25179 version 1
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Provide career information and guidance resources for a target group
and client
Level
5
Credits
5
Purpose
People credited with this unit standard are able to: analyse and select career
information; match career information to a specified target group and client;
obtain and maintain supplies of career resources and information; set up and
display career information; and evaluate career information and guidance
resources for a target group or client.
Subfield
Career Practice
Domain
Career Information
Status
Registered
Status date
20 November 2009
Date version published
20 November 2009
Planned review date
31 December 2013
Entry information
Open.
Replacement information
This unit standard replaced unit standard 13137, unit
standard 13138, and unit standard 13139.
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
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.
 New Zealand Qualifications Authority 2016
25179 version 1
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Career information refers to career guidance resources, career planning material,
career guidance software, labour market information, occupational information,
training information, and Internet.
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.
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.
Current refers to the most recent version of material.
Ethical practice refers to the code of practice as defined in the constitution of an
established association.
Inclusive means open to all groups in society.
Needs, in the context of this unit standard, are those relating to gender, culture,
Māori, ethnicity, age, religion, philosophy, learning, disability, socio-economic group,
career options, language.
Practitioner refers to a specialist who gives expert advice or information.
Salient refers to the important or critical points or features.
Target group refers to a specific population group or groups intended as beneficiaries
of a programme.
2
Legislation relevant to this unit standard includes but is not limited to the: Privacy Act
1993, Human Rights Act 1993; Employment Relations Act 2000, Education Act 1989,
Fair Trading Act 1986, Sale of Goods (United Nations Convention) Act 1994.
Elements and performance criteria
Element 1
Analyse and select career information.
Performance criteria
1.1
Career information is analysed in terms of its relevance to the career
development process.
1.2
Career information is assessed in terms of the career development of targeted
communities or groups.
1.3
Salient features of the identified career information are outlined in terms of their
application to the target group.
1.4
The advantages and disadvantages of the career information are determined in
terms of the contexts in which career practice process takes place.
1.5
The advantages and disadvantages of career information are determined in
terms of the needs of the client.
 New Zealand Qualifications Authority 2016
25179 version 1
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Element 2
Match career information to a specified target group and a client.
Performance criteria
2.1
The career information selected matches the needs of the target group.
2.2
The career information selected matches the needs of the individual client.
2.3
The career information selected is in accordance with the ethical requirements
of industry and community.
2.4
The career information selected achieves the identified purpose in accordance
with the needs and expectations of the career practitioner.
2.5
The career information selected is current, complete, inclusive, comprehensible,
and user friendly.
Element 3
Obtain and maintain supplies of career resources and information.
Performance criteria
3.1
Career resources and information obtained for career reference area are current
and are in accordance with the needs of the target group and the career
practitioner.
3.2
New and/or replacement career resources and information are obtained from a
wide range of sources and in a wide range of forms.
Range
sources may include but are not limited to – education institutions,
Career Services, local community;
forms may include but are not limited to – books, pamphlets,
searches, CDs, media, web-based resources.
Element 4
Set up and display career information.
Performance criteria
4.1
The target group is identified and defined, and the career information display
reflects the identity of the target group.
4.2
The structure of the career information display is logical with sequential
groupings of information in which a clear pathway of information is evident to
clients, communities, or groups.
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4.3
A variety of media is used to display career information in accordance with the
needs of the target group.
Range
4.4
evidence is required for three media.
The career information and resources selected are accessible to the target
group in terms of the needs of the individuals.
Element 5
Evaluate career information and guidance resources for a target group and a client.
Performance criteria
5.1
Career information and guidance resources are evaluated in terms of currency,
bias, inclusiveness, and fitness for purpose.
5.2
Career information and guidance resources are evaluated in terms of their
applicability to the target group.
5.3
Career information and guidance resources are evaluated in terms of the
individual needs of 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 info@skills.org.nz if you wish to suggest changes
to the content of this unit standard.
 New Zealand Qualifications Authority 2016