Family Day Care Workforce Development - Community Services ...

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Family Day Care Workforce DevelopmentResearch Project Final Report, June 2011Training and Assessment Promotional KitThrough this research a best practice approach to training and assessment for the FDC sectorwas identified. Therefore, it is recommended that this best practice approach be articulated in apromotional kit that would guide schemes, unit coordinators, RTOs, educators and parents. Thekit would include a number of promotional materials and tools including:• key features of the Training and Assessment Best Practice Model for the FDC sector• case study descriptions – true partnerships stories• partnerships building promotional material• development of recognition assessment tool and processes• development of a specific resource to inform FDC educators on how to participate in theRPL process as well as how to identify and choose an appropriate RTO to best meet theirdevelopment needs.ActionThe case study description has been developed as part of this project as well asthe key features of the FDC best practice training and assessment model. Thismaterial will need to be prepared for publication.The development of recognition assessment tools is an area of work in which CS&HISC is skilledand would require additional funding to carry out this work. The development of recognitionassessment tools would be initially based on the Certificate III in Children’s Services and theDiploma of Children’s Services. If the recommendation to develop the new qualification and skillscluster is adopted then additional tools may need to be developed.Promotional Material for Parents – Features and BenefitsThe development of promotional materials for parents that includes linking the key features of thereforms to the provision of family day care from an end user’s (parent, main care giver and child)perspective (the benefits). This includes the correlation between the qualifications held by theeducators and the provision of quality care and education.ActionCS&HISC will work closely with FDCA to develop the promotional material forparents.Recommendation Area Three: Access to funding and support for training and assessmentThe majority of FDC educators have historically been excluded from mainstream funding dueto their self-employed status. Access to funded recognition assessment, gap training andtraining and assessment is vital for the continued growth of the FDC sector and the successfulimplementation of the policy reform.As part of the reform, the Commonwealth has dedicated funding ($115 million) for 2008-2009to 2013-2014 for the removal of TAFE fees for Diplomas and Advanced Diplomas in Children’sServices (early childhood education and care) 4 . This funding provides opportunity to the FDCsector to undertake training however it excludes funding to undertake training in the Certificate IIIin Children’s Services as well as excludes private RTOs from providing subsidised training to theFDC sector.The majority of the FDC workforce (educators and unit coordinators) hold qualificationsin Children’s Services and are currently working in the sector, suggesting that recognition4http://www.deewr.gov.au/Earlychildhood/Policy_Agenda/Quality/Pages/FrequentlyAskedQuestions.aspx.Accessed 13/1/11.Community Services and Health Industry Skills Council: www.cshisc.com.auXVI
Family Day Care Workforce DevelopmentResearch Project Final Report, June 2011assessment is a viable pathway for the sector to meet the mandated qualification requirements.Therefore, access to seed funding for FDC workers to undertake recognition assessment isrecommended. Seed funding would allow individual FDC workers to benchmark themselvesagainst the current standards and in doing so gain the necessary qualification and/or identify atraining plan to address any skill or knowledge gaps.ActionCS&HISC and FDCA to meet with DEEWR to discuss seed funding for FDCworkforce to undertake recognition assessmentIn addition to access to a funded training and recognition assessment process, access toadditional support whilst undertaking training and assessment is also critical for the FDCsector. Support from coordination units, and RTOs for example would have a positive impact oncompletion rates for the sector.Types of support include:• language, literacy and numeracy (LLN) support• orientation to study programs – learning how to learn• flexible delivery options outside of the normal hours of care – evening and weekends• coaching and mentoring provided by coordination units (including training and assessmentwhere appropriate)• study groups and/or workshops facilitated by coordination units• trainers and assessors with family day care experience.The provision of LLN support may also serve as an incentive for individuals consideringbecoming a FDC Educator and who may have previously struggled with the LLNrequirements of the job role. This level of support may also prove to be significant inattracting educators from minority groups.Community Services and Health Industry Skills Council: www.cshisc.com.auXVII
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