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

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

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

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

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

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

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

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

Context of and specific resources for assessment:

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

Resources required for assessment of this unit include access to a range of opportunities defined in the Range Statement, including:

a childcare workplace

children's services, resources and equipment

the local environment

Method of assessment:

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

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

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

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

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Up to date knowledge of the funding program guidelines

Up to date knowledge of the organisation's guidelines for service eligibility

The social and political context of child care services

Other services available within the local community and the eligibility criteria of these

Consumer perspectives on service provision and access to services

Complaints and appeal procedures

Knowledge of the potential users of the service considering cultural backgrounds, social circumstances, range of abilities and disabilities

Circumstances which lead to a child and family being eligible and having priority for service

Circumstances might exclude a person from service

If a person is assessed as ineligible to use the service other options are developed with them

Social justice philosophy and principles

Relevant legislation e.g. anti-discrimination, Disability Act, state/territory regulations

Organisation standards, policies and procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Critically analyse all aspects of service delivery in the light of client needs, community values and philosophical framework of service delivery

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Outline the rationale for the eligibility criteria and can relate these criteria to the potential client group in the community

Gather sufficient breadth and depth of information to make a fair decision

Apply communication skills such as:

interviewing skills

problem solving developing alternatives

negotiation skills

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Collaboration around monitoring the use of the service and developing and evaluating strategies may involve:

Management

Parents

Community representatives

Funding bodies

Government bodies including regulatory bodies

Advocacy organisations

Promote the serviceby:

Written material

Word of mouth

Local media such as newspapers, radio referral agents

Barriers to participation may include:

Physical and distance barriers

Attitudinal barriers within the service

Social and cultural expectations

Expectations of parents or children

Isolation

Lack of knowledge of available services

Information may be obtained directly by:

Interview

Phone

Letter

Or indirectly by:

Information provided by referral agent

Information provided by family members or other persons representing them.

Feedback processes may involve:

Families

Community representatives

Children

Advocates