Unit of competency Outline
Date retreived
22/07/2026 8:19 PM AWST
22/07/2026 8:19 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Assist in resolution of issues and incidents in an international education environment
Assist in resolution of issues and incidents in an international education environment
Unit of competency
National Code
BSBEDU302A
BSBEDU302A
State Code
D0679
D0679
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
09/07/2014
Field of Education
080901 - Secretarial And Clerical Studies
Original Release Date
09/07/2014
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to contribute to the resolution of issues and incidents in an international education environment. It emphasises applying processes to appropriately deal with day to day issues and incidents, as well as serious issues and critical incidents, including providing support to clients and others.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Contribute to issue resolution and incident response processes
- 1.1. Deal effectively with day-to-day issues and day-to-day incidents
- 1.2. Identify and follow organisational policies and procedures for dealing with critical incidents
- 1.3. Contribute to the resolution of serious issues
- 1.4. Contribute to response processes in the event of critical incidents
- 1.5. Assess own responses and seek assistance if needed and as guided by supervisor, manager or external parties/professionals
- 1.6. Use appropriate initiative in the event of a critical incident, with due regard for own health and safety and that of others, and organisational requirements
- 1.7. Contribute to debriefing procedures after an issue/incident
2. Contribute information for distribution to those affected by issues and incidents
- 2.1. Identify types of information required for issues and incidents
- 2.2. Collect and collate current, relevant information from appropriate sources
- 2.3. Maintain accessible files of current, relevant information
- 2.4. Develop and maintain an accessible comprehensive network contacts list
- 2.5. Review and update information on a regular basis
- 2.6. Record and report information, in accordance with legislative and regulatory compliance requirements and organisational procedures
3. Communicate effectively with those affected by issues and incidents
- 3.1. Assess situation according to organisational policy
- 3.2. Use communication strategies appropriate for individual situations, in line with organisational requirements
- 3.3. Communicate effectively with clients of the organisation and other relevant stakeholders when dealing with issues and critical incidents
- 3.4. Arrange access to counsellors or other support people if and when required
4. Contribute to records and team reports on issues and incidents
- 4.1. Establish sensitivity of information and level of confidentiality required, in reporting issues and incidents
- 4.2. Participate in team activities for assessing details of progress and outcomes of issues and incidents
- 4.3. Interact and consult with team members to record and report on issues and incidents
- 4.4. Contribute to the debriefing process with teams and individuals including referring to network contacts as applicable
5. Contribute to development of organisational policies and procedures for the resolution of issues and incidents
- 5.1. Apply relevant organisational policies and procedures for the resolution of issues and incidents
- 5.2. Review organisational policies and procedures relevant to specific issues and incidents, with appropriate organisation officers
- 5.3. Suggest adjustments to organisational policies and procedures based on outcomes reports
6. Provide advice to clients in resolving issues and incidents
- 6.1. Establish or contribute to protocols and processes for resolving issues and dealing with incidents
- 6.2. Apply appropriate advisory processes according to individual client needs
- 6.3. Communicate processes to relevant stakeholders
- 6.4. Consult with relevant stakeholders to evaluate process outcomes
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.
Day-to-day issues may include:
academic and educational issues
accommodation and welfare issues
cultural adjustment issues
financial issues
minor illness
non-compliance situations
training and assessment issues
work role issues
Day-to-day incidents may include:
conflict
delivering sensitive information
harassment
non-compliance situations
theft
unexplained absence of students
Serious issues may include:
academic failure
accommodation issues
delivering serious and sensitive information
grievance issues
harassment or bullying
mental health issues
non-compliance issues
Critical incidents may include:
accidents
crime affecting clients or workers
death
disappearance of students
incidents involving mental health problems
serious or contagious illness
External parties/professionals may include:
counsellors
emergency services personnel e.g. ambulance, fire brigade, police
interpreters
Appropriate sources may include:
organisational personnel
professional association
relevant government and agency personnel, and internet websites
Network contacts list may include:
community services e.g. external crisis or counselling agencies
consular staff
counsellors
emergency services personnel e.g. ambulance, fire brigade, police
employer organisations
homestay providers
hospitals
interpreters
organisational officers
overseas recruitment agents
parents
unions
Legislative and regulatory compliance requirements 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, 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
OHS
privacy and confidentiality
Transnational Quality Strategy (2005)
workplace employment practices and industrial relations
quality assurance guidelines set by particular organisations e.g. cultural diversity, equity and access, critical incidents and workplace practices
Communication strategies may include:
adapting communication style to fit the situation
immediately contacting the person responsible for workplace health and safety
maintaining a calm, controlled demeanour
recording key information in notes
referring people to counselling or interpreting services
referring people to safe areas or responsible personnel
telephoning the duty officer or person responsible if the incident occurs after hours
telephoning the ambulance, fire brigade or police in an emergency if the responsible organisational officer is not present or available to do so
Clients of the organisation may include:
internal clients e.g. section, department and faculty staff
international student cohort
other clients of the organisation such as:
consular staff
education and migration agents
government and private organisations, departments and agencies
homestay providers
other educational organisations
parents or other relatives of students
Relevant stakeholders may include:
agents
consular staff
government or agency personnel
homestay providers
organisation personnel
parents
students
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.
Day-to-day issues may include:
academic and educational issues
accommodation and welfare issues
cultural adjustment issues
financial issues
minor illness
non-compliance situations
training and assessment issues
work role issues
Day-to-day incidents may include:
conflict
delivering sensitive information
harassment
non-compliance situations
theft
unexplained absence of students
Serious issues may include:
academic failure
accommodation issues
delivering serious and sensitive information
grievance issues
harassment or bullying
mental health issues
non-compliance issues
Critical incidents may include:
accidents
crime affecting clients or workers
death
disappearance of students
incidents involving mental health problems
serious or contagious illness
External parties/professionals may include:
counsellors
emergency services personnel e.g. ambulance, fire brigade, police
interpreters
Appropriate sources may include:
organisational personnel
professional association
relevant government and agency personnel, and internet websites
Network contacts list may include:
community services e.g. external crisis or counselling agencies
consular staff
counsellors
emergency services personnel e.g. ambulance, fire brigade, police
employer organisations
homestay providers
hospitals
interpreters
organisational officers
overseas recruitment agents
parents
unions
Legislative and regulatory compliance requirements 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, 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
OHS
privacy and confidentiality
Transnational Quality Strategy (2005)
workplace employment practices and industrial relations
quality assurance guidelines set by particular organisations e.g. cultural diversity, equity and access, critical incidents and workplace practices
Communication strategies may include:
adapting communication style to fit the situation
immediately contacting the person responsible for workplace health and safety
maintaining a calm, controlled demeanour
recording key information in notes
referring people to counselling or interpreting services
referring people to safe areas or responsible personnel
telephoning the duty officer or person responsible if the incident occurs after hours
telephoning the ambulance, fire brigade or police in an emergency if the responsible organisational officer is not present or available to do so
Clients of the organisation may include:
internal clients e.g. section, department and faculty staff
international student cohort
other clients of the organisation such as:
consular staff
education and migration agents
government and private organisations, departments and agencies
homestay providers
other educational organisations
parents or other relatives of students
Relevant stakeholders may include:
agents
consular staff
government or agency personnel
homestay providers
organisation personnel
parents
students
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:
responding effectively and appropriately to issues and critical incidents in an international education environment, in line with work role levels, organisational requirements, and legislative and regulatory requirements
contributing to organisational capacity to respond to critical incidents
knowledge of relevant legislative and regulatory requirements.
Context of and specific resources for assessment
Assessment must ensure:
access to opportunities to participate in a range of practical exercises and projects
access to relevant documents.
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
analysis of projects, case studies, completed records and reports developed by the candidate
review of team member feedback regarding initiative taken during a critical incident
oral or written questioning to assess knowledge of types of issues that could concern international students
review of assessment of own responses and assistance sought
review of network contacts list
evaluation of suggested adjustments to organisational policies and procedures
review of contributions made to protocols and processes for resolving issues and dealing with incidents.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
other educational administration units.
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:
responding effectively and appropriately to issues and critical incidents in an international education environment, in line with work role levels, organisational requirements, and legislative and regulatory requirements
contributing to organisational capacity to respond to critical incidents
knowledge of relevant legislative and regulatory requirements.
Context of and specific resources for assessment
Assessment must ensure:
access to opportunities to participate in a range of practical exercises and projects
access to relevant documents.
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
analysis of projects, case studies, completed records and reports developed by the candidate
review of team member feedback regarding initiative taken during a critical incident
oral or written questioning to assess knowledge of types of issues that could concern international students
review of assessment of own responses and assistance sought
review of network contacts list
evaluation of suggested adjustments to organisational policies and procedures
review of contributions made to protocols and processes for resolving issues and dealing with incidents.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
other educational administration units.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AUL13 | BSBEDU302 | Assist in resolution of issues and incidents in an international education environment | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D136 | BSB30507 | Certificate III in Business Administration(International Education) | Qualification |