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.
Culture is:
'...the set of distinctive spiritual, material, intellectual and emotional features of society or a social group ... it encompasses, in addition to art and literature, lifestyles, ways of living together, value systems, traditions and beliefs ... culture is at the heart of contemporary debates about identity, social cohesion, and the development of a knowledge-based economy.' (UNESCO Universal Declaration on Cultural Diversity 2002)
Cultural diversity is:
'...the uniqueness and plurality of the identities of the groups and societies making up humankind.' (UNESCO Universal Declaration on Cultural Diversity 2002)
Significant events may include:
cultural
economic
historical
physical and geographic
political
religious
Key characteristics of education and training systems may include:
changes and trends
cultural, religious and secular influences
participation profile and levels
statistics on:
enrolments
numbers of years in education (primary, secondary, vocational education and training, higher education)
private and public sector educational expenditure
Cultural differences in learning behaviour may include:
academic communication:
differences in tentativeness and politeness, confidence and assertiveness
gender differences and acceptance
value given to, and conventions for, questioning of knowledge
ways of arguing (linear and direct, non-linear and indirect)
learning styles:
autonomous and self directed learning
collaborative and individual
cooperation and competition
concepts of learning and knowledge
pedagogical models and practices
peer roles and relationships
student-teacher roles and power relationships
what is valued in learning process:
acceptance of original contributions and concepts of plagiarism
attitudes to critical analysis
extending or conserving knowledge
transforming and creating new knowledge
Business practices may include:
acceptability of conflict and mechanisms for conflict resolution
communication channels and modes
industrial relations
legal and ethical practices
maintaining 'face'
negotiations
protocols
relationships
Cultural norms in the workplace may include:
communication practices
levels of formality
pedagogical practices
roles and relationships

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:
applying cross-cultural knowledge and protocols
effectively communicating with diverse groups and individuals in the work-related environment
knowledge of communication styles and methods, and cultural protocols for use with people from a range of countries.
Context of and specific resources for assessment
Assessment must ensure:
activities are related to an international education context
access to education-related workplace context in which cross-cultural communication and negotiation are required.
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 performance in researching issues in international education
evaluation of supervisor's reports on how the candidate applies knowledge of culture and cultural diversity
analysis of projects, responses to problem-based case studies/related task, completed records and reports developed by the candidate
review of analysis of interaction between the key elements of culture and cultural diversity
review of evaluation of teaching styles, educational practices, and delivery and assessment methods in selected countries
evaluation of formal and informal coaching and training strategies applied to improve organisational cross-cultural communication practices and strategies
oral or written questioning to assess knowledge of personal cultural assumptions shaping expectations and outcomes.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
with other units in the qualification in which this unit is packaged.