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Demonstrate knowledge of equity issues in career practice
Level
5
Credits
5
Purpose
People credited with this unit standard are able to: identify and analyse
barriers that affect access to employment and/or education; describe the
significance of equity in allocation of resources for employment, education
and training; and demonstrate knowledge of equity in the provision of career
practice and/or resources.
Subfield
Career Practice
Domain
Career Development Theory
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
Barriers to employment may include but not limited to; physical disability, mental
disability, intellectual disability, learning impairment, low functional literacy in English,
long term unemployed, injury or illness.
Career refers to the wide range of occupational, family, civic, and political roles which
individuals will undertake throughout their adult lives. It includes paid employment,
self-employment, unpaid work, multiple jobbing, entrepreneurial enterprise, homebased enterprise, study as an adult, and unemployment. A career is a
developmental and lifelong process.
Career practice refers to the umbrella profession under which the following vocations
sit – career resources, career information, career education, and career consultation
which includes career counselling, career advice, and career guidance.
 New Zealand Qualifications Authority 2016
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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.
Equity issues in career practice refer to gender, culture, age, socio-economic group,
and disabilities.
Needs are those relating to gender, culture, ethnic background age, learning,
disability, socio-economic group, language, and immigration status.
Resource refers to time, funding, equipment, personnel, transport, materials, and
information resources.
2
Legislation relevant to this unit standard includes but is not limited to the: Fair
Trading Act 1986, Privacy Act 1993, Human Rights Act 1993, Employment Relations
Act 2000.
Elements and performance criteria
Element 1
Identify and analyse barriers that affect access to employment and/or education.
Range
evidence is required for three barriers.
Performance criteria
1.1
Barriers that affect access to employment and/or education are identified in
terms of their impact on career choices.
1.2
Data on labour market demographics is gathered and analysed in terms of
identified barriers to employment and/or education.
1.3
The impact that the identified barriers have on career choices of clients is
analysed and interpreted in terms of their needs.
Element 2
Describe the significance of equity in allocation of resources for employment, education
and training.
Performance criteria
2.1
Equitable allocation of resources is recognised in terms of identified client
needs.
Range
2.2
evidence is required for two resources and two needs.
Government policy provisions and directions which support equity are identified
and analysed in terms of identified needs of clients.
Range
Government policy provisions and directions include but are not
limited to – equal employment opportunity (EEO) provisions, pay
equity provisions, State sector code of conduct, New Zealand
 New Zealand Qualifications Authority 2016
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Disability Strategy, EEO Commissioner, Human Rights Act 1993,
Privacy Act 1993, Employment Relations Act 2000;
evidence is required for two provisions or directions.
2.3
The advantages and disadvantages for different groups of clients are
recognised in terms of their access to resources.
Range
evidence is required for three client groups.
Element 3
Demonstrate knowledge of equity in the provision of career practice and/or resources.
Performance criteria
3.1
Existing research on equitable provision of career practice and/or resources is
identified in terms of current New Zealand and international projects.
3.2
Proactive principles and models to ensure equitable provision of services and/or
resources are analysed in terms of their application to career practice.
3.3
Changes in equity of allocation of career services and/or resources for career
guidance in New Zealand are identified for the period 1890s to the present.
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 info@skills.org.nz if you wish to suggest changes
to the content of this unit standard.
 New Zealand Qualifications Authority 2016