- BSBIND302A - Work effectively in the international education services industry
Assessor Resource
BSBIND302A
Work effectively in the international education services industry
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to individuals providing administration services at various levels of responsibility in the international education services industry. They apply broad background industry knowledge to their business practice and could be involved with education programs and projects in organisations from one or more international education sectors (schools, English language training organisations, vocational education and training, higher education, postgraduate education). These organisations could be onshore or offshore and could be public or private.
This unit describes the performance outcomes, skills and knowledge required to provide administration services in an international education organisation. Particular emphasis is on workplace practices such as the application of intercultural protocols, cross cultural communication, identification of job role requirements and career planning.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
communication skills to interact effectively in an intercultural context with clients, potential clients and their significant others, co-workers and other stakeholders initiative and enterprise skills to clarify instructions through discussion and feedback, and to access and follow organisational policies and procedures learning skills to participate in relevant formal and informal professional development literacy skills to read and interpret documentation relating to job role, career planning, compliance requirements, professional development and to produce documents required by work role planning and organising skills to identify and address future skills requirements problem-solving skills to distinguish between issues that can be resolved within own delegated work role authority and those that must be passed on to a higher level self-management skills to perform tasks efficiently and on time in work role; to identify areas for improvement in own work performance; to adjust work practices to the satisfaction of supervisor or manager technology skills to use a computer and other office equipment to access information, to produce documents and to communicate in work role. |
Required knowledge |
career pathways and roles in the international education services industry cross-cultural communication and intercultural protocols for dealing with international clients and co-workers relevant to the level of work role industry codes of practice, in particular the National Code of Practice for Registration Authorities and Providers of Education and Training to Overseas Students legislative and regulatory requirements relating to international education services provision, work role and responsibilities (e.g. occupational health and safety (OHS), industrial relations and anti-discrimination legislation) organisational policies, procedures and protocols relevant to work role range of services offered to clients (internal and external) of an international education organisation responsibilities, duties and tasks of work role. |
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 |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify information on career prospects in the international education industry from appropriate sources | |||
| Identify the range of work roles in international education organisations from appropriate sources | |||
| Identify a professional career pathway plan | |||
| Identify and respect cultural and intercultural protocols of the industry and organisation | |||
| Identify and comply with organisational client services policies and guidelines | |||
| Apply appropriate cross-cultural communication skills in interactions with international clients | |||
| Interact effectively with internal and external clients, co-workers and the public | |||
| Work effectively in a team | |||
| Manage time and prioritise work role tasks efficiently and effectively | |||
| Follow organisational work procedures and work behaviour guidelines | |||
| Seek feedback on personal performance in work role from others including appropriate organisation officer | |||
| Review own performance and identify any areas for improvement | |||
| Identify legislative and regulatory compliance requirements and codes relevant to work role | |||
| Comply with legislative and regulatory requirements relevant to work role | |||
| Comply with industry codes of practice | |||
| Check validity of work task processes and outcomes in relation to legislative and regulatory compliance and in accordance with organisational procedures | |||
| Undertake an audit of relevant work skills, knowledge and attributes | |||
| Determine appropriate ways of bridging gaps in own work skills related to international education work role requirements | |||
| Identify future skills requirements | |||
| Identify and participate in professional development learning opportunities |
Forms
Assessment Cover Sheet
BSBIND302A - Work effectively in the international education services industry
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
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Date:
Assessment Record Sheet
BSBIND302A - Work effectively in the international education services industry
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: