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2008 CS&H ITB Training AwardsThe ninth annual CS&H industry training awards dinner was held on July 17th at the Plaza Ballroom in Collins Street. The event was opened by the Honourable Maxine Morand MP, Minister for Children and Early Childhood Development and Women’s Affairs who was welcomed by Marcia Gleeson, Chair of the CS&H IT Board of Directors. Attended by over 400 guests, including finalists with their friends, relatives and colleagues, sponsors, Board members and industry guests there was the usual buzz of excitement and nervous anticipation, but with Beverley O’Connor, the MC for the evening, proceedings ran smoothly. Guests gathered for drinks and canapés in the foyer before entering the ball room to find their seats at tables splendidly laid with fine silver and glassware with each table’s centrepiece being a stunning arrangement of white gerberas and carnations with blue iris in a white china vase courtesy of Box Hill Institute of TAFE’s Floristry Department, the printed table centrepiece containing the menu and program, plus an awards finalist booklet at each place setting were expertly printed courtesy of Box Hill Institute of TAFE – College Printing. The awards presentations were interspersed with the dinner courses beginning with the student awards, followed by the Employer Awards Open Category, then the Innovation in Training and Assessment Innovative Product and Recognising Competency Provider and finally, the Innovative Service Delivery Private Provider and Public Provider awards. The last hour of the evening was dedicated to partying and celebrating on the dance floor to the wonderful music provided by the Sole Tappers, courtesy of Box Hill Institute of TAFE Music Department. Our congratulations to all the winners and warm thanks to the finalists. Our sincere thanks to all our corporate and RTO sponsors without whose support these awards would not be possible. The awards winners for 2008 are: Student Achievement Awards
*Ashleigh Wilkie was awarded a Highly Commended Certificate in the Vocational Student category.
Employer Achievement in Creating a Learning Culture Awards
Innovation in Training and Assessment Awards
View Photos:
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Aged Care Workforce Training Project
The CS&H ITB would like to thank those of you who participated in the survey that closed on 29 August 2008. An email notification will be sent to those who have won the 2 bottles of wine.
This online survey was developed to research the underlying issues affecting vocational education and training for residential aged care workers (personal care only) and the employment outcomes. The survey was developed by the Community Services & Health Industry Training Board as part of the Aged Care Workforce Training project commissioned by the Department of Human Services.
With a view to improving the quality of care for residents of Victorian residential aged care facilities, the process actively engaged industry representatives on the Project Reference Group to identify the training issues for this sector. The information and evidence statements gathered were also validated with selected Aged Care providers and trainers in focus group meetings on 29 and 30 April 2008. Subsequently, online surveys were developed for Aged Care providers and trainers in alignment with the feedback.
Should you require more information, please contact Kelvin at (03) 9347 0377. Thank you.
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Recognising Competency goes national.
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More news from Newsletter June 2008
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Talking points: |
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by Prof. Sue Richardson, Director, National Institute of Labour Studies, Flinders UniversityA skills shortage encompasses much more than an inadequate supply of workers to meet the demand at the current rates of pay. This research looks at some of the causes of skill shortages, the various types and some of the ways in which shortages can be overcome. A shortage of skills is a source of aggravation to firms, and when acute it is likely to hamper the quality and quantity of their output. The vocational education and training (VET) system plays an important role in assisting the matching of the skills required by employers to the skills offered by workers. The VET system will be assisted in this task if: we can give a precise meaning to the term ‘shortage’; identify the circumstances under which any such shortage is likely to be naturally and efficiently resolved by market forces; and identify when direct policy intervention is required to assist the market. The VET system itself will be a part of any public policy response. This paper aims to set out some clear thinking on each of these issues. It does not attempt to quantify any overall or particular shortage of skills. This overview is based on the research report, What is a skill shortage? Visit http://www.ncver.edu.au/publications/1732.html for more information. Prof. Richardson was a keynote speaker at the CS&H ITB Conference in 2006. Victorian Government Investment in Health VET Current shortages in the health workforce, along with forecast demographic changes, have increased the need to explore new approaches to attract and retain workers. To work towards this goal, in July 2006 the Premier announced funding to support 1,500 additional Certificate IV in Nursing (Division 2) places and 420 Certificate IV Allied Health Assistance places over four years. The Department of Human Services (DHS) is working in partnership with the Office of Training and Tertiary Education to secure the additional places within Victorian colleges. Through the Better Skills Best Care strategy, DHS has funded a series of projects to investigate, pilot and evaluate workforce redesign opportunities. Three of these occurred in the community services sector with allied health assistants: • Allied health assistant providing podiatry support involving a clinical care component. • Combined stream allied health assistant in paediatrics working at an advanced level of independence. • Allied health assistant working across disciplines providing health promotion and screening for the elderly, with a focus on falls prevention. As a result of this work, a Certificate IV in Allied Health Assistance has been recommended as the appropriate qualification level, and a resource kit is being developed to support health and community services wishing to adopt these roles. For more information, please contact: Emma Sartori, Services and Workforce Planning, Department of Human Services. Health Industry Competency Principles DHS is currently funding a project that will aim to provide a concrete base from which interdisciplinary cooperation and communication across sectors can grow. The project will seek to identify whether a common set of principles around health competencies can be developed. International and local healthcare workforce literature and research reports regularly cite the difficulties encountered in progressing cross sector understanding and cooperation due to the lack of a solid starting point. Competence is used across a range of disciplines; however the underlying principles and language can vary. A discussion paper will soon be available to seek feedback from all key industry sectors associated with the healthcare workforce, VET, HE, and accrediting/registration bodies. For more information, please contact Dr. Bruce D. Watson, Service and Workforce Planning, DHS on (03) 9096 7827.
It seems wherever I go these days, people are talking quality. Quality
measures and service standards are being reviewed in training and education,
children’s services, disability, aged care, health and I’m sure there are
sectors I’ve missed.
In
The difference this time is that the focus seems to be swinging to "outcome"
measures. This is a move away from what are termed "old fashioned process"
measures. Measuring outcomes is not new. One of the first ever outcome
audits was undertaken by Florence Nightingale during the Crimean War of
1853-1855. On arrival at the medical barracks hospital in 1854,
In VET the Australian Qualification Training Framework (AQTF) is moving to
three outcomes based standards. In February 2006, the Council of Australian
Governments (COAG) agreed to review the AQTF Standards. The COAG decision
requires that the AQTF standards be reviewed and amended to place a stronger
focus on quality skills outcomes, and that an outcomes-based auditing model
for RTOs be developed to support the new standards.
The draft revised standards place a greater emphasis on quality skills
outcomes from RTOs. However, the standards also identify requirements
essential for the effective operation of a national VET system and the
protection of consumers. The standards are supported by a set of enforceable
conditions between the registration body and the RTO.
The three revised standards are:
1. the RTO provides quality training and assessment across all its
operations,
2. the RTO adheres to principles of access and equity and maximises outcomes
for its clients,
3. management systems are responsive to the needs of clients, staff and
stakeholders, and the environment in which the RTO operates.
Directly linked to this, the Victorian Qualifications Authority is moving to
"outcomes based auditing". This is part of the VQA’s ongoing effort to
research and evaluate quality assurance matters relating to post-compulsory
education and training. Measuring outcomes
rather than processes sounds like a good idea. The current audit system
focuses too much on whether all the paper work is in order, rather than
whether desirable outcomes have been achieved. But there is still much
debate about what the outcomes measures of the standards should be.
It isn’t always clear whether the outcomes which can be measured are
meaningful or are a useful thing to focus on. In elite sports, we are familiar with the image of the sportsperson going through set routines prior to performance. Footballers, tennis players, golfers and sprinters all focus on the things they can control: preparation, concentration, good process; rather than the thing they cannot control: the outcome, competitors, the goal. If we translate this to the workplace, we have a tension between the funding body’s legitimate interest in quality outcomes and the ability of workers and organisations to directly determine these. I can’t make any particular client go on to live a full and happy life. Often all I can do is concentrate on the things I can control: well trained staff, quality work processes, good facilities, just policies and diligence.
It’s time we got serious about knowledge
Competency Standards incorporate skills, attitudes and knowledge. However,
we also know that structurally, and in practice, too much of the focus is
upon defining skills, and too little is on defining the knowledge. Skills
are described in clear steps and each has numerous performance criteria.
Knowledge is invariably summarised at a very high level leaving much doubt
in the minds of industry and RTOs about the depth and breadth of the
knowledge to be covered under a heading. For example: "Human lifespan and
personality theory." (from CHCCW13B) One of the key
problems in dealing effectively with knowledge in competency standards is
that while the skills described are unique, the knowledge can appear in
several competencies. In many ways industry
is its own worst enemy in this respect. We spend too much time in focus
groups and the development stage debating the qualification level, units of
competence, elements, and performance criteria. As a result, the list of
essential knowledge often resembles an unexamined brainstormed list compiled
at the end of the focus group. There is little consistency of how the same
body of knowledge is described. The essential knowledge is described without
clear indications of scope and depth. No guidance is given regarding any
sense of weighting or importance. No attempt is made to group the knowledge
under any meaningful headings. The only guidance for RTOs is some very
general implied advice based on the duration of the competency.
Knowledge informs
decision making. Knowledge informs action. Knowledge empowers workers.
Without the essential knowledge being treated seriously in competency
standards we leave ourselves wide open to the accusations about competency
based training being reductionist and deskilling. Doing without
understanding is untenable for the complex interactions between the worker
and the client in which creative responses are required of workers at all
levels. Customers want customised services. Customisation of service
occurs whenever a worker makes a decision to vary the timing, emphasis and
priority of their actions and interactions. In the work we have
been doing with Recognising Competency we have groupings of the essential
knowledge under four broad headings: • knowledge about law,
regulation and policy The level of knowledge
will vary according to the level of qualification. These four headings have
been useful in structuring the types of knowledge that is common within most
competencies. There needs to be
greater rigour in talking about the same knowledge in the same way. When one
compares knowledge from competencies, even within the same industry sector,
that knowledge is inconsistently referenced with omissions or variations
which defy a logical explanation. Consistent clustering
of knowledge under the broad headings, in the example below, not only makes
it easier to read, but it can highlight any lack of balance and
inconsistencies. The example shown is from a generic "Client Services"
grouping, yet the knowledge is focussed on aged care. Concerns over quality
of delivery and articulation to higher education usually revolve around how
an RTO has treated the essential knowledge. These concerns can only be
overcome when we take as much care in defining the scope and depth of
knowledge as we do in setting performance criteria and range of variables
statements. Contributed by Brian Spencer Top
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Previous news articles
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HLT07 Health Training Package launched The revised Health Training Package that includes the Aboriginal Health Worker and Torres Strait Islander Health Worker and Enrolled/Division 2 Nursing qualifications and competencies, was launched on 21 st March 2007 by Minister Andrew Robb at Parliament House.
Industry representatives from all States and Territories in Australia involved in the review were welcomed by the ISC Chair, Dan Hill. Minister Robb congratulated the Community Services and Health Industry Skills Council for achieving the breakthrough in the national health workforce with the inclusion of enrolled nursing in the Health Training Package for the first time.
Dea Thiele, CEO, National Aboriginal Community Controlled Health Organisation (NACCHO) spoke about the significance to the sector of having their work included in the Health Training Package which would provide nationally consistent qualifications and the opportunity to work towards wage parity with other community health workers.
Karen Cook, Executive Director, Australian Nursing and Midwifery Council reflected on the mandate that Recommendation 21 from the National Nursing and Nursing Education Review gave to include Enrolled Nursing in the training package. She commented on the amount of work that has gone into achieving its inclusion. HLT07 provides increased pathways, new qualifications and better articulation pathways between the VET sector and Higher Education.
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Navigating the Community Services Training Package
The Department of Human Services has
provided funding to a consortium comprising the CS&H ITB, Centre for
Excellence in Child and Family Welfare, Chisholm Institute of TAFE,
and Swinburne University of Technology for the CSIF project. The
project outcomes are to:
"This is a very worthwhile project as community service organisations have traditionally had difficulty negotiating their way through training packages. The change to workplace assessor training has made a difference to the capacity of community sector organisations to increase the pool of workplace assessors. This funding will help to relieve some of the pressures in the sector", said Michael White, Director, Learning and Development at the Centre for Excellence in Child and Family Welfare. Using training more strategically in workplaces will support small, medium and large organisations to get their training needs met.
The consortium met in early March to begin planning the project stages, deliverables, roles and responsibilities. In late March a roundtable consultation was held with representatives from the community services’ organisation (CSO) sector. At the meeting, representatives provided input into the development of the tool; they provided feedback about their approach to training and how it is organised. This was invaluable information to the project team as it allowed them to understand industry logic and build the tool and strategies in a compatible way. Navigating the CSTP will become a lot easier for industry (and RTO’s) and industry logic is the catch cry of the Working Training Project. • "I employ people in these occupations. What qualifications are suitable?" • "I need to improve staff skills in leadership. Which competencies address leadership?" • "What qualification does this competency appear in?" The navigation tool ‘Competency Explorer’ will enable these questions to be quickly answered.
The ‘Competency Explorer’ will allow organisations to identify all the competencies that are important to their success, tag them, attach them to position descriptions and produce reports that can be used for performing appraisals, Training Needs Analyses and Recognition of Prior Learning.
For more information please contact the CS&H ITB on (03) 9347 0377.
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Community Services Training Package Review Update The CHC02 Review Phase One Scoping Report has been developed and industry feedback incorporated with a final version available on the Skills Council website. May-June 2007 Draft 1 Validation Jul-Aug 2007 Draft 2 Development Sep-Oct 2007 Draft 2 Validation Nov-Jan 2008 Draft 3 Development Mar-May 2008 Industry sign-off Jun-Jul 2008 Submission to DEST for Endorsement
For further information and contact details for the CHC02 Review, please visit the project webpage.
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13 Skill Stores to be established over the next 3 years Skills Stores are an initiative under the Victorian Government’s skills agenda. They provide free professional advice and information to members of the public about vocational education training, from easily accessible locations such as shopping centres or through a mobile service. They also provide people with an initial assessment of their existing skills, and referral to training organisations for recognition of prior learning which may give credit against a qualification.
Skills Stores can assist young people who are looking for employment, a new step in their career or personal development. They will also provide a point of reference for school careers advisors. Thirteen Skills Stores will be established over the next three years across Victoria.
Five Skills Stores will be in operation by June 2007, operated by the following organisations: • North Western Melbourne – VETASSESS*. • Eastern Melbourne – Box Hill Inst. TAFE & private training provider MEGT(based at shop fronts in Whitehorse Road in Box Hill). • South Eastern Melbourne – Link Employment and Training (based at shop fronts in Dandenong and Frankston). • Goulburn Ovens – Goulburn Ovens Inst. TAFE. • Central Gippsland – Central Gippsland Inst. TAFE.
Four more Skills Stores will open in early 2008 in Ballarat, Geelong, Bendigo and central Melbourne, and a further four in 2009 in Wodonga, Sunraysia, East Gippsland and South West Victoria.
For more information, visit the Skill Stores' website.
*The CS&H ITB is proud to be part of the VETASSESS North Western Skill Store consortium.
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Recognising Competency Resources Following the success of the Recognising Competency model, the CS&H ITB is proud to announce the establishment of recognisingcompetency.org.au and the development of a range of professional development services to promote Recognition of Prior Learning (RPL) and build the skills of the assessor workforce. In 2006, the model proved to be adaptable to other industry sectors and received acclaim through the National Conference on New Ways of Working in VET, National Reframing the Future RPL Done Well forums and presentations to the VISTA Seminar RPL for Dummies and the TAFE Development Centre Pedagogy Symposium.
In 2007 the model continues to go from strength to strength. The Recognising Competency was featured in a 2 day conference on RPL in Thailand in February 2007. Held in conjunction with the Australian Embassy, Thai Government officials and Box Hill Institute of TAFE, Brian Spencer led a varied group of high level government officials and business leaders through the Recognising Competency model of RPL.
The Recognising Competency model provides a cost effective and efficient solution to staff development and training in organisations. The process is based on peer and self assessment, interviews and observation of work performance. Paper based evidence is either generated through the process or uses readily available workplace documentation.
The initial assessment highlights any gaps in knowledge or skill and enables the worker to do additional reading or gain further experience prior to the final assessment.
Gathering evidence no longer involves a time-consuming, retrospective paper chase. However, this in no way undermines the rigor of the assessment process. The process strengthens the validity and reliability of the assessment by its emphasis on real time, direct observation of the candidate, questioning, and testimonials from relevant third parties.
One of the strengths of this model is that allows for an audio or videotape of the final assessment interview to generate additional evidence if required. This option is a way of clearly demonstrating the competency of the candidate without relying unduly on paper evidence.
In 2007 we have conducted professional development sessions with Riverina TAFE NSW, Mission Australia, KDIECS in Toowoomba Qld, University of Ballarat, RMIT, Gippsland Institute of TAFE, Bendigo Regional Institute of TAFE, Victorian ITAB Association, Food Assessors Network, and to health industry interest groups seeking better ways to implement the new Health Training Package. We are currently providing professional development to a number of RTOs participating in a pilot project with Eastern Region HACC which will RPL 40 HACC workers towards the Certificate III in HACC.
We have designed a range of tools and services designed to meet the needs of RTOs, industry and individuals wishing to improve their RPL practice. More details are available from the Recognising Competency website.
Eastern Metro HACC Forum & Recognising Competency The Department of Human Services recently organised a one day forum for the Eastern Metropolitan Region (EMR) of HACC providers. The day was attended by over 60 industry and RTO representatives and provided an introduction to Recognising Competency for this experienced but often under-qualified workforce. The workshop explored the specific issues with recognition that are often associated with the HACC workforce. Given the experience of the EMR HACC workforce it was a great opportunity to look at how the sector could grow and promote recognition activities between RTOs and the HACC industry.
The aim for the day was to understand the Recognising Competency processes and model developed by the CS&H ITB as well as look at the development of tools that enables the process to be streamlined for all involved. Congratulations to Walter Grzentic and Lisa Dean for organizing a successful event.
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New pathways and possibilities in the endorsed Health Training Package HLT07 To ensure that an adequate supply of appropriately qualified practitioners is available to public health services, the Department of Human Services (DHS) commissioned the Community Services and Health Industry Training Board (CS&H ITB) to deliver a series of information sessions on the endorsed Health Training Package (HTP) and the Recognising Competency (RC) framework for the public health service. Four locations in Metropolitan Melbourne and 8 country locations from Warrnambool to Morwell were covered in 12 sessions from April to May 2007.
The Health Training Package (HLT07) is the Vocational and Education Training (VET) framework for nationally recognised training in the health industry. The latest framework currently integrates 86 qualifications and assessment guidelines for VET trained practitioners in occupation groups such as division 2 nurses, allied health assistants, health technicians and health administrative workers. Click here for a summary of the qualifications in HLT07. The intention of the HTP information session is to support industry’s understanding of the potential the package provides in HR development.
These information sessions sought to assist assessors, trainers and human resource personnel in navigating the HTP, identifying key and emerging roles and qualifications, selecting appropriate delivery options for professional and workforce development, accessing and procuring suitable training opportunities and understanding the application of the RC framework in professional and human resource development. Each session was delivered in two parts with the first aimed at human resource personnel and others involved in recruiting and training staff by providing an overview of the VET sector and the HLT07. Speakers from Registered Training Organisations and Australian Apprenticeship Centres highlighted the support and flexibility available in the packaging of training, employer incentives and other funding initiatives available, presenting opportunities for developing training strategies and partnerships between industry and training organisations. Part two was aimed at informing workplace assessors and others involved in training and education of the Recognising Competency Framework and its application.
Feedback from the sessions indicated that they were well received. Participants from public health establishments including hospitals, community health centres, aged care facilities and healthcare networks left with a better understanding of the HTP, a greater insight into the training opportunities and the funding support available. The insightful and interesting exchange during the Q&A sessions provided feedback for the improvement of the HTP as well as education and training initiatives that will continue to meet the needs of the health services sector.
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Revised Quality Framework for Disability Services - Better Services, Better Outcomes, Stronger Communities CS&H ITB in partnership with LDC consulting, Holmesglen and East Gippsland TAFE’s have recently completed a 12 month project that aimed to trial, test and support the implementation of a Quality Framework for Disability Services in Victoria. This pilot project involved 2O organisations who delivered disability supports, evaluate the Revised Quality Framework for Disability Services in Victoria.
The project incorporated an: action learning, problem driven learning and development approach to training. Participants were given the opportunity to receive accreditation through an individualized competency based assessment processes utilising the CS&H ITB, Recognising Competency model. The training provided in the project was mapped to competency standards and the RTO’s are currently assessing participants as part of the project.
As part of the project the pilot organisations explored how they assessed quality outcomes in their organisations. A range of quality tools, processes and resources were developed as a result of the pilot.
A Quality Manual, designed to support the implementation of the Quality Framework will be released by July. It will assist disability support providers to measure the quality of their practice by gathering data against evidence indicators that describe
The evidence indicators will operate as
Together this information will assist to improve organisational processes to better support people to achieve what is important to them.
An Insiders view of Quality
Experience: Informed Satisfaction all round!
The documents produced through this program and the experiences that it facilitated for all stakeholders are “authentic”.
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Mapping Articulation Pathways from Certificate IV to Bachelor (Nursing) Project Complex articulation pathways and entry requirements led to a perception that registered nurses Division 2 with a Certificate IV in Health (Nursing) are disadvantaged in progressing to Bachelor of Nursing programs. Other inhibiting factors for people intending to enter and progress within the nursing profession include differing methods of assessment, recognition of prior learning and processes for credit transfer between Vocational Education & Training (VET) and Higher Education (HE).
The Department of Education and Training funded the CS&H ITB to research and map existing articulation requirements for Certificate IV qualified nurses to enter Higher Education degree courses. A comparative analysis was conducted to identify inconsistencies and themes and create opportunity to propose future articulation pathways. This project will assist and inform work within the continuing Prepare Nurses for the Future project by the Department of Human Services.
The research indicated that 30% of Certificate IV applicants intended to pursue Division 1 studies at enrolment. The evidence of this study established this as a very achievable goal and one that should be encouraged. Subject to good grades and consistent performance in the Certificate IV, there is every indication that a Certificate IV holder will obtain admission to university, significant advanced standing and go on to successfully complete their Bachelor of Nursing studies.
The results of the study revealed that while university articulation arrangements are unclear and allow some discretion, there was no evidence that holders of the Certificate IV are disadvantaged or discriminated against. In fact, Certificate IV holders are admitted to Bachelor of Nursing places in slightly higher numbers than other cohorts. At admission, Certificate IV holders received greater credit than other cohorts. It is also noteworthy that Victorian universities awarded significantly greater credit to students with Certificate IV than many interstate universities give to students with Diploma in Nursing. Certificate IV entrants are significantly more likely to complete the Bachelor of Nursing than other cohorts. Financial and time constraints were listed as the most significant reasons by Certificate IV entrants for not pursuing a Bachelor of Nursing and for failure to complete the course. Improvements in the process can and should be made at both university and RTO levels, but it would appear that the high levels of anxiety and pessimism about Certificate IV articulation are unjustified. The study indicates that improved communication and collaboration between universities and RTOs may go some way to changing this perception.
To promote further discussion and affirmative action, a seminar on the 1 May 2007 highlighted the findings of the research and engaged participants from nursing and non-nursing establishments that span the regulatory, higher education, VET and accreditation sectors. Ewa Kuriata, Office of Training and Tertiary Education (OTTE), Department of Innovation, Industry and Regional Development, launched the report and spoke on the "State of Articulation from VET to Higher Education in Victoria" while Dr. Christine Breakwell, Nurse Policy Branch, Department of Human Services elaborated on the Department’s initiatives and policies for "Division 2 Nursing in Victoria". A personal and engaging insight was presented by Sharon Trewin, whose tenacity saw her through the articulation pathway from a personal care worker to a division 2 nurse and finally a division 1 nurse, a journey that spanned almost 20 years! Armed with fresh data and insights, the dynamic exchange during the Q&A sessions will possibly initiate and galvanise action on further improving articulation pathways in nursing and other sectors.
The Board wishes to express our appreciation for OTTE’s support in this groundbreaking research and the numerous individuals who have contributed to the validity and successful completion of the report. Email or call Kath Sheedy on (03) 9347 0377 to purchase a copy of the report.
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Health & Community Services - career guidance for students Kangan Batman TAFE (KBT) was the successful tenderer for the DHS "Smart Start" project to develop a new model for a careers program in the community services and health industry to secondary school students in rural Victoria in 2006. With our detailed understanding of the industry and the qualification framework, KBT contracted the CS&H ITB to develop pathway maps showing occupations accessible through both vocational educational and training (VET) and higher education.
With an ageing population in Victoria and the difficulty in recruiting staff to work in the CS&H sector, this project targets the acute skills shortage in rural Victoria and aims to increase the number of young people from rural backgrounds practising in the publicly funded CS&H sectors in rural areas. This effort to increase the number of young workers seeks to ward off the dire consequences from the bleeding of human resources and services in rural Victoria. One of the core priorities is to focus on career pathways through participation in VET and Higher Education courses. The 27 maps developed by the ITB highlight occupations in the industry and the varied articulation pathways accessible through both TAFE and university courses. The maps provide accurate and current information for students and also address the dearth of resources for careers teachers that are user friendly and validated by industry.
The key components of the program include: • A website containing comprehensive careers information and video profiles of health and community service workers. • A resource kit to be distributed to secondary school careers teachers. • Professional development sessions for careers teachers and advisors. • A calendar of careers events that will include work experience, tours to workplaces and educational facilities, careers forums and guest speaker programs.
The website underpins the project and includes a range of newly developed resources; a career quiz, detailed occupational profiles, videos, a skill checklist and other pertinent information. The website is expected to be launched in late-August 2007.
For more information, email or call Kelvin Lee at the CS&H ITB on (03) 9347 0377, or email or call Carole Demirdjian at Kangan Batman TAFE on (03) 9094 3304.
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Incentives for Higher Technical Skills (Diploma and Advanced Diploma) Early this year, the Australian Government announced that a range of Diploma and Advanced Diploma qualifications are eligible to attract employer incentives payments under the Australian Apprenticeships Incentives Program. Employers of Australian Apprentices undertaking one of the following qualifications may now be eligible to attract incentives where: • the Australian Apprentice has previously attained a qualification at the Certificate I, II, III or IV level; or • the Australian Apprentice is an existing employee.
The eligible qualifications include: CHC02 – Community Services Training Package CHC50202 – Diploma of Out of School Hours Care CHC50302 – Diploma of Children’s Services CHC60202 – Advanced Diploma of Children’s Services HLT02 – Health Training Package HLT50502 – Diploma of Dental Technology HLT60402 – Advanced Diploma of Dental Prosthetics PML04 – Laboratory Operations Training Package PML50104 – Diploma of Laboratory Technology PML60104 – Advanced Diploma of Laboratory Operations
The CS&H ITB welcomes this initiative. The Diploma of Children’s Services is a mandatory qualification to be a qualified child care worker. The ITB has identified qualified childcare workers as an occupation where there are skill shortages. The potential for employers to attract incentives and child care assistants in the workforce to become qualified through an Australian Apprenticeship is a positive move.
For more details on employer incentives under this scheme, you should contact your local Australian Apprenticeships Centre (AAC). Call 13 38 73 or visit Skills for the Future to find your local AAC.
The CS&H ITB wishes to thank Tim Harrington, Jobs Plus for bringing this initiative to our attention.
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Under the Occupational Health and Safety Act 1985 (old Act), approved Codes of Practice enabled people to meet their duties under Victoria’s health and safety laws.
On 1 July 2005, the old Act was repealed and replaced by the Occupational Health and Safety Act 2004. The 2004 Act does not provide for Codes of Practice. Therefore, complying with a Code of Practice may not necessarily mean compliance with a duty under the new Act.
The First Aid in the Workplace, Code of Practice continues to be available as a source of practical guidance, and contributes to the state of knowledge for employees and employers to assist in compliance with health and safety laws.
First aid kits There are no prescriptive contents for a workplace first aid kit in Victoria. The employer in consultation with employees should however consider appropriate kit contents for their workplace. The contents can be determined following an assessment of hazards, previous or likely work injuries and work related illnesses. For example a kit may require additional contents for workplaces with particular hazards e.g. burns, eye, cyanide and snake bite modules. First aid kits should contain contents in quantities appropriate for the workplace.
To prevent possible cross-infection first aid kits should not contain creams, lotions or other preparations, the sterility of which cannot be maintained (e.g. antiseptic creams). Items such as antiseptics and eyewash solutions should only be of single-use types.
The container should be sturdy and prevent the contents from damage. The container should be easily recognizable and it should not be locked. Kits should be available for all staff to use, not just first aiders.
Specific medication items used to address asthma (ventolin), allergy (epi-pen) or pain (panadol, aspirin, neurofen) should not be held in a first aid kit. These medications can be held by a first aider trained in the specific use of the medication/s. First aid training providers should be able to provide the appropriate training and statements relating to competency to workplace first aiders in the relevant conditions and medications.
Phillipa Wilson, CEO Premium Health – First in First Aid. Ph 1300 72 12 92.
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Keynote
speaker Di Lawson (right) in a discussion with Jennifer Gordon, Wodonga
TAFE.
Fran
Thorn, Secretary Department of Human Services (3rd from left), Michael
White, Executive Director CS&H ITB (4th from left) with conference
delegates.
Raynor
Castles, East Gippsland TAFE, exchanging
views with Vanessa Marsh, GippsTAFE after the latter's workshop on
"Teaching Diagnosis Online".