CILEX Professional Qualification Approved Standards 2021
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CILEX Professional Qualification Approved Standards – 2021
Section Standard Performance Indicator Indicative evidence 1. Entity status The Training Provider • Companies House Registration • Company registration number must be a recognised legal entity with a clear • The Training Provider has a clear financial • Details of Directors company structure strategy to preserve programme delivery and protect resourcing levels on programmes • Copy of insurance certificate and policy cover • Demonstrates financial viability through • UK Register of learning providers UK provider verified ‘going concern’ status reference number (UKPRN) • The provider maintains adequate indemnity • Audited accounts, auditors’ report insurance management information 2. Governance The Training Provider • The programme fits within the overall • Evidence of support for the Approved must have an effective Training Provider’s vision Training Provider application form signed by governance structure in Head of Training Provider/CEO Senior place with oversight and • Demonstrates a clear approach to identifying Management. Statement, business plan, clear accountability for and managing conflicts of interests, whether organisational strategy from the Head of all key functions potential or realised Training Provider/CEO Senior Management, confirming how a CPQ Provision fits within • The governance and decision-making the overall Training Provider vision structure is clearly defined, documented, and understood, including the role and extent of • Conflicts policy and procedure authority of any owners, trustees or governing body of the organisation • Conflicts register (completed) • The company directors are aware of the • Up-to-date organisation chart, memorandum fiduciary and regulatory duties and articles, trustee agreements and/or other governance documents
3. Management and Policies, procedures and • Roles, responsibilities, and accountabilities • Details of programme budget Staffing resources must be in are clear for all staff and communicated to place to enable the Trainees • Evidence senior management understand development and and commit to the required resourcing levels delivery of high-quality • Demonstrates a thorough and consistent for the programme learning programmes approach to staff recruitment, retention, and development • Staffing data including CVs detailing academic and teaching qualifications, staffing • Experience and qualifications are structure and student: staff ratio appropriately checked and verified before recruitment and records are accurately • Recruitment policies and procedures maintained • Staff disciplinary and grievance procedures • Staffing levels are kept under review with appropriate student: staff ratio documented • Evidence of attendance monitoring, including and maintained class registers for each course/programme *Please note this cannot be provided until • Staff turnover levels are appropriate to the Training Provider has completed its first ensure stability and consistency of tuition year of CPQ deliverance* • Staff must have appropriate level of • Up-to-date signed contracts of employment academic and/or practice experience to for all self-employed staff deliver the programme • Staff turnover data • Staff have a level of subject knowledge, pedagogic and communication skills which allows them to deliver the programme effectively 4. Risk Management The Training Provider • The Training Provider has an effective and • Risk policy and full risk register (completed) must operate an effective comprehensive approach to risk and comprehensive management • Contingency planning documents, including approach to risk the plan(s) and how it/they are tested
management and • The Training Provider has a clear and contingency planning comprehensive approach to contingency planning 5. Quality Monitoring, The quality of programme • Systems and policies in place to include: • Formal system of review that feeds into Review and delivery is monitored and entry requirements future programme improvements and Evaluation reviewed in a systematic quality of teaching, learning and evidence of related action plans and developmental way assessment appraisal and feedback systems for • Examples of how reviews have led to Trainees improvements Trainees performance reviews resources and capacity • Quality assurance policy and procedure • Maintains a robust and effective approach to • Student survey quality assurance which feeds programme improvement • Minutes of relevant committee and/or board meetings • Demonstrates a robust approach to malpractice and maladministration that is • Minutes of staff meetings consistent, fit for purpose, and understood and implemented by all staff • Input from external stakeholders, employers *Please note this cannot be provided until • The Training Provider ensures Trainees have the Training Provider has completed its first access to a published complaints procedure year of CPQ deliverance* of which they are informed in writing at the start of the programme • Quality monitoring data • Trainees are advised of CILEx’s own • Malpractice and maladministration policies, complaints procedure procedures; records and related correspondence. • Details of the Training Provider’s published complaints procedure
• Details of how Trainees are made aware of CILEx’s own complaints procedure • Website/information pack for Trainees *This may need to be looked at as part of the CPQ Approval Visit/Meeting, depending on whether CPQ marketing had commenced* 6. Programme Design The course structure • The course has clear objectives, is • Examples of course literature and student and Structure must support Trainees to appropriately structured, with up to date handbook enable them to achieve content reflecting the title and objectives *Please note this cannot be provided until the qualification learning and being appropriate for the target the Training Provider has completed its first outcomes audience year of CPQ deliverance* • CILEx curriculum and core materials • Mapping of programme design to CILEx (including assessment resources) are requirements to show how resources are integrated into programme design integrated and how they are being used in practice *Please note this cannot be provided until the Training Provider has completed its first year of CPQ deliverance* 7. Programme Courses must be planned • All education and training is supported by a • Clear course documentation issued to Planning and and managed through defined management plan with: Trainees Management transparent processes a schedule of responsibilities *Please note this cannot be provided until which must show who is defined structures and processes to the Training Provider has completed its first responsible for what at manage the delivery of education and year of CPQ deliverance* each stage training • Service Level Agreements
• Programme literature clearly reflects the *Please note this cannot be provided until learning outcomes provided within CILEx the Training Provider has completed its first resources year of CPQ deliverance* • Staff are given sufficient training on the • Evidence of staff training sessions on assessment tools and marking criteria assessment tools and marking criteria • The Training Provider must demonstrate the • Samples of internal assessment use of effective mechanisms for the procedures/samples of assessment monitoring of student achievement and methods/assessment tools progression • Samples of marked participants’ work with • Assessment outcomes are monitored to feedback to the participant enable the identification of participants who are not making satisfactory progress and • Records of Trainee progress prompt intervention takes place if required 8. Teaching and Teaching and learning • Course structure is appropriate to allow • Submitted programme details Learning must support progressive Trainee to develop understanding and *Please note this cannot be provided until Trainee development competence incrementally through the the Training Provider has completed its first programme year of CPQ deliverance* • Tutors employ effective strategies to involve • Module delivery plans, Trainees feedback all Trainees in active participation and to forms; records of Trainees performance check their understanding of concepts and *Please note this cannot be provided until programme content the Training Provider has completed its first year of CPQ deliverance* • Teaching takes account of different learning needs of Trainees, applies various learning • Target group details, examples of how styles appropriate to content delivered programme planning accommodates Trainees needs
*Please note this cannot be provided until the Training Provider has completed its first year of CPQ deliverance* • Evidence tutors are using CILEx resource materials and integrating into the programme *Please note this cannot be provided until the Training Provider has completed its first year of CPQ deliverance* • Evidence of monitoring of teaching staff, including completed classroom observation records *Please note this cannot be provided until the Training Provider has completed its first year of CPQ deliverance* 9. Student Experience The Training Provider • Trainees have access to advice, guidance, • Student survey results must provide Trainees and support in relation to the programme with a consistently high- • Evidence of changes made because of quality learning • There is a clear strategy for retaining Trainees feedback experience Trainees and an effective approach to ensuring they have a positive experience and • Progression and achievement data positive outcome • Retention data • Feedback from Trainees is obtained, recorded and reviewed on a regular basis • Pass rate data • Feedback from Trainees is analysed, and action taken where necessary
10. Staff Professional Those delivering • There must be a range of mechanisms in • Evidence that staff appraisal systems address Development education and training place to support staff to develop in their performance issues (anonymised) must be encouraged and professional role supported to develop in • Evidence of peer reviews their professional role • Induction programmes are provided for tutors and university staff as appropriate • How are newly appointed tutors supported, evidence of induction process • Everyone involved in delivering and supporting the programme (teaching, • Evidence that staff development systems managerial and administrative staff) should affect programme delivery have: effective supervision • Staff development policy and procedures an appropriate and realistic workload professional development for teaching and effective personal support learning mentoring peer support time to pursue continuing professional • Evidence of how staff are supported in their development opportunities continuing professional development and are enabled to develop further pedagogic techniques to enhance the learning of the Trainees • CPD records (anonymised) 11. Premises and Premises and facilities • Demonstrates that the required materials, • Resource list: Facilities must be of a sufficient equipment, and facilities are fit for purpose rooms and adequate and available to all Trainees to meet the facilities standard to deliver CILEx specified learning outcomes IT programmes and offer a virtual learning environment (VLE). quality learning • The Training Provider has secure tenure on experience any premises for the length of the approval • Tenancy/mortgage agreements to the student and agreement support the overall student capacity
• Training Provider premises are safe, clean, • Published guidance and instructions relating accessible, appropriately maintained, and to safety and security, details of how the signposted premises are restricted and secured • Process in place to ensure that any external • Documented process/ venue details for use venue(s) are suitable for programme delivery of external venues. 12. Equality, Diversity Delivery of CILEx • Systems and policies for capturing equality • Evidence EDA is integrated within and Accessibility qualifications must be and diversity data should be in place programme delivery based on principles of equality and diversity and • Concerns should be documented, addressed • Copy of EDA policy must be accessible to all and disseminated regardless of background. • Evidence that barriers or issues have been It must meet the • Staff training in equality and diversity is addressed where identified requirements of all provided. relevant legislation. • Evidence that staff, and trainees have been • Trainees are not treated unfairly on grounds trained in equality and diversity issues and of: are updated as necessary age disability gender reassignment marriage and civil partnership pregnancy and maternity race religion or belief sex sexual orientation social background
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