Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
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. |
Application of the Unit
Application of the unit |
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. |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
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Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
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. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Propose strategic directions for transnational offshore education initiatives |
1.1. Review the diversity and economic significance of Australian transnational offshore education initiatives 1.2. Distinguish trends in the activities of competitors 1.3. Analyse factors impacting positively and negatively on transnational offshore education initiatives 1.4. Identify innovative possibilities in offshore education for Australian entrepreneurs |
2. Develop marketing strategies appropriate for transnational offshore education initiatives |
2.1. Determine roles and responsibilities of participants in international bidding processes 2.2. Develop protocols for effective communication with relevant agencies and bureaucracies 2.3. Investigate curriculum and qualification issues for potential clients 2.4. Review Australian education marketing strengths in relation to specific customer focus 2.5. Determine appropriate product development and customisation to address specific transnational offshore education opportunities 2.6. Develop appropriate documentation relating to an offshore education initiative |
3. Develop strategies to deal with legal and financial issues associated with transnational offshore education initiatives |
3.1. Compare a range of funding models, networks and partnerships that support offshore education ventures 3.2. Determine the tax implications associated with transnational offshore education projects 3.3. Develop a process for costing offshore initiatives 3.4. Determine the impact of local infrastructures and bureaucratic practices on transnational offshore education initiatives 3.5. Develop procedures to comply with and take account of, Australian and local legal and regulatory requirements that could affect transnational offshore education projects |
4. Develop an implementation plan for transnational offshore education initiatives |
4.1. Identify business imperatives and best practice for transnational offshore education initiatives 4.2. Determine the resources and infrastructure required by transnational offshore education initiative 4.3. Develop communication guidelines for transnational offshore education personnel 4.4. Develop procedures to select and manage local and expatriate personnel 4.5. Determine appropriate implementation strategies, contingency plans, risk assessment strategies and quality management procedures for transnational offshore education initiatives |
5. Develop evaluation procedures for transnational offshore education initiatives |
5.1. Identify key areas of activity to be monitored and evaluated 5.2. Determine an appropriate evaluation methodology 5.3. Determine sources and type of information to be used in evaluating the initiative 5.4. Develop appropriate tools and processes to gather and analyse information 5.5. Identify possible actions that effectively respond to an evaluation process and implement within organisational guidelines |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
EVIDENCE GUIDE |
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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. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the following is essential:
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Context of and specific resources for assessment |
Assessment must ensure:
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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:
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Guidance information for assessment |
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Range Statement
RANGE STATEMENT |
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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. |
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Transnational offshore education initiatives may include: |
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Factors impacting positively and negatively on transnational offshore education initiatives may include: |
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Innovative possibilities may include: |
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Appropriate product development and customisation may include addressing: |
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Appropriate documentation may include: |
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Impact of local infrastructures may include: |
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Australian and local legal and regulatory requirements may include: |
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Communication guidelines may include: |
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Appropriate evaluation methodology may include: |
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Tools and processes to gather and analyse information may include: |
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Unit Sector(s)
Unit sector |
Competency field
Competency field |
Administration - Educational Administration |
Co-requisite units
Co-requisite units |
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