7992 version 4
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COMMUNITY WORK
Facilitate educational and recreational
programmes and projects
level:
6
credit:
6
planned review date:
June 2006
sub-field:
Social Services
purpose:
People credited with this unit standard are able to: facilitate
planning for educational and recreational programmes and
projects, and facilitate implementation of the plan for
educational and recreational programmes and projects.
entry information:
Open.
accreditation option:
Evaluation of documentation and visit by NZQA, industry and
teaching professional in the same field from another
provider.
moderation option:
A centrally established and directed national moderation
system has been set up by Community Support Services ITO
Limited (Careerforce).
special notes:
1
People awarded credit in this unit standard are able to
implement Te Tiriti o Waitangi in the social services
according to the authority and resources available to
them, and are able to demonstrate application of this
competence to the context of assessment for this unit
standard (for further clarification, please refer to Unit
7928, Implement Te Tiriti o Waitangi in the social
services).
2
Those who are engaged in educational and recreational
programmes and projects may be individuals, groups,
families or whānau, hapū, iwi, or other kin group, a
community of interest, a community of locality, or a
cultural community. They may be of a particular age
group such as children, youth, or adults. In this unit
standard, they are referred to as service users for the
sake of brevity. People awarded credit for this unit
standard demonstrate competence in one context, with
any combination of the above factors.
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3
Glossary
Community may include but is not limited to: a
community of interest, a community of locality, a
cultural community, a kin group. People awarded credit
for this unit standard demonstrate competence in one
context, with any combination of the above factors.
Educational and recreational programmes and projects
may include but are not limited to: after school
programmes, arts, crafts, cultural, recreational, and
sporting activities, events, programmes and projects,
child care activities, education and training activities,
courses, and programmes, holiday programmes, indoor
and outdoor activities, and both "passive" and "active"
recreational activities. People awarded credit for this
unit standard demonstrate competence in one context,
with any combination of the above factors.
Nature of the service users is determined by reference
to factors that may include but are not limited to: age
and stage of development, cultures, developmental
needs, disabilities, gender, goals, health status,
interests,
kin
relationships,
language,
sexual
orientation, and socio-economic status of service users.
4
Sources of criteria established by legislation, ethical
practice, and service provider guidelines may include
but are not limited to: Official Information Act 1982,
Privacy Act 1993, service provider codes of conduct,
codes of practice issued by the Privacy Commissioner,
social service codes of ethics, and service provider
guidelines, protocols, staff manuals, strategic plans,
kawa, or tikanga.
5
People awarded credit in this unit standard show that
their actions are guided and supported by valid theory
for social service practice. Evidence is required of
social service theory that is derived from authoritative
sources, which may include but are not limited to: body
of knowledge related to social service work; cultural
theory; practice research.
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COMMUNITY WORK
Facilitate educational and recreational
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Elements and Performance Criteria
element 1
Facilitate planning for educational and recreational programmes and projects.
performance criteria
1.1
Facilitation role(s) and method(s) for planning match the nature of the service
users to be involved in the educational and recreational programmes and
projects.
Range:
facilitation role(s) may include but are not limited to - educator,
enabler, facilitator, leader, presenter, researcher;
facilitation method(s) may include but are not limited to - group
discussion, hui, individual dialogue, oral and written presentation,
seminar, workshop.
1.2
Facilitation enables identification of objectives in terms of an analysis of the
goals and developmental needs of service users.
1.3
Objectives promote empowerment and self-determination of the service users
who are to be involved in the educational and recreational programmes and
projects.
1.4
Facilitation enables design of educational and recreational programmes and
projects according to identified objectives.
1.5
Resources that are available to support the educational and recreational
programmes and projects are identified.
Range:
1.6
resources may include but are not limited to - cultural leaders,
church leaders, coaches, educators, educational and recreational
equipment and materials, facilities, first aid and safety equipment,
funding, interpreters, recreational facilitators or leaders, venues.
Facilitation enables design of a plan that includes essential details for
implementation of the educational and recreational programmes and projects.
Range:
essential details may include but are not limited to – budget, time
frame, health and safety measures, responsibilities and
accountabilities of people who will implement the plan,
contingencies and procedures to be followed in relation to
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contingencies, methods for evaluating progress towards achieving
the objectives.
element 2
Facilitate implementation of the plan for educational and recreational programmes and
projects.
performance criteria
2.1
Facilitation role(s) and method(s) match the nature of service users and the
nature of the programmes and projects.
Range:
facilitation role(s) may include but are not limited to – educator,
enabler, facilitator, leader, presenter, researcher;
facilitation method(s) may include but are not limited to – group
discussion, hui, individual dialogue, oral and written presentation,
seminar, workshop.
2.2
Facilitation is in accordance with the plan; criteria established by legislation,
ethical practice, and service provider guidelines; and management of health and
safety.
2.3
Facilitation ensures that resources are available to support the educational and
recreational programmes and projects when and where required.
2.4
Facilitation enables evaluation of the educational and recreational programmes
and projects using methods that measure outcomes against objectives.
2.5
Where necessary, programmes and projects are revised according to the
outcomes of the evaluation.
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Facilitate educational and recreational
programmes and projects
Comments to:
Careerforce
PO Box 2637
Wellington 6140
Please Note:
Providers must be accredited by the Qualifications Authority
before they can offer programmes of education and training
assessed against unit standards.
Accredited providers assessing against unit standards must
engage with the moderation system that applies to those unit
standards. [Please refer to relevant Plan ref: 0222]
 New Zealand Qualifications Authority 2016