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Sociology Assignment: Application of National Quality Framework


Task: Conduct further research on sociology assignment to provide a detailed summary of what the new National Quality Framework, the National Quality Standard and applicable learning frameworks—EYLF: Belonging, Being and Becoming or My Time, Our Place—are and how they can affect service providers, children and their families.


Introduction to the context of sociology assignment
As education is known as the backbone of any society, the government often developed frameworks, standards for maintaining the qualities and rules and regulations of the services of the sectors. Proper suggestions from the framework and standards support the inappropriate upbringing of the students. Besides this, the National Quality Standards aims for enhancing the safety, wellbeing and health of the children with a main focus towards the children. All of the above standards are present in Australia and tries to manage children’s lives named My Time, Our Place through various standards. The paper conducted some advance researches on the above topics and justifies the effects of Belonging, Being and becoming, a fundamental concept of My Time, Our Place on children and their families.

National Quality Framework
The governmentof Australiadecided to open a partnership with the National Quality Framework, a national system in 2009 for establishing the regulation assessment and quality of the educational and caring facilities. As described by Price, Anderson & Luke(2014), it applies to the longest preschool, day-care, outside the school hours, kindergarten, day-care services for families. Persons may contact their respective territory or state authority if they face any difficulties in handling services provided by the National Quality Framework. The framework ensures various quality outcomes for the children and the drive for the changes is mainly based on the clear shreds of evidence of a child’s early years.

It also can be considered that in theearly years of any child’s life depicts the idea of his or her future well being, development and health. As opposed by Manniniet al. (2016), after the development of the framework, the government of Australia and territory and state officials proposed a goal of providing children the best start of their respective lives by creating an improved future for the country and themselves. The NQF covers various sectors like national regulations and law, Quality Standard, assessment process and quality rating, regulatory authority and a national body to control the entire system. The regulatory body within each territory and state is responsible for regulating the services and administrating the rating and assessment procedures. Additionally, the national body forover viewing the systems known as ACECQA offered a regulatory guide of the NQF for helping the care and education providers, authorized officers, educators apply and understand the multiple requirements of the National Quality Framework. As commented by Soliman & Tabak(2020), besides developing the lives of the caregivers and children, the framework supports promoting regular development into the field of the quality of the particular facilities. National Quality Framework also works for ensuring the safety, health and wellbeing of the children, it also improves the developmental and educational children’s’ outcomes involving the care and education services.

The National Quality Framework establishes a system of shared responsibilities and national integration among the government and involving jurisdictions within the administration section. As criticized by Framework(2017), the respective framework also aids in improving people’s understanding and assessing the details about the quality of the care and education facilities. Furthermore, it reduces the administrative and regulatory burden for the care and education services by incorporating shared information between governments and participating districts. Thus, the framework also promotes the guiding principles like the rights of children and their families. This frame of guiding principles establishes the best practices by helping educators by ensuring the achievements of their expectations.

The National Quality Standard and EYLF- the applicable learning frameworks
Among the sections of the National Quality Framework, National Quality Standards are the most essential parts, developed by National Regulations. National Quality Standards develop a standard for the quality of the care and educational facilities, services executed under the NQF are mainly rated and evaluated against the National Quality Standard. As justified by Kondratiev(2017), these standards aim in promoting the children’s safety, health and wellbeing focusing on attaining the outcomes for the children through the distinctioneducational programs. The standards also provide greater understandings to families and services about the factors differentiate the quality services.

The National Quality Standards focuses on the Quality Area 1 (educational practice and program), Quality Area 2 (children’s safety and health), Quality Area 3 (physical environment), Quality Area 4 (staffing arrangements), Quality Area 5 (relationships with the children), Quality Area 6 (collaboration and partnership with communities and families, Quality Area 7 (leadership and governance). As opposed by Nelsonet al. (2015), while quality area 1 focus on the educational practices and program for the children, quality area 2 deals with the promotion and safeguarding of the children’s safety and health. Educational practices and educational program of children in their settings of early childhood is engaging and stimulating and often aids in enhances their development and learning.

In services like the school-age care industry, this program deals with the enhancement of the complements and life skills of the children’s opportunities, relationships, and experiences at the community, school and home. As said by the American Library Association(2014),this area aids in focusing on children’s development and learning through the pedagogical approaches of the coordinators and educators. Additionally, it also promotes the developmental programs, which initiate the children’s learning through learning outcomes like a conversation, improved communication, and adaptation of the common language. As opposed by Lavrentyevaet al. (2017), quality area 2 deals with the national Law that approved everyone as well as the providers at the services, responsible for supporting the protection, health, wellbeing, and safety of all the children.

EYLF or wellbeing includes both psychological and physical aspects and also central to becoming, being and belonging. As criticized by World Health Organization(2017), without any firm knowledge of wellbeing, it is often hard in having the knowledge of the belonging for feeling confident and trust others in being and in optimistic engagement in experiences, which contributes to becoming. Furthermore, area of quality3 deals with the physical environment that is safe, suitable and helps in providing the diverse and rich ranges of the experiences, which promotes the children’s development and learning. The other four quality areas develop the structural components of the national quality standards to the growth and development of the children’s facilities.

Effects of Belonging, Being and Becoming or My Time, Our Place on the service providers, families and their children The Council of the Australian government has initiated the care of school-age known as My Time, Our Place for helping tutors in providing the children with the opportunities for maximizing the potential in developing the foundation of future success in life. As said by Matthews, O'Hare & Hemmington(2014), in various approaches, the framework tends in contributing to the realization of the vision of the Council of the Australian government. This particular framework has been designed for helping the children as well as the family members themselves to strengthen their development. These framework developed by the educators of school-age care, who work in partnership with the community, the children and their families within schools

It represents first framework of Australia for the age school care used by the tutors of the school-age care and aims in enriching and extending the children’s wellbeing and development of the settings of school-age care.As criticized by Gunning(2017), the framework is also associated with the framework of five-year learning that also focuses on the children from birth to the next five years. The framework also extends the outcomes, practices, and principles to the age ranges and contexts of the young people and children, who go into the settings of school-age care. Additionally, school-age and care and education of early childhood aids in supporting the implementation of the national framework that ensures necessary environments.

As commented by Garringeret al. (2015), along with the necessary environments, there are facilities, resources, management structures, and staffing arrangements that are in the places with the implementation of the framework. For describing the framework, the educators state the equal rights of the children play and relax and joining of the wide range of cultural activities, relaxation formats, and artistic activities. Furthermore, the conventions also recognize the children’s’ specific rights about actively participates in the matters that often effected their lives concerning the identities, languages, cultural aspects and families. Thus, it can be said that National Quality Standard is one of the most essential parts of saving the children's rights within the educational sectors and the regulations within it hugely affected the community, children and their families.

In conclusion, it can be said that the NQF ensures the safety, health, and wellbeing of the children receiving the care and educational facilities. It also can be said that this framework works for improving the educational and developmental outcomes for the children receiving the care and educational facilities. Additionally, along with the National Quality Framework, there is a National Quality Standard is also associated with the maintenance of the children’s rights of relaxation and playing. It also ensures children’s engagements in the cultural, artistic and recreational activities for proper personal and professional growth and development.

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Gunning, D. (2017). Explainable artificial intelligence (xai). Defense Advanced Research Projects Agency (DARPA), nd Web, 2. Kondratiev, M. Y. (2017). This monograph was approved for printing by the decision of the MV Lomonosov MSU Faculty of Biology Academic Board. Readers: IV Dubrovina, Doctor of Psychological Sciences, member of the Russian Academy of Education, professor.

Lavrentyeva, G., Novoselov, S., Malykh, E., Kozlov, A., Kudashev, O., & Shchemelinin, V. (2017, August). Audio Replay Attack Detection with Deep Learning Frameworks. In Interspeech (pp. 82-86). Detection_with_Deep_Learning_Frameworks/links/59bf9e1fa6fdcca8e56fa179/Audio-Replay-Attack- Detection-with-Deep-Learning-Frameworks.pdf

Mannini, A., Trojaniello, D., Cereatti, A., & Sabatini, A. M. (2016). A machine learning framework for gait classification using inertial sensors: Application to elderly, post-stroke and huntington’s disease patients. Sensors, 16(1), 134.

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Nelson, M. R., Tipney, H., Painter, J. L., Shen, J., Nicoletti, P., Shen, Y., ... & Cardon, L. R. (2015). The support of human genetic evidence for approved drug indications.Sociology assignment Nature genetics, 47(8), 856. evidence_for_approved_drug_indications/links/55924b4b08aed6ec4bf86f88.pdf

Price, S. R., Anderson, D. T., & Luke, R. H. (2014, December). An improved evolution-constructed (iECO) features framework: Distribution statement A: Approved for public release; distribution is unlimited. In 2014 IEEE Symposium on Computational Intelligence for Multimedia, Signal and Vision Processing (CIMSIVP) (pp. 1-8). IEEE. Soliman, H. A. S. A., & Tabak, F. A. T. E. M. A. (2020). Deep learning framework for RDF and knowledge graphs using fuzzy maps to support medical decision. Journal of International Research in Medical and Pharmaceutical Sciences, 14(3), 92-97. FRAMEWORK_FOR_RDF_AND_KNOWLEDGE_GRAPHS_USING_FUZZY_MAPS_TO_SUPPORT _MEDICAL_DECISION_Journal_of_International_Research_in_Medical_and_Pharmaceutical_ Sciences/links/5e233e88299bf1e1fabd3a6a/DEEP-LEARNING-FRAMEWORK-FOR-RDF-AND- KNOWLEDGE-GRAPHS-USING-FUZZY-MAPS-TO-SUPPORT-MEDICAL-DECISION-Journal-of- International-Research-in-Medical-and-Pharmaceutical-Sciences.pdf

World Health Organization. (2017). WHO recommendations on maternal health: guidelines approved by the WHO Guidelines Review Committee (No. WHO/MCA/17.10). World Health Organization. Macmillan_pp_287-311/links/54a3ee890cf257a636071342/The-agri-food-sector-in-Newman-C-and- OHagan-J-eds-The-Economy-of-Ireland-12th-edition-Dublin-Gill-Macmillan-pp-287-311


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