Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

TAEEDU702A Mapping and Delivery Guide
Establish international onshore education initiatives

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAEEDU702A - Establish international onshore education initiatives
Description This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate international onshore 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.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to administrators with managerial responsibility who are required to establish and evaluate international onshore initiatives. They will be managing education programs and projects in organisations from one or more international education sectors (schools, English language training organisations, vocational training and education, higher education, postgraduate education). These organisations could be onshore or offshore and could be public or private.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Propose strategic directions for international onshore education initiatives
  • Analyse the diversity and economic significance of Australian international onshore education initiatives
  • Review the implications of the internationalisation of education for future onshore initiatives
  • Determine influences on the strategic directions of Australian international onshore education initiatives
  • Analyse the strengths and weaknesses of an international onshore education operator
  • Identify opportunities and threats likely to influence international onshore education initiatives
       
Element: Develop strategies to deal with regulatory and financial issues relating to international onshore education initiatives
  • Identify the responsibilities arising from relevant legislation, regulations and codes in relation to the management of international onshore education initiatives
  • Develop and implement approaches to communicate and manage regulatory responsibilities and bureaucratic requirements
  • Determine strategies to ensure that the business imperatives of international onshore education initiatives can be met
       
Element: Develop appropriate marketing strategies for international onshore education initiatives
  • Investigate factors influencing international client selection of onshore education initiatives
  • Analyse available market information, including the impact of competitors, for international onshore education initiatives
  • Determine the appropriateness of international client qualifications for participation in onshore education initiatives
  • Determine effective communication protocols for use with potential clients and associated educational and diplomatic agencies
  • Determine marketing strategies that take into account cultural, marketing and business environments of relevant international client countries
       
Element: Develop an implementation plan for international onshore education initiatives
  • Determine required resources for an international onshore education initiatives
  • Develop strategies to deal with possible conflict between educational, cultural, institutional and economic objectives that could affect the management of international onshore education initiatives
  • Determine procedures to deal with learning and cultural differences among clients of international onshore education
  • Determine professional development requirements of staff involved in international onshore education
  • Determine a process for costing international onshore education initiatives
  • Develop strategies to emphasise customer focus and to meet the pastoral care needs of clients of international onshore education
       
Element: Develop evaluation procedures for international onshore education initiatives
  • Determine key areas of activity to be monitored and evaluated
  • Develop an appropriate evaluation methodology
  • Determine sources and type of information to be used for making judgements
  • Develop appropriate tools and processes to gather and analyse information
  • Identify possible actions and strategies that effectively respond to evaluation outcomes
       


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 a specific international onshore education initiative including marketing and meeting, regulatory and financial requirements

knowledge of relevant legislative and regulatory requirements; organisational policies, procedures and guidelines; standards, codes and industry codes of practice.

Context of and specific resources for assessment

Assessment must ensure:

activities are related to an international onshore education context and a specific education sector

access to international education-related workplace information and data.

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 developed an onshore educational program

analysis of projects, response to a problem-based case study-related task, completed records and reports developed by the candidate

review of opportunities and threats identified as likely to influence international onshore education initiatives

oral or written questioning to assess knowledge of factors influencing strategic directions in international onshore education

review of marketing strategies and implementation plan developed for international onshore education initiatives.

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, assignment, 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 work with people from a range of social, cultural and ethnic backgrounds

initiative and enterprise skills to develop effective business and educational practice in establishing international onshore education initiatives

learning skills to investigate and apply information to decision making in relation to establishing international onshore education initiatives

literacy skills to research strategic directions, legal requirements, marketing strategies, best practice systems and evaluation methodologies

numeracy skills to manage the financial and budgetary aspects of international onshore education initiatives

planning and organising skills to research and act upon opportunities

problem-solving skills to develop innovative strategies for identifying potential international onshore education initiatives

self-management skills to monitor own performance in relation to establishing new international onshore education initiatives

teamwork skills to work as part of an international onshore education management team

technology skills to use the internet to research relevant information.

Required knowledge

best practice in international onshore education management

evaluation methodologies and tools

factors influencing strategic directions in international onshore education

marketing processes and strategies for international onshore education initiatives

relevant legislative and regulatory requirement, organisational policies, procedures and guidelines, standards, codes and industry codes of practice.

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.

International onshore education initiatives may include:

exchanges and study abroad programs including postgraduate and other academic and work placements

onshore education programs and projects in:

primary and secondary schools

English language and preparatory schools

higher education organisations

vocational education and training organisations

onshore study tours

Influences may include:

competitors

costs

cross credit arrangements

current stakeholders

demand for skills and knowledge

economic growth trends

international trade agreements and liberalisation

language

local capacity

local policies

political

quality

social

Opportunities and threats may include:

economic

educational

financial

political

public health

resourcing

Relevant legislation, regulations 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, and 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

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

Required resources may include:

communications and information technology

Procedures to deal with learning and cultural differences may include:

clear guidance for staff about cross-cultural issues

cultural and academic induction programs

language support

mentoring and buddy systems

pre-departure information

social and cultural events

staff cross-cultural training, coaching and mentoring

study skills support

Pastoral care needs may include:

academic

accommodation

cultural and religious

financial

health

language and learning

social

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
Analyse the diversity and economic significance of Australian international onshore education initiatives 
Review the implications of the internationalisation of education for future onshore initiatives 
Determine influences on the strategic directions of Australian international onshore education initiatives 
Analyse the strengths and weaknesses of an international onshore education operator 
Identify opportunities and threats likely to influence international onshore education initiatives 
Identify the responsibilities arising from relevant legislation, regulations and codes in relation to the management of international onshore education initiatives 
Develop and implement approaches to communicate and manage regulatory responsibilities and bureaucratic requirements 
Determine strategies to ensure that the business imperatives of international onshore education initiatives can be met 
Investigate factors influencing international client selection of onshore education initiatives 
Analyse available market information, including the impact of competitors, for international onshore education initiatives 
Determine the appropriateness of international client qualifications for participation in onshore education initiatives 
Determine effective communication protocols for use with potential clients and associated educational and diplomatic agencies 
Determine marketing strategies that take into account cultural, marketing and business environments of relevant international client countries 
Determine required resources for an international onshore education initiatives 
Develop strategies to deal with possible conflict between educational, cultural, institutional and economic objectives that could affect the management of international onshore education initiatives 
Determine procedures to deal with learning and cultural differences among clients of international onshore education 
Determine professional development requirements of staff involved in international onshore education 
Determine a process for costing international onshore education initiatives 
Develop strategies to emphasise customer focus and to meet the pastoral care needs of clients of international onshore education 
Determine key areas of activity to be monitored and evaluated 
Develop an appropriate evaluation methodology 
Determine sources and type of information to be used for making judgements 
Develop appropriate tools and processes to gather and analyse information 
Identify possible actions and strategies that effectively respond to evaluation outcomes 

Forms

Assessment Cover Sheet

TAEEDU702A - Establish international onshore education initiatives
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I declare that the assessment tasks submitted for this unit are my own work.

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Assessment Record Sheet

TAEEDU702A - Establish international onshore education initiatives

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Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

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Overall assessment result: Competent Not yet competent

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