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.
Australian education system and its sectors may include:
schools, including:
primary and secondary
public, private, independent, religious
vocational training and education, including:
VET in Schools
technical colleges
apprenticeships
TAFE institutes
private RTOs
adult and community education
universities and other higher education organisations
Student pathways between different sectors may include:
school to university
school to vocational training and education
vocational training and education to higher education
school to work
work to vocational training and education
work to higher education
work combined with training and education
apprenticeships to higher level qualifications in vocational training and education
Types of programs and qualifications may include:
qualifications in the Australian Qualifications Framework
Year 12 Certificates
non-award programs
professional qualifications (such as those for engineers, accountants, barristers)
Educational support job roles may include:
administrative services
disability support services
information services financial services roles
information technology services
janitorial services
library services
science education support
student support services
technological services support
teacher support
Structure and functions of a specific organisation may include:
purpose and mission
departments and sections, and their functions
relevant titles and job roles
campus names and locations
lines of management
ownership, decision making and governance
Values of the organisation may include:
explicit values described in organisational documents
implicit, undocumented organisational cultural values
Legislative and regulatory compliance requirements may include legislation, regulations, industry codes of practice and policy (Federal and State) relevant to:
anti-discrimination including equal opportunity and equal employment opportunity legislation, disability discrimination legislation and standards, racial intolerance legislation
business compliance
employment, education and training
environmental issues
international education
occupational health and safety
privacy and confidentiality
quality assurance
working with children and young people
workplace employment practices and industrial relations
Learning and development activities may include:
formal or informal learning activities
learning from peers
mentoring
award and non-award courses and programs
Culture may include shared values and beliefs affecting behaviour, which may be based on factors such as:
ethnicity, nationality or race
gender
politics
religion
socio-economic background
Factors promoting access and equity may include:
providing clear opportunities for applicants and enrolled learners to provide information about their needs, and considering these fairly
providing reasonable adjustments to learning activities and assessments to meet individual needs and circumstances (such as those related to disabilities, language and literacy issues)
communicating in a manner that respects all cultures and abilities
ensuring a welcoming environment which recognises and values diversity
providing learning resources that acknowledge and value cultural and individual differences
marketing activities in a manner that encourages all clients to apply and have their application fairly considered
providing easy physical access to educational venues
having policies and practices which encourage under-represented or otherwise disadvantaged individuals or groups to participate in education and to achieve positive educational outcomes
proving fee reductions
providing specific support staff and training all staff in the requirements and practicalities of access and equity
using selection criteria that do not discriminate against clients
Factors potentially impacting educational access and equity may include:
organisational attitudes, stereotyping and other barriers to access and participation
those related to the potential or enrolled student such as:
socio-economic status
cultural 'discomfort', including that based on a lack of familiarity with educational institutions and bureaucratic processes
abilities and disability
age
gender, especially those people seeking to enter non-traditional areas of training
ethnicity, including language and cultural issues

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:
accurately applying information about the Australian education industry sectors and the services, qualifications, student pathways of a specific organisation
performing work-related tasks effectively in line with organisational requirements, in compliance with relevant legislation and regulations, and in a manner which respects and promotes diversity
knowledge of relevant legislative and regulatory requirements.
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 report on how the candidate effectively carries out educational administration job role
demonstration of work-related activities
evaluation of projects, research reports or case study exercises
oral or written questioning to assess knowledge of factors affecting educational equity and access in a specific organisation
review of participation in learning and development activities.
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.