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NARSA Training

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CHCCD420A Work to empower Aboriginal and/or Torres Strait Islander communities ... Over time and as a training history is established with a Managers or HOB, they ... – PowerPoint PPT presentation

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Title: NARSA Training


1
NARSA Training
  • About to Take Off

2
NARSA Training
  • Supervisors
  • Managers

3
NARSA Training
  • A training program at two levels (Supervisors and
    Managers) under the Australian Qualifications
    Training Framework (AQTF)
  • Accredited Course
  • Training Material
  • Training System

4
What Does this Mean for YOU
  • Hostel Boarding Supervisors
  • You can get a
  • Certificate Four in Community Services
  • Residential Context,
  • Recognised nationally,
  • Springboard to other qualifications,
  • Fraction of normal cost.

5
Boarding Managers
  • You can get a
  • Diploma in Community
  • Services
  • Residential Context,
  • Recognised nationally,
  • Springboard to other
  • qualifications (see Kerry),
  • Fraction of normal cost.

6
Boarding Managers
  • Training programs for your staff
  • Tailored to your specific hostel situation
  • Delivered in a range of ways
  • Low Cost
  • Provides clear career path
  • Recognises competence
  • You can be involved in Delivery and Assessment.

7
NARSA Training
  • Why do we need a training course?
  • Training Course
  • Training Materials
  • Training System

8
Why do we Need a Training Course??
  • No AQTF certificate courses or units of
    competence exist for the training of staff for
    student residential colleges / hostels in
    Australia,
  • This is a growing industry with thousands of
    staff employed Australia-wide, and yet there is
    no recognized accredited training program
    available.
  • Staff in residential hostels and boarding schools
    are responsible for the welfare of young people
    in their care and it is essential that they are
    well trained and well prepared for what is a
    complex and demanding role.
  • The AQTF (Australian Qualifications Training
    Framework) is the structure that is appropriate
    for this training.

9
Existing Training
  • Duty of Care, A Certificate Course in Residential
    Care (by Tim Hawkes)
  • Duty of Care material is delivered to a group, or
    people can work through the book independently.
    The completed book is sent to ACU who issue a
    certificate.
  • The Certificate is generally recognised within
    the boarding / hostels industry
  • Comprehensive in areas covered,
  • Some very good material (such as the medical /
    health section),
  • Slanted towards boarding schools,
  • Not accredited with AQTF,
  • Doesnt assess competency.
  • Doesnt recognise prior experience / prior
    learning

10
Duty of Care
  • As a training program, Duty of Care is not
    satisfactory for the following reasons
  • It is not a part of the Australian Qualifications
    Framework (AQF) or the Australian Qualifications
    Training Framework (AQTF a training subset of
    the AQF),
  • The existing Duty of Care method of gaining
    accreditation does not ensure competency of the
    person completing the training and there is no
    on the job component of training or assessment.
  • The author and publisher seek to distance
    themselves from the issue of competence or non
    competence of the person undertaking this course.
    This is evident from the disclaimer at the start
    of each unit which states The material contained
    in this course is general comment and is not
    intended as advice on any particular matter. No
    reader should act or fail to act on the basis of
    any material contained herein...

11
What is the AQTF??Australian Qualifications
Training FrameworkAQF??Australian
Qualifications Framework
12
AQF
  • The framework of qualifications' from secondary
    school through to university PhD level.

PHD
Masters
Bachelor
AQTF
Year 12 C of E
13
AQTF
  • Training part of the AQF
  • Certificate One
  • Certificate Two
  • Certificate Three
  • Certificate Four
  • Diploma
  • Advance Diploma
  • Vocational Graduate Certificate
  • Vocational Graduate Diploma

14
AQTF
  • The Australian Qualifications Training Framework
    (AQTF) is designed to ensure that
  • People who gain AQTF certificates relevant to
    their field of work are competent and possess the
    knowledge and skills needed by practitioners in
    that industry
  • The public, organisations and governments can
    have confidence in the competence of the
    certificate holder to meet practice expectations
    in their industry and
  • Practitioners are recognised for the knowledge
    and skills they possess and that these attributes
    receive formal recognition in relation to higher
    level certificates and tertiary courses.

15
Training Packages
16
What is a Training Package?
  • A Training Package is an integrated set of
    nationally endorsed competency standards,
    assessment guidelines and Australian
    Qualifications Framework (AQF) qualifications for
    a specific industry, industry sector or
    enterprise.
  • Each Training Package
  • provides a consistent and reliable set of
    components for training, recognising and
    assessing peoples skills, and may also have
    optional support materials
  • enables nationally recognised qualifications to
    be awarded through direct assessment of workplace
    competencies
  • encourages the development and delivery of
    flexible training which suits individual and
    industry requirements
  • encourages learning and assessment in a
    work-related environment which leads to
    verifiable workplace outcomes.

17
How are Training Packages developed?
  • Training Packages are developed by Industry
    Skills Councils or enterprises to meet the
    identified training needs of specific industries
    or industry sectors.
  • To gain national endorsement of Training
    Packages, developers must provide evidence of
    extensive research, consultation and support
    within the industry area or enterprise.

18
Training Packages - flexibility
  • Training Packages describe the skills and
    knowledge needed to perform effectively in the
    workplace without prescribing how people should
    be trained.
  • Training Packages acknowledge that people can
    achieve vocational competency in many ways by
    emphasising what the learner can do, not how or
    where they learned to do it. For example, some
    experienced workers might be able to demonstrate
    competency against the units of competency, and
    even gain a qualification, without completing a
    formal training program.
  • With Training Packages, assessment and training
    may be conducted at the workplace, off-the job,
    at a training organisation, during regular work,
    or through work experience, work placement, work
    simulation or any combination of these.

19
NARSA Training
  • Why do we need a training course?
  • Training Course

20
AQTF Questions
  • Are there any existing courses for student
    residential supervisors and managers?
  • What Training Package would a residential
    supervisors course come under.

21
AQTF Questions
  • Are there any existing courses for residential
    supervisors and managers?
  • No, Not that we could find. (NTIS website)
  • What Training Package would a residential
    supervisors course come under?
  • Community Services Training Package

22
Community Services Training Package
  • Best Fit for a Residential Supervisors Course,
  • Many of the existing Units of Competence could
    be used by just using the context of a hostel or
    boarding school.

23
Certificate Level
  • Supervisors Certificate Four in Community
    Services
  • Managers Diploma of Community Services

24
Certificate IV in Community Services Work
  • CHC08 Community Services Training Package (08
    year of endorsement)
  • CHC40708 Certificate 4 in Community Services
  • 14 units must be selected for this qualification
    including
  • 10 compulsory units
  • 4 elective units

25
Compulsory Units of Competence
  • CHCCD412A Work within a community development
    framework
  • CHCCHILD401A Identify and respond to children and
    young people at risk
  • CHCCOM403A Use targeted communication skills to
    build relationships
  • CHCCS400A Work within a relevant legal and
    ethical framework
  • CHCCS411A Work effectively in the community sector

26
Compulsory Units of Competence
  • CHCCS412D Deliver and develop client services
  • CHCCS422A Respond holistically to client issues
    and refer appropriately
  • CHCORG405C Maintain an effective work environment
  • HLTHIR403B Work effectively with culturally
    diverse clients and co-workers
  • HLTOHS300A Contribute to OHS processes

27
Optional Units of Competence
  • Case work and case management electives
  • CHCCM401D Undertake case management
  • CHCCM402D Establish and monitor a case plan
  • CHCCM404A Undertake case management for clients
    with complex needs
  • CHCCM503C Develop, facilitate and monitor all
    aspects of case management
  • Administration electives
  • BSBWOR204A Use business technology
  • CHCADMIN305D Work within the administration
    protocols of the organisation
  • CHCADMIN403C Undertake administrative work
  • CHCPOL402B Contribute to policy development
  • CHCPOL403B Undertake research activities
  • Advocacy electives
  • CHCAD401D Advocate for clients
  • CHCAD402D Support the interests, rights and needs
    of clients within duty of care
  • requirements
  • CHCNET301D Participate in networks
  • CHCNET404A Facilitate links with other services

28
Optional Units of Competence
  • Client service electives
  • CHCCS401B Facilitate responsible behaviour
  • CHCCS403B Provide brief intervention
  • CHCCS404B Facilitate family intervention
    strategies
  • CHCCS407B Operate referral procedures
  • CHCCS414A Provide education and support on
    parenting, health and well being
  • CHCCS503A Develop, implement and review services
    and programs to meet client
  • needs
  • CHCCS506A Promote and respond to workplace
    diversity
  • CHCCS521A Assess and respond to individuals at
    risk of suicide
  • CHCCS604A Manage the delivery of quality services
    to clients
  • CHCPROT409D Provide primary residential care
  • CHCPROT411C Provide for care and protection of
    clients in specific need
  • CHCRF402B Provide intervention support to
    children and families
  • HLTCSD306B Respond effectively to difficult or
    challenging behaviour
  • HLTHIR404B Work effectively with Aboriginal
    and/or Torres Strait Islander people

29
Optional Units of Competence
  • Community work electives
  • CHCCD307C Support community resources
  • CHCCD401D Support community participation
  • CHCCD404D Develop and implement community
    programs
  • CHCCD413D Work within specific communities
  • CHCCD420A Work to empower Aboriginal and/or
    Torres Strait Islander communities
  • CHCCED311A Provide sexual and reproductive health
    information to clients
  • CHCCED511A Develop, implement and review sexual
    and reproductive health
  • education programs
  • CHCCS421A Undertake community sector work within
    own community
  • CHCGROUP403D Plan and conduct group activities
  • CHCINF407C Meet information needs of the
    community
  • CHCPROM502B Implement health promotion and
    community intervention
  • Domestic and family violence
  • CHCDFV301A Recognise and respond appropriately to
    domestic and family violence

30
Optional Units of Competence
  • Settlement work
  • CHCCH427A Work effectively with people
    experiencing or at risk of homelessness
  • CHCCS421A Undertake community sector work within
    own community
  • CHCSW401A Work effectively with forced migrants
  • CHCSW402A Undertake bicultural work with forced
    migrants in Australia
  • TAADEL403B Facilitate individual learning
  • Working with children and young people
  • CHCCHILD404A Support the rights and safety of
    children and young people
  • CHCYTH301D Work effectively with young people
  • CHCYTH402A Work effectively with young people in
    the youth work context
  • CHCYTH404D Support young people in crisis (Note
    pre-requisite CHCYTH301D)
  • CHCYTH511A Work effectively with young people and
    their families

31
Optional Units of Competence
  • Working with people with alcohol and other drug
    issues
  • CHCAOD402A Work effectively in the alcohol and
    other drugs sector
  • CHCAOD407D Provide needle and syringe services
  • CHCAOD408A Assess needs of clients with alcohol
    and/or other drugs issues
  • CHCAOD409D Provide alcohol and/or other drug
    withdrawal services
  • HLTFA301B Apply first aid
  • HLTFA402B Apply advanced first aid (Note
    pre-requisite HLTFA301B)
  • Working with older people
  • CHCAC416A Facilitate support responsive to the
    specific nature of dementia
  • CHCAC417A Implement interventions with older
    people at risk of falls
  • CHCPA402B Plan for and provide care services
    using a palliative approach
  • Working with people with disabilities
  • CHCCS413A Support individuals with autism
    spectrum disorder
  • CHCDIS301A Work effectively with people with a
    disability
  • CHCDIS410A Facilitate community participation and
    inclusion
  • CHCDIS411A Communicate using augmentative and
    alternative communication
  • strategies

32
Optional Units of Competence
  • Working with people with mental health issues
  • CHCMH402A Apply understanding of mental health
    issues and recovery processes
  • Team coordination and supervision
  • CHCCS417A Provide support and care relating to
    suicide bereavement
  • CHCCS426A Provide support and care relating to
    loss and grief
  • CHCORG406A Supervise work
  • CHCORG423A Maintain quality service delivery
  • Social housing work
  • CHCCH301A Work effectively in social housing
  • CHCCH410A Manage and maintain tenancy agreements
    and services
  • CHCCS416A Assess and provide services for clients
    with complex needs
  • Homelessness support
  • CHCCH301A Work effectively in social housing
  • CHCCH427A Work effectively with people
    experiencing or at risk of homelessness
  • CHCCS416A Assess and provide services for clients
    with complex needs
  • Financial literacy education
  • CHCFLE301A Work with clients needing financial
    literacy education
  • CHCFLE302A Educate clients in fundamental
    financial literacy skills
  • CHCFLE303A Educate clients to understand debt and
    consumer credit

33
Probable Optional Units
  • HLTHIR404B Work effectively with Aboriginal
    and/or Torres Strait Islander people
  • CHCADMIN305D Work within the administration
    protocols of the organisation
  • CHCCS401B Facilitate responsible behaviour
  • CHCPROT409D Provide primary residential care
  • CHCGROUP403D Plan and conduct group activities
  • CHCYTH301D Work effectively with young people
  • HLTFA301B Apply first aid

34
NARSA Training
  • Why do we need a training course?
  • Training Course
  • Training Materials

35
Training Materials
  • NARSA has training committee which represents a
    broad range of hostel / boarding school types and
    experience,
  • Materials will be developed Booklets for a
    single unit of competence or for several units
    of competence,
  • Booklets will be reviewed by training committee
    and revised.
  • Printed as required, any profit to NARSA.

36
Training Materials
  • Booklets (NARSA)
  • Trainer programs (held by trainers)
  • How they will deliver and assess the course.

37
NARSA Training
  • Why do we need a training course?
  • Training Course
  • Training Materials
  • Training System

38
Training Three Ways
  • RPL
  • Training Course
  • Combination of RPL and Training

39
RPL
  • Recognition of Prior Learning and / or
    Experience.
  • It will be possible for many supervisors to just
    go through the RPL process and not do any
    training at all.
  • Levels of RPL Recognition (Matrix)
  • Duty of Care Certificate
  • Years of Experience
  • In house training

40
RPL and Training
  • Some supervisors may achieve some of the units of
    competence through RPL but will still need to do
    some training.
  • There will be a matrix to determine what
    experience and prior learning is recognised.
  • There will be some dependence on Hostel managers
    / heads of boarding for working with NARSA
    trainers to complete the matrix.

41
Matrix
42
New Staff
  • Induction Some of the units of competence will
    be pre-requisite to commencing employment (OSH,
    Policies and procedures etc) and these will be
    done as induction before the supervisor starts
    work. Induction booklets will be context
    specific relate to a hostel or boarding house
    and include policies / rules / procedures etc.

43
New Staff - Training
  • On Line,
  • External studies mode,
  • One training session.
  • Typically it would take at least a year for a
    supervisor to complete Certificate Four.

44
New Staff On the Job Competencies
  • Staff just learning Knowledge is not enough
    staff must be competent in practice must be
    able to do the stuff.
  • Qualified NARSA assessors in each state who will
    work with Hostel Managers / Head of Boarding to
    establish competencies. Over time and as a
    training history is established with a Managers
    or HOB, they will sign off their own supervisors
    as competent

45
What Next
  • 1
  • NARSA RPL Matrix
  • devised
  • Managers and Heads
  • of Boarding should
  • organise RPL for
  • themselves as soon
  • as possible.

46
What Next
  • 2
  • NARSA Training will put out flyers that you can
    give to Supervisors etc
  • Governing Bodies
  • to let them know what is happening about
    training,
  • Who becomes involved with
  • training,
  • Who will pay for training

47
What Next
  • 3
  • A group of professional writers who will start on
    the training books
  • Illustrators needed
  • Material validated by NARSA Committee
  • Training Books produced for training.

48
The Future
  • A group of trainers and assessors working with
    NARSA to deliver and assess Certificate Four and
    Diploma,
  • Certificate recognised courses delivered at
    conference each year,
  • Increasing number of specialized optional
    courses,
  • Hostel Specific training material available for
    the whole course
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