THE QUALIFICATIONS GUIDE

Transcription

1 THE QUALIFICATIONS GUIDE EDUCATION AND CARE SECTOR: SERVICES (Almost) Everything you need to know about obtaining a qualification in the education and care sector in Tasmania 1

2 A GUIDE TO OBTAINING A VET QUALIFICATION IN EDUCATION AND CARE IN TASMANIA ACKNOWLEDGMENT Early Childhood Australia (ECA) - Tasmania Branch have co-ordinated the development and publication of this Guide with funding support provided by the Department of Education, Tasmania. The need for such a guide was identified and promoted by the (then) Minister s Education and Care Advisory Council. The Guide aims to be relevant and practical and to promote and support the development of robust and high quality training for the Education and Care sector in Tasmania. To help ensure this, ECA have consulted widely with the Education and Care sector, the Training and Professional Development Reference Group, sector Roundtable members and Skills Tasmania. The Qualifications Guide: Education and Care Sector Lisa Bryant, Leanne Gibbs Published by Early Childhood Australia Tasmania Branch Copyright held by the Crown in the right of the State of Tasmania licensed to Early Childhood Australia Tasmania Branch Disclaimer: All care has been taken with this publication and information was correct as at December 2014 but services and educators should rely on their own enquiries before making decisions about their own situations ISBN

3 HELLO. To work as an educator in many types of early education and care services, you need a qualification either a university degree or a Vocational Education and Training (VET) qualification. The VET qualification you may need could be a Certificate III, a Certificate IV or a Diploma. Some people working in the sector may also choose to undertake qualifications higher than minimum requirements, because they are a great way of learning new skills or obtaining a formal qualification that is recognised across Australia. The most common VET courses in the education and care sector are: Certificate III in Early Childhood Education and Care Certificate III in Education Support Diploma of Early Childhood Education and Care Certificate IV in School Age Education and Care Diploma of School Age Education and Care There is also a range of other VET courses and qualifications, such as management courses, that people working in education and care services may also study. This guide focuses on two main qualifications, Certificate III in Early Childhood Education and Care and Diploma of Early Childhood Education and Care. Please go to the ACECQA website ( for other relevant qualifications applicable to the sector. Where the word Services is used in the guide, it could refer to Long Day Care, Family Day Care or Outside School Hours Care. 3

4 HOW TO USE THIS GUIDE This guide provides direction in obtaining a VET qualification in education and care in Tasmania. It has been divided into two separate booklets: Services (Part 1 this booklet) for the directors/ co-ordinators/managers/owners of services who want to help their educators obtain a qualification Educators (Part 2) who want to obtain a qualification themselves The world of qualifications can be complex at first. 4

5 To help simplify this world, we have used some symbols throughout this guide: READ THIS Crucial knowledge summaries GOOD TO KNOW This material will expand your understanding FIND OUT MORE Where to go for comprehensive information 5

6 This guide is divided into two booklets: yellow for services and managers, and blue for educators. This booklet is for 6 SERVICES

7 CONTENTS The who, what, where, when and why of supporting educators to obtain a qualification (and, of course, the how). Section 1 The Whys 8 Why are qualifications so important? Section 2 The Whats 10 What qualifications? What is competency-based training? What makes a good qualification? Say What? (the meaning of all those acronyms) What will employees learn? (and why I need to know this) Section 3 The Whos 24 Who is who in the vocational and educational training sector? Who pays? Section 4 The Hows 28 Different ways to obtain a qualification Traineeships Courses RPL Choosing an RTO Working with an RTO Section 5 Help! 36 Helping employees and students on prac Mentoring and support My cheat sheet! Helping employees RTOs Rights and responsibilities Helping students on their practicum RTOs Rights and responsibilities Section 6 RPL: need to know 50 Section 7 WHAT if something goes wrong? 52 Section 8 BUT (Still have questions?) 53 Section 9 WHERE can I find out more? 54 7

8 SERVICES THE WHYS. Do educators need qualifications to provide high quality education and care? What messages do we give to children when we value our own education and that of others? Why are qualifications so important in the education and care sector? READ THIS A range of research* has repeatedly proven that when educators have higher qualifications, children in services receive better quality education and care. Australia s National Early Childhood Development Strategy, which paved the way for the development of the National Quality Framework for early education and care services, states: A primary determinant of quality in early childhood development service provision is the workforce their qualification levels and ongoing training, their motivation, and their interaction with families and children. Workforce issues are widely regarded as the key challenge for achieving the vision for children. The early childhood workforce is central to delivering early childhood development services and bringing about fundamental cultural change required for responsive service delivery. Research evidence shows that the most important aspect of quality is the nature of the interaction between the educator and the child the development of positive nurturing relationships. When there are well-qualified educators, those relationships are more likely to occur. Educators that have obtained qualifications are also more likely to stay in the sector this allows stability of relationships between educators and children. The Regulations under which early education and care services operate determine the qualifications of educators working within them (this is not the case for school-aged care services, at the time of publication). The National Quality Framework stipulates that all primary contact staff in early education and care services must have at least a Certificate III in Early Childhood Education and Care, or be working towards obtaining one, and 50 per cent of educators that are required to form a part of ratios, must have a Diploma or higher relevant qualification, or be working towards obtaining one. * See 8

9 SECTION 1: THE WHYS The National Quality Standard (Standard 4.1) of the National Quality Framework requires that staffing arrangements enhance children s learning and development and ensure their safety and wellbeing. Element requires that educator-to-child ratios and qualification requirements are maintained at all times. One way of exceeding this part of the Standard is by having a process in place where educators are encouraged to upgrade their qualifications beyond the minimum requirements under the Regulations. GOOD TO KNOW We are all learners here. Early education and care services are one of the first places outside of the family where children begin their education journey. What a wonderful way to demonstrate that education is a life-long journey by having educators actively involved in their own education! Educators within services can actively demonstrate that they are all learners at a service by modelling their own learning to children. READ THIS Qualifications in the education and care sector are important to society. A qualification in early education and care proves that the holder of that qualification has certain skills or competencies that mean that when they undertake the task of educating and caring for children, they have the skills and knowledge that equip them to do their job in a way that will lead to positive outcomes for children. Qualifications in the education and care sector are important for services. A service can engage educators that have been trained in the main tasks they will be required to perform. Qualifications are also important for individual educators. Education helps open up people s career choices and assists people to earn higher incomes and to widen their world views. Obtaining a qualification can increase educator s self-esteem, particularly if they have previously had negative learning experiences. It can also provide formal recognition of the skills that an individual has learnt through the workplace. A nationally recognised qualification verifies and validates the vocational learning undertaken by an educator. 9

10 SERVICES THE WHATS. What qualifications should educators have? What will educators learn through the process of obtaining a qualification and, most importantly, what do all those acronyms mean? What qualifications should educators have? READ THIS 50 per cent of educators in an early years centre-based service used to meet the relevant ratios in that service, must have, or be actively working towards, at least an approved Diploma level early education and care qualification. All family day care co-ordinators must hold an approved Diploma level early education and care qualification. All other educators used to meet the relevant ratios at a centre-based early years service and all family day care educators, must have, or be actively working towards, at least an approved Certificate III level early education and care qualification. Educators in out-of-school hours care services are not required to have a qualification (as at the time of publication), but many choose to obtain one. The most common VET qualifications in the education and care sector are: Certificate III in Early Childhood Education and Care Diploma of Early Childhood Education and Care Certificate IV in School Age Education and Care Diploma of School Age Education and Care. Other qualifications educators in the sector may obtain are: Management qualifications: Diploma of Management Advanced Diploma of Community Sector Management Training Qualifications: Certificate IV in Training and Assessment People also hold individual units of competency from other qualifications such as food handling and menu preparation. 10

11 SECTION 2: THE WHATS ACECQA (The Australian Children s Education and Care Quality Authority) is the source for information on what qualifications are approved in early education and care services: The Regulations. Read Regulations and : FIND OUT MORE Training Packages and their codes Each industry has a particular training package. The Community Services Package is signified by the letters CHC. Each training package contains qualifications. For example, a Certificate III in Early Childhood Education and Care is CHC30113 and the Diploma of Early Childhood Education and Care is CHC Each qualification contains Units of Competency. CHCECE005 is Provide care for babies and toddlers. The number indicates that this unit of competency comes from the Community Services Package and from one of the childhood education and care qualifications. GOOD TO KNOW What is competency-based training? Vocational and educational training in Australia is competency-based. Competency-based training emphasises what a learner can do in the workplace as a result of their training. A qualification combines a number of units of competency that are required within a particular occupation or at a particular level, within a sector or industry. When students have achieved competency in a unit of a qualification, they will have the skills and knowledge they need to complete the activities educators need to do in a range of service types, to the standard that the sector expects. Competency-based training is designed to ensure each student has acquired both the skills and knowledge required by each unit of competency. READ THIS 11

12 SERVICES GOOD TO KNOW For the Certificate III in Early Childhood Education and Care, a student needs to achieve 18 units of competency, of which 15 are core (compulsory) and three are elective, to obtain their certificate. For the Diploma of Early Childhood Education and Care, a student must achieve 28 units, of which 23 are core (9 of these units are common with the Certificate III so a student who already has completed a Certificate III only needs to complete 19 additional units.) For the Certificate IV in School Age Education and Care, a student must achieve 19 units, of which 15 are core. For the Diploma of School Age Education and Care, a student must achieve 25 units of competency, of which 18 are core. What are the sorts of competencies that students will achieve through studying a Certificate or Diploma of Early Childhood Education and Care? To obtain a qualification, a student must demonstrate their competency in the activities they will be required to carry out in the unit such as: Use an approved learning framework to guide practice Work within a relevant legal and ethical framework Ensure the health and safety of children Provide care for children Promote and provide healthy food and drinks. Achieving competency In VET, individuals are considered competent when they are able to consistently apply their knowledge and skills to the standard of performance that is outlined in the unit. This should enable them to meet workplace requirements. Competency is assessed both directly, such as by observing a student in a service, and indirectly, through formal assessment. It can also be assessed by supplementary evidence. Examples of direct assessment could be: An assessor attends a long day care centre and observes a student carrying out a nappy change procedure An assessor holds a conversation with a candidate about why they chose particular resources and equipment for setting up a play area for 4 5 year olds. Examples of indirect assessment could be: A finished product created by the student, such as written observations of children A written assessment piece. Supplementary evidence (also called third party) could be where a supervisor or service director is asked to assist an assessor to make judgement on a student s competence. 12

13 SECTION 2: THE WHATS Assessors from a Registered Training Organisation (RTO) make a judgement about whether a student is competent. The assessor/rto has the responsibility of determining what evidence (and how much evidence) is required to determine a student s competence. Once a student has undergone assessment, they are either deemed to be competent or not yet competent in that unit. If they are deemed not yet competent, they may be reassessed at a later stage when they and their trainer feel they have acquired competency. Competency must be judged not just on a student s knowledge but also their skills they must show they can use their knowledge and skills practically in a workforce task. The main qualifications in our sector require a set number of hours of work placement (also known as pracs or practicums): Certificate III in Early Childhood Education and Care 120 hours Certificate IV in School Age Education and Care 120 hours Diploma of Early Childhood Education and Care 240 hours Diploma of School Age Education and Care 240 hours. READ THIS To find and review the competencies for any qualification, go to: and type education and care in the right hand search box. Click on the Certificate or Diploma of interest and a full list of the competencies for that qualification appear. These are also listed on pages FIND OUT MORE Qualifications are Nationally Recognised Qualifications. Theoretically, this means that someone holding a Diploma of Early Childhood Education and Care obtained in one educational location, should have the same skills (or competencies, as they are known) as someone who has obtained that qualification elsewhere. GOOD TO KNOW 13

14 SERVICES GOOD TO KNOW A training package is a set of nationally endorsed standards and qualifications for recognising and assessing people s skills in a specific industry or sector. The training package that covers the education and care sector is the CHC Community Services Training Package. A training package contains three major components: Qualifications Units of competency Assessment guidelines. A qualification indicates that an individual is competent in all units required to obtain that qualification. Students can also receive a Statement of Attainment for individual units of competency. In the early education and care sector, the National Quality Framework (NQF) requires early education and care services to have educators on site who are trained in first aid, asthma management and anaphylaxis to deal with medical emergencies. The majority of the first aid, asthma and anaphylaxis courses approved by ACECQA are individual units of competency within a training package. Training packages were developed to ensure that there is a consistent, national benchmark for the skills and knowledge students gain through obtaining competency in a unit or a qualification. What makes a good qualification? Educators can obtain a training qualification from a range of training providers and will end up with the same qualification. RTOs provide different services and methods of training and assessment, so choose your RTO to suit your individual needs. If the training you have undertaken is of a lesser quality, you may find that this impacts on your ability to find work. How can it be determined that the training provider (Registered Training Organisation) offers quality training? These are some of the questions that need to be considered: 1. Who is the Registered Training Organisation (RTO)? Do they have a good reputation? What do other education and care services say about them? 2. What is the reason the organisation is a training provider? (Is training the only service they offer? Are they an employment agency that also provides training? Do they seem to have a genuine interest in training and education?) 3. How long does the course take to complete? A fast-tracked training course probably does not offer the best quality training. 4. Does the RTO offer many education and care courses? A provider that has specialist skills in managing courses for the early education and care sector is always preferable to one that doesn t. 14

15 SECTION 2: THE WHATS 5. For how long has the training provider offered education and care qualifications? 6. What is the RTO s completion rate? 7. Do the RTO s location and staff resources work for you? 8. What sort of support does the RTO offer students? 9. What electives does the RTO offer as part of the qualification? 10. Does the provider feel like they are offering good support to their students and to services? Do they just want to qualify a lot of students quickly or are they more rigorous about ensuring the student has the skills needed to be a great employee at an education and care service? Why is a good qualification important? Although each RTO is required to train and assess against the same standards, services in the education and care sector have found that the quality of training offered by RTOs can vary. Because educators who obtain their qualifications by undertaking a rigorous training course with rigorous assessments will be more able to offer better quality education and care to children, they will be more confident in their role and the service they work for will have greater confidence in them. 15

16 SERVICES SAY READ THIS The training sector uses many acronyms. If an acronym is unknown, unclear or mysterious, it s always best to ask not everyone knows that RPL from an RTO gives someone a VET Qualification that is NRT under the AQF! Here is a helpful guide. AAC AQF ASQA COAG CSHISC DoE DoE Tas ISC ISPC JSA LLN LDCPDP Australian Apprenticeships Centre Australian Qualifications Framework Australian Skills Quality Authority Council of Australian Government Community Services and Health Industry Skills Council Commonwealth Department of Education Department of Education Tasmania Industry Skills Council Inclusion and Professional Support Program Job Search Association Language, Literacy and Numeracy Long Day Care Professional Development Programme 16

17 SECTION 2: THE WHATS WHAT? MAAP NRT NSF PSC RPL RCC RTO TGA VET VETiS WHS Mentoring Australia Apprenticeship Program Nationally Recognised Training National Skills Framework Professional Support Co-ordinator Recognition of Prior Learning Recognition of Current Competency Registered Training Organisation training.gov.au Vocational Education and Training Vocational Education and Training in Schools Workers Health and Safety Common acronyms used in the education and care sector about qualifications are RPL (Recognition of Prior Learning) and RTO (Registered Training Organisation). Shortened course names (Cert 3, Cert 4, Dip) are also used. GOOD TO KNOW 17

18 SERVICES What will employees learn? (and why it is essential to know this) READ THIS In Australia, qualifications from each education and training sector are grouped into a comprehensive national qualifications framework called the Australian Qualifications Framework (AQF). Certificates and Diplomas and Degrees equate to one of the ten levels in the AQF. Examples of the main levels in our sector are: a Certificate III is a level 3, a Certificate IV is a level 4, a Diploma is a level 5, a Bachelor Degree is a level 7, and a Masters degree is a level 9. The levels define the complexity and depth of achievement a student will have achieved to be awarded that qualification. This needs to be understood so that appropriate expectations can be determined for what an employee possessing a Certificate III or a Diploma will know. Relevant qualifications for the education and care sector can be found at au/educators-and-providers1/qualifications. Within this guide, the Certificate III in Early Education and Care and the Diploma of Early Childhood Education and Care are documented as examples of qualifications approved for educators in the education and care sector. Certificate III in Early Childhood Education and Care What can be expected of someone with a Certificate III in Early Education and Care? Summary An employee who obtains a Certificate III will have theoretical and practical knowledge and skills for work and/or further learning. Knowledge defined as what someone knows and understands They will have factual, technical, procedural and some theoretical knowledge of education and care. Skills defined as what someone can do They will have a range of cognitive, technical and communication skills to select and apply a specialised range of methods, tools, materials and information to: Complete routine activities Provide and transmit solutions to predictable and sometimes unpredictable problems within an early education and care service. Application of knowledge and skills this is the context in which someone applies their knowledge and skills They will apply knowledge and skills to demonstrate autonomy and judgement and to take limited responsibility in known and stable contexts within established parameters. What does this mean? It means that someone with a Certificate III in Early Childhood Education and Care should, for example, know how to complete observations on children and should have the knowledge to 18

19 SECTION 2: THE WHATS contribute to the programming and planning for this child. They would not necessarily have the in-depth knowledge to evaluate and link observations to theory and service pedagogy. Certificate III in Early Childhood Education and Care competencies What are the units of competency in a Certificate III in Early Education and Care? Core units Work within a relevant legal and ethical framework Develop cultural competence Ensure the health and safety of children Provide care for children Promote and provide healthy food and drinks Provide care for babies and toddlers Develop positive and respectful relationships with children Use an approved learning framework to guide practice Support the holistic development of children in early childhood Provide experiences to support children s play and learning Use information about children to inform practice Identify and respond to children and young people at risk Provide an emergency first aid response in an early education and care setting Participate in work health and safety Work effectively with Aboriginal and/or Torres Strait Islander people. Elective units (5 required Can be selected from below or up to 3 units may be selected from other Training Packages as long as relevant) Support behaviour of children and young people** Support children to connect with their world* Comply with family day care administration requirements* Attend to daily functions in home-based childcare Foster the holistic development and wellbeing of the child in early childhood Support the holistic development of children in school aged care Participate effectively in the work environment** Work collaboratively to maintain an environment safe for children and young people Work effectively with culturally diverse clients and co-workers Promote innovation in a team environment Implement and monitor environmentally sustainable work practices Interact positively with infants, toddlers and parents in a recreation environment. Continued 19

20 SERVICES ECA Tasmania promotes certain electives as highly recommended and others as recommended for the early education and care workforce. ** Highly recommended electives * Recommended electives Diploma of Early Childhood Education and Care What can be expected of someone with a Diploma of Early Childhood Education and Care or a Diploma of School Aged Care? Summary An employee who obtains a Diploma will have specialised knowledge and skills for skilled/paraprofessional work and/or further learning. Knowledge defined as what someone knows and understands They will have will have technical and theoretical knowledge in education and care. Skills defined as what someone can do They will have will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to: Analyse information to complete a range of activities Provide and transmit solutions to sometimes complex problems Transmit information and skills to others within an early education and care service. Application of knowledge and skills this is the context in which someone applies their knowledge and skills They will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility in known or changing contexts and within broad but established parameters. Diploma of Early Childhood Education and Care competencies What are the units of competency in a Diploma of Early Childhood Education and Care? Core units Work within a relevant legal and ethical framework Develop cultural competence Ensure the health and safety of children Provide care for children Promote and provide healthy food and drinks Provide care for babies and toddlers Develop positive and respectful relationships with children Use an approved learning framework to guide practice Establish and maintain a safe and healthy environment for children 20

21 SECTION 2: THE WHATS Foster the holistic development and wellbeing of the child in early childhood Nurture creativity in children Facilitate compliance in early education and care services Establish and implement plans for developing co-operative behaviour Implement strategies for the inclusion of all children Promote children s agency Analyse information to inform learning Design and implement the curriculum to foster children s learning and development Embed sustainable practices in service operations Work in partnership with families to provide appropriate early education and care for children Identify and respond to children and young people at risk Provide an emergency first aid response in an early education and care setting Work effectively with Aboriginal and/or Torres Strait Islander people Maintain work health and safety. Elective units (5 required Can be selected from below or up to 3 units may be selected from other Training Packages as long as relevant) Build and sustain an innovative work environment Develop teams and individuals Develop workplace policy and procedures for sustainability Meet information needs of the community* Reflect on and improve own professional practice* Co-ordinate the work environment Manage a community sector organisation Provide leadership in community services delivery** Provide mentoring support to colleagues** Undertake research activities* Develop and implement policy** Foster the holistic development and wellbeing of the child in school age care Work effectively with culturally diverse clients and co-workers Manage diversity. The ECA Branch in Tasmania promotes certain electives as highly recommended and others as recommended for the early education and care workforce. ** Highly recommended electives * Recommended electives Note: The following two electives from other Diplomas are also recommended for new workers/students: Undertake research activities Develop, implement and promote effective workplace communications. 21

22 SERVICES Diploma of School Age Education and Care competencies What are the units of competency in a Diploma of School Age Education and Care? Core units Develop cultural competence Promote and provide healthy food and drinks Use an approved learning framework to guide practice Provide experiences to support children s play and learning Establish and maintain a safe and healthy environment for children Nurture creativity in children Facilitate compliance in early education and care services Establish and implement plans for developing co-operative behaviour Implement strategies for the inclusion of all children Design and implement the curriculum to foster children s learning and development Work in partnership with families to provide appropriate early education and care for children Identify and respond to children and young people at risk Support children to participate in school age care Develop and implement play and leisure experiences in school age care Work collaboratively and respectfully with children in school age care Foster the holistic development and wellbeing of the child in school age care Provide an emergency first aid response in an early education and care setting Work effectively with Aboriginal and/or Torres Strait Islander people. Elective units (7 required) Build and sustain an innovative work environment Develop teams and individuals Develop workplace policy and procedures for sustainability Work effectively with people with a disability Foster the holistic development and wellbeing of the child in early childhood Promote children s agency Analyse information to inform learning Embed sustainable practices in service operations Work with a child focused approach 22

23 SECTION 2: THE WHATS Reflect on and improve own professional practice Provide leadership in community services delivery Provide mentoring support to colleagues Undertake research activities Develop and implement policy Maintain work health and safety Manage diversity. Each Unit of Competency in a qualification is broken down into Elements and Performance Criteria. The Elements define the essential outcomes of a unit of competency. For example, one of the Elements in the Unit of Competency, Ensure the health and safety of children, is Provide opportunities to meet each child s need for sleep, rest and relaxation. GOOD TO KNOW The Performance Criteria for this element are Ensure sleep and rest practices are consistent with approved standards and meet children s individual needs and Provide appropriate quiet play activities for children who do not sleep or rest. Unit of Competency: Ensure the health and safety of children Element 1: Provide opportunities to meet each child s need for sleep, rest and relaxation Performance Criteria 1: Ensure sleep and rest practices are consistent with approved standards and meet children s individual needs Performance Criteria 2: Provide appropriate quiet play activities for children who do not sleep or rest To find the competencies for any qualification, go to: and type education and care in the right hand search box. Click on the Certificate or Diploma of interest and a full list of the competencies for that qualification appears. To drill down further, click on the code of each competency and the Elements and Performance Criteria for that competency will appear. FIND OUT MORE 23

24 SERVICES THE WHOS. Who is who in the vocational education and training (VET) sector? How do all the organisations connected with vocational and educational training fit in? And who pays for vocational and educational training? Who is who in the VET sector? READ THIS The main organisations in the VET sector relevant to a director or manager of an education and care service are: Registered Training Organisations (RTOs) Registered Training Organisations are the organisations that deliver nationally recognised courses and qualifications and obtain financial subsidies to deliver vocational education and training. Skills Tasmania part of the Department of State Growth, this is Tasmania s State Training Authority and is responsible for the administration of VET in Tasmania. Skills Tasmania also has training consultants who can provide advice, assistance and guidance to trainees and employers about traineeships. Australian Apprenticeships Centres these organisations can help services and employees in accessing the traineeship system. The first point of contact for most directors or managers who wish to arrange training for an educator, or who wish to engage a trainee, is usually an RTO. Nationally recognised courses and qualifications can only be delivered by RTOs and it is important to know if the RTO an employee is being enrolled in has the right to deliver the course that is being offered. This is the organisation s insurance that the qualification will be nationally recognised. GOOD TO KNOW RTOs need to apply to be able to deliver specific qualifications. When they apply and are approved to deliver a qualification, the qualification attached to their scope. Before working with an RTO, it s best to check if the qualification being offering is on their scope go to: and use the search bar on the home page to check what is on the scope of any RTO. Make sure it is the current version of the course as well! The current qualification can be checked is by typing the words education and care into the right hand side of the search box. It will indicate the current courses and which ones have been superseded. 24

25 SECTION 3: THE WHOS Registered Training Organisations (RTOs) There are a number of organisations operating in Tasmania that have the main education and care qualifications on their scope. RTOs can either be public or can be run on a not for profit basis (often operated by industry organisations), or welfare organisations (such as large charities), or run on a for profit basis. Some RTOs have other business arms (for example, an employment agency that also provides training). GOOD TO KNOW this is the national register with information about RTOs, recognised training qualifications and units of competency, and the approved scope of each RTO to deliver nationally recognised training. Skills Tasmania this is the part of the Department of State Growth that administers VET in Tasmania. Go to: FIND OUT MORE Who pays for VET? Funding subsidies and incentives are often available to assist to cover the cost of vocational and educational training. This financial support is made available for students, for employers, or for RTOs. RTOs, Skills Tasmania or Australia Apprenticeships Centres are often the best informed as to which financial support is available at any point of time. READ THIS Vocational and educational training can be paid for by either: The student or the employee. People often fund their own training because they need or want a particular qualification to obtain a job, or to obtain a better job. The employer, i.e. the education and care service. Services sometimes choose to fund employee training costs as part of an employee s salary package or because it is the best way for the service to ensure their educators have the skills and qualifications the service needs. Employers may cover the cost of training if they have been funded to employ a trainee. Jobs Services Australia providers. Employment agencies can fund or provide vocational and educational training, especially for people who have been unemployed for a long time, or have a disability or other barrier to employment. 25

26 SERVICES Government a range of federal and state government subsidies and incentives exist at different times, which can provide assistance with the cost of vocational and educational training. These programs change on a regular basis. Incentives are payable to eligible learners and employers. Some RTOs can offer VET FEE HELP. VET FEE HELP is an interest-free Commonwealth loan that assists full fee paying students to pay their tuition fees when studying a Diploma or Advanced Diploma qualification. The Australian Government pays the amount of the loan directly to the RTO, and students repay their loan through the Australian taxation system, once their earnings reach a certain level. VET FEE HELP is similar to the HECS system in place for universities study. As at the end of 2014, TasTAFE was registered to offer VET FEE HELP. To find out more, go to: vet-fee-help Skills Tasmania subsidises training for eligible learners. The Australian Government is providing Recognition of Prior Learning (RPL) grants for eligible early childhood educators in services in regional and remote locations. Grants of up to $3,500 are available for eligible early childhood educators as a contribution to the costs associated with undertaking an RPL assessment for the Certificate III and Diploma. The 2014 federal Budget removed these grants for educators from long day care services. Long Day Care Professional Development Program (LDCPDP). Under the LDCPDP, long day care employers are eligible for funding that can be used to pay for long day care educators qualifications. Applications for this funding closed in June 2014, but services in receipt of this funding are able to spend funding they have received until June Both the Australian and state governments provide incentives and subsidies to assist trainees and the organisations that employ them. Traineeships are available for the Certificate III and Diploma of Early Childhood Education and Care. Most subsidies for qualifications goes directly to RTOs, who then pass it on to students via fully-funded or partially-funded qualifications. Sometimes, qualifications are completely funded but, more often than not, subsidies will reduce the cost, rather than remove the cost completely. GOOD TO KNOW 26

27 SECTION 3: THE WHOS VET funding in general or contact your chosen RTO Traineeship subsidies contact your Australian Apprenticeships Centre see: or read more at: Long Day Care Professional Development Program go to: FIND OUT MORE 27

28 SERVICES THE HOWS. How does someone obtain a qualification in the education and care sector? What are the different ways? How do you choose an RTO and what can you expect from them? Different ways to obtain a qualification There is a range of ways to obtain a qualification, depending on the work history and life experience that an individual has. READ THIS In the education and care sector, a qualification can be obtained through completing a training course, by undertake a traineeship, or by Recognition of Prior Learning (RPL). All of these approaches are suitable for both those who wish to become educators and for existing educators, depending on their experience. Traineeship A traineeship is an apprenticeship. A service in the education and care sector can employ an existing or a new worker as a trainee. A traineeship combines training and employment leading to the trainee gaining a Certificate III or a Diploma in Early Education and Care or a qualification in School Aged Care (N.B. Family day care educators are not eligible for traineeships, as they are self-employed). Why would a service employ a trainee? There are financial incentives for eligible services to employ trainees to help offset the cost of their training. In recognition of the fact that trainees are studying while they learn, a trainee s wages may be lower than other employees, although some services choose to pay their trainees at the same rate as other educators. An existing employee may also be employed as a trainee this allows the cost of their training to be subsidised. What sort of training does a trainee do? The course work of a traineeship can involve training that is on-the-job, off-the-job, or a combination of both. Employers are required to give trainees time to complete training. Both the Certificate III and Diploma s practicum requirements are usually met through the student s work at their own service. A trainee can also gain some of the competencies in their course through recognition of their prior learning and experience. Who provides the training? The training must be provided by an RTO. The student and employer can choose which RTO 28

29 SECTION 4: THE HOWS they want to provide the training component of the traineeship. What sorts of traineeships are there? New entrant traineeship A service can engage a new employee as a trainee. Traineeships give services an opportunity to pass on knowledge and skills from other educators to a person that is new to the sector. Existing worker traineeships An existing employee can become a trainee often receiving credit for existing skills or knowledge which may help reduce the length of the traineeship and the amount of training the student has to do. School-based traineeships Students in Years can undertake a school-based traineeship undertake a VET qualification as a trainee and complete their Tasmanian Certificate of Education (TCE). What sort of subsidies and incentives are there? Services may be eligible to receive Commonwealth and Tasmanian Government incentives for engaging a trainee, which can be used to cover training costs. Trainees may also be eligible for some assistance. What exactly is a traineeship? A traineeship is a formal agreement made between the trainee and the employer. It is a contract whereby both parties have certain rights and, importantly, responsibilities. Trainees are generally employed on a full-time basis, with time allocated out of their employed hours for the training component. Employers must be provided with a copy of the trainee s training plan by the RTO. How long does a traineeship last? Generally, a Certificate III traineeship will run for 1 2 years, and a Diploma for at least two years. Although each qualification has a nominal duration, because the training is competencybased, once the trainee has achieved all the required competencies, the contract can be finalised and completed. Who sets up the traineeship? An Australian Apprenticeships Centre facilitate the signing of the training contract between the trainee and the employer and then lodge that contract with Skills Tasmania for approval. These centres provide a free service to services and trainees. They assist services to: Complete and lodge National Training Contracts with SkillsTas Access government traineeship incentives and (they also process the inventives) 29

30 SERVICES FIND OUT MORE Monitor the progress of the traineeship. Go to: to see what incentive payments are available. To start the traineeship process, go to your local Australian Apprenticeships Centre or call Contact your preferred RTO to find out about training options for trainees, including Recognition of Prior Learning processes. Courses Vocational and educational training can be completed through a private RTO or a public RTO. Coursework can be delivered: Face-to-face Face-to-face training or classroom training generally occurs with a small group of people studying for the same qualification. Face-to-face training generally occurs at the RTO s training rooms or campus. Face-to-face training can also be delivered in the workplace by the RTO, by arrangement. Distance study Online on a website students access learning materials online and submit assessments online via a website or . Some online courses involve forums and chat rooms where students can communicate with other students and their trainer or assessor. Via or post students are sent learning materials by post or . Students are generally sent a single or a few units at a time and assessment tasks need to be ed, faxed or posted back to the RTO. Blended learning A combination of face-to-face training and distance. Recognition of Prior Learning Recognition of Prior Learning more commonly called by its acronym RPL enables a person to receive recognition and credit for the knowledge and skills they have acquired through: Prior work experience (paid and unpaid) Previous study (school, college, professional development) Life experience (including parenting). RPL is an assessment process that involves assessment of an educator s relevant prior learning (including formal, informal and non-formal learning) to give credit for learning outcomes they already have achieved. Credit may reduce the amount of units a student may need to study by deeming them competent in some units. 30

31 SECTION 4: THE HOWS To achieve RPL for a unit or units of a qualification, an RTO must assess the educator to determine to what extent the student s previous learning is equivalent to the learning outcomes of those units. An educator who wishes to apply for RPL will need to provide evidence to demonstrate how their background, work or life experiences, or past studies, match up against a unit/s of competency from the relevant Certificate or Diploma. Evidence can be provided in a variety of formats and could include references, work samples, resumes, evidence of professional development attended, portfolios, etc. Where an educator is found to have gaps in their competencies, they will be required to undertake gap training, or assessment against any competencies they cannot prove their competency in. The 2013 National Early Childhood Education and Care Workforce Census showed that just over one third of educators who participated in the Census had received some recognition of prior learning when completing their qualification. An RPL assessment: Must be undertaken by an RTO assessor with expertise in the subject and skills they are assessing (and expertise in RPL assessment) Must be of the same standard as other assessment for the qualification Must recognise learning regardless of how, when and where it was acquired, (as long as it is relevant to the learning outcomes in the qualification and the individual is still competent in the skills) and Must ensure that the evidence provided is valid and sufficient. Until July 2015, the Australian Government will provide funding for RPL grants for eligible early childhood educators in regional and remote locations. RPL grants of up to $3,500 are available for eligible early childhood educators as a contribution to the costs associated with undertaking an RPL assessment for Certificate III, Diploma and Advanced Diploma of Children s Services. These grants are no longer available for educators who work in long day care services. For more about RPL, please refer to page

32 SERVICES Choosing an RTO Services need to form good relationships with training providers. READ THIS Before agreeing to have students on placement, entering into traineeship arrangements, or assisting an employee to choose a training provider, checks need to be made to ensure: The RTO is registered by the Australian Skills Quality Authority (ASQA) (check at: The qualification they are offering to provide is on their scope (Check at: They are a Skills Tasmania Endorsed RTO (Check at: Although not essential, being an Endorsed RTO means that the RTO is eligible to deliver publicly subsidised training in Tasmania. To become endorsed, an RTO has to meet selection criteria based around quality so choosing an endorsed RTO could provide a service added reassurance. Many services will form a relationship with one RTO and remain with that RTO for a long time and may recommend the RTO to all their employees. Others may work with whatever RTO an employee has chosen. Some services will accept students on pracs from a range of RTOs, others may only accept students from particular RTOs they know deliver quality training. Businesses must establish a strong working relationship with RTOs. They say that as a business that truly values training and skills, you will treat your RTO as a supplier of a critical input to your business. Like any service you purchase, you need to be clear about the type, level and terms of delivery of the service. What is the best way to choose an RTO? A checklist of questions that may be considered in choosing an RTO is on page 33 it can be used to determine the most suitable RTO. Ask to have a look at an example of the learning materials that the RTO uses. Is the material up to date with your understanding of requirements for the sector? Is it easy to understand and follow? GOOD TO KNOW 32