Elements and Performance Criteria

RANGE STATEMENT
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Relevant legislation and regulations may include:
current relevant legislation, regulations, industry codes of practice and policy (commonwealth and state/territory) relating to:
anti-discrimination including equal opportunity and equal employment opportunity, disability discrimination, racial intolerance
business compliance relevant to work roles
ESOS Act, subsequent amendments and related legislation
employment, education and training - relevant to onshore and offshore provision
environmental issues
immigration related policies and procedures for example from commonwealth government departments such as Department of Education, Science and Training (DEST), Department of Immigration and Citizenship (DIAC), Department of Health and Ageing (DOHA), Department of Foreign Affairs and Trade (DFAT )
National Code of Practice for Registration Authorities and Providers of International Education and Training
OHS
privacy and confidentiality
Transnational Quality Strategy (2005)
workplace employment practices and industrial relations
National ELT Accreditation Scheme (NEAS) standards for young learners and for teaching English language to international students
Overseas Student Tuition Assurance Scheme (OSTAS) regulations
quality assurance guidelines set by particular organisations e.g. for cultural diversity, equity and access, critical incidents and workplace practices
International clients and stakeholders may include:
accommodation providers
dependants of international students
financial, superannuation, insurance organisations
government departments and agencies
international students
organisational personnel
parents of international students
professional associations
recruitment agent
Range of formats may include:
business correspondence
email updates
information included in marketing material
information sessions
oral presentations
printed brochures
student and staff handbooks
website bulletins or newsletters
Monitoring may include:
accessing student progress data
liaising with staff to determine student progress
meeting students on an individual basis to communicate legislative obligations
processes for business and financial reporting
processes to monitor provider compliance under Section 5 of the ESOS Act
processes to monitor registered training provider compliance under the AQTF Standards for Registered Training Organisations (RTO), where applicable
recording student attendance
representing students if necessary on progress committees
reviewing student progress
Reporting may include:
informing DIAC of student visa breaches via PRISMS
processes for dealing with non-compliance
processes for financial reporting and business returns
processes to comply with the organisation's CRICOS registration
processes to comply with the organisation's RTO registration, where applicable
Online processes may include:
accessing and reporting on the PRISMS system for student enrolments, progress and approval of welfare arrangements
locating student progress data using institutional databases
lodging business returns
paying accounts, loans, insurance premiums
paying employees
Insurance and financial requirements may include:
asset insurance
OSTAS regulations
overseas student health cover arrangements
personal accident or illness insurance (for self-employed people)
professional indemnity
public liability
refund processes and requirements under legislation and institutional policies
remuneration, superannuation, taxation requirements
student fees administration
vocational placement (if applicable)
workers compensation
Case management may include:
coordinating group discussion to resolve issues
processes to assist a student to access support
referring to specialised roles to resolve issues
Government agencies and other relevant bodies may include:
DEST
DIAC
educational institutions
employer, employee organisations
financial, superannuation, insurance organisations
overseas student health cover providers
professional associations
state/territory governments and training authorities

EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the following is essential:
identifying and applying legislative and regulatory compliance requirements in relation to international education services at a level required for effective performance of work role
communicating and working with clients from culturally diverse backgrounds
knowledge of relevant legislative and regulatory requirements.
Context of and specific resources for assessment
Assessment must ensure:
access to opportunities to participate in a range of practical exercises and projects
access to relevant documents, and monitoring and reporting mechanisms.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate
evaluation of supervisor's reports
analysis of projects, case studies, completed records and reports developed by the candidate
review of information provided to clients and stakeholders about legislative and regulatory obligations
review of action taken in instances of non-compliance
evaluation of updates recommended to policies and procedures for legislative and regulatory compliance
review of communication strategies developed for interaction with government agencies and other relevant bodies
oral or written questioning to assess knowledge of quality review processes.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
other educational administration units.