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Elements and Performance Criteria

Evaluate the educational focus of the organisation
Evaluate the role of education in the overall scope of the organisation's activities and its impact on different work practices
Assess the benefits of an educational focus for organisation activities and the ways in which this contributes to sustainable museum practice
Integrate knowledge of education and learning into museum activities
Develop museum activities and programs which integrate key educational principles as appropriate to the target audience
Use knowledge of educational structures, processes and procedures to enhance the quality of museum services
Use knowledge of different learning styles and principles to enhance the quality of museum services
Pro-actively communicate with colleagues on educational issues and trends to support the integration of education into relevant work activities
Update knowledge of education and learning
Identify and use opportunities to update knowledge of current and emerging educational issues
Identify and access relevant professional education networks
Incorporate updated knowledge appropriately into work activities

Required Skills

Required skills

communication skills to liaise and consult with colleagues on educational issues as they relate to other areas of work within the museum

learning skills to proactively expand and update education and learning knowledge

literacy skills to interpret a wide range of educational information dealing with complex ideas

Required knowledge

educational role of museums in the community past current and emerging including the link between education and sustainable museum practice

relevant stateterritory educational structures processes and procedures

education networks and support services available to the museum professional

current and emerging philosophies of learning

principles of interpretation as they apply to museum education and visitor services

principles of communication as they apply to different visitor groups

Evidence Required

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

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential

knowledge of current educational structures and processes in the relevant stateterritory

knowledge of current philosophies and trends in relation to learning and learning styles

effective use of knowledge in the development of a range of museum activities

Context of and specific resources for assessment

Assessment must ensure

access to a collectionsite for which educational activitiesprograms can be developed

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 onthejob performance by the candidate

evaluation of education programs developed by the candidate

evaluation of programs developed by the candidate to meet a range of different educational needs and scenarios

oral or written questioning to assess knowledge of educational structures processes and procedures

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

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.
Role of education in the organisation may relate to:	nature of audiences for different activities role of the organisation within the community positioning of the organisation organisational mission and objectives historical precedent availability of expertise links with educational institutions level of commercial involvement collection management exhibition development visitor services

Ways in which educational focus may enhance the quality of services may relate to:	enhanced audience development enhanced visitor experience improved links with local community enhanced accountability for public funding sustainability

Knowledge of educational structures, processes and procedures may relate to:	structure of education system in relevant state/territory operating structures of schools, colleges etc. key education networks curriculum development curriculum interpretation training delivery assessment procedures and processes National Curriculum Framework and Key Learning Areas and Outcomes by Stages

Learning styles and principles may relate to:	principles of adult learning principles of young children's learning different learning styles of particular groups (families, tourists, adults, culturally diverse, young children, people with disabilities) key principles in developing learning materials and designing educational experiences interpretive techniques interactive teaching - learning behaviours in museums

Opportunities to update knowledge may include:	informal discussions with colleagues seminars formal training programs formal and informal research educational or industry journals further study Internet