Assessor Resource

TAEEDU703A
Establish transnational offshore education initiatives

Assessment tool

Version 1.0
Issue Date: April 2024


This unit relates to administrators with managerial responsibility who are required to establish and evaluate transnational offshore education initiatives. They will be managing 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 develop, implement and evaluate transnational offshore education initiatives in one or more education sectors and within relevant international, cultural, legal and political contexts.

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:

identifying, researching, reviewing and evaluating transnational offshore education initiatives including marketing and meeting, regulatory and financial requirements

knowledge of relevant requirements of Australian and offshore legislation and regulations; organisational policies, procedures and guidelines; standards, codes and industry codes of practice; duty of care and visa requirements.

Context of and specific resources for assessment

Assessment must ensure:

activities are related to a transnational offshore education context

access to a range of practical exercises and other practical and knowledge assessments.

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, responses to a problem-based case study-related task, completed records and reports developed by the candidate

review of marketing strategies and implementation plan developed for transnational offshore education initiatives

oral or written questioning to assess knowledge of factors influencing strategic directions in transnational offshore education

review of evaluation methodology.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

with other units in the qualification in which this unit is packaged.

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.

Required skills

communication skills to interact appropriately with students, co-workers, partners and other stakeholders

initiative and enterprise skills to identify innovative approaches to transnational offshore education challenges

learning skills to familiarise self and colleagues with needs of a range of country and cultural contexts

literacy skills to record and report information accurately

numeracy skills to understand and analyse financial and budgetary requirements of transnational offshore education programs and projects

planning and organising skills to plan and deliver transnational offshore education program support

problem-solving skills to resolve conflict and to negotiate outcomes

self-management skills to mange own work and performance

teamwork skills to work effectively with groups and teams in offshore settings

technology skills to use the internet to research relevant information and to communicate internationally.

Required knowledge

best practice in transnational offshore education management

evaluation methodologies and tools

factors influencing strategic directions in transnational offshore education

marketing processes and strategies for transnational offshore education initiatives

relevant requirements of Australian and offshore legislation and regulations; organisational policies, procedures and guidelines; standards, codes and industry codes of practice; duty of care and visa requirements.

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 initiatives may include:

AUSAID and Australian government department educational programs

industry placements

licensing arrangements with overseas institutions

offshore campuses

partnerships

program delivery

projects

study abroad programs

study tours

twinning arrangements

Factors impacting positively and negatively on transnational offshore education initiatives may include:

competition

economic and financial factors

language

long-term outlook

political and social factors

stakeholders

Innovative possibilities may include:

new arrangements

new clients

new pedagogical and curriculum-related concepts

new programs and projects

Appropriate product development and customisation may include addressing:

cultural factors

language requirements

pedagogical and curriculum-related requirements

pricing requirements

Appropriate documentation may include:

concept proposal

expression of interest

Memorandum of Agreement

Memorandum of Understanding

tender

Impact of local infrastructures may include:

communications and information technologies

Australian and local legal and regulatory requirements 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

occupational health and safety

privacy and confidentiality

Transnational Quality Strategy (2005)

workplace employment practices and industrial relations

legislation, regulations, codes, standards and protocols that apply in offshore location

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

Communication guidelines may include:

reference to local protocols and cross-cultural communication and issues

Appropriate evaluation methodology may include:

custom-designed program-specific methodologies

standardised in-house evaluation methodologies

Tools and processes to gather and analyse information may include:

interviews

online feedback forms

questionnaires

structured focus group tools

surveys

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
Review the diversity and economic significance of Australian transnational offshore education initiatives 
Distinguish trends in the activities of competitors 
Analyse factors impacting positively and negatively on transnational offshore education initiatives 
Identify innovative possibilities in offshore education for Australian entrepreneurs 
Determine roles and responsibilities of participants in international bidding processes 
Develop protocols for effective communication with relevant agencies and bureaucracies 
Investigate curriculum and qualification issues for potential clients 
Review Australian education marketing strengths in relation to specific customer focus 
Determine appropriate product development and customisation to address specific transnational offshore education opportunities 
Develop appropriate documentation relating to an offshore education initiative 
Compare a range of funding models, networks and partnerships that support offshore education ventures 
Determine the tax implications associated with transnational offshore education projects 
Develop a process for costing offshore initiatives 
Determine the impact of local infrastructures and bureaucratic practices on transnational offshore education initiatives 
Develop procedures to comply with and take account of, Australian and local legal and regulatory requirements that could affect transnational offshore education projects 
Identify business imperatives and best practice for transnational offshore education initiatives 
Determine the resources and infrastructure required by transnational offshore education initiative 
Develop communication guidelines for transnational offshore education personnel 
Develop procedures to select and manage local and expatriate personnel 
Determine appropriate implementation strategies, contingency plans, risk assessment strategies and quality management procedures for transnational offshore education initiatives 
Identify key areas of activity to be monitored and evaluated 
Determine an appropriate evaluation methodology 
Determine sources and type of information to be used in evaluating the initiative 
Develop appropriate tools and processes to gather and analyse information 
Identify possible actions that effectively respond to an evaluation process and implement within organisational guidelines 

Forms

Assessment Cover Sheet

TAEEDU703A - Establish transnational offshore education initiatives
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Assessment Record Sheet

TAEEDU703A - Establish transnational offshore education initiatives

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