Unit of competency details

Unit descriptor 

This unit describes the performance outcomes, skills and knowledge required to apply an overview of current trends in the internationalisation of education and its implications within a specific international education practice and international education sector.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

Application of the unit 

This unit applies to administrators with managerial responsibility who are required to apply sound knowledge of current trends in international education to their business practice. 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.

Prerequisite units 

Employability skills 

This unit contains employability skills.

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

1. Analyse the key features of an Australian education sector

1.1. Distinguish the representative characteristics of an Australian education sector 

1.2. Determine the relationships between the private and public facets of the selected education sector

1.3. Identify and describe the role of the selected education sector in the Australian economy

1.4. Analyse the main influences  on selected education sector activities

1.5. Analyse the business and economic rationale for programs in the selected education sector

2. Determine the implications of the internationalisation of education for an Australian education sector

2.1. Compare selected education sector, including its relationship with industry if appropriate, with the same sector in a range of other countries

2.2. Interpret and define internationalisation  as it applies to education generally and specifically to selected education sector

2.3. Discuss the significance of international operations for the selected education sector taking into account diverse stakeholders

2.4. Determine the impact of internationalisation on specific examples of Australian products and services  in the selected education sector

3. Analyse strategic trends operating globally in relation to an Australian education sector

3.1. Summarise  available information on the scale of Australian international education activity in the selected education sector

3.2. Analyse the relationship between socioeconomic development and requirements of the selected education sector globally

3.3. Discuss some of the funding models  supporting the selected education sector's activity

3.4. Determine the impact of political and trading alliances on the selected education sector

4. Analyse the requirements of an Australian education sector operating as a business in an international environment

4.1. Discuss the commercial imperatives that underpin international education activities

4.2. Discuss the responsibilities of an educational entrepreneur operating internationally

4.3. Provide examples of the risks and challenges  associated with international education activities from a business perspective

4.4. Assess the strengths and weaknesses of Australian educational entrepreneurial activity in relation to identified risks and challenges

4.5. Compare these strengths and weaknesses with those of a major international competitor or competitors

5. Critique innovative practice in international education

5.1. Identify examples and case studies of innovative practices in international education

5.2. Analyse innovative practices to determine success factors and challenges

5.3. Critique identified innovative practices to determine feasibility of broader application

REQUIRED SKILLS AND KNOWLEDGE 

This section describes the skills and knowledge required for this unit.

Required skills 

• communication skills to analyse complex issues and to complete oral and written reports on findings in relation to international education
• initiative and enterprise skills to identify human resources and text resources to aid research
• learning skills to research and analyse information about international education strategic trends and implications for business requirements
• literacy skills to read and analyse academic texts and journals, to take notes and to use common genres of academic discourse, oral and written
• numeracy skills to read and understand statistics about international trade planning and organising skills to prepare for research
• problem-solving skills to research and analyse current situations and trends in international education
• self-management skills to conduct focussed research
• technology skills to use the internet to access literature and statistics about international education.

Required knowledge 

• communication and technological developments
• comparison with education sectors in other countries and status of education sectors in other countries
• comparison with major international competitors
• competitiveness of selected education sector internationally
• implications for selected education sector
• internationalisation and its effects
• impact of internationalisation on educational management
• potential business opportunities
• professional development requirements for staff
• regional trends in selected education sector, including:

• demand and supply
• demographics, economic trends
• funding priorities in region
• partnerships with government
• political and trading alliances
• sector trends and priorities
• statistics on sector international involvement

• risks and challenges
• selected education sector, including:

• commercial imperatives
• funding mechanisms and scope
• impact of technologies
• industry and business requirements and drivers
• size, scope, target groups
• pathways and links with other sectors
• relevant national and local policies
• strategic directions

• strengths and weaknesses of selected education sector.

EVIDENCE GUIDE 

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:

• analysing an Australian education sector including its key features and the implications of internationalisation
• analysing strategic international educational trends
• investigating challenges and requirements of Australian education organisations operating in the international business environment
• knowledge of risks and challenges.

Context of and specific resources for assessment 

Assessment must ensure:

• assessment relates to the education sector in which the candidate's international education activities are or are to be, conducted.

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 applies knowledge of the internationalisation of education
• analysis of projects, case studies to which investigation findings are applied, completed records and reports developed by the candidate
• review of analysis of the main influences on selected sector activities
• evaluation of definition of internationalisation as it applies to education generally and specifically to selected education sector
• review of documentation outlining risks and challenges associated with international education activities from a business perspective
• evaluation of critique of identified innovative practices to determine feasibility of broader application
• oral or written questioning to assess knowledge of selected education sector.

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.

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.

Education sector  may include:

• English language training and preparatory education
• higher education
• postgraduate education
• school education (primary and secondary)
• vocational education and training

Main influences  on selected sector activities will include:

• industry requirements
• government policies
• strategic directions

Internationalisation  may include:

• changes to curriculum content and pedagogies to address shifts towards globalisation of economies, work, communications and technologies, knowledge and culture
• development of international education networks
• educational provision for overseas students onshore and offshore
• student and staff mobility

Specific examples of Australian products and services  may include:

• customised products
• offshore and onshore delivery
• recognition initiatives
• types of courses and programs

Summarising  available information on the scale of Australian international education activity may include:

• country
• dollar investment
• kind of activity
• major players

Funding models  may include:

• government
• overseas aid
• private
• public
• scholarships and foundations

Risks and challenges  may include:

• cultural
• financial
• political
• reputational (for organisations, sectors and nations)
• social

Unit sector 

Educational Administration

Competency field 

Co-requisite units