Unit of competency Outline
Date retreived
23/07/2026 11:45 AM AWST
23/07/2026 11:45 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Research an education issue
Research an education issue
Unit of competency
National Code
CHCEDS507A
CHCEDS507A
State Code
D2469
D2469
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
05/08/2010
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
05/08/2010
Nominal Hours
70
Description
DescriptorThis unit deals with the skills and knowledge required by education support workers to carry out research activities, analyse collected data and produce reports
Notes
Elements and Performance Criteria
1. Determine the research question and requirements
- 1.1 In consultation with relevant staff, define research brief or problem according to education organisation requirements
- 1.2 Frame and clearly articulate the research question or topic using key issues and support it with relevant information
- 1.3 Validate and document research requirements with relevant staff
2. Develop a research strategy
- 2.1 Identify and evaluate suitable research strategies for use in the project
- 2.2 Identify sources of information
- 2.3 Develop project plan according to organisation's ethical and legal requirements and in consultation with relevant staff
- 2.4 Determine risk management strategies
- 2.5 Incorporate recording processes and datamanagement into the project plan
- 2.6 Process the research plan for approval according to organisation guidelines
3. Conduct and manage research activities
- 3.1 Conduct research methods and activities according to the research plan
- 3.2 Access resources to support the research according to organisation policy and procedure
- 3.3 Monitor research activities and implement changes to the project plan where necessary after appropriate approval
- 3.4 Analyse and interpret incoming data according to research strategy
- 3.5 Determine and document research outcomes according to organisation requirements
4. Evaluate research outcomes
- 4.1 Organise research data according to the approved research strategy
- 4.2 Structure research outcomes to answer questions posed in the research brief or problem
- 4.3 Highlight and summarise specific issues and important additional findings
- 4.4 Discuss research outcomes with key stakeholders and make adjustments to findings based on the feedback
5. Document research processes and outcomes
- 5.1 Summarise research procedures and outcomes in format acceptable to the education organisation and academic standards
- 5.2 Store research documents as required by the organisation
6. Disseminate research results and reports
- 6.1 Submit research reports and findings to the relevant authorities for action
- 6.2 Identify processes for dissemination and seek approval from relevant authorities
- 6.3 Implement protection of organisation's intellectual property as required by organisation and any relevant legislation
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Research brief may include:
Oral instructions to conduct an investigation
Formal written directive defining the scope of the topic to be investigated
Outcomes of meetings that provide direction and purpose of an investigation
Education organisation may include:
Public and private schools
Registered training organisations
Community education settings
Special schools
Research question or topic may refer to:
Specific and explicated statements describing the purpose of the investigation
Research strategies are:
Activities that the researcher will use to conduct the investigation into the identified topic
Sources of information may include:
Other research in progress or completed
Recently published information
Unpublished information
Student requirements
Internet
Libraries and research bodies
Individuals
Reference texts
Questionnaire survey
Interviews
Experts
Other stakeholders
A project plan is:
A formal, approved document used to guide both the project execution and project control.
Ethical and legislative practices may include:
Code of conduct
Respect for persons, law, and government systems
Economy and efficiency
Integrity
Diligence
Openness and honesty
Accountability
Impartiality
Reliability
Confidentiality
Risk management strategies may include:
Identification of risks
Assessing level of risk
Addressing the risks with alternative actions
Reporting risks
Recording processes and data management may include:
Note taking
Audio and visual recording
Anecdotal comment
Computer data base
Filing systems
Research methods and activities may include:
Case study
Focus groups
Appreciative study
Interview
Surveys
Action research
Resources may include:
Human
Physical
Monetary
Design specifications
Reference material
Internet and telecommunications access
Personnel and clients
Policies and procedures are:
Documents developed by the education system, school or a sector of the school which provide policy and procedural direction
These may include:
Education system policies and procedures
School policies and procedures
Government legislation and regulation
Statutory body requirements
Academic standards are:
Appropriate formats for reports
Documentation standards
Referencing standards
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Research brief may include:
Oral instructions to conduct an investigation
Formal written directive defining the scope of the topic to be investigated
Outcomes of meetings that provide direction and purpose of an investigation
Education organisation may include:
Public and private schools
Registered training organisations
Community education settings
Special schools
Research question or topic may refer to:
Specific and explicated statements describing the purpose of the investigation
Research strategies are:
Activities that the researcher will use to conduct the investigation into the identified topic
Sources of information may include:
Other research in progress or completed
Recently published information
Unpublished information
Student requirements
Internet
Libraries and research bodies
Individuals
Reference texts
Questionnaire survey
Interviews
Experts
Other stakeholders
A project plan is:
A formal, approved document used to guide both the project execution and project control.
Ethical and legislative practices may include:
Code of conduct
Respect for persons, law, and government systems
Economy and efficiency
Integrity
Diligence
Openness and honesty
Accountability
Impartiality
Reliability
Confidentiality
Risk management strategies may include:
Identification of risks
Assessing level of risk
Addressing the risks with alternative actions
Reporting risks
Recording processes and data management may include:
Note taking
Audio and visual recording
Anecdotal comment
Computer data base
Filing systems
Research methods and activities may include:
Case study
Focus groups
Appreciative study
Interview
Surveys
Action research
Resources may include:
Human
Physical
Monetary
Design specifications
Reference material
Internet and telecommunications access
Personnel and clients
Policies and procedures are:
Documents developed by the education system, school or a sector of the school which provide policy and procedural direction
These may include:
Education system policies and procedures
School policies and procedures
Government legislation and regulation
Statutory body requirements
Academic standards are:
Appropriate formats for reports
Documentation standards
Referencing standards
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| D328 | CHC60208 | Advanced Diploma of Children's Services | Qualification |