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.
Appropriate sources may include:
government and private organisations and agencies, professional associations
internet
personnel in international education services organisations e.g. schools, colleges, institutes, universities
relevant publications such as government papers and reports, newspapers, magazines, journals
Work roles may include:
type and level of jobs being undertaken in international education organisations
typical roles and responsibilities
Professional career pathway plan may include:
mechanisms for entry to the industry
short-, medium- and long-term goals for progression in the industry
Co-workers may include:
peers
supervisors or managers
any other person working in the organisation
Appropriate organisation officer may include:
designated work supervisor
line manager with responsibility for overseeing staff in the work role
Legislative and regulatory compliance requirements and codes 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
Education Services for Overseas Students (ESOS) Act 2000, 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
quality assurance guidelines set by particular organisations e.g. cultural diversity, equity and access, critical incidents and workplace practices
Professional development may include:
conferences
learning through any medium
lectures
mentoring activities
seminars
short-, medium- or long-term courses
staff exchange learning that enhances work skills and career progress
workshops

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:
performing work tasks related to the international education services environment efficiently and effectively according to organisational requirements and values
applying interpersonal and cross-cultural communication skills effectively to international education services work roles
transferring skills and knowledge to a range of work environments and contexts - including a range of work role scenarios in relation to clients from diverse cultures and countries
knowledge of legislative and regulatory requirements relating to international education services provision, work role and responsibilities.
Context of and specific resources for assessment
Assessment must ensure:
access to current relevant reference materials and relevant professional expertise.
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, records and reports developed by the candidate
review of professional career pathway plan
review of audit of relevant work skills, knowledge and attributes
oral or written questioning to assess knowledge of career pathways and roles in the international education services industry.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
educational administration units.