Here are the ACCRIN Standards for face-to-face, online and distance learning. On application for accreditation, we will discuss with you which Standards may not apply, if any, in relation to the type of course/module for which you are seeking accreditation. The Standards have been developed in four easy-to-manage categories:
A. Standards: Organisation
B. Standards: Course/Module
C. Standards: Feedback and Assessment
D. Standards: Staff
Below each standard we have indicated the evidence that requires to be demonstrated during the accreditation audit process. Once you have completed your Application for Accreditation and have paid your Initial Accreditation Fee we will advise you of the likely sources of physical evidence (LSE) which will demonstrate the evidence sought. As an example, we have suggested likely sources of evidence in italics under the first Standard A1-1.1. below.
A. Standards: Organisation
1. Management Accountability
1.1 ACCRIN Standards are adhered to at all times and all relevant information is forwarded to ACCRIN as and when agreed
There must be a robust process in place to ensure adherence to the ACCRIN Standards and for communicating relevant information to ACCRIN as and when agreed.
LSE: records of internal accreditation-related meetings; process and system for communicating information; method and timing matrix for forwarding to ACCRIN
1.2 All roles and responsibilities are clearly defined and known
There must be an organisational chart and documents defining the roles and responsibilities of the management team and staff, including assessment personnel. Relevant information should be clearly communicated to the respective personnel.
1.3 Systematic monitoring of operations is conducted regularly
There must be a robust process in place to monitor and evaluate performance of the training and assessment activities and how management is involved in the process. Internal audits and feedback activities must be conducted regularly to evaluate and improve as appropriate the quality and effectiveness of the training and assessment activities.
1.4 Robust processes are in place to monitor and evaluate performance of trainers
There must be a robust process in place to monitor and evaluate the performance of trainers.
1.5 The certification process is seamless, sound and swift
The certification process must be flawless, ensuring that the right certificate is given to the right person at the right time. The organisation must demonstrate that this process is carried out quickly and competently to ensure the Participants receive their certificates without delay and correctly.
2. Administrative Procedures and Practices
2.1 Robust administrative system is in place for keeping up-to-date records for each course/module run
The organisation must demonstrate the maintenance of records for: Participants’ registration details, fees paid, refunds given, Participants’ attendance, Participants’ feedback on assessments, Participants’ assessment results, Participants’ post-course/module evaluation/feedback
2.2 Appropriate alternative arrangements are made in the event of unexpected changes
There must be robust procedures in place to manage changes to trainers, course/module dates, test dates, venues, etc and how Participants are informed of the changes in a timely manner. Alternative arrangements must not compromise the requirements and must abide by the terms and conditions of accreditation status.
2.3 Robust procedures are in place to maintain confidentiality of records
The organisation must demonstrate the procedures used to safeguard the confidentiality of records and ensure that they are used for the intended purposes only. These records include: Participants’ registration details, Participants’ feedback on assessments, Participants’ assessment results, Participants’ post-course/module evaluation/feedback
3. Services for Participants
3.1 All relevant information is clearly and honestly stated and provided to Participants prior to enrolment
The organisation must demonstrate that all relevant information is made available to customers prior to enrolment, that this information is clearly and honestly stated and includes: course/module objectives and curriculum, course/module pre-requisites / entry and enrolment criteria, fees, charges and deposits, government funding / subsidy, if any, refund/cancellation/rescheduling policy, trainers’ qualifications and relevant work experiences, all relevant terms and conditions. The organisation must also demonstrate how the above information is communicated to the customers. All information must comply with relevant legislation.
3.2 Robust processes are in place to manage and address complaints and appeals
Robust procedures must be in place to manage customer complaints and appeals effectively and in a timely manner. The organisation must demonstrate the service standards set.
3.3 Assistance and wellbeing procedures are in place to assist Participants attending face-to-face courses/modules
The organisation must demonstrate assistance and wellbeing procedures for those attending face-to-face courses/modules to meet the reasonable needs of the Participants.
4. Financial Procedures and Practices
4.1 Transparent refund policies are in place
The organisation must have written refund policies in place, including refund provisions for course/module cancellations and postponements. The organisation should also show how the above information is communicated to the customers and timescales.
5. Policies and Statements
5.1 Policies and statements are in place and readily available to all stakeholders on request
Policies and statements relevant to all stakeholders must be in place and must be readily available to all stakeholders on request. These will include, but are not limited to: Equal Opportunities Policy, Health and Safety Policy, Diversity Policy, Refund Policy, Appeals Policy, Confidentiality of Customer Information
6. Resources
6.1 All resources are available and adequate
The organisation must demonstrate how it ensures that all relevant resources are available and adequate to conduct training and assessment.
B. Standards: Course/Module
1. Course/Module Design and Ongoing Development
1.1 Course/Module design and ongoing development takes all key requirements into account
The organisation must demonstrate that the course/module design and ongoing development takes the following key requirements into account: target group, learning needs, entry requirements, optimum class size, course/module structure, course/module goals and outcomes, assessment criteria and strategy, recognition of prior learning (RPL) and English language proficiency where appropriate, course/module delivery, monitoring and evaluation, tutor requirements, and resources. The course content must be geared to incorporate both tutor input and independent learning. These requirements must be documented.
1.2 Course/Module is developed and updated by personnel with the relevant competencies
The organisation must demonstrate that the teaching and assessment activities are developed in line with the requirements of the above criterion.
1.3 Course/Module design is well-organised, marries with the pace and stated goals of the course/module and syllabus requirements, and the strategies are instructionally robust
The teaching activities must be designed in line with the requirements of the above criteria.
1.4 Course/Module content is relevant and current to meet the stated goals, and needs of the Participants
There must be robust procedures in place to ensure that the content remains relevant to the changing needs and practices of the training industry and its Participants.
1.5 Course/Module materials are well-organised and easily accessible
There must be robust procedures in place to ensure proper organisation of course/module materials.
2. Course/Module Delivery
2.1 Course/Module delivery takes all key requirements into account
The organisation must demonstrate that course/module delivery takes the following key requirements into account: target group, learning needs, entry requirements, optimum class size, course/module structure, course/module goals and outcomes, assessment criteria and strategy, recognition of prior learning (RPL) and English language proficiency where appropriate, monitoring and evaluation, tutor requirements, and resources. These requirements must be documented.
2.2 Course/Module is delivered by personnel with the relevant competencies
The organisation must demonstrate that the teaching and assessment activities are delivered in line with the requirements of the above criterion.
2.3 Course/Module applies appropriate and current methodology and delivery to meet the needs of the Participants
The organisation must demonstrate that the teaching and assessment activities are delivered in line with the requirements of the above criterion and are geared to incorporate both tutor input and independent learning.
2.4 Course/Module delivery should be geared to cover practical aspects and Participant participation, where possible
The organisation must demonstrate that the teaching and assessment activities are delivered in line with the requirements of the above criteria, where appropriate.
2.5 Course/Module materials are reviewed regularly and updated as required
The organisation must have robust procedures in place to ensure that course/module materials are reviewed regularly and are updated as required. It must also demonstrate how it ensures that the latest version of the course/module materials is used.
3. Course/Module Evaluation
3.1 Course/Module evaluation is conducted at the end of teaching episodes to monitor standards and ensure continuous improvement
There must be a robust and systematic evaluation process in place to monitor and evaluate theParticipants’ performance, teaching and assessment activities and how the tutor is involved in the process. Participant and tutor feedback, and external monitoring feedback, must be collected and evaluated with the aim of improving the quality and effectiveness of the course/module.
C. Standards: Feedback and Assessment
1. Feedback
1.1 Participants receive regular feedback and improvement suggestions during their period of study
The organisation must demonstrate that Participants receive regular feedback on their progress and performance throughout the course/module, underpinned with the aim of continuous improvement and encouragement to complete the course/module successfully.
1.2 Tutor feedback is given skilfully, constructively and in a structured manner to ensure it is a motivational learning experience
The organisation must demonstrate that feedback is structured and constructive and is intended to be a motivational learning experience for the Participants. It must also demonstrate that ‘positive feedback’ is given when praising a Participant for a behaviour which has gone well and ‘improvement feedback’ is given when informing a Participant about a behaviour that needs to be improved or changed. There should be no evidence of ‘negative feedback’.
2. Assessment
2.1 The organisation abides by the basic principles underpinning assessment: credibility, fairness, validity, reliability and practicability
The organisation must demonstrate that it abides by the above principles of assessment.
2.2 Internal moderation/verification processes and systems are set up, managed and overseen at all times by the internal moderator who has undergone training in moderation and has wide knowledge of the learning area
A competent and knowledgeable internal moderator must be appointed to set up, manage and oversee the internal moderation/verification processes and systems at all times and this person’s details must be made known to ACCRIN.
2.3 Internal moderation/verification processes and systems are in place to ensure the choice and design of assessment methods and instruments are appropriate to the unit standard and qualifications being assessed
The assessments chosen and designed must be appropriate, consistent, accurate and well-designed to match the specifications of the unit standards and qualifications being assessed.
2.4 Internal moderation/verification processes and systems are in place to ensure the assessments are appropriately conducted and match the specifications of unit standards and qualifications
The assessments must be appropriately conducted and match the specifications of unit standards and qualifications being assessed.
2.5 Internal moderation/verification processes and systems are in place to ensure any lessons learnt from the two previous stages – C2.2 and C2.3 – are considered and the necessary changes are made
Any lessons learnt from the two previous stages above must be considered and any necessary changes must be made.
2.6 Internal moderation/verification processes and systems are in place to ensure assessment instruments are credible, fair, valid, reliable and practicable at all times
The organisation must demonstrate that internal moderation/verification processes and systems are in place to ensure assessment instruments utilised are varied and meet the above criteria, and are reviewed from time to time to ensure they continue to meet the goals and outcomes stated.
2.7 Internal moderation/verification processes and systems are in place to identify the need to redesign assessments as and when required
The organisation must demonstrate that internal moderation/verification processes and systems are in place to identify the need to redesign assessment instruments, where need be.
2.8 Internal moderation/verification processes and systems are in place to ensure that all assessors who assess a particular unit, standard or qualification are using comparable assessment methods and are making similar and consistent judgements about candidates’ performance
The organisation must demonstrate that internal moderation/verification processes and systems are in place to ensure that all assessors use comparable assessment methods when assessing a particular unit, standard or qualification and are making similar and consistent judgements about candidates’ performance
2.9 The internal moderator provides appropriate and necessary support, advice and guidance to assessors
The organisation must demonstrate that the internal moderator is proactive in providing appropriate and necessary support, advice and guidance to assessors.
2.10 Procedures are in place for the de-registration of unsatisfactory assessors
The organisation must demonstrate that internal moderation/verification processes and systems are in place for the de-registration of unsatisfactory assessors.
2.11 The internal moderator co-ordinates regular assessor meetings and discussions as and when required
The organisation must demonstrate that internal moderation/verification processes and systems are in place to ensure that regular assessor meetings and discussions, led by the internal moderator, take place.
2.12 The internal moderator liaises with the external moderator/verifier (ACCRIN) as necessary and promptly
The internal moderator must liaise with ACCRIN promptly, as and when required.
2.13 Participants are informed about assessment outcomes in a timely manner
There must be robust procedures in place to communicate, in a timely manner, the assessment outcomes to Participants and procedures for certification.
2.14 Debrief sessions are held after the assessment to provide feedback on the Participants’ performance
The organisation must demonstrate that debrief sessions are held after assessments to provide feedback to Participants.
2.15 An appeals procedure for dissatisfied candidates is in place
The organisation must demonstrate that an appeals procedure for dissatisfied candidates is in place.
2.16 Assessment results are stored safely and are retrievable in a reasonable time
There must be robust procedures and facilities in place for the identification, storage, protection, and retrieval of assessment results.
2.17 Security measures are in place to ensure that certificates from Providers are received by relevant Participants or their authorised representatives
There must be robust security measures in place to ensure that certificates are given to the ‘right’ Participants or their authorised representatives.
2.18 Procedures are in place for verification of certificates issued
There must be robust procedures in place for verification of certificates issued. The organisation must demonstrate that staff are well informed of the procedures.
D. Standards: Staff
1. All Staff
1.1 All staff have relevant qualifications, experience and skills relevant to their role and are motivated to perform well
The organisation must demonstrate that all staff have the qualifications, experience and skills to ensure an excellent customer experience. It must also demonstrate that steps are in place to ensure their continuing motivation to perform well, thereby maintaining an excellent customer experience ethos.
1.2 Staff, including new starts, are encouraged to develop
There must be robust procedures in place to encourage and foster staff development and sufficient time and assistance must be given to ensure this.
1.3 There are sufficient staff to ensure an excellent customer experience
The organisation must demonstrate that, in normal circumstances, there are sufficient internal and teaching staff to ensure an excellent customer experience.
1.4 Staff are encouraged at all times to contribute to the customer experience
The organisation must demonstrate that all staff, at whatever level, are encouraged to contribute suggestions and ideas to ensure an excellent customer experience.
2. Tutors
2.1 Tutors have professional qualifications, skills and experience in the relevant subject areas
The organisation must demonstrate that the tutors have met the requirements of the above criteria.
2.2 Tutors are aware of, and apply, the latest developments in teaching and assessment subject matter, methodology and approaches
The organisation must demonstrate how the tutor meets the requirements of the above criterion.
END OF STANDARDS AND EVIDENCE
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