CHCDIS003

Support community
participation and social
inclusion
Learner Workbook

Page 1 of 28
 Table of Contents

Table of Contents.............................................................................................................................2
Instructions to Learner.....................................................................................................................3
Assessment instructions................................................................................................................3
Assessment – CHCCCS015: Provide individualised support...........................................................6
Learner Activities...........................................................................................................................7
Activity 1 & 2 checklist – for assessor..........................................................................................11
Knowledge Activity......................................................................................................................12
Knowledge Activity– for assessor................................................................................................14
Supplementary Oral Questions (optional) – for assessor................................................................15

Page 2 of 28
Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment
task and the terms and conditions relating to the submission of your assessment task.
Please consult with your trainer/assessor if you are unsure of any questions. It is important
that you understand and adhere to the terms and conditions, and address fully each
assessment task. If any assessment task is not fully addressed, then your assessment task
will be returned to you for resubmission. Your trainer/assessor will remain available to
support you throughout the assessment process.

Written work
Assessment tasks are used to measure your understanding and underpinning skills and
knowledge of the overall unit of competency. When undertaking any written assessment
tasks, please ensure that you address the following criteria:
 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Your assessment tasks are well presented, well referenced and word processed

 Your assessment tasks include your full legal name on each and every page.

Active participation
It is a condition of enrolment that you actively participate in your studies. Active
participation is completing all the assessment tasks on time.

Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and
representing them as your own. Plagiarism is a serious act and may result in a learner’s
exclusion from a course. When you have any doubts about including the work of other
authors in your assessment, please consult your trainer/assessor. The following list outlines
some of the activities for which a learner can be accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.

Page 3 of 28
If it is identified that you have plagiarised within your assessment, then a meeting will be
organised to discuss this with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the
result in whole or in part of unauthorised collaboration with another person or persons.
Collusion involves the cooperation of two or more learners in plagiarism or other forms of
academic misconduct and, as such, both parties are subject to disciplinary action.

For further details about Academic Misconduct Policies and Procedures, please visit website
at https://aibtglobal.edu.au/support/student-forms/academic-policies/

Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires
more training and experience).

Once the learner has Satisfactorily completed all the tasks for this unit including vocational
placement and/or simulation tasks the learner will be awarded “Competent” (C) or “Not yet
Competent” (NYC) for the relevant unit of competency.

For further details about Assessment Policy and Procedure, please visit at
https://storage.googleapis.com/aibtglobal/2020/05/358bc8d7-assessment-policy-and-
procedures-v.1.0-may-2020.pdf

Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at
any time, including after submission of your assessments.

Confidentiality
We will treat anything, including information about your job, workplace, employer, with
strict confidence, in accordance with the law. However, you are responsible for ensuring
that you do not provide us with anything regarding any third party including your employer,
colleagues and others, that they do not consent to the disclosure of. While we may ask you
to provide information or details about aspects of your employer and workplace, you are
responsible for obtaining necessary consents and ensuring that privacy rights and
confidentiality obligations are not breached by you in supplying us with such information.

Page 4 of 28
 Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not
happy with your assessment and/or the outcome as a result of that treatment, you have the
right to lodge an appeal. You must first discuss the issue with your trainer/assessor. If you
would like to proceed further with the request after discussions with your trainer/assessor,
you need to lodge your appeal to the course coordinator, in writing, outlining the reason(s)
for the appeal.

Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.

Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements
through observations or demonstrations. Your trainer/assessor will have a list of
demonstrations you must complete or tasks to be observed. The observations and
demonstrations will be completed as well as the activities found in this workbook.
An explanation of observations and demonstrations:

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

Your trainer/assessor will inform you about the tasks required to be done. The
observation/demonstration will cover one of the unit’s elements.

The observation/demonstration will take place either in the simulated training

environment.
Your trainer/assessor will ensure you are provided with the correct equipment
and/or materials to complete the task. They will also inform you of how long you
have to complete the task.

You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.

Page 5 of 28
Candidate Details
Assessment – CHCCCS015: Provide individualised support

Please complete the following activities and hand in to your

trainer/assessor for marking.

This forms part of your assessment for CHCCCS015: Provide

individualised support.

Student Full Name: Dinesh Devkota

Student Number: 0000012387

Email: [email protected]

Declaration

I declare that no part of this assessment has been copied from another
person’s work with the exception of where I have listed or referenced
documents or work and that no part of this assessment has been written for
me by another person. I also understand the assessment instructions and
requirements and consent to being assessed.

Signed: Dinesh Devkota Date: 06.06.2021

Page 6 of 28
 Learner Activities
For this assessment you will need to attempt the following and submit in a professional, word
processed, format.

Activity 1
For this task you are required to produce a poster or flyer appropriate for display in a
community service facility which identifies at least four different opportunities for
community participation and social inclusion for people with disabilities, in your local area.
For each of the opportunities you have identified for community participation, describe the
interests, abilities and requirements that are associated with the activities, as well as any
other information that interested clients would like to know.
Also note if there are any cultural and religious needs that may impact on participating in the
opportunity.
a. Identify four barriers you may come across for each opportunity identified. Detail a
strategy to address and monitor the identified barriers.

Language barrier: The first step in the provision of culturally appropriate aged care is
to address issues around language and communication. Effective communication is
essential to the physical, emotional and psychological well-being of your care
recipients. The language needs of your care recipients must be addressed across all
care services, including health and personal care, dementia care and palliative care
services. Using professional interpreting and translating services at these times – and
whenever informed consent is required – will help to ensure the provision of
appropriate care, as well as ensuring a risk management approach to service delivery.

Communication barrier: Communication difficulties can severely compromise the

quality of care provided to care recipients. Accurate and appropriate communication
between staff and care recipients is crucial at all times, especially when care plans are
developed and reviewed. Information about services should be made available in the
preferred language of care recipients, while procedures should be implemented to
enable care recipients and their families to contribute to the continuous improvement
system, provide feedback on planning objectives and access complaints mechanisms
in their preferred language and means of communication.

Page 7 of 28
Physical barrier: People with physical disability will have greater problems with
physical barriers. Older people may also struggle with physical barriers due to
decreased muscle strength or issues such as arthritis, and may have trouble with small
text, complex instructions, or activities offered late at night or involve highly
vigorous activities.:

 Widening a doorway

 Installing a ramp

 Adding extra lighting

 Installing a lift

 Altering doors so they can be opened from a sitting position.

Policy barriers: Policy barriers are related to a lack of enforcement of existing laws
and regulations that require programs and activities be disabled friendly and
accessible. Such as: denying qualified individuals with disabilities the opportunity to
participate in or benefit from federally funded programs, services or other benefits. In
order to overcome this policy barrier; government should segregate the funds for the
program specially for the disabilities.

Page 8 of 28
Adult education: Client has to have an interest in learning and education and be able to read.
Travel and visits: Disable person must have an interest to see and visit places.
Cooking: Person must have an interest in cooking and be able to see and understand the
support instructions while cooking.
Exercise: Person must have an interest and be able to do slight physical activities.

Activity 2
Page 9 of 28
Identify a client you currently support who has complex needs. If you do not currently
support clients, create a fictional character for this activity. Give a brief description of your
client including:
 Age

 Abilities

 Interests

 Support needs

 Preferences

 Behaviour of concern (if any)

 Cultural/religious affiliation

Description of Client:

Age: 64
Abilities: wearing clothes
Interests: gardening an outdoor activities
Support needs: mental health
Preferences: talking while walking
Behaviour of concern (if any): no special
Cultural/religious affiliation: Christian

2(a). Give 3 examples of services, activities, or groups in your local community

that your client may benefit from. Provide the details of each including a
description of each service, its contact information as well as how you came to
decide each activity/group was suitable to your client.

The services and activities or group are concentrated goods and services that are
designed to support the client according to their specific needs, the facilities are
Page 10 of 28
 implemented to support client for their own benefit. Following are the examples
of services, activities or groups in our local community that the clients can be
benefited from:

i) Health care and information services: The services can embrace consultation,
treatments and information dissemination which is provided by many health
organization for disability support services. To some of Australia’s most
trustworthy health organisations and expert’s health direct is a source that can
make available the links for health care and information services.

ii) Disability employment services: These services provides high quality Centrelink,
Medicare and Child Support services. It also helps the client to enable and keep
the job.

iii)National public toilet map: This facility can play a bigger role to support client by
having a toilet map it is so much easier for them to use at any time whenever they
are needed. Sone of the toilet facility can also have an opening and closing hours
it means they don’t have to worry about time as well.

2(b). Identify for each service you have chosen, the additional requirements you may need
to organise in order for your client to access these specific services. It should include
required resources, programs, agencies, transport services, aids, and any equipment.

In order to organise the additional requirement for health care and information service,
disability employment service and national public toilet map, to some who are disable
we can give guidance verbally face to face, so that they are much aware of the services
and the utilization of those services effectively. It is more important to give information
and help personally for older aged people or some disable people about how system can
be used and what are its benefit for them to sustain their life.

Page 11 of 28
2(c) Identify any barriers your client may have with each of the services identified.

i. In what ways could you address these barriers in order for your client to be able

to participate?

The barriers can be lack of understanding the services what its trying to offer,
not knowing the importance of the services, not knowing how to use the
services and take benefit from it. In order to be participating in the services face
to face. To determine if this strategy have worked or not we can get review
from client them self and to tell the client what is needed to be done for them to
make it more convenient.

ii. How will you determine if these strategies have worked, and if they haven’t,

what would you do?

To determine whether these strategies have worked or not feedback can be

taken from the clients, periodic assessments and evaluation can be done, etc. if
these strategies have not worked then have to go through another process;
collaborating with the clients to identify solutions to overcome barriers and also
consult supervisors.

2 (d). Detail any considerations to the activities you may need to be aware of in order to
support the client’s cultural and religious needs.

Consideration should be maid according to cultural and religious belief on a fact that most
people for Hindu community they don’t eat beef so we can’t offer to suggest them to eat
beef, Muslim they don’t eat pork. Also different ways of speaking or titles that may be
preferred Male and Female roles clearly defined along cultural boundaries, different speech
patterns/language, codes of behaviours and use of physical space.

Page 12 of 28
2 (e). Explain the importance of collaboration with the client in situations where barriers
are present.
It is important to collaborate with client to make them believe that not only them but also
their values are taken care of. It is important to make them trust us as a career.
Collaboration is said to take place when two individuals or a group of people work together
towards achieving a common goal by sharing their ideas and skills.

2 (f). Explain how the client’s individualised plan should be used when identifying and
implementing activities and services for your client.
Rationale and processes underpinning individualised planning to support client’s strengths,
interests, health and emotional wellbeing and self-determination, following things must be
considered:
i) Consistency
ii) Persistence: Individuals may need several attempts to attain their goals. Create or look for
opportunities to practice and reinforce learning in regular settings and different environments.
iii) Clear understanding or the plan and the role as a support worker.
iv) Implement the plan in a positive supporting manner. Recognise the client for a job well done. Offer
feedback when needed and discuss it in a constructive approach.
v) Document all required behaviours, successes and concerns related to the plan. The plan may need
revisions depending on the changes of needs, goals and desires of the client. Documentation will
help identify those areas that need modifications.
vi) Make sure to communicate any adjustments in the plan to the supervisor so that it may be reviewed
thoroughly. Consult the supervisor when there is a challenge or difficulty in the implementing the
plan or if the goal is becoming less viable.

2 (g). Document the strategies you used to encourage and assist the inclusion of your client
in external activities and programs.
The strategies used to encourage and assist the inclusion of client in external activities and
Page 13 of 28
 programs is by providing decision making power, start slow with daily life decisions.
Promoting independence requires patience. Also encourage interactions with others.

2 (h). Describe why feedback would be an important part of the process. Include the key
people involved in the feedback process, and why.

Feedback are important part in every aspect so that we can know what can be done to
improve on our behalf where needs are not being made. Feedback would be an important
part of the process because feedback provides adequate support and service to clients and
participation in the individual planning process.

2 (i). Detail using your organisation’s policies and procedures, how you would review the
entire process of feedback from start to finish.

Effective policy and procedure management requires far more than just creating a manual
to sit on a shelf. Policy review and revision is a crucial part of an effective policy and
procedure management. It is especially important for highly regulated industries such as
health care, public safety, etc.

2 (j). Specific to this client, in what circumstances might you need to seek assistance or
expert advice?

The role of the care worker in each individualised plan should be negotiated and agreed
between the supervisor and the care workers. So too should reporting procedures and
accountability. When limitations are present and before taking any reasonable steps, it is
recommended to consult other team members or the supervisor. In order for support
workers to recognise their own limitations, they should understand the role, goals and
objectives right from the beginning.
Page 14 of 28
2 (k). Why do you think it is important for your client to be socially involved and
included?

It is very important for client to get involve socially; it is for their own emotional
need. To make them friendly and more socialised. To make them active
physically by making them to participate in different group activities. To make
a familiar environment. To make them much aware of what is happening in
their society.

Page 15 of 28
 Activity 1 & 2 checklist – for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is
required.
Learner’s name Dinesh Devkota
Assessor’s name
Unit of Competence CHCDIS003 - Support community participation and social
(Code and Title) inclusion
Date(s) of assessment 06.06.2021
Has the activity been answered and performed fully, as required to assess Yes No
the competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for Yes No
the activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature Dinesh Devkota

Assessor’s signature

Page 16 of 28
Page 17 of 28
 Knowledge Activity
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit of competency

Answer each question in as much detail as possible, considering relevant aspects for each one.

1. How does the World Health Organisation define disability?

World Health Organisation define disability is like an umbrella term for any or all of the
following components:
i) Impairments: Problems in body function or structure
ii) Activity limitations: Difficulties in executing activities.
iii) Participation restrictions: Problems an individual may experience in involvement in
life situations.

2. List the name and address of ten different government information websites you can use
to find information on resources and services for people with disabilities. The answer
should include information about sporting, cultural and specific interest groups.

Ten different government information websites where we can find information on resources
and services for people with disabilities are:
i) Department of Human Services (http://www.humanservices.gov.au)
ii) Department of Social Services (https://www.dss.gov.au)
iii) Healthdirect (http://healthdirect.gov.au)
iv) Australian Human Rights Commission (https://www.humanrights.gov.au)
v) National Information Communication Awareness Network
(http://www.australia.gov.au/directories/australia/nican)
vi) Disability Advocacy Network Australia (DANA) (www.dana.org.au)
vii) National Disability Services (NDS) (www.nds.org.au)
viii) Services Australia (https://www.servicesaustralia.gov.au/individuals/people-
disability)
ix) Deaf Sports Australia (www.deafsports.org.au)
x) Clearinghouse for Sport (www. clearinghouseforsport.gov.au/kb/persons-with-
disability-and-sport)
Page 18 of 28
3. Identify three cultural barriers you may encounter when supporting community
participation and social inclusion.

Three cultural barriers we may encounter when supporting community participation and
social inclusion are:
i) Language and communication including low English language proficiency
ii) Issues relating to ageing and disability exacerbated by factors such as ethnicity,
religion, language and migration and settlement experiences.
iii) Different perception f the carer’s role.

4. What strategies can you implement to encourage community participation and inclusion
according to your client’s individualised plan?

 Provide accurate information to the potential social network about the specific
disability of the person and the issues relevant to the particular social network.
 People you support may explain their disability to the network.
 Have a physical presence out and about in the community
 Encourage self-advocacy
 Disability awareness sessions
 Person-centred plans.
 Community integration planning
 Systemic advocacy
 Affirmative action campaigns

5. What is a community access plan?

Included in the client’s individualised plan is the method in which a client can have access to
community options to meet their needs. A support worker should help the client in
identifying these options. It is the part of the support worker’s responsibilities to complete
or implement a community access plan. This plan should list the different choices
available to clients based, considering their requirements and interests.

Page 19 of 28
6. How can you assist your client in forming one-to-one connections and relationships?

We can assist by following ways:

i) Identifying who the person already knows and where the relationship can be
strengthened and deepened.
ii) Identify who would appreciate this person’s gifts.
iii) Identify where you can find an interested person.
iv) Identify associations and clubs.
v) Identify community places that are hospitable and welcoming.
vi) Identify places where the person can fit in just the way they are.

7. Discuss the different types of feedback you can collect. Who should you collect feedback
from and why?

There are two main types of feedback data that can be collected, and these are:
i) Quantitative feedback: Collects data in the form of numbers. This means that aspects
can be measured and expressed in numbers as percentages or ratios. Quantitative
research tells us how many, how much, to what extent or what size something is.
ii) Qualitative feedback: Collects exploratory data, it asks a variety or carefully planned
questions that seek the underlying reasons, opinions and motivation behind different
actions and situations.

8. What principles are important to observe and practice when implementing an

Individualised Support Plan?

When implementing the ISP it is important to observe and practice the following:
i) Consistency
ii) Persistence: Individuals may need several attempts to attain their goals. Create or look for
opportunities to practice and reinforce learning in regular settings and different
environments.
iii) Clear understanding or the plan and the role as a support worker.
iv) Implement the plan in a positive supporting manner. Recognise the client for a job well
done. Offer feedback when needed and discuss it in a constructive approach.

Page 20 of 28
 v) Document all required behaviours, successes and concerns related to the plan. The plan may
need revisions depending on the changes of needs, goals and desires of the client.
Documentation will help identify those areas that need modifications.
vi) Make sure to communicate any adjustments in the plan to the supervisor so that it may be
reviewed thoroughly. Consult the supervisor when there is a challenge or difficulty in the
implementing the plan or if the goal is becoming less viable.

9. Why is it important to monitor an Individualised Support Plan?

When the client has an established individualised plan, centred on meeting their needs, it is
important that the plan be continually reviewed in order to determine its effectiveness.
The worker needs to monitor the activities of the client to check that they are actually
using the services implemented in the original plan.

10. In what ways can you find out about barriers that may be affecting your clients during
programs and activities? What is the best course of action to attempt to overcome them?

These barriers can be environmental and physical in nature such as:

i) Architectural barriers: Accessibility problems
ii) Attitudinal barriers: Stigma and negative attitudes
iii)Transportation barriers: Transport difficulties
iv) Economical barriers: Limited financial support
v) Barriers of omission: Social exclusion, discrimination

The principles and best practice of inclusion are reliable basis for identifying and
overcoming barriers to participation. The approach may include the following:
 Applying a person-centred process: It is because the overall welfare and personal
preferences of the individual are the key considerations.
 Building partnership with the community and encouraging cooperation.
 Involving the family of the person with disability.
 Providing open options and opportunities specifically for the individual based on the
person’s goals, strengths, abilities and interest.

Page 21 of 28
11. List four strategies you could help to implement to assist a high functioning person you
support to manage a transport system.

Solutions proposed to curb this problem put emphasis on increasing the accessibility and
affordability of transport services and providing alternatives such as:
i) Expanding the taxi sector
ii) Bonus system for taxi drivers who do their job well
iii) Nationwide travel card concession
iv) Training of transport operators

12. Give your understanding of the rights and responsibilities of a person with disability.
Where can you find out more information on human rights of clients?

Person with disability have below rights and responsibilities to:

 Make their decisions or choices that may not necessarily be the decision or choice
staff would make as long as safety health, and group living considerations are
taken into account.
 The least restrictive environment.
 Access generic services
 Community participation and professional support directed towards the
achievement of community participation.
 Participate in a religious program of their choice

We can find out more information on human rights clients in Australian Human Rights
Commission (www.humanrights.gov.au)

13. What is active citizenship? How does this have an impact on your job role?

Active citizenship refers to philosophy espoused by organisations and educational institutions

which advocates that members of companies or nation-states have certain roles and
responsibilities to society and the environment although those members may not have
specific governing roles. Support worker will have an approach focusing on social
inclusion and cultural appropriateness to promote the participation of such people with
disabilities allowing them to be active member of the community.

Page 22 of 28
14. In what ways can the family or carers of the people you support, be some of the most
important working relationships for your work role?

It makes much easy to work when there is familiar environment. An effective team can be
built with trust and support. Taking guidance from supervisors would be much easy.

15. For what reasons might you need to get someone else involved when encouraging
community participation and inclusion with your clients?

To encourage community participations and inclusion with client it would be much better to
get help from them who have been taking part in community participation already. So that
they can give valuable feedback for client in front of the client. Also to evaluate the
impact of support on the individual’s personal outcomes.

16. What is the process for review of your client’s goals, as dictated in their individualised
plan?

To review client goals, by looking what they have achieved and asking few questions
regarding their goal. Working in continually monitored and measured, improvements are
made as required.

17. How would you find out about the types of social activities your clients might want to
link in to? What personal information might assist you with the selection of activities?

We can find out what type of social activities they want to take part in by giving the
information about the activities for them and letting them to decide for themselves.
Person’s individual and cultural differences, taking into account their age and stage of
development might assist in selecting the activities.

18. What services might you need to access to assist with community participation or
activities for the clients you support?

Page 23 of 28
 National public toilet map service, especially for those who can’t read or use the
technology. Review all the tasks from time to time.
 Specialised transport and travel
 Mobility aids: People with disability are encouraged to fulfil the goal off
independent living by providing mobility aids, tools and equipment that they can
use in their own home. These aids will also allow them to participate in the
community and to do their job in a regular working environment.

Page 24 of 28
 Knowledge Activity– for assessor
This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is
required.
Learner’s name Dinesh Devkota
Assessor’s name
Unit of Competence CHCDIS003 - Support community participation and social
(Code and Title) inclusion
Date(s) of assessment

Has the activity been answered and performed fully, as required to assess Yes No
the competency of the learner? (Please circle)

Has sufficient evidence and information been provided by the learner for Yes No
the activity? (Please circle)

The learner’s
Not yet satisfactory Satisfactory
performance was:

If not yet satisfactory, date for reassessment:

Feedback to learner:

Learner’s signature Dinesh Devkota

Assessor’s signature

Page 25 of 28
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked
the learner to determine their competency. For example, if you are unsure of their answer
to a question in the Learner Workbook, you may choose to ask them a supplementary
question to clarify their understanding of the relevant criteria.
Learner’s name Dinesh Devkota

Assessor’s name

Unit of Competence CHCDIS003 - Support Community Participation and Social

Inclusion
(Code and Title)

Date of assessment

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Page 26 of 28
Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Question:

Learner answer:

Assessor judgement: Satisfactory Not Satisfactory

Page 27 of 28
Feedback for the learner

I have read, understood, and am satisfied with the feedback provided by the assessor.

Learner’s name Dinesh Devkota

Learner’s signature Dinesh Devkota

Assessor’s name

Assessor’s signature

Page 28 of 28