Childhood or related fields, with at least 3 years of relevant experience in the early childhood field (preferably including an infant/toddler care setting) Or Minimum a Bachelor s degree (General) with professional qualifications 8 in Infant/Toddler Development, and at least 3 years of relevant experience in the early childhood field (preferably including an infant/toddler care setting) Trainers for the module on Safety, Health, Hygiene & Nutrition must have a medical/nursing professional specialising in the care of infants and toddlers. Trainers for the module on Overview and Introduction to Early Years Landscape in Singapore must be MCYS pre-approved trainers accredited to conduct Adopt the Early Years Development Framework for Use in an Early Years Setting from Birth to Three Years. Practicum Supervisors Minimum Diploma qualification in Early Childhood Education with at least 3 years of relevant experience in the early childhood field (preferably including an infant/toddler care setting) ADULT EDUCARER REQUIREMENTS FOR WSQ COURSES Role Phase I - by 1 Oct 2012 Phase II by 1 Oct 2013 Phase III - by 1 Oct 2014 Trainer and/ or Assessor At least 50% with full Advanced Certificate in Training and Assessment (ACTA) or equivalent At least 65% with full ACTA or equivalent At least 80% with full ACTA or equivalent Curriculum Developer 100% with Diploma in Adult and Continuing Education (DACE) or equivalent by 1 Oct Applies to trainers registered after June An area of course work or module covering infant/toddler care and development 34 Standards for Accreditation

49 ROLES AND RESPONSIBILITIES OF THE ACADEMIC HEAD (AH) Among other duties, the full-time Academic Head must ensure that the following EYQAC Standards are adhered to. Standard 1: Admission Requirements and Practices Establish the framework governing exemptions from modules for each course where required Standard 3: Course Content Ensure that the stipulated objectives for all courses are met in the delivery of courses Ensure that the course content include a thorough coverage of the core modules Ensure that the course content is aligned to that stipulated in the EYQAC Standards and is organised in a logical sequence Establish a system to coordinate the modules presented by various trainers and oversee the connectivity of each module Ensure that trainers adopt various modes of course delivery to optimize learning Ensure that the minimum training hours and duration stipulated for the course and each core module are met Standard 4: Modes of Assessment and Supervised Professional Practice Ensure that different and appropriate modes of assessment are used to evaluate trainees progress in learning and their proficiencies in the application of knowledge and skills in the classroom Ensure that there is high quality in all modes of assessment. This includes: - having clear assessment criteria/rubrics for assignments before the commencement of the course(s), - having marking schemes for examination questions and assignments, - vetting of assignments and examination questions submitted by trainers, - ensuring marking is fair and consistent and - communicating the guidelines and expectations on marking explicitly to all trainers practicum supervisors and trainees Standard 5: Quality of Faculty Have a system in place for identifying trainers and practicum supervisors who meet EYQAC s requirements on Standard 5 (Quality of Faculty) Ensure submissions to EYQAC for approval of trainers and practicum supervisors are complete and meet the Standards Deploy trainers and practicum supervisors who are approved by EYQAC for the accredited course(s) Maintain a systematic process that identifies and addresses the training needs of the trainers and practicum supervisors to ensure successful delivery of high quality courses Standards for Accreditation 35

50 ROLES AND RESPONSIBILITIES OF THE COURSE ADMINISTRATOR (CA) Among other duties, the full-time Course Administrator must ensure that the following EYQAC Standards are adhered to: Standard 1: Admission Requirements and Practices Ensure that only applicants who meet the minimum entry requirements for courses are admitted Provide and maintain a system whereby admission matters such as policies, rules and regulations, and expectations are clearly communicated to the applicants prior to the commencement of the course(s) Standard 2: Administration of Courses Establish policies and formalize a system of procedures for evaluating performance outcomes, keeping of records (academic and non-academic), managing candidates welfare and handling feedback Establish a system to maintain records/reports which are subjected to check during the audit visit Submit required information to EYQAC before commencement and after completion of the course Notify EYQAC of any changes to the agency Ensure submissions to EYQAC for renewal of course(s) are complete and accurate Standard 6: Facilities and Resources Provide for and ensure the optimal use of teaching-learning resources, including materials, equipment and technology to support the course(s) 36 Standards for Accreditation

51 ROLES AND RESPONSIBILITIES OF THE CORE TRAINER (CT) Among other duties, the full-time Core Trainer should assist the AH to oversee the delivery of the course of which s/he is the main trainer and ensure that the following standards are adhered to: Standard 2: Administration of Courses Oversee the collection and collation of feedback from trainees and work with the AH on follow-up, if any Standard 3: Course Content Work with the AH to ensure that the stipulated objectives for the course of which s/he is the CT are met in the delivery of the course Ensure that the scheduling of modules follows a logical sequence Ensure that lessons are conducted according to the timetable and there is no delay or postponement of lessons Ensure that the modules presented by various trainers meet the minimum training hours and duration stipulated for the course and each core module Standard 4: Modes of Assessment and Supervised Professional Practice Ensure that assessment of trainees by the different trainers is completed as scheduled Work with AH on analysing trainees performance and identifying follow-up where appropriate Standards for Accreditation 37

52 STANDARD 6 Facilities and Resources Standard 6 stipulates the facilities and instructional resources required of training agencies to provide for the training needs of trainees. MINIMAL REQUIREMENTS Training agencies must have the budget, personnel, facilities, and resources including information technology resources in preparation for trainees to meet the professional standards expected of early childhood teachers/leaders. 1. The facilities of training agencies should include: a) training/workshop rooms with adequate space for group discussions, talks, lectures and handson activities b) training/workshop rooms fitted with appropriate lighting, ventilation and provision for AVA facilities and storage of materials c) a resource centre equipped with teaching materials and library books for trainees use d) appropriate equipment for the production of teaching resources 2. Training agencies that relocate to new premises or have added new training rooms either at current or other locations, must have obtained approval from the Council of Private Education, MOE ( Training agencies must submit a certified true copy of the new Registration Certificate to WDA and EYQAC before lessons can be conducted at the new premises. This is to ensure that requirements such as accommodation capacity, facilities and resources are met. 3. Training agencies should ensure that there are sufficient resources available and accessible to learners for their use in each of the following category: Type of resources 1. Print (books) 2. Non-print (Non-print (CDs, DVDs, music CDs, others) 3. Non-print (online videos and resources) 4. Print (subscribed journals/magazines) 5. Non-print (subscription to research database: provide access to news and journal publications) 38 Standards for Accreditation

53 V. Processes Processes

54

55 V. PROCESSES 1. New 9 and existing WSQ Approved Training Organisations (ATOs) under the ECCE WSQ who wish to register as Early Years Qualification Training Provider, seek accreditation of new courses, apply for renewal of courses, as well as seek approval for the deployment of new trainers and practicum supervisors are required to make application through Skillsconnect. 2. WSQ Organisational Accreditation Application at Annex A, is to be used to ensure that all necessary documents are included in the submission to register as Early Years Qualifications Training Provider. 3. The process for new ATOs and existing ATOs to register as an Early Years Qualification Training Provider is in figures 1a and 1b at Annex B. 4. Accreditation status is valid only for courses conducted in Singapore. A. APPLICATION PROCESS 1. Training agencies must be successfully registered as a Private Education Institution (PEI) with the Council for Private Education (CPE) before registering as Early Years Qualification Training Provider. 2. Training agencies who are successfully appointed as WSQ ATOs through the WSQ Organisational Accreditation process and who wish to conduct WSQ Early Years courses are required to apply for WSQ Course Accreditation (CA) via SkillsConnect. The CA application should address all WSQ CA requirements and meet EYQAC Accreditation Standards 1, 3, 4 and The following Annexes are to be submitted in hard copy to the EYQAC Secretariat: Annex D: Application for Accreditation of Early Years Training Courses Annex E-1: Curriculum Design and Development of WSQ Early Years Training Courses Annex E-2: Modes of Assessment Annex F-1: Summary Sheet for Trainers, Assessors, Curriculum Developer, Field Supervisor Annex F-2: Personal Particulars of Academic Head Annex F-3: Summary List of Proposed New Trainers and Practicum Supervisors 4. Upon approval granted by the EYQAC and WDA, successful ATOs will be appointed as Early Years Qualifications Training Provider. 5. Applications will be processed for accreditation only when all required documents and prescribed forms are received. Incomplete submissions will not be processed. 9 Existing WSQ ATOs who have been approved to deliver training and assessments under other WSQ frameworks would be treated as new ATOs under the ECCE WSQ and would undergo the same process as stated in Figure1a and thus be required to submit a new organisational accreditation application under the ECCE WSQ framework. Processes 39

56 B. SUBMISSION OF DOCUMENTS DURING THE ACCREDITATION PERIOD FOR COURSES 1. Before commencement of course(s), training agencies are required to submit: a) list of trainees to be granted module exemptions using Annex G, if applicable. 2. At the end of each course, training agencies are required to: a) gather feedback from trainees using the sample Course Evaluation form at Annex H, and keep the completed forms for auditing purposes; and b) collate the feedback from the trainees and complete the Summary of Trainee Evaluation form using Annex I, and keep the completed forms for auditing purposes. 3. ATOs are also required to implement systems and maintain records of monitoring training outcomes as per WSQ Continuous Improvement Review (CIR) requirements. C. APPLICATION FOR APPROVAL OF NEW TRAINERS AND PRACTICUM SUPERVISORS 1. When an ATO wishes to employ new trainers and practicum supervisors, it needs to submit its application to WDA via Skillsconnect and to the EYQAC using Annex F-4. All applications for Approval of Trainers and Practicum Supervisors must be accompanied with certified true copies of all relevant certificates and transcripts. D. RENEWAL OF ACCREDITATION 1. ATOs may conduct WSQ Early Years Courses when they have successfully completed WDA s Continuous Improvement Review (CIR) audit and maintains WSQ ATO status, and has renewed CPE s registration status. 2. If the ATOs fail to submit the application for renewal within the stipulated time, the WSQ ATO status will expire. Agencies will not be allowed to conduct any new intake until they have successfully attained the WSQ ATO status again. 40 Processes

57 3. During the CIR audit process, the ATO s compliance with the standards set out in the EYQAC Standards will be verified. The following documents must be made available for inspection: a) Admission records b) Teaching materials/articles used by trainers and practicum supervisors c) Files of all assignments and examination questions for all intakes and courses d) Assessment criteria and/or rubrics e) Marked scripts of assignments and assessments f) Marked trainees practicum folders g) Records of trainees assessment results/performance h) Reports on evaluation of courses by trainees i) Any other relevant information as per stated in WSQ CIR requirements and EYQAC standards 4. When an agency fails to meet WSQ ATO terms and conditions and EYQAC Standards during the accreditation period, any or all of the following actions may be taken: a) Notice of Concern A Notice of Concern may be issued to an ATO when it is found to fall short of WSQ ATO terms and conditions and EYQAC Standards during the period of accreditation. Subsequently, the ATO may have reduced or limited accreditation scope and the ATO will be required to submit a progress report. A site visit by the WDA WSQ ATO audit team/eyqac Secretariat may be made to assess the progress made by the agency. b) Notice of Probation A Notice of Probation may be issued to an ATO when it is found to have breach WSQ ATO terms and conditions and EYQAC Standards. The period of probation would be determined by WDA and EYQAC to allow the ATO to take actions to remedy its deficiencies. While on probation, the ATO will not be allowed to start any new classes and/or courses and may not be allowed to submit new accreditation applications. c) Revocation or Termination of Accreditation WDA and the EYQAC have the discretion to revoke or terminate the accreditation status of an ATO and its course(s). WDA and EYQAC will not consider any application for accreditation for a period of up to 15 months from the date of revocation or termination. Processes 41

58

59 VI. Terms of Accreditation Terms of Accreditation

60

61 VI. TERMS OF ACCREDITATION The broad terms of accreditation are presented below and these would be applied in conjunction with WSQ ATO terms and conditions. 1. Accreditation Status a) The accreditation is valid for the period stated in the letter and certificate of accreditation and is subject to renewal at least 6 months prior to the expiry of the current validity. b) When granted provisional accreditation, WDA and EYQAC may determine the number of intakes, classes and courses an agency is permitted to conduct pending the assessment of the training courses. c) All courses accredited by WDA and EYQAC are valid only when conducted in Singapore. d) Certificates issued by ATOs to their graduates should follow the guidelines of WDA. e) WDA and EYQAC reserves the right to revoke any accreditation conferred on a course. 2. Course Content a) The course content and sequence approved by WDA and EYQAC and the minimum duration of all courses, both part-time and full-time must be adhered to. ATOs shall notify WDA and EYQAC immediately of any changes made to the course content. 3. Faculty a) ATOs shall only engage the services of trainers and practicum supervisors approved by WDA and EYQAC for the accredited course(s). b) ATOs shall seek WDA and EYQAC s approval before the appointment of new trainers and practicum supervisors. c) All trainers and practicum supervisors may be reviewed during and/or at the end of the accreditation period. Their status may be withdrawn if they are found wanting in professional integrity, scholarship and continual professional development. 4. Advertising and Promotion a) All advertising and promotional materials must be accurate. They must not give any false or misleading information with respect to the status of the course, the capacity of the ATO, its faculty and training resources, and admission criteria. Term of Accreditation 42

62 5. Submission of Documents to EYQAC ATOs should ensure that their submissions are complete with all required documents enclosed. Incomplete submissions will not be processed. Application forms should be submitted via SkillsConnect and also sent to: The Secretariat Early Years Qualification Accreditation Committee (EYQAC) Child Care Division Ministry of Community Development, Youth and Sports 510 Thomson Road #13-00 SLF Building Singapore Term of Accreditation

63 VII. Annexes Annexes

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65 PRE-REQUISITES AND REQUIRED DOCUMENTS FOR WSQ ORGANISATIONAL APPROVAL APPLICATION (for public only, as well as, both public and in-house) Annex A S/N Pre-requisite Specific Requirement Evidence 1. Legal Entity 1. Organisation is registered with the Council for Private Education (CPE). For details on whether you are required to register with the CPE, please refer to sg/cos/o.x?c=/cpe/ 2. Organisation is registered with other appropriate registration and/or regulatory bodies - CPE registration - ACRA business profile - Any other relevant registration certificates from the registration and/or regulatory bodies. 2. Defined Roles and Responsibilities 3. Sound Financial Health 3. Has a local operation 4. Organisation assigns duties and responsibilities to meet the needs and expectations of its stakeholders, leading towards quality CET delivery 5. Organisation is in good financial health 6. Organisation has good accounting/financial practices and records - Organisation chart showing the management team and WSQ staff - Write-up of individual duties and responsibilities for all WSQ staff - Minutes of meeting on the duties and responsibilities of the management team and/or WSQ staff - Most recent 3-years financial statements and/ or other records to justify business continuity - Organisation chart and write-up on job description/s depicting staff-in-charge of accounting and financial matters Annexes 44

66 S/N Pre-requisite Specific Requirement Evidence 4. Sufficient Line-up of Adult Educators 7. Sufficient line-up of qualified trainers, assessors and curriculum developers who are subject matter experts with significant number having Advanced Certificate in Training and Assessment (ACTA) or equivalent 8. All developers must attain Diploma in Adult and Continuing Education (DACE) or equivalent by 1 Oct Certificates of Advanced Certificate in Training and Assessment (ACTA) or equivalent of the adult educators - Certificates of Diploma in Adult and Continuing Education (DACE) of the developers - Recognised technical certification/ qualification relevant to identified field - CVs of the adult educators 5. Adequate Facilities and Equipment 10. Adequate facilities and equipment in place to meet the needs of learners as well as training and/or assessment of the programme - Write-up on organisation s/ management in its experience in CET delivery in identified field - Write-up and photos of physical facilities and infrastructure for training delivery NB: WDA officers may schedule for a site audit to view the facilities and equipment 45 Annexes

67 S/N Pre-requisite Specific Requirement Evidence 6. Systems and capabilities in place to support fulfilment of the roles and responsibilities of an ATO 11. Established systems and capabilities to support the following duties: Marketing function Designing and delivering training and/or assessment effectively Developing and maintaining an effective training and assessment system Monitoring, evaluating and reporting on outcomes of training Recruiting, monitoring, training and developing adult educators Submitting training and assessment records to WDA Issuing Statement of Attainment (SOA) or Full Qualification certification Making continuous improvements - Write-up and/or workflow on: Mode of providing essential information to trainees and customers Pre-course advisory service Post-course advisory Support System to review and monitor training and assessment Process to recruit, monitor, train and develop adult educators Procedures to manage customer complaints, grievances and appeals Administration system to maintain training and assessment records Refund policies 7. 2-year Plan year plan for each specific new framework applied - Deployment documents, eg. forms, receipts - Please refer Annex C appended below for a sample 2-year plan and template to be used. Annexes 46

68 S/No Pre-requisite Specific Requirement Evidence 8. Any Other Requirements for Specific Industry Sectors For Early Childhood and Care Education WSQ (Early Years Qualifications): Pre-requisites to become an ECCE WSQ (Early Years Qualifications) ATO include: 1. Organisation must comply with Early Years Qualification Accreditation Committee (EYQAC) Standards and have systems to address EYQAC Standard 1 Admission Requirements and Practices and Standard 2 Administration of Courses and submit course content using the template in Annex E-1 to E-3; 2. Organisation s curriculum design of the WSQ Advanced Certificate in Early Years (WSQ ACEY) programme and/ or WSQ Higher Certificate in Infant Care (WSQ HCIC) programme is in accordance with EYQAC Standard 3 Course Content and Standard 4 Modes of Assessment and Professional Placement; In addition to the Qualifications Requirements for Adult Educators (AEs), AEs engaged to deliver ECCE WSQ Early Years Qualifications should fulfil the requirements of EYQAC Standard 5 Academic and Professional Qualification of Teaching Faculty; Please use the template in Annex F-1 to F Organisation should have sufficient library facilities and resources for learners; 4. Organisation should have system to develop, maintain, implement and quality control assessments and examinations papers and resources and 5. Organisation should have obtained quality certification/ validation by recognised external agency/body 47 Annexes

69 Steps FIGURE 1a: PROCESS TO REGISTER AS EARLY YEARS QUALIFICATION TRAINING PROVIDER (for new WSQ Approved Training Organisations under the ECCE WSQ 10 ) 1. TP registers with CPE No Resources/Remarks Annex B Yes 2. TP submits OA application and 2-year plan (in prescribed format in Annex C), curriculum design of programme (in prescribed format in Annex E-1 to E-3) and details of adult educators (in prescribed format in Annex F-1 to F-4) to WDA 11 via SkillsConnect: OA application, 2-year plan and curriculum design to address all WSQ OA requirements and EYQAC accreditation standards Successful? Yes 4. Following successful OA application, ATO submits detailed course materials to WDA via SkillsConnect: CA application to address all WSQ CA requirements and EYQAC accreditation standards 1, 3, 4 and 5 Successful? Yes No No wdawebsite/l225-fortrainingproviders. html (Annex A, Annex C and Annex E-1 to E-3) EYQAC standards 1, 2, 3, 4 and 5 wdawebsite/l225-fortrainingproviders. html EYQAC standards 3, 4 and 5 ATO is appointed Early Years Qualification Training Provider 6. ATO undergoes CIR audits and successfully maintains WSQ ATO status ATO seeks renewal of CPE registration status Successful? Yes No No website/l225-fortrainingproviders.html EYQAC standards 1,2 and 5 Status of Early Years Qualification Training Provider is renewed. 10 Existing WSQ ATOs who have been approved to deliver training and assessments under other WSQ frameworks would be treated as new ATOs under the ECCE WSQ and would undergo the same process as stated in Figure 1 and thus be required to submit a new organizational accreditation application under the ECCE WSQ framework. 11 Training agencies who wish to apply to deliver early years qualifications should their enquiries and application to the following WDA officers: (a) Seet Jun Feng: [email protected] & (b) Delcine Foo: [email protected] Annexes 48

70 FIGURE 1b: PROCESS TO REGISTER AS EARLY YEARS QUALIFICATION TRAINING PROVIDER (for existing WSQ Approved Training Organisations under the ECCE WSQ 12 ) Steps 1. TP obtains EYQAC approval to deliver Early Years Qualifications from MCYS. Successful? Yes 2. TP submits CA application and detailed course materials to WDA via SkillsConnect: CA application to address all WSQ CA requirements and EYQAC accreditation standards 1, 3, 4 and 5 Successful? Yes No No Resources/Remarks Must meet EYQAC standards 1, 3, 4 and 5. Download and apply online: website/l225-fortrainingproviders.html Must meet EYQAC standards 3, 4 and 5 ATO is appointed Early Years Qualification Training Provider 3. ATO undergoes CIR audits and successfully maintains WSQ ATO status No 13 Download and apply online: website/l225-fortrainingproviders.html ATO seeks renewal of CPE registration status Successful? Yes ATO is appointed Early Years Qualification Training Provider 12 Refers to WSQ ATOs already approved to deliver ECCE WSQ courses in areas other than Early Years Qualifications. 13 TP would be required to undergo the process as indicated in Figure 1a to re-obtain WSQ ATO status and Early Years Qualification Provider status. 49 Annexes

71 SAMPLE 2-YEAR PLAN AND TEMPLATE FOR WSQ ORGANISATIONAL ACCREDITATION APPLICATION (For Public ATOs) Annex C Please complete this template which should be uploaded to WDA s SCN System with ALL the other supporting documents. Applicants are advised to provide between 1000 and 1250 words for the 2-year plan. Plan for 2-year Timeline for WSQ Organisational Accreditation Application 1. Specific WSQ framework/s Identified existing WSQ framework, and/or new WSQ framework/s with intention of embarking into. 2. Scope of delivery Intended scope of delivery within the framework (existing and/or new). Indicate the WSQ modules e.g. interact with guest, deliver service excellence, workplace safety and health. 3. Target market and proposed clientele-mix The trainees and the intended proportion Eg., training only Singaporean and local PRs Target corporate clients (indicate clienteles names). 4. Existing clientele The existing ratio of Singaporeans/PRs trainees in relation to foreign trainees. Existing corporate clients. 5. Proposed outreach strategies Proposed marketing and outreach strategies, eg. advertising in the print media and newspapers, course previews and career fairs, etc. 6. Estimated annual headcount to be trained and projected number of SOAs Eg. at least 25 trainees for the 2 licensing modules at the CSO level, (or 40 Statements of Attainments [SOAs]) per month. Annexes 50

72 7. Proposed learning and assessment strategies Eg. Small group tutorials cum buddy scheme for learners with low learning retention ability and compact disks (CD) would be deployed for intensive trainee revisions on the practical performances before assessments at the centralised assessment centre. 8. Risk assessments by the applicant Eg. Security ATOs would face a declining no. of trainees should their clients convert to in-house training or install the following IT infrastructure: - Bio-metric access and manpower scheduling system; - Remote CCTV surveillance system; and - Visitor management system. The ATO would hence face a challenge to meet the initial proposed training target/s. ATO to suggest and elaborate how to mitigate this risk. 9. Remark/Other comments 51 Annexes

73 APPLICATION FOR ACCREDITATION OF EARLY YEARS TRAINING COURSES Annex D Name of Training Agency Address of Training Agency Telephone: Fax: CPE Registration No.: Date of Registration: Years in Early Childhood Training: Full-time Staff Name Contact Number Address Academic Head Course Administrator Name Course Assigned Core Trainers The undersigned, on behalf of the training agency, acknowledges that the training agency and its representatives are familiar with the Accreditation Standards for Early Years Training Courses and the terms thereof. The training agency consents to on-site visits by members and representatives of EYQAC, and agrees to make available all records and documents to facilitate the accreditation process. The training agency also undertakes that it will not advertise or circulate promotional materials that reflect false, misleading, or exaggerated representations with respect to the accreditation status of the course before approval is granted. Submitted by: Name and Designation of Applicant Signature Date Endorsed by: Chairman of Management Board (Name) Signature Date Annexes 52

74 CURRICULUM DESIGN AND DEVELOPMENT OF WSQ EARLY YEARS TRAINING COURSES Annex E1 Recommended Entry Requirements into Programme: Provide information on profile of learners and screening criteria and methods. Programme Structure: - Provide information on number of modules, title of modules, sequence of modules, overall duration of programme, number of runs per year and number of learners per run. - To also indicate if programme would be offered in modules and if there is recommended sequence on modules to be completed. Details of Programme Curriculum: Provide information for each module based on the following: Module 1: Module Code and Title WSQ Competency Unit Code(s) and Title (s) Synopsis/Module Description Learning Outcomes and Competencies Topics Learning Methods References Assessment Methods Duration Training Duration: Assessment Duration Planned Implementation of First Run of Module (Month/Year) 53 Annexes

75 Module 2: Module Code and Title WSQ Competency Unit Code(s) and Title (s) Synopsis/Module Description Learning Outcomes and Competencies Topics Learning Methods References Assessment Methods Duration Training Duration: Assessment Duration: Planned Implementation of First Run of Module (Month/Year) Module 3: Module Code and Title WSQ Competency Unit Code(s) and Title (s) Synopsis/Module Description Learning Outcomes and Competencies Topics Learning Methods Duration Training Duration: References Assessment Methods Assessment Duration: Planned Implementation of First Run of Module (Month/Year) Annexes 54

76 Annex E2 MODES OF ASSESSMENT (This is a sample of a table of specifications for assessment showing the distribution for the various modes of assessment. Separate tables are to be submitted for each proposed course.) Name of Training Agency: Table of Specifications for Assessment for (course name) S/N eg Module/ Sub- Module Overview and Introduction to Early Years Landscape in Singapore No. of Assignments/Total Marks Allocated for Each Mode (Mode) e.g. Project (Mode) e.g. Essay (Mode) (Mode) (Mode) 2/100 3/ Total Marks Weighting % % % % % 7 Supervised Professional Practice Submitted by: (Name) (Signature) Designation: Date: 55 Annexes

77 LIST OF EARLY CHILDHOOD CENTRES TRAINEES ARE ATTACHED FOR SUPERVISED PROFESSIONAL PRACTICE (To be completed by Training Agency after the completion of each training course) Annex E3 S/N Name of Trainee Name of Centre Centre Licence/ Registration No. Name of Supervisor/ Principal Years of Supervisory Experience Submitted by: (Name) (Signature) Designation: Date: Annexes 56

78 LIST OF CO-ASSESSORS AND MENTORS FOR SUPERVISED PROFESSIONAL PRACTICE (To be completed by Training Agency after the completion of each training course where applicable) PART I - CO-ASSESSORS FOR SUPERVISED PROFESSIONAL PRACTICE S/N Name of Trainee Course Name of Centre Name of Supervisor/ Principal Qualifications of Supervisor/Principal Academic Professional No. of years of ECCE Experience (separate teaching and supervisory experience) PART II - MENTORS FOR SUPERVISED PROFESSIONAL PRACTICE S/N Name of Trainee Name of Centre Name of Senior Teacher Years of ECCE Teaching Experience Submitted by: (Name) (Signature) Designation: Date: 57 Annexes

79 Annex F1 SUMMARY SHEET FOR TRAINERS, ASSESSORS, CURRICULUM DEVELOPER, FIELD SUPERVISORS Details of Adult Educators Training Organisation: CU Code: CU Title: S/N IC No. Name* Trainer (Pls ) Assessor (Pls ) Curriculum Developer (Pls ) Field Supervisor (Pls ) Qualification relating to Adult Education/ Training Early Childhood Care and Education No of years experience in Adult Education/ Training Early Childhood Care and Education *Training organizations should include CVs of any new personnel involved in development of curriculum, training or assessment. Annexes 58

80 PERSONAL PARTICULARS OF ACADEMIC HEAD (To be completed by the Academic Head. Certified true copies of all educational and professional certificates listed, including transcripts, must be attached.) Annex F2 Name of Training Agency: PART I PERSONAL PARTICULARS Full Name in BLOCK LETTERS as in NRIC/Passport (Underline Surname): If married woman, state maiden name * (Mr/Miss/Mdm/Dr) Sex: * Male/Female NRIC No./Passport No.: Citizenship: Country of Issue: Date of Birth: Age: Place of Birth: Contact information: Home tel.: Office tel.: Present Address in Singapore (include Block and Postal District Nos.) * Delete where applicable PART II EDUCATIONAL QUALIFICATIONS IN CHRONOLOGICAL ORDER Name of School/ College/University Attended Country Studied In Start Date (mm/yy) Duration of Course Completion Date (mm/yy) Qualification Attained 59 Annexes

81 PART III HISTORY OF EMPLOYMENT RELATED TO EARLY CHILDHOOD EDUCATION (IN CHRONOLOGICAL ORDER) Period of Employment Start Date (mm/yy) Completion Date (mm/yy) Employer (Name of EC Centre/ Organisation) Location (Address & Country) Designation Nature of Employment (including Details of Roles and Responsibilities) PART IV AREAS OF RESPONSIBILITIES AS ACADEMIC HEAD S/N Administrative Duties Teaching Duties Other Duties PART V DECLARATION I declare that the particulars stated above are true and correct and that I have not wilfully suppressed any material fact. Name of Applicant: Signature: Date: Annexes 60

82 Annex F3 SUMMARY LIST OF PROPOSED NEW TRAINERS AND PRACTICUM SUPERVISORS (Please provide a summary of all Trainers and Practicum Supervisors submitted for approval.) Name of Training Agency: S/N Name as in NRIC/ Passport Highest Qualification Years as Early Childhood Educator/ Supervisor/ Trainer/Lecturer Proposed by Training Agency FT/ PT* T/ PS* Module Course Assigned Is trainer a core trainer? (Yes/No) eg Xxx M Ed (ECE) 5 yrs as EC teacher 2 yrs as EC trainer PT T & PS 1,2,3 & 6 ACEY Yes Proposed Ratio of Trainer/Practicum Supervisor to Trainees (Compute the following ratios by comparing the total number of trainers and practicum supervisors that the agency is engaging for each of the courses with the total number of proposed trainees and fill in the table below) Course Proposed Ratio of Trainer to Trainees Proposed Ratio of Practicum Supervisor to Trainees Submitted by: (Name) (Signature) Designation: Date: * FT Full-time PT Part-time T Trainer PS Practicum Supervisor 61 Annexes

83 APPLICATION FOR APPROVAL OF TRAINERS AND PRACTICUM SUPERVISORS (To be completed by Trainer/Practicum Supervisor and submitted through the training agency. Certified true copies of all educational and professional certificates listed, including transcripts, must be attached.) Name of Training Agency: PART I PERSONAL PARTICULARS Annex F4 Full Name in BLOCK LETTERS as in NRIC/Passport (Underline Surname): If married woman, state maiden name * (Mr/Miss/Mdm/Dr) Sex: * Male/Female NRIC No./Passport No.: Citizenship: Country of Issue: Date of Birth: Age: Place of Birth: Contact information: Home tel.: Office tel.: Present Address in Singapore (include Block and Postal District Nos.) * Delete where applicable PART II EDUCATIONAL QUALIFICATIONS IN CHRONOLOGICAL ORDER Name of School/ College/University Attended Course Studied In Duration of Course Start Date (mm/yy) Completion Date (mm/yy) Qualification Attained Annexes 62

84 PART III HISTORY OF EMPLOYMENT RELATED TO EARLY CHILDHOOD EDUCATION (IN CHRONOLOGICAL ORDER) Period of Employment Start Date (mm/yy) Completion Date (mm/yy) Employer (Name of EC Centre/ Organisation) Location (Address & Country) Designation Nature of Employment (including Details of Roles and Responsibilities) PART IV CONSENT I have agreed to teach the following course/module(s) and to the stated time commitment. S/N Course Module/ Sub-module Trainer Practicum upervisor FT/PT No. of Teaching Hours Duration of Commitment PART V DECLARATION I declare that the particulars stated above are true and correct and that I have not wilfully suppressed any material fact. Name of Applicant: Signature: 63 Annexes

85 Annex F5 REASON(S) FOR REQUEST FOR APPROVAL OF ADDITIONAL NEW TRAINERS AND PRACTICUM SUPERVISORS (To be completed by Training Agency for Approval of additional New Trainers and Practicum Supervisors after courses have been accredited. Annex F4 must be submitted for every applicant) Name of Training Agency: Address of Training Agency: Telephone: Fax: CPE Registration No. & Date: Academic Head: Reason(s) for request of approval for additional trainers Course Accreditation Period Reason(s) Submitted By: Name and Designation of Applicant Signature Date Annexes 64

86 LIST OF TRAINEES AND MODULE(S) GRANTED EXEMPTIONS (This exemption framework is to be completed by the Academic Head where applicable.) Annex G Name of Training Agency: Name of Course/Intake: Name of Training Agency: Name of Course/Intake: S/N Name of Trainee Module(s) Exempted under Agency s Course Corresponding Sub-Module(s) in EYQAC Course No. of hours exempted Reason(s) for Exemption Total no. of trainees granted exemptions of modules: Submitted by : Designation : Date : (Name) (Signature) 65 Annexes

87 (NAME OF TRAINING AGENCY) Annex H SAMPLE COURSE EVALUATION FORM (To be completed by Trainee and collated by Training Agency after the completion of each course) Name of Training Agency Course Title Course Start and End Date Date of Evaluation Dear Trainees The purpose of this evaluation is to obtain feedback on the conduct and delivery of our early childhood training course. We would appreciate your response to each of the following questions. The information and feedback you provide would be useful in helping us to review the course and improve it. Your responses are confidential. Thank you for your co-operation. Please indicate your response by circling ONE of the four responses for each item. A - Strongly Agree (75% - 100% of the time) C - Disagree (25% - 49% of the time) B - Agree (50% - 74% of the time) D - Strongly Disagree (0% - 24% of the time) 1. Delivery of Course Response 1.1 The course content met its stated objectives. Please give us your comments if your response to Item 1.1 is (C) or (D): 1.2 The course was structured and delivered in effective ways (e.g. seminar, group work, tutorial, etc.) to assist my understanding and learning. Please give us your comments if your response to Item 1.2 is (C) or (D): 1.3 The course guidelines and module/unit guides had facilitated my understanding and learning. Please give us your comments if your response to item 1.3 is (C) or (D): 1.4 The articles for reading, notes and handouts had facilitated my understanding and learning. Please give us your comments if your response to item 1.4 is (C) or (D): 1.5 I am satisfied with the standards used for assessment of assignments, tests and examinations. Please give us your comments if your response to Item 1.5 is (C) or (D): 1.6 I am satisfied with the standards used for assessment of the supervised practicum. Please give us your comments if your response to Item 1.6 is (C) or (D): A B C D A B C D A B C D A B C D A B C D A B C D Annexes 66

88 2. Quality of Trainers Response 2.1 Generally, the trainers were well prepared and organised for class. Please give us your comments if your response to Item 2.1 is (C) or (D): 2.2 Generally, lessons were presented in ways that helped me to understand the subject areas. Please give us your comments if your response to Item 2.2 is (C) or (D): 2.3 Generally, the trainers had demonstrated competence in the subject areas and an understanding of practical issues. Please give us your comments if your response to Item 2.3 is (C) or (D): 2.4 Generally, the trainers had demonstrated an ability to communicate ideas and concepts clearly, e.g. with practical examples. Please give us your comments if your response to Item 2.4 is (C) or (D): 2.5 Generally, trainers were able respond appropriately to trainees questions and encourage trainees to think beyond the issues/topics covered in the lectures. Please give us your comments if your response to Item 2.5 is (C) or (D): 2.6 Generally, trainers had good classroom management skills. They were able to maintain and encourage class participation. Please give us your comments if your response to Item 2.6 is (C) or (D): A B C D A B C D A B C D A B C D A B C D A B C D 3. Course Management and Administration Response 3.1 Information on course and other related information, such as schedule of classes and assessments, were clear and helpful. Please give us your comments if your response to Item 3.1 is (C) or (D): 3.2 Changes in class schedule, trainers, assessment criteria and other related information on course delivery were made known to trainees in advance. Please give us your comments if your response to Item 3.2 is (C) or (D): A B C D A B C D 67 Annexes

89 4. Facilities and Resources of Training Agency Response 4.1 Generally, the training rooms were conducive to learning and well equipped. Please give us your comments if your response to Item 4.1 is (C) or (D): 4.2 Generally, the centre was well resourced with print and nonprint materials (e.g. library books, internet). Please give us your comments if your response to Item 4.2 is (C) or (D): 4.3 Generally, the centre s resources were accessible to trainees. Please give us your comments if your response to Item 4.3 is (C) or (D): A B C D A B C D A B C D 5. Satisfaction Level Response 5.1 I am generally satisfied with the overall delivery of the course (the course content, trainers, facilities, etc.) and would recommend this course to others. Please give us your comments if your response to Item 4.1 is (C) or (D): A B C D 6. Please give us your comments (if any) (e.g. on facilities and resources, pace of course, teaching and learning methods, contents, teaching 7. Suggestions (if any) (e.g. on how we could improve on the next course 8. Other comments: Please specify which item you are commenting on. Thank you for your feedback. It is greatly appreciated. Annexes 68

90 SAMPLE SUMMARY OF TRAINEE EVALUATION (To be submitted by Training Agency after the completion of each training course. The collated responses from at least 80% of trainees must be used.) Annex I Name of Training Agency Course Title Course Start and End Date No. of Trainees Attending Course No. of Respondents to the Survey Rating: A Strongly Agree Item 1: Delivery of Training Course (a) Item 1.1 (Course content) (b) Item 1.2 (Course structure/modes of delivery) (c) Items 1.3 & 1.4 (Course material) (d) Items 1.5 & 1.6 (Assessment) (e) Total Score: (a + b + c + d) Percentage for Item 1: (e) (total no. of respondents x 4 ) x 100 Item 2: Quality of Trainers (a) Items 2.1 & 2.2 (Trainers preparation) (b) Items (Trainers competence in subject areas) (c) Item 2.6 (Trainers classroom management skills) (d) Total Score: (a + b + c) Percentage for Item 2: (d) (total no. of respondents x 3) x 100 B Agree C Disagree D Strongly Disagree Rating A B C D Rating A B C D 69 Annexes

91 Rating: A Strongly Agree B Agree Item 3: Course Management and Administration (a) Item 3.1 (Access to information) (b) Item 3.2 (Prompt update of Information) (c) Total Score: (a + b) Percentage for Item 3: (c) (total no. of respondents x 2) x 100 Item 4: Facilities and Resources of Training Agency (a) Items 4.1 & 4.2 (Physical facilities & resources for learning) (b) Item 4.3 (Access to resources for learning) (c) Total score: (a + b) Percentage for Item 4: (c) (total no. of respondents x 2) x 100 Item 5: Overall Satisfaction Level (a) Item 5.1 (assessment of the delivery of training) Total score: (a) Percentage for Item 5: (a) total no. of respondents x 100 C Disagree Follow-up: Constructive Comments and Suggestions by Trainees (if any) D Strongly Disagree Rating A B C D Rating A B C D Rating A B C D Annexes 70

92 Ministry of Community Development, Youth & Sports 510 Thomson Road #13-00 SLF Building Singapore (T) (F) (E) (W)