AET Project brief - Competency Framework - NOW CLOSED
The Autism Education Trust believes that all children and young people with autism* should receive an education which enables them to reach their individual potential to engage in society as active citizens (and that individuals, families and professionals are informed, supported and equipped to enable this to be achieved).
*The term autism refers to all those on the autistic spectrum including Asperger syndrome
The purpose of the AET is to further raise awareness of the importance of autism education across the children’s workforce, to bring organisations involved in delivering autism education services together in order to promote effective practice and share information and to involve children and young people with autism and their families and carers in the planning and delivery of information and resources to enhance and improve autism education across the country.
To develop a Competency Framework and nationally recognised set of qualifications for people working with children and young people from 5-16 on the autism spectrum.
Audiences and methodology
The Framework and qualifications developed by the successful bidder must be appropriate for use by the children and young people’s education work force in England
Phases and Stages:
Phase 1: Review existing frameworks covering the age range 5-16 and research and use their strengths to form the basis of the Framework by February 2012
Phase 2: To develop the Framework with consultation from stakeholders by April 2012.
Phase 3: Pilot the use of the framework in a range of settings by April 2012
Phase 4: Following development of the Framework this will be used as the basis for the development of qualifications which will be recognised by the Qualification Curriculum Authority by October 2012
Phase 5: Develop an adoption and communication plan to encourage the use of the Framework and qualifications by November 2012
What should be included?
The Competency and qualifications should incorporate the use of existing resources, flexibility for them to be adapted and other necessary elements
1. Incorporate conclusions of Good Practice & Outcomes Research projects
2. The Framework developed should build upon existing Frameworks including (for example):
a. Communication Trust SLNC Framework
b. Dyslexia Trust Framework
c. ABA Autism Framework
3. Following the completion of the Framework the qualifications will be developed using the Framework as a foundation
1. Reviewed by stakeholders
a. Expert Reference Group
b. Youth Council
c. Parents Group / Network
2. Piloted through AET training hubs
3. PDF Version designed and available for download of the Framework
4. Qualifications need to be approved by the National Qualifications Authorities and other national bodies.
1. Best way to promote the Framework and qualifications and the strengths and weaknesses of each medium:
b. Mass e-mail campaigns
d. Other mediums
2. How to engage stakeholders in promotion
3. Sustainable and low cost forms of promotion
The development of a competency framework is integral to the overall AET training programme
It also feeds into and draws from the parallel development by the AET of a set of standards for the education of young people with autism and training materials at 3 levels for staff working with young people with autism (see document references below). These two elements of the AET programme are the subject of separate tenders. The way these three elements relate is set out in the diagram below.
AET Schema of Work
The competency framework developed must also align with the principles identified in the AET Good practice and Outcomes research and emphasise the importance of the voices of the young person with autism and their parent or carer.
It is therefore expected that the bidder chosen will work very closely with other contractors commissioned to deliver those work streams.
What are the key deliverables, milestones and impacts?
1. Meaningful engagement with key stakeholders where the possibility of remote consultation should be considered where needed.
2. Ensure standards of education for children and young people with autism are raised in Schools and Academies
3. Ensure that parents are able to reference the standards to inform choice in the education of their children
4. Increase parental confidence in schools
5. Improve outcomes for children and young people and reduce exclusions
What key skills / capabilities are important to us?
• Ability to undertake high quality work to provide support and materials to a wide range of educational settings
• Track record in working for and with people across the spectrum, whether they have High Functioning Autism / Asperger syndrome or have classical autism with or without other learning difficulties. (Although this can be provided by a partner organisation to the bidder)
• Ability to understand the wider policy framework including the current broader context for education CPD
• Bidders should state where their team includes people with autism and how their skills will be used in this work.
When do we need it?
A timetable is set out below:
The maximum budget for this piece of work is £25k including VAT and expenses. (Publication and promotion will be carried out centrally by the AET)
Organisations who are interested in competing for this work should complete the brief tender proforma which is supplied with this document which details how they would address this remit and what particular skills and expertise they bring. This document will be assessed by a panel delegated by the AET Programme Board who will select the successful bidder.
For an overview of the AET, please see the AET Presentation.
1. Competency framework tender document and assessment criteria proforma - Interactive PDF or Word document. If you would like a different version please e-mail us for assistance.
2. AET Presentation
3. AET Good Practice report
4. AET Outcomes report
5. AET Project Brief: National Standards
6. AET Project Brief: Training Materials Development