Unit of competency Outline
Date retreived
22/07/2026 4:42 AM AWST
22/07/2026 4:42 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Use information to enhance international education work role performance
Use information to enhance international education work role performance
Unit of competency
National Code
TAEEDU509A
TAEEDU509A
State Code
WA885
WA885
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
29/10/2014
Field of Education
080301 - Business Management
Original Release Date
29/10/2014
Nominal Hours
30
Description
This unit describes the performance outcomes, skills and knowledge required to identify, locate, access, collect and apply information relevant to own and team performance in an international education services environment. Its focus is on applying industry knowledge to work tasks in a range of settings and professional domains.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Locate and record industry information relevant to work role
- 1.1. Establish and maintain contacts, networks and sources of information
- 1.2. Access information on work role, skills and attributes in international education organisations from appropriate sources
- 1.3. Apply information in work situations to assist effectiveness in work role
- 1.4. Record and securely store relevant information, reviewing and updating as necessary
- 1.5. Collate and record contact details of relevant individuals, groups and agencies in an accessible location
2. Enhance work quality
- 2.1. Source information on international education services and operations and use it effectively
- 2.2. Identify employer and employee rights and responsibilities in international education services organisations under workplace relations legislation
- 2.3. Identify role, responsibilities and criteria for performance review based on relevant work standards, key activities and own job description
- 2.4. Develop processes to improve work practices using collated and analysed information
- 2.5. Disseminate information to colleagues in similar work roles and to other appropriate stakeholders
- 2.6. Observe privacy and confidentiality requirements regarding personal or organisational information, in accordance with relevant legislation
3. Use information to improve own and team work practices
- 3.1. Review own performance in work role to identify gaps in work skills and future skill requirements
- 3.2. Source and act upon professional development and training opportunities for self and team
- 3.3. Develop and use systems of reporting and performance appraisal to assess own and team performance
- 3.4. Apply processes to improve own and team work practices by referring to research and best practice in international education services, in accordance with organisational policies
- 3.5. Evaluate effectiveness of processes and strategies
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.
Contacts, networks may include:
clients
colleagues or team members
Department of Education, Science and Training (DEST) - including Australian Education International
Department of Health and Ageing (DOHA)
Department of Immigration and Citizenship (DIAC)
employee and employer organisations
educational institutions
international education professional associations
other international education organisations
state/territory education departments
supervisors or other organisation personnel
Sources of information may include:
contacts and networks
education and training organisation websites - national and international
employer and employee associations
formal and informal communication channels
government departments and agencies
professional associations
Information may include:
academic research relating to international education services
cultural information describing educational practice in source countries
employer and employee association publications
examples of programs and activities to support students
intelligence obtained through formal and informal communication channels
information describing cultural practices in source countries
job descriptions and position specifications for work roles
market intelligence for source countries
organisational policies and procedures
overseas student health cover information
professional association publications and codes of practice
records of work practice in own and other organisations
relevant legislation and codes of practice
statistics and reports relating to international education
work standards
Work role may include:
type and level of work being undertaken in international education organisation
typical roles and responsibilities
Recording information may include:
documentation in:
internal organisational documents
job descriptions and position specifications
performance review documents
records of discussions with colleagues
reports, publications, conference papers, training sessions (attended or presentations made at)
staff development plans
Relevant individuals, groups and agencies may include:
clients
colleagues and team members
DEST
DOHA
DIAC
educational institutions
employee and employer organisations
professional associations
state/territory education departments
supervisors and other organisation personnel
Rights and responsibilities may include:
awards, enterprise agreements, contracts and industrial instruments (e.g. job specification, industry standards, performance agreements) relevant to the work role
workplace relations legislative requirements for employers and employees
Systems of reporting and performance appraisal may include:
data from tailored software
feedback from peers, customers or clients
qualitative or quantitative measurement of performance
perspective of manager
perspective of person being reviewed
range of systems for describing and evaluating what an individual or group achieves against a set of agreed criteria or key performance indicators
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.
Contacts, networks may include:
clients
colleagues or team members
Department of Education, Science and Training (DEST) - including Australian Education International
Department of Health and Ageing (DOHA)
Department of Immigration and Citizenship (DIAC)
employee and employer organisations
educational institutions
international education professional associations
other international education organisations
state/territory education departments
supervisors or other organisation personnel
Sources of information may include:
contacts and networks
education and training organisation websites - national and international
employer and employee associations
formal and informal communication channels
government departments and agencies
professional associations
Information may include:
academic research relating to international education services
cultural information describing educational practice in source countries
employer and employee association publications
examples of programs and activities to support students
intelligence obtained through formal and informal communication channels
information describing cultural practices in source countries
job descriptions and position specifications for work roles
market intelligence for source countries
organisational policies and procedures
overseas student health cover information
professional association publications and codes of practice
records of work practice in own and other organisations
relevant legislation and codes of practice
statistics and reports relating to international education
work standards
Work role may include:
type and level of work being undertaken in international education organisation
typical roles and responsibilities
Recording information may include:
documentation in:
internal organisational documents
job descriptions and position specifications
performance review documents
records of discussions with colleagues
reports, publications, conference papers, training sessions (attended or presentations made at)
staff development plans
Relevant individuals, groups and agencies may include:
clients
colleagues and team members
DEST
DOHA
DIAC
educational institutions
employee and employer organisations
professional associations
state/territory education departments
supervisors and other organisation personnel
Rights and responsibilities may include:
awards, enterprise agreements, contracts and industrial instruments (e.g. job specification, industry standards, performance agreements) relevant to the work role
workplace relations legislative requirements for employers and employees
Systems of reporting and performance appraisal may include:
data from tailored software
feedback from peers, customers or clients
qualitative or quantitative measurement of performance
perspective of manager
perspective of person being reviewed
range of systems for describing and evaluating what an individual or group achieves against a set of agreed criteria or key performance indicators
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 issues and sources of information in relation to improving workplace performance in an international education environment
developing and applying strategies to improve international education work practices
knowledge of relevant current legislation for international education services.
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 current relevant reference materials, professional expertise, and assessment equipment and materials.
Method of assessment
A range of assessment methods should be used t 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 recorded contact details for individuals, groups and agencies
review of processes developed to improve work practices
analysis of identified work skills gaps and identified future skills requirements
review of reporting and performance appraisal systems developed to assess own and team performance
oral or written questioning to assess knowledge of cross-cultural communication principles and practices.
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.
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 issues and sources of information in relation to improving workplace performance in an international education environment
developing and applying strategies to improve international education work practices
knowledge of relevant current legislation for international education services.
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 current relevant reference materials, professional expertise, and assessment equipment and materials.
Method of assessment
A range of assessment methods should be used t 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 recorded contact details for individuals, groups and agencies
review of processes developed to improve work practices
analysis of identified work skills gaps and identified future skills requirements
review of reporting and performance appraisal systems developed to assess own and team performance
oral or written questioning to assess knowledge of cross-cultural communication principles and practices.
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.
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| W755 | TAE50310 | Diploma of International Education Services | Qualification |