SKILLS AND COMPETENCY
Confidence comes from practice.
Owning equipment and knowing how to use it are different requirements. Make learning part of the household plan.
Record demonstrated ability
Use the workbook’s 0–5 skill scale, dates and evidence. Named individual assessments stay private. Youth participation should be age appropriate; infants have no adult skill expectations.
Reduce single-person dependence
Identify critical skills with no competent adult or only one capable person. Choose training priorities and practice safe tasks with another household member.
Practice example: one adult can operate the household communication equipment. Another adult learns the normal procedure and demonstrates it; the household then records evidence rather than assuming redundancy.
Training and professional certification requirements remain separate. A workbook score is not a professional credential.
