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:

accurately applying information about the Australian education industry sectors and the services, qualifications, student pathways of a specific organisation

performing work-related tasks effectively in line with organisational requirements, in compliance with relevant legislation and regulations, and in a manner which respects and promotes diversity

knowledge of relevant legislative and regulatory requirements.

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 report on how the candidate effectively carries out educational administration job role

demonstration of work-related activities

evaluation of projects, research reports or case study exercises

oral or written questioning to assess knowledge of factors affecting educational equity and access in a specific organisation

review of participation in learning and development activities.

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.

Required skills

communication skills to interact effectively in diverse cultural contexts with students, clients, and colleagues

problem-solving skills to distinguish between issues that can be resolved within the parameters of delegated work role authority, and those that must be passed on to higher level personnel

initiative and enterprise skills to clarify instructions

planning and organising skills to identify and address future skills requirements

self-management skills to perform tasks efficiently and in a timely manner

learning skills to participate in relevant learning and development activities, formal and informal

technology skills to use a computer and other office equipment for the purposes of work role

literacy skills to read and interpret documentation relating to job role, compliance requirements and learning and development planning.

Required knowledge

the scope of the Australian educational industry and its sectors

a specific educational organisation structure including lines of supervision and management, communication lines, protocols of working relationships with supervisors, managers and other colleagues

standards of performance required of an organisation's employees, responsibilities, duties and tasks involved at the level of a specific work role

the range of educational programs offered in the different sectors and in a specific organisation

the legislative and regulatory requirements relevant to educational administration work role, including occupational health and safety; industrial relations and anti-discrimination

factors affecting educational equity and access in a specific organisation.

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.

Australian education system and its sectors may include:

schools, including:

primary and secondary

public, private, independent, religious

vocational training and education, including:

VET in Schools

technical colleges

apprenticeships

TAFE institutes

private RTOs

adult and community education

universities and other higher education organisations

Student pathways between different sectors may include:

school to university

school to vocational training and education

vocational training and education to higher education

school to work

work to vocational training and education

work to higher education

work combined with training and education

apprenticeships to higher level qualifications in vocational training and education

Types of programs and qualifications may include:

qualifications in the Australian Qualifications Framework

Year 12 Certificates

non-award programs

professional qualifications (such as those for engineers, accountants, barristers)

Educational support job roles may include:

administrative services

disability support services

information services financial services roles

information technology services

janitorial services

library services

science education support

student support services

technological services support

teacher support

Structure and functions of a specific organisation may include:

purpose and mission

departments and sections, and their functions

relevant titles and job roles

campus names and locations

lines of management

ownership, decision making and governance

Values of the organisation may include:

explicit values described in organisational documents

implicit, undocumented organisational cultural values

Legislative and regulatory compliance requirements may include legislation, regulations, industry codes of practice and policy (Federal and State) relevant to:

anti-discrimination including equal opportunity and equal employment opportunity legislation, disability discrimination legislation and standards, racial intolerance legislation

business compliance

employment, education and training

environmental issues

international education

occupational health and safety

privacy and confidentiality

quality assurance

working with children and young people

workplace employment practices and industrial relations

Learning and development activities may include:

formal or informal learning activities

learning from peers

mentoring

award and non-award courses and programs

Culture may include shared values and beliefs affecting behaviour, which may be based on factors such as:

ethnicity, nationality or race

gender

politics

religion

socio-economic background

Factors promoting access and equity may include:

providing clear opportunities for applicants and enrolled learners to provide information about their needs, and considering these fairly

providing reasonable adjustments to learning activities and assessments to meet individual needs and circumstances (such as those related to disabilities, language and literacy issues)

communicating in a manner that respects all cultures and abilities

ensuring a welcoming environment which recognises and values diversity

providing learning resources that acknowledge and value cultural and individual differences

marketing activities in a manner that encourages all clients to apply and have their application fairly considered

providing easy physical access to educational venues

having policies and practices which encourage under-represented or otherwise disadvantaged individuals or groups to participate in education and to achieve positive educational outcomes

proving fee reductions

providing specific support staff and training all staff in the requirements and practicalities of access and equity

using selection criteria that do not discriminate against clients

Factors potentially impacting educational access and equity may include:

organisational attitudes, stereotyping and other barriers to access and participation

those related to the potential or enrolled student such as:

socio-economic status

cultural 'discomfort', including that based on a lack of familiarity with educational institutions and bureaucratic processes

abilities and disability

age

gender, especially those people seeking to enter non-traditional areas of training

ethnicity, including language and cultural issues