AUSTRALIAN
THE ASSOCIATION FOR
COMMUNITY SERVICE PROFESSIONALS
Vic. Reg. No. A0036440S ABN 28 696 828 620
AIWCW
National Office Phone: 03 9654 8287
Introduction and the Role of AIWCW
1. These
Guidelines are provided especially to educational and training institutions
that are considering for the first time, to offer a new course in
welfare work, community or human services work, at diploma level and above, and
particularly the Diploma of Community Services Work within the Vocational
Education and Training (VET) sector. These guidelines are also somewhat
relevant for universities and alternative diplomas, but prior contact with the
AIWCW National Office is urged. Actual requirements for new courses are
included at Par. 9 below. Long established courses at TAFE (e.g.) need only use
the guidelines on the Approval Application Form, at least in the first
instance.
2. The Community
Services Training Packages (CSTP) control the qualifications offered in this
field within VET. The main qualification for AIWCW Approval in 2009 is the
Diploma of Community Services Work (DCSWk), but other related diploma courses
may obtain Approval if particular electives are selected, and field education
requirements are fulfilled. (See separate document New CHC08 Diplomas)
3. Most TAFE
colleges in which the DCSWk is being considered as a possible new course
already have an extensive infrastructure such as classrooms, library,
audio-visual and computer resources, student facilities, etc., and many may already
be running a related course, such as youth work or community development, so
that some suitable staff may already be available. Some of the material in
these guidelines may be relevant to such proposals from TAFE colleges, but in
most cases a less comprehensive application to AIWCW will be appropriate, based
upon the Application Form alone. An initial enquiry to
the AIWCW National Office may help to clarify this.
4. These
Guidelines are more appropriate for proposed courses in colleges which have not
offered anything similar before, and/or are privately owned Registered Training
Organisations (RTOs). Many of these which have been established in the last few
years have targeted international students who wish to acquire the DCSWk to
accumulate the Skills Points awarded towards the General Skilled Migration
Program, after recognition as “suitable as a welfare worker in
5. Because
so many of the RTOs are offering this course with international students in
mind, it is essential that the crucial involvement of this Institute is fully
understood. The Commonwealth Government has authorised AIWCW as the sole body
to determine who is “suitable as a welfare worker”, with regard to the General
Skilled Migration program, and to issue the certificate which proves this to
immigration authorities. This decision by AIWCW is independent of the
completion of any course, even a course such as the DCSWk which is registered
with various VET authorities in different states and territories and recognised
as a `welfare work qualification’ by such authorities.
6. This means that what may be sufficient for
course registration with State Training Authorities (such as VRQA in Victoria
and VETAB in NSW) and other Commonwealth Government requirements applying to
international students (such as via CRICOS and ESOS) is not necessarily enough
for AIWCW Approval. Several of these extra AIWCW requirements have caused
problems in previous applications for AIWCW Approval, and educational
institutions planning to apply to AIWCW need to take special note of these Possible
Problem Areas. Informal enquiries to the National Office are encouraged,
prior to an application being lodged. However, it is suggested that brief
preliminary planning documents be sent so that written feedback might be
supplied.
Problem Areas
6.1 The
Community Services Training Packages do not mandate required workplace training
(also known as “field education”), but AIWCW requires at least 400 hours of
this, in 2 separate placements,
with adequate professional supervision. These placements must involve welfare and/or community work and a
substantial part (if not all) of the units of competency. They can not be merely nursing aide,
aged care assistant, clerical, or recreational and leisure activity situations. Consult the detailed
requirements in the separate Field Education documents.
6.2.1 AIWCW requires the Course Leader or coordinator to be
eligible for AIWCW membership via Pathway A, and therefore have either a
welfare work, community services work, human services or similar diploma or
degree, with AIWCW Approval; or a social work degree recognised by the Australian
Association of Social Workers. The Course Leader must also have at least 2
years full time broadly relevant professional experience in community services.
See also 8.3, 8.4, 8.5.
6.2.2 The Field Education Coordinator also must have similarly
broad social welfare work qualifications and experience. However, neither are
usually required to actually apply for membership, nor are they required to
join AIWCW.
6.2.3 It
is strongly suggested that eligibility requirements be closely examined
regarding proposed course leaders and field education coordinators, rather than
an assumption or claim by that person that they are eligible. This requirement
is in addition to all teachers having qualifications and experience appropriate
to the subjects they teach.
6.2.4 CEOs
are encouraged to contact the AIWCW National Office for guidance regarding any
proposed leaders or full time staff that do not clearly have social work or
welfare work / human services qualifications.
6.3 AIWCW
requires adequate resources and
access to these, including library books actually
on the shelves on campus, as well as any additional references available
on-line, or in nearby libraries.
6.4 AIWCW requires the course be administered
and taught with reference to the AIWCW
Code of Ethics, with adequate attention to the needs and viewpoints of all
stake-holders – administrators, teachers, students, and field education
personnel, etc. This involves a commitment to non-oppressive processes and
practice.
6.5 The minimum
duration of the course is two calendar years; 22 months including breaks.
6.6 Graduates of a
course of less than 2 years duration may
be eligible for membership of AIWCW via Pathway B.
7. For these new
courses, AIWCW urges that the detailed requirements (and this document) be
consulted well before the commencement of the course; preferably at least 6
months ahead. After examining all the documents, prospective applicants are
encouraged to consult with AIWCW, by initially contacting the Membership
Coordinator at the National Office in
8.1 It is suggested
(but not required) that an appropriately qualified Course Leader be appointed
first, preferably several months prior to commencement of the course, so that
adequate professional planning of the course can occur. He or she could be
responsible for selection of other teaching staff, and of appropriate textbooks
and library and audio-visual resources.
8.2 This person need
not be employed full time initially, and in fact could be retained as a
consultant or on a casual rate until a few weeks before teaching begins.
8.3 Ideally, this
person should have a degree in welfare work, community services, human services
or social work, with at least 4 years appropriate experience, but minimally the
AIWCW Approved generic diploma in welfare work, community services work, etc.,
plus 2 years relevant experience, is satisfactory.
8.4 Previously, Course Leaders could be
eligible for membership via Pathway B, without a specific social welfare work
qualification, but this has been found to be problematic because course
leadership requires extensive familiarity with the ethos and general
curriculum; a broad social science academic background is not seen as
sufficient, however much experience in the community services field is also
applicable.
8.5 This
major change is due to be implemented on
Required Documentation
9. Material
additional to the brief Application Form is also required for new courses,
at the time the application is made. These required items are:
9.1 Introductory brochures, flyers, handouts,
booklets about:
9.1.1 the college or educational institution,
including any other courses offered, and
9.1.2 the course itself, in general, including
costs
9.1.3 any detailed student manual (perhaps in
draft form)
9.1.4 any field education guidelines or manual
(perhaps in draft form)
9.1.5 complaint and grievance procedures,
guidelines (perhaps within another document).
9.1.6 an
organisational chart, showing CEO/PEO, any division heads (e.g. `Director of
Studies'), Course Leader, Field Education Coordinator, other course leaders,
administrative staff, compliance manager, etc.
If not already included in
these documents in 9.1, the following are also required:
9.2 A statement of the aims, philosophy,
and structure of the course within its institutional setting, and any particular emphasis
or targeted student population. (This applies especially to universities.)
9.3 Proposed Delivery Plan for the
whole course.
9.3.1 Student selection criteria. This
should include evidence of some prior experience, affinity or involvement with
community services work such as counselling, community work, etc., and evidence
of personal suitability including empathy and compassion. If possible, group or
individual selection interviews should be used. Include any English language
requirements.
Additional
fees and expenses
9.3.2 Any additional expenditure or purchases
required of students. This should be notified to them beforehand, and to AIWCW,
including any assigned textbooks which all students may be asked to purchase,
or attendance at residential camps, etc. (Note that these are not AIWCW
requirements),
9.3.3 The amount of any re-assessment fees. AIWCW
believes that minor corrections to assignments should be re-submitted and
re-marked free of charge, where only a few minutes of staff time are involved.
For more substantial re-assessments, a fee of up to $50 may be reasonable.
Additional fees for major parts of a whole Unit should not exceed $100.
9.3.4 Note: Students must not be charged a
separate fee for finding field education placements. Provision of appropriately
supervised field education is part of the course and is the responsibility of
the college.
Timetables
9.3.5 A basic simple timetable for the initial 12
months, including when in the total program field education placements will
occur.
9.3.6 If the course is already being taught, a
more detailed timetable for the previous and current terms, showing which
teacher is timetabled to teach which subject.
9.3.7 Note: Students must be told prior to
enrolment about any compulsory evening or weekend classes.
9.3.8.1 Arrangements for Recognition of Prior
Learning (RPL) including credit transfer. Applications for RPL should be
assessed by someone not directly involved with the student applicant. General
reciprocal arrangements with other colleges are encouraged.
9.3.8.2 Note: RPL up to 40% awarded from a college
or course which does not have AIWCW Approval will generally be accepted by
AIWCW. Beyond 40%, AIWCW may query the award, and ask for evidence that the
previous experience and learning was from an acceptable educational
institution, course, or experience. Membership Eligibility Par. 2.2 states: Graduates from an AIWCW Approved course and
campus who obtained credit or RPL for more than 40% of their course units from
other courses or experience, must provide details of such credit/RPL, and these
must be taken into account when determining eligibility for membership.
9.3.8.3 Note:
It is acknowledged that colleges cannot restrict or discount RPL from other
recognised RTOs, but they are urged to advise students with substantial credit
transfer or RPL, about the AIWCW regulations above, which may affect
eligibility for AIWCW membership.
9.4.1 Training and Assessment Plans for
(only) two selected core Units of Competency (in professional areas such as casework, community work),
including weekly timetable, assignments,
and references.
9.4.2 Full details of arrangements with at least three
community services agencies that are willing to provide field education
placements. The "Work Placement Guidelines" developed jointly with
VETAB (NSW), AIWCW, and CSHISC (available on each of the websites) should be
used as the basis for this part of the application.
9.5 Proposed date of commencement of
teaching, with proposed student numbers for each intake, for each semester for the
following 12 months. Include likely or proposed proportions for any targeted special student groups, such
as mature-aged and international students.
Physical
facilities and resources
9.6.1 A statement
regarding physical and transport facilities, including size and availability of
classrooms, offices and
meeting room for staff, a lounge or recreation room for students, provision for
heating and cooling, availability of public transport and/or car parking, and
personal security of staff and students.
9.6.2 Planned class sizes. A maximum of 20
students per class is allowed for the necessary tutorial, group discussion and workshop classes with 12-15
being the desirable number. If briefer
lectures for larger numbers are used, the proposed location, timing and student
numbers should be supplied.
9.6.3 If
appropriate and convenient, provide a CD or DVD disk with some or all of the
application material included, and possibly add photographs of classrooms,
equipment, IT, library, reception, etc, This is not a mandatory requirement,
but if included, photographs should be properly labelled and/or referenced.
9.7.1 Floor plan
(existing or proposed), showing details in 9.6, and location of offices for
teaching staff, toilets, library and computers, etc., and labelling for its use
for each room used in this course. Include dimensions of rooms, and/or their
areas, and/or a scale for the drawing.
For the following 4 items used by both staff and students,
depiction on the floor plan is preferred, with appropriate labelling.
9.7.2 How many
computers are for use of students for internet access, etc., and how many for
these community services students exclusively? At what times are they available
to students? What type of computers are they, and year in which they were
purchased.
9.7.3 How many
TV/Video/DVD units are there, in what locations, and how mobile? (For example,
are they on easily moveable trolleys?)
9.7.4 How many Data
Projectors are there, in what locations, and how mobile? (For example, are they fixed to the ceiling,
or on specialised trolleys, with laptop computers attached?)
9.7.5 How many
laptop computers are there (including for use with data projectors).
9.7.6 How many
video cameras are there, for use in simulated counselling, and for student use
for assignments, and in what locations?
9.7.7 Is there a
special room available for simulated counselling exercises? Does it have a
one-way mirror for observation by other students or staff? (This is not
mandatory, but is recommended.)
9.7.8 Additional statement regarding any proposed
expansion, with increases in student and staff
numbers.
Teaching
Staff
9.8 Details of teaching staff, including
initial applicants or enquirers about positions, if appropriate. Confirmation of appointment(s) of staff can be made
later if necessary. The Course Coordinator, and any Field Education
Coordinator, should be nominated. See further guidelines under 10. below.
9.8.1 `Matrix'
summaries used in the Training Packages may be provided, but CVs are preferred,
abbreviated if necessary. If full CVs are supplied, these will be returned to
the college or destroyed, after examination. All such documents will be
securely stored and will remain confidential.
Alternatively, the following minimum details are required:
9.8.2 Qualification details should include
the title, areas of major studies or specialities, the name and location of the
educational institution, and year of
completion (this is too often omitted)
9.8.3 Experience details should include
broad outlines of duties and years of positions held, not merely a `years of
experience’ statement. .
9.9 Provision for support staff, including
reception and administration, counselling (for students
and staff), and librarian or person responsible for access to and supervision
of library resources.
9.9.1 Note: Student/staff counsellors should be
professionals and external to the course and perhaps to the college; they
should not be course teachers or those responsible for administration or
financial matters.
9.9.2 Note: Student/staff counsellors should be
easily accessible, and enquiries or appointments should not need to be made via
clerical, management, or teaching staff. Counsellors must be supplied with
brief details re AIWCW, including the Review
Provisions.
Representation
and Staff Development
9.10 A statement outlining how the course and
its staff and students are represented on any decision-making
body within the educational institution
9.11 A statement outlining provisions for staff
development and opportunities for voluntary
work (such as advocacy) in
the community (including the college community).
Library Resources
9.12 Evidence of purchase or orders for adequate
resources for a library,
9.12.1 Initial
library expenditure to start the course should exceed $10,000.
9.12.2 This
may be discounted up to 50% for those resources already available and/or shared
with other courses, but full details of alternatives should be provided,
including availability to students.
9.12.3 There
should be an additional initial expenditure of $1500 for each additional 15
equivalent full time students beyond the first 15, and annual expenditure after
the first year should include $1500 for each 15 equivalent full time students,
up to a maximum of $12,000 p.a.
9.12.4 On-line
material may supplement hard-copy where appropriate, but should not affect the
above expenditure
9.12.5 Packages
of readings extracted from a variety of books and articles may also supplement
borrowable books on the shelves, but should also not affect the above
expenditure, and nor should workbooks mass produced especially for the course
by external publishers.
9.12.6 As
a general guide at the beginning of a course for 15 students, there should be
at least 8 separate appropriate purchases in each of the following areas:
a) general
social work/welfare/human services work, including field education guides,
b) counselling
& case management,
c) community
work, including radical social action,
d) introductory
psychology,
e) introductory
sociology,
f) the
Australian welfare system and welfare state, including social policy,
g) ethics,
values & professional practice,
h) networking,
communication, meetings, & group work, and
i) a
selection of specialised areas such as aged, mental health, disabilities, etc;
as
well as at least 3 in each of:
j) agency
management
k) understanding
research
l) legal
aspects.
9.12.7 Many
copies of the same book are not to be counted as part of the required
expenditure, although as additional resources for the use of students, there
would be no objection to this practice. Two or three copies may be necessary
for a few core references in some subjects only, with common textbooks possibly
purchased by students.
9.12.8 For
student enrolments above 200, special negotiations with AIWCW regarding library
and all other resources are required.
9.12.9 Library
books must be accessible for browsing at reasonable times, not locked away
unless access is specifically asked for. They must be systematically catalogued
(not necessarily via Dewey system), and borrowable for a reasonable length of
time.
10 Teaching Staff
10.1 A list of teaching staff, current and/or
proposed, must be supplied, together with units or subjects taught or proposed.
See documentation required, at 9.8 above.
10.2 Teaching staff
must have adequate academic qualifications and professional experience for the
subjects in which they teach.
10.2.1 Those teaching the vocational professional and practice
subjects - case management, counselling, groupwork, community development,
etc., should ideally have AIWCW recognised welfare/community services work
qualifications or AASW recognised social work qualifications.
10.2.2 When this does
not apply to core vocational units, staff teaching in work with individuals
must have appropriate and substantial academic specialisations or specific
qualifications, together with appropriate experience, in clinical psychology or
counselling etc.. Similarly, staff teaching in group work, community
work/community development, psychology, and sociology, should each have the
corresponding academic specialisations or qualifications and appropriate
experience, if they are not qualified welfare or social workers. (Such
specialised teaching staff need not be eligible for AIWCW membership, however.)
10.2.3 In particular,
for the new 2009 Training Packages subjects relating to introductory psychology
(CHCLD415A) and sociology (CHCLD514A), a Diploma of Community Welfare Work
qualification obtained in 2001-09 will not be sufficient, since those subject
areas were not adequately covered in the old diploma. At least a degree minor
(2 years of study) will normally be required to teach in these new units.
10.2.4 While AIWCW
accepts that in principle AQF regulations allow the award of a diploma based
upon RPL with no formal study, in order to teach or coordinate a welfare work
course AIWCW requires an appropriate course of study involving theoretical and
knowledge components, as well as skills assessment by professional trainers
within the course. Practitioners can accumulate competencies based upon
experience and self-learning alone, but in order to teach others, a full range
of different theories, knowledge and issues must be encountered in an academic
setting. AIWCW therefore requires teachers to have gained no more than 10% of
their relevant qualification via RPL based upon work experience.
10.3.1 Any teaching
staff must have at least two years full time work experience (or part-time
equivalent) following completion of any relevant qualification, including a
diploma or degree in welfare/social work. It is not appropriate to have an
inexperienced new graduate teaching in a welfare work course. (See the detailed
rationale for this policy, Crs.06, available on the website.)
10.3.2 When
substantial relevant work experience (5 years or more) has occurred prior to
completion of the relevant qualification, then a special application may be
made to the MAP, which may vary the requirement for 2 years experience
following completion.
10.4.1 The Course
Leader (or `Course Coordinator', `Lead Teacher') must be eligible for
membership of AIWCW via Pathway A, even if not teaching core subjects, and have
at least 2 years relevant experience. See also 6.2, and 8.3f above, and the
Membership Eligibility requirements at www.aiwcw.org.au.
10.4.2 If a nominated
Course Leader, Education Director, Director of Studies, etc. is mostly an
administrative or management position, then a professionally qualified staff
member should be nominated (and appropriately paid) to coordinate the course.
10.5.1 Courses with
less than 20 students undertaking field placements may have those placements
coordinated by the Course Leader. With more students requiring placements, a
separate Field Education Coordinator must be nominated, whose duties may
overlap with teaching, and who may be appointed part-time. For courses with
more than 100 students in field education, the Field Education Coordinator
should be a full-time position.
10.5.2 The Field
Education Coordinator should also be eligible for AIWCW membership via Pathway
A, with at least two years of relevant experience.
10.5.3 Liaison visits
to agencies are to be undertaken only by the Field Education Coordinator, or by
Field Education Officers/Assistants who are suitably qualified and experienced,
or by college staff who are teaching in core subjects. See Field Education
Guidelines for further details.
11. Additional Guidelines at commencement of a
course.
11.1 When the initial full-time student intake
is less than 20, one teacher/course coordinator is satisfactory, but for one
semester only. At least 1.5 contracted teaching staff must be employed
thereafter, with 2.0 staff employed for 30 students (EFT), and an additional
0.5 contracted staff for each additional 15 students.
11.2 Only Provisional AIWCW Approval of a new
course is available at commencement. Full AIWCW
Approval is usually not available until the course has been in operation for at
least 6 months, and after an AIWCW Campus
Visit (see separate document “Campus Visit Guidelines”,
Crs.08).
11.3 With Provisional Approval, colleges are
entitled to advertise this to prospective students and other interested parties (such as migration agents), but
such persons should be briefly informed
of the nature of this provisional status. See the specific guidelines, Crs.07
on the website.
11.4 AIWCW believes that educational
institutions which offer new courses primarily to international students, including those which have already
commenced without AIWCW consultation
or Provisional AIWCW Approval, are ethically obliged to notify current
students, prospective students, and
migration agents of their status with regard to AIWCW Approval. Failure to do so may eventually count against
the granting of AIWCW Approval, if applied for later.
11.5 Any significant changes in location or staffing, even after
Approval is granted, must be notified to AIWCW, and approval of suitability
obtained. Within the first 12 months of a new course, staff changes may
be quite likely, and any changes to full-time teaching staff or the Course
Leader should be notified to AIWCW within 2 weeks. Any staff changes at all in
the first 3 months should be notified.
11.6.1
In order to prevent frequent staff
changes, the college and prospective staff are urged to examine pay and conditions
carefully, in order to reach mutual agreements. These comments are not part of
AIWCW requirements, as this is primarily an industrial matter, possibly
negotiated with the aid of the relevant trade union. However, staff should be
provided with a copy of the relevant AIWCW guidelines prior to signing a
contract of employment.
11.6.2 For contracted (not casual) staff, it is
usual to allow a proportion of contracted time for non-classroom activity such
as preparation, assessment, and staff development. A teacher contracted for 20
hours or 40 hours (full time) per week is usually not expected to spend the
whole 20 or 40 hours in front of the class. Full time employment usually
involves no more than 26 hours of class contact. However, colleges may include
preparation and assessment in the pay rate, without allocating and paying for
specific additional time for these activities.
11.6.3 Nor is the contract expected to cease as soon
as teaching finishes; final assessments and appeals from students need to be
dealt with by the assigned teacher. Contracts for a full academic year are
preferred, rather than for term-by-term.
11.7 For courses with more than 40 students (EFTS), a Staff Census
Statement should be supplied to AIWCW by 1st May each year, containing details
of qualifications and experience of staff, and specifying who hold the position
of Course Leader and Field Education Coordinator.
11.8 Teaching staff, students, administrative
and clerical staff, and owners and directors of colleges are each part of the
college community, in which exploitation or oppression (bullying) should not be
tolerated. In addition to any formal grievance procedure usually available to
individuals, opportunities should be available for advice-seeking,
collaboration or cooperation between and among any of the stake-holders (and
including appropriate external parties such as AIWCW) to resolve any apparently
widespread grievances or disputes involving unfair or exploitative practices or
harassment.
12. For further enquiries, and regarding
courses at universities
Contact the AIWCW National Office: 03 9654 8287; Email: info@aiwcw.org.au
CRSE.02 – Ver Jul09