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.
Transnational offshore education programs may include:
associated projects
exchange and study abroad agreements
franchises
offshore or cross-border education and training programs conducted 'in a country other than Australia by an Australian-approved provider, where the delivery includes a face-to-face component' (Transnational Quality Strategy, 2005)
partnerships
twinning programs
International clients and partners may include:
accredited providers
contractors
education and training organisations (all sectors) in countries other than Australia
franchisees
overseas corporations
overseas government agencies
Contracts may include:
agreements for one-off or ongoing supply of goods or services
electronic or paper-based agreements
formal agreements with Australian or overseas individuals, contractors, corporations, individuals and government agencies
Relevant legislation, regulations and codes may include:
applicable legislation in offshore settings
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
child protection legislation and regulations
Education Services for Overseas Students (ESOS) Act 2000, subsequent amendments and related legislation
consumer legislation such as that relating to trade practices
employment, education and training - relevant to onshore and offshore provision
environmental issues
ESOS Assurance Fund requirements
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
occupational health and safety
privacy and confidentiality
Transnational Quality Strategy (2005)
workplace employment practices and industrial relations
government policy on educational trade in countries where transnational offshore education programs are conducted such as Free Trade Agreements (FTAs) and General Agreement on Trade and Services (GATS)
quality assurance guidelines set by particular organisations e.g. cultural diversity, equity and access, critical incidents and workplace practices
Client services may include:
cross-cultural training for staff and other clients
staff support for relocation and family services
support for development of program materials
support for students taking offshore programs
technological back-up for programs conducted internationally

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:
developing and managing transnational offshore education contracts and agreements
applying effective cross-cultural communication skills in relation to international education activities
managing administration of transnational offshore education programs in line with Australian and international legislation, and organisational policy guidelines
knowledge of business planning and financial models relevant to international education programs.
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.
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 on how the candidate manages transnational offshore education programs
analysis of projects, case studies, completed records and reports developed by the candidate
oral or written questioning to assess knowledge of characteristics of international education programs and educational trade practices
review of analysis of the suitability of a range of international education programs
review of risk factors and entry and exit strategies incorporated into strategic plans for international education program promotion and delivery
review of information provided to clients and stakeholders about international education programs
evaluation of operational procedures and protocols developed for international education programs.
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.