DISCIPLINE
The product addresses the following nine competency standards from the Community Services Training Package (Youth Work Stream).

• CHCYTH3A Support young people to take collective action
• CHCYTH4A Assist young people in responding to crisis
• CHCAD1A Advocate for clients
• CHCCD1A Support community participation
• CHCCD2A Provide community education programs
• CHCCD3A Meet the information needs of the community
• CHCCH2A Establish and monitor a case management plan
• CHCCW12A Implement a case work strategy
• CHCGROUP3A Plan and conduct group activities

To minimise the repetition of common themes within the competencies, learning activities and resources are structured into ten learning units. Each unit focuses on a particular aspect of youth work (Managing projects, Working within frameworks, Case management, etc).

Learners subsequently work through a combination of learning units in order to address a particular competency standard.

DURATION
The competency standards addressed in the product have a combined nominal duration of 540 hours.

It is expected that this duration would include both use of the product and participation in additional trainer-facilitated activities, such as assessment tasks and collaborative activities.

ICT USED
The product is provided on CD-ROM, and is designed for web-based or server-based delivery. In accordance with the ANTA licensing model for Flexible Learning Toolboxes, it may also be loaded onto numerous workstations within a training organisation for local delivery.

DELIVERY CONTEXT
In accordance with the design guidelines specified for the development of ANTA Flexible Learning Toolboxes, the product allows for delivery in a range of contexts - with varying levels of face-to-face trainer involvement.

Three potential delivery contexts are outlined below.

• Total online delivery, with trainer support, facilitation and collaboration via chat rooms, discussion boards and email.
• Blended delivery, whereby the learner accesses the product individually, but participates in intermittent face-to-face activities and discussions.
• Class-based delivery, with the product incorporated into activities, discussions and (where appropriate) assessment tasks.

TARGET AUDIENCE
This learning design is aimed at Vocational Educational and Training (VET) sector students who are undertaking the competencies through enrolment at a Registered Training Organisation (RTO).

Such learners may be enrolled in a Certificate IV in Community Services (Youth Work), or may be undertaking the competencies for professional development purposes.

The characteristics of the target audience would subsequently be quite broad, and required the product to be designed to cater for a range of learning styles.

COHORT
The design guidelines for the product do not specify any student cohort size or learner-trainer ratio. Subsequently, such delivery decisions are to be made by the trainer.

As the self-directed learning design allows for independent student access, it is probable that trainer facilitation logistics would be the main predictor of cohort size.

BROADER CONTEXT
The learning design consists of two compulsory competency standards and seven elective competency standards from the Community Services Training Package (Youth Work Stream).
These standards partially comprise the study required to obtain a Certificate III, Certificate IV or Diploma in Community Services (Youth Work).

The nine competency standards addressed by this product cover the following learning outcomes.

• CHCYTH3A – Support Young People to Take Collective Action
  - Support young people to develop and use networks.
  - Assist young people to monitor and evaluate strategies.
• CHCYTH4A – Assist Young People in Responding to Crisis
  - Implement risk minimisation strategies.
  - Maintain a physically and emotionally safe environment for workers and young people.
• CHCAD1A – Advocate for Clients
  - Assist clients to identify their rights and represent their own needs.
  - Advocate on behalf of clients on request.
  - Advocate for clients.
• CHCCD1A – Support Community Participation
  - Work with individuals and the community to promote participation.
  - Support existing community activities.
• CHCCD2A – Provide Community Education Programs
  - Develop the education program.
  - Deliver the education program.
  - Review the education program.
• CHCCD3A – Meet the Information Needs of the Community
  - Identify information requirements.
  - Address information requirements
• CHCCM2A – Establish and Monitor a Case Management Plan
  - Develop a case management plan.
  - Define and plan implementation procedures.
  - Establish review and evaluation systems.
• CHCCWI2A – Implement a Case Work Strategy
  - Establish an appropriate working relationship with clients.
  - Promote preventative strategies.
  - Provide a specialist service to clients.
• CHCGROUP3A – Plan and Conduct Group Activities
  - Address resourcing issues for group activities.
  - Co-ordinate a group planning process.
  - Manage group processes including responding to conflict.
  - Evaluate group activities.

IMPLEMENTATION OF ASSESSMENT STRATEGIES
As outlined in the ANTA Flexible Learning Toolbox development guidelines, the product does not specify assessment strategies - these are left to the discretion of the delivering trainer or organisation.

However, the Trainer Guide provides some suggestions for assessing learners using the product, such as the incorporation of various learning activities as evidence of a learner's proficiency in a particular competency standard.

Within the Community Services Training Package, competency standards are often assessed holistically, concurrently and in the workplace. Thus, a trainer may be required to ensure additional activities (outside of the product's delivery scope) have been completed.

WHY AND HOW ICT IS USED
Flexible Learning Toolboxes are generally designed to address two issues:

• Provide flexible learning solutions to learners across Australia in a range of circumstances.
• Provide an opportunity for learners to develop competence in using information and communication technologies.

An online product allows for content to be presented to learners in an interactive and engaging manner, which can enhance the learning experience beyond that possible with alternative delivery modes such as paper-based resources.

For example, the learning unit "Visual Communication" requires the learner to produce an information poster for the local community. A workshop resource was designed that allows learners to practice layout design by dragging poster elements around the screen to see the relative benefits of various layouts.

An additional application of this product is the ability to present the learner with hypothetical case studies that examine sensitive subjects, while avoiding the potentially confronting nature of 'real world' examples.

This was also a fundamental factor in the decision to use cartoon graphics in the product, as opposed to photography.

MOST IMPORTANT ICT CONTRIBUTION TO LEARNING DESIGN
Community services are important skills to develop in all areas of Australia. A flexibly delivered product such as the Youth Work Toolbox provides an opportunity for learners in remote areas to obtain qualifications that may have previously been inaccessible.