Elements and Performance Criteria

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.


Relief and development project cycle may consist of:
Assessment
Analysis
Planning
Designing
Marketing
Implementing
Monitoring
Reporting
Evaluation
Transition


Relief-rehabilitation-recovery-development continuum refers to
The concept which proposes that relief, rehabilitation, recovery and development are not separate activities, but are part of an integrated and holistic approach to disaster environments
Project activities are planned depending on the stages of disaster, and all interventions incorporate gender, environmental and sustainability analysis


Data refers to:
Data to be collected and may include vulnerable groups, security risks, knowledge attitude and practices (KAP) of people on issues relevant to the project, existing resources, availability and sufficiency and reliability and community structures


Concepts and principles of aid effectiveness and community development include:
Ownership, including:
using delivery processes that support partner countries to exercise effective leadership over their development policies and strategies
coordinating development actions
involving communities and local government in decision making, implementation, monitoring and evaluation
encouraging community's and local government's contribution to problem solving
Alignment, involving maintaining a comprehensive understanding of partner countries' national development strategies, institutions and procedures to guide program delivery
Harmonisation:
actively seeking to collaborate with other Official Development Assistance (ODA) partners to create added value and greater development effectiveness
Managing for results, including continuous improvement of systems to:
manage for development results
support evidence-based decision making
Mutual accountability, involving demonstration of:
full transparency and accountability for the use of development resources in program delivery


Stakeholders with special needs and disadvantages may include:
Refugees
Children
The elderly
Widowed
People with disabilities


Community capacity may primarily refer to:
Technical skills
Organisation and management skills
Financial capacity
Resource generation and utilisation skills
Skills in preparing operational and contingency plans
Networking and liaison skills


Merit or worth may refer to:
The intrinsic value of a program or project
Value which the program adds to its context or situationThese judgements should be made at least in part by the program stakeholders


Stakeholders may include:
Community
Civil society groups
Community based organisations
Government agencies (e.g. AusAID)
Non-government organisations
International government organisations (e.g. Oxfam, Care International, Red Cross, Water Aid)
Local government and government line-agency offices
Bi-lateral and multilateral agencies (e.g. United Nations, Area Development Bank, World Bank) and business enterprises


Indicators may include:
Existing community based organisation as an over-all management committee
Trained key community leaders (e.g. in governance, financial management, program management and networking)
Registered organisation as a legal entity, and with leadership structure
Existing institutions (community based organisations, other non-government organisations, a government department/agency or a church) with relevant technical and managerial competence
Community's increased level of awareness on various legal issues that affects their human rights
Community's increased access to and control over knowledge, information and technology
Communities have food security and sufficient income
Increased community capacity to manage administration and finance of community based organisations
Presence of community infrastructure such as improved health service facilities, improved educational facilities for children, improved public transport system in villages and improved road communication
Other communication facilities like telephone, fax and internet
Rural electrification
Regulated marketing structure for marketing of products


Transition refers to:
The process which involves specific activities that are aimed to facilitate the phase out, termination or closure, and major changes in the program or project, and the ongoing sustainability of project outcomes
These include activities that involve building up the target population's ability to implement and sustain the projects on their own, and in a longer term without significant external support from the organisation
The focus of the transition process would depend on the major needs of the community, but in general, these would include funding, capacity building, networking with other organisations and establishing committees for operation and maintenance


Transition plans may include:
Purpose and objectives
Strategies
Guidelines
Processes
Key components
Schedules
Key indicators
Major outputs
Resource requirements
Funding
Budgets
Staff requirements


Information may include:
Key findings from:
assessment
analysis
monitoring and evaluation
consultations from stakeholders
And may relate to:
community capacity to manage projects
sustainability issues
available resources
impact indicators

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
The application of competency is to be assessed in the workplace or realistically simulated workplace
Assessment is to occur under standard and authorised work practices, safety requirements and environmental constraints
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
The circumstantial or unsolicited testimony of project participants, governments or other non-government organisations regarding ethical behaviour should be considered as significant evidence in relation to this unit


Access and equity considerations:
All workers in development and humanitarian assistance should be aware of access, equity and human rights issues in their own area of work
All workers should develop their ability to work in a culturally diverse environment
In particular workers should be aware of cultural, historical and current issues facing the people and culture in which they are working
Assessors and trainers must take into account relevant access and equity issues relating to the culture in which they are working


Context of and specific resources for assessment:
This unit may be assessed independently, however holistic assessment practice with other related units of competency is encouraged
Assessment of essential underpinning knowledge, other than confirmatory questions, will usually be conducted in an off-site context
Resources required for assessment include access to actual community development context or a realistic simulation


Method of assessment:
Assessment needs to take into consideration the practical difficulties associated with attempting on-job assessment in the field
Given the nature of this unit, candidates should be expected to present evidence from within a real field environment
If this is not possible, demonstration of some performance criteria in this unit may be achieved through observing the behaviour and responses of the candidate under a stressful situation similar to those likely to be encountered in the field
Underpinning knowledge may be assessed through:
written assignments
project reports
debriefings
action learning projects
Assessment should be supported by supplementary evidence from a wide range of sources, preferably including evidence from one or more field situations