Facilitate placement of individuals into education or training

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13159 version 3
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Facilitate placement of individuals into education or training
Level
4
Credits
4
Purpose
People credited with this unit standard are able to: assess the needs of the
clients; establish and maintain relationships with providers; match the needs
of clients to education and/or training programmes and review the placement
process.
Subfield
Career Practice
Domain
Career Consultation
Status
Registered
Status date
20 November 2009
Date version published
20 November 2009
Planned review date
31 December 2013
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA and
industry.
Standard setting body (SSB)
The Skills Organisation
Accreditation and Moderation Action Plan (AMAP) reference
0121
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
Definitions
Client refers to people receiving a career related service who may be individuals or
groups, associated with employment, education, or training, or in some cases may be
an organisation.
Needs are those relating to gender, culture, age, learning, disability, socio-economic
group, language, and immigration status.
Provider refers to a provider of education or training within the candidate's
organisation, for example, other courses at school or tertiary institution, or outside the
candidate's organisation.
Target group refers to a specific population group or groups intended as beneficiaries
of a programme.
 New Zealand Qualifications Authority 2016
13159 version 3
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2
Legislation relevant to this unit standard includes but is not limited to the: Privacy Act
1993, Human Rights Act 1993.
Elements and performance criteria
Element 1
Assess the needs of the clients.
Performance criteria
1.1
The background of the clients is determined in terms of education, skills,
interests, values, culture, experience, and qualifications.
1.2
The needs and expectations of the clients are identified and clarified in terms of
the education and/or training opportunity.
1.3
Access to education or training opportunity is analysed in terms of the individual
client’s circumstances.
Range
circumstances include but are not limited to – geography, funding,
availability, entry requirements.
Element 2
Establish and maintain relationships with providers.
Range
providers may include but are not limited to – universities, polytechnics,
wānanga, private training establishments, community colleges, local community
courses, distance providers;
evidence of four relationships required.
Performance criteria
2.1
Providers are identified in terms of their ability to meet the needs of the target
group of clients.
2.2
Contact is established and maintained with providers in accordance with the
needs of individual clients.
2.3
The expectations of providers are clarified in terms of the options offered, the
associated outcomes, and entry criteria.
Element 3
Match the needs of clients to education and/or training programmes.
Performance criteria
3.1
Options for education and/or training are matched to the client in terms of
availability, access, funding, and programme outcomes.
 New Zealand Qualifications Authority 2016
13159 version 3
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3.2
The needs of the individual client are considered in relation to the education
and/or training placement process.
3.3
The level and type of support given to the client for the placement is in
accordance with their needs.
Range
support may include but is not limited to – assistance with course
or funding application, attendance and/or transportation to
interview, advocacy;
evidence is required for two forms of support.
Element 4
Review the placement process.
Range
the review may be self or peer.
Performance criteria
4.1
Feedback from the clients confirms whether their participation in the placement
process has met their needs.
4.2
The review confirms whether the provision of follow-up support meets the needs
of the clients.
Please note
Providers must be accredited by NZQA, or an inter-institutional body with delegated
authority for quality assurance, before they can report credits from assessment against
unit standards or deliver courses of study leading to that assessment.
Industry Training Organisations must be accredited by NZQA before they can register
credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact The Skills Organisation [email protected] if you wish to suggest changes
to the content of this unit standard.
 New Zealand Qualifications Authority 2016
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