Policies
Introduction
The College aims to provide a high quality teaching and learning experience for all who seek access to its courses. In accordance with its policy on Equality and Diversity, we are committed to facilitating access to students who have special needs by reasons of disability as defined by the Disability Discrimination Act (DDA) 1995 (as amended) or other illness or condition.
The DDA is designed to ensure that disabled students are not placed at a substantial disadvantage in comparison to their non-disabled peers. It is unlawful to treat a disabled person less favourably because of their disability or for a reason relating to their disability.
We are required to make “reasonable adjustments” to enable wider access for disabled people. We are able to allocate disabled students to the most appropriate classrooms in our study site. We will assess any special arrangements necessary for a disabled student on a case by case basis and, provided that such arrangements can be made without causing undue disruption to the normal operation of the College or significant additional cost, the special need will not prevent admission.
We take seriously its obligation to provide an equitable environment for all its students. The College is also constrained by its professional obligation to provide vocational training such that students successfully completing its courses must meet the appropriate standards required by the relevant professional bodies and the learning outcomes of the courses.
We aim to avoid the creation of unnecessary barriers for disabled people by making anticipatory adjustments to its provisions. This is achieved by building flexibility into the processes of course design and the management and scheduling of assessments, as far as is consistent with the maintenance of standards. The goal is to increase accessibility for all. To this end, the College can offer special arrangements for both teaching and assessments, examples of which can be discussed with a designated Special Needs Contact (SNC).
Admissions
Selection for a course of study is made in accordance with published criteria, which focus on academic achievement, without reference to disability. All offers made on this basis are conditional upon agreement being reached between the College and the student on any special adjustments required on the chosen Course. This ensures that an early identification of needs can take place and both parties can be assured that all required reasonable adjustments can be made by the College in keeping with its educational obligations.
The College endeavours to provide clear and accurate information about the physical environment at our study site and the facilities that we can provide to support students.
The Application Form for all courses invites prospective students to disclose information about disabilities, health conditions, mental health conditions or specific learning difficulties (such as dyslexia). Students are invited to expand on the nature of their special needs in relation to their studies or the facilities available.
Special Needs Contact (SNC)
The SNC acts as the co-coordinator for students with specific requirements. In this capacity, they will:
Agree with the student any special arrangements required
Ensure that these arrangements are put in place by the Operations Manager and his/her administration team, teaching staff and relevant service departments as
appropriate;
Provide information on grant applications (if any) for financial assistance;
In conjunction with the student’s Tutor provide pastoral support and guidance during the year, including monitoring the effectiveness of special arrangements agreed. The role of the SNC supplements existing pastoral support mechanisms and does not negate the responsibility of other members of staff for ensuring that the student’s needs are catered for.
Special Needs Agreement
The Special Needs Agreement signed by the student and the College records the special need together with the learning support to be provided by us on an ongoing basis along with any special arrangements for assessments.
When a student has indicated a special need at the application stage a SNC will approach the student during Induction to discuss their specific needs. This can usually be done by phone but, in some circumstances, may require a personal appointment. Discussions are intended to acquaint the student with the physical environment of our study site, to explain in detail the teaching and learning model of the course and to discuss the extent of possible adjustments to the usual mode of delivery and assessment of the course.
Requests for special arrangements for Course Assessments must be supported by appropriate evidence. Evidence may include diagnostic reports and / or an assessment of the special study needs in relation to the relevant College course.
The College does not have any staff qualified to diagnose disability or assess special needs. Furthermore, we do not have any staff qualified to give one-to-one learning support even if this is recommended.
The arrangements made in the Special Needs Agreement are flexible and may be reviewed at any time at the request of the College or the student.
If a student declares a disability but also indicate that they have no special requirements, they will be asked to confirm this in writing. If this situation changes it may be possible to put the necessary arrangements in place provided adequate notice is given.
Our SNC will enquire about any condition that may need emergency first aid or medical attention as key members of staff need to be aware of any special requirements so that appropriate procedures can be put into place.
Special arrangements for assessments may require approval by an External Examiner nominated by the relevant Board of Examiners, where appropriate.
Programme Demands Information
We will provide information about the nature of the demands made by each course.
These documents give an overview of the structure of each course and the study skills required for successful completion.
Students with special needs will be advised of : –
The amount of reading/self study required;
The teaching methodology used in the workshop sessions;
The number of examinations and whether they are open or closed book;
Whether there are any oral assessments;
Whether there are skills assessments such as drafting, writing or researching.
Limitations in accommodating Special Needs
Exceptional cases may arise in the following circumstances: –
We are not able to meet a request as a “reasonable adjustment” to its provision;
The request for adjustment to the assessment regime compromises the learning outcomes of the relevant course and/or the requirements of professional bodies;
The costs exceed levels the College can reasonably bear. We will consider requests on a case-by-case basis. No specific charges are made for any particular facilities provided for students with disabilities/special needs – for example – use of special equipment or the use of additional staff employed.
Staff Training
Relevant members of staff are introduced to our procedures and practice in relation to students with disabilities or special needs as part of their induction training.
Key staff receive specialist training and are encouraged to keep their knowledge current through refresher courses.
Feedback
In addition to ongoing informal feedback throughout the year, in the final term of studies course evaluation questionnaires enable the responses of students with special needs to be evaluated. Any points raised will be fed back to the relevant member of staff.
Confidentiality
All personal information disclosed by students in their Special Needs Agreement, Application Form or Registration will be treated as confidential. Information disclosed on
application becomes part of the electronic student record. Effective support and sometimes Health and Safety issues will necessitate disclosure of special arrangements
to a number of departments including, but not restricted to, the Welfare, Operations and Academic Departments.
1. The Internal Verifier should review all Assignments, including practical tests using the following criteria; –
1. Is the Assignment/test title and aims relevant to the unit and outcome(s)?
2. Is the context relevant to the Unit and outcome(s)?
3. Do required tasks relate to the same active verbs as stated in the Unit specification?
4. Are tasks clear and easily understood by Learners?
5. Are timescales realistic?
6. Will it be possible to confirm authenticity of Learner work?
7. Are Assessment requirements clear?
2. The Internal Verifier is required to: –
1. Validate Assessors’ judgements (including grading decisions) against the standards
2. Ensure consistent judgements across all the assessment team
3. Ensure that Learners have equality of opportunity.
4. Follow a common assignment template that includes Front Sheet, Learner’s Brief and
Assessment Information.
5. Provide feedback to the Assessor.
3. When planning their sampling Internal Verifiers should address: –
1. Experience and competence of Assessors
2. A benchmarking of Unit(s) where possible
3. Formative and Summative sampling
4. Coverage of all assessment methods/evidence sources
5. Coverage of all Units and all Assessors
6. Keeping records for the External Verifier.
4. When monitoring assessment practice the Internal Verifier should look at:-
1. The effectiveness of the planning
2. The Assessor’s interpersonal skills
3. The accuracy of the judgements
4. Quality of feedback to the Learner
5. Giving feedback to the Assessor confidentially
6. Keeping records for the External Verifier.
5. In standardising assessments the Internal Verifier should:-
1. Ask Assessors to assess the previously unseen work
2. Compare judgements across the Programme team
3. Check accuracy and process.
6. In managing Programme delivery, Internal Verifiers should:-
1. Include Internal Verifiers in organisation quality procedures, meetings and manuals
2. Establish clear link for Internal Verifiers to the Senior Management Team
3. Ensure Programme files updated and available for the External Verifier
4. Establish system for implementing External Verifier action plans
5. Establish system for ensuring certificate claims endorsed by IV.
6. Plan which candidate work will be internally verified
Planning the Sample
The Internal Verifier is required to prepare a schedule of sampling activities by setting up a matrix of all Units, Assessors and Learners and to annotate this as each sample is completed.
A Sampling Plan is designed based on the following principles:-
1. The Internal Verifier looks at Assessment decisions of all the Assessors in any given
period (e.g. on a calendar basis or by Learner Cohort).
2. The Internal Verifier must sample the full range of assessment methods used, e.g.
assignment, case study, direct observation of performance of a task, professional
discussion, question and answer.
3. Select a benchmark unit or units, so that the Internal Verifier can compare the
quality of Assessment across different Assessors and different Learners.
Factors to be considered: –
There must be a sample of the full range of assessment methods used, (e.g. assignment, case study, direct observation of performance of a task, professional
discussion, question and answer)
For experienced Assessors: sample size is minimum of 2 Learners
For new/inexperienced Assessors: minimum 10% sample in each grade band or 6 Learners (whichever is lower)
Review assessment brief of all Units
Further sample are taken for Assessors whose standards are not judged to be satisfactory at initial sampling: further samples should be taken, increasing in frequency and size.
The Internal Verifier will have to adjust the Sampling Plan to ensure all Assessors are covered and all assessment types are covered.
Selection of Sampling:-
Samples are selected using the Stratified Random Sampling method.
1. If the population of the batch and assignments submitted is significant and representative the Examination Officer/Administrator selects 4 scripts with each
mark achieved (Fail. Pass, Merit, Distinction) and 2 additional scripts representing 1 Marginal Fail and 1 additional Pass grade.
2. If the population of the batch and assignments submitted is not significant, the Examination Officer/Administrator selects 15% out of the total script number with
the most representative grade combination.
Feedback to Assessors and Programme Leader for Assignment Design and Assessment Decisions:
The monitoring of Assessments should also include the Internal Verifier observing Assessors in action (where appropriate); looking at how they conduct an Assessment and giving them feedback on their performance. When carrying out this task, the Internal Verifier uses the Internal Verifier Feedback to Assessor Form for monitoring and providing feedback to the Assessor.
1. Assessment Design: feedback to individual Assessor regarding an Assessment brief is given using the Internal Verification of Assignment Briefs Form followed by an Assessor Meeting.
2. Assessment Decision: feedback to individual Assessor regarding an Assessment brief is given using Internal Verifier Feedback to Assessor Form followed by an Assessor
Meeting.
1. Definitions/Terminology
Assessment Decision: a decision by an Assessor assessing a Learner’s achievement Appeal: a request from a Learner by way of Enquiry and Appeal to revisit an
Assessment Decision which s/he considers to disadvantage him/her Appeals Procedure: a standard, time limited, sequenced and documented process for
the Centre and the Learner to follow when an Appeal is made.
2. Responsibilities
Learner: responsible for initiating the Appeals Procedure, in the required format within a defined time frame, when s/he has reason to question an Assessment Decision
Assessor: responsible for providing clear achievement feedback to Learners. If Assessment Decisions are questioned, the Assessor is responsible for processing the
Learner’s appeal within the agreed time frame Internal Verifier/Lead Internal Verifier: responsible for judging whether Assessment Decisions are valid, fair and unbiased
Head of Centre: responsible for submitting an appeal, in writing, to Pearson if the Learner remains dissatisfied with the outcome of this Appeals Procedure
3. Purpose/Scope
To enable the Learner to enquire, question or appeal against an Assessment Decision as quickly and fairly as possible
To attempt to reach agreement between the Learner and the Assessor at the earliest opportunity and to ensure that there are clear procedures for Learners to
enable them to enquire about, question or appeal an Assessment Decision
To standardise and record any Appeal to ensure openness and fairness and ensure that any appeal is recorded and documentation is retained for 18 months
following the resolution of the Appeal
To facilitates the Learner’s ultimate right of appeal to Pearson, once the Centre’s appeal procedure is exhausted
To protect the interests of all Learners and the integrity of the qualifications offered by Edexcel through the Centre.
4. Grounds for Questioning an Assessment Decision
The Centre failed to follow Edexcel Guidelines
The Centre failed to provide sufficient notice of the time, date and place of Assessment
The Centre failed to provide any specialist equipment required by the Learner or any special needs were not discussed at the pre-assessment meeting
The Centre failed to provide an appropriate Venue or appropriate Resources to carry out the Assessment
The Centre Supervisor was unable to accommodate the Assessment or was unprepared for the Assessment or the Assessor was not appropriately qualified or
supervised during the Assessment.
5. Procedures
Learner Induction: The Centre informs the Learner of the Enquiry and Appeals procedure during Induction Learner Appeals Procedure:
The Centre employs a staged procedure to determine whether the Assessor:
used procedures that are consistent with Pearson’s requirements
applied the procedures properly and fairly when arriving at judgements
made a correct judgement about the Learner’s work
Informal Discussion
If a Learner has a grievance or Enquiry about an Assessment Decision s/he should discuss it informally at an Informal Discussion with the Assessor, who will record and document the details of the Enquiry about the Assessment Decision. We hope that the majority of concerns can be resolved in this way.
Stage 1 – Statement of Enquiry
If a Learner feels that the matter has not been resolved at the Informal Discussion s/he should put the Enquiry in writing to the Internal Verifier within 10
working days of the Informal Discussion setting out: –
A Statement of Enquiry setting out the circumstances giving rise to the
Enquiry about an Assessment Decision
The remedy being sought
Copies of any relevant documents
Statements from other people that relate to the Enquiry
Stage 2 – the Enquiry Meeting and Enquiry Decision
Within 10 working days the Internal Verifier or his/her duly appointed representative will respond in writing to the Statement of Enquiry about an Assessment Decision, notifying the Learner of the date of an Enquiry Meeting where the Enquiry can be discussed and at which the Learner will have the right to be accompanied by a Student Representative or fellow Learner. After hearing the Enquiry the Internal Verifier or his/her duly appointed representative will notify the Learner in writing of his/her Enquiry Decision and the reason for it and confirm the right of appeal to the Head of Centre Stage 3 – the Internal Appeal and the Appeal Decision
FUTURE COLLEGE Academic
The Learner may appeal against the Enquiry Decision of the Internal Verifier by sending written grounds of appeal to the Head of Centre within 10 working days
of receipt of the Enquiry Decision. The Learner will be notified in writing of the date of the appeal hearing within a further 10 working days. The Head of Centre or his duly appointed representative will hear the Appeal. At the hearing the Enquiry Decision will be reviewed by the Head of Centre or his duly appointed representative and the Learner and/or his or her Student Representative or fellow Learner may make further representations. The decision of the Head of Centre will be notified to the Learner in writing and confirm the right of appeal to Pearson
Stage 4 – the External Appeal
The Learner may appeal against the Appeal Decision to Pearson by sending written Grounds of Appeal and any supporting documentation to the Head of
Centre within 10 working days of receipt of the Appeal Decision.
The Head of Centre must forward the Grounds of Appeal and any supporting documentation to Pearson within 10 working days of receipt with the appropriate fee.
6. Records of Appeal and Monitoring
Record Keeping: The Centre will record each stage of the Enquiry and Appeal process
and keep the records for a minimum of eighteen months.
Monitoring of appeals: The Head of Centre will monitor the Records of Appeal every
12 months to inform development and quality improvement in delivery of Assessments.
General Principle
A “conflict of interest” is any activity or action undertaken on behalf of the Centre and its associated Awarding Bodies, or in a private or other capacity that may impact on the reputation of the Centre and any of its associated Awarding Bodies, by a Manager, member of staff or any associate, or any Assessor, Internal Verifier or Internal Quality
Assurer used by the Centre, which may lead the individual to act contrary to the interests of the Centre or any of its associated Awarding Bodies.
Potential Conflict of Interest involving the Assessment of a Learner The Centre will take all necessary steps to avoid a conflict of interest where any part of an Assessment of a Learner (including by way of moderation) is undertaken by a person who has a personal interest in the outcome of that Assessment.
A potential conflict of interest may arise where: –
Friends or relatives of Centre staff or managers are enrolled as Learners at the Centre
Friends or relatives of Assessors / Internal Verifiers / Internal Quality Assurers used by the Centre are enrolled as Learners at the Centre
Learners enrolled at the Centre are employed in any capacity Potential Conflict of Interest involving the commercial interests of the Centre.
The Centre will take all necessary steps to avoid a conflict of interest where a manager, member of staff or associate, contractor or representative is connected to a party
involved with the supply of a service or product to the Centre.
The Declaration of Interest
The Centre requires all managers, staff, assessors, internal verifiers and internal quality assurers, overseas representatives, consultants and any other associates of the Centre to declare any potential conflicts of interest in connection with their work for the Centre and any of its associated Awarding Bodies. A declaration form is provided at the end of this document and will be presented at the beginning of any association with the Centre and at all staff Inductions.
It is the responsibility of all those required to make a Declaration to update his/her Declaration of Interest Form should changes in circumstances or new conflicts of interest arise.
Data Protection
The information provided will be processed in accordance with data protection principles as set out in the Data Protection Act 1998 and this information will only be disclosed when the Centre is in receipt of a formal, legitimate request as defined by the Act.
Assessment Decisions
Centre managers, staff, assessors, internal verifiers and internal quality assurers should not be involved in any actions or decisions in relation to a Learner’s Assessment with which they have a personal interest. Any such interests should be declared at the earliest opportunity following which the Centre manager, staff, assessor, internal verifier or internal quality assurer should withdraw from any subsequent action, decision or involvement in the Assessment process until authorised to continue by the Head of Centre.
Senior Management and Academic Board
Where there is a potential conflict of interest involving a member of the Senior Management Team the Head of Centre will refer the matter to the Academic Board who
will make a decision by a simple majority vote, which will exclude the member of the Senior Management team who is the subject of the referral.
All decisions where a conflict of interest has been declared will be recorded by the Chair and reported in the minutes of the meeting setting out: –
The nature and extent of the conflict of interest;
An outline of the discussion;
The actions taken to manage and mitigate the effects of the conflict of interest. Members of Staff and Assessors, Internal Verifiers and Internal Quality Assurers
Where there is a potential conflict of interest involving members of staff, internal verifiers, and internal quality assurers the matter should be referred to the Head of
Centre who will ensure that appropriate actions are taken to manage and mitigate any actual conflict of interest including exclusion from further involvement in managing,
monitoring, the assessment of learners and any financial transaction in any contract in which an interest has been declared.
Commercial Conflicts of Interest
Where a member of staff or associate, contractor or representative is connected to a party involved with the supply of a service or product to the Centre, any potential
conflict of interest should be fully disclosed to the Operations Manager, who will ensure that appropriate actions are taken to manage and mitigate any actual conflict of interest including exclusion from further involvement in managing, monitoring and any financial transaction in any contract in which an interest has been declared.
Complaints and Grievances
Centre managers, staff, assessors, internal verifiers and internal quality assurers may invoke the provisions of the Centre Complaints and Grievance (Employees) Policy where there is a grievance regarding any decision made in accordance with the terms of this Policy.
Disciplinary Action
Centre managers, staff, assessors, internal verifiers and internal quality assurers who are found to be in breach of this policy / procedure may be subject to disciplinary action under the Centre’s Disciplinary Procedure (Employees) Policy.
1. Purpose
1.1The College is committed to promoting equality and diversity and promoting a culture that actively values difference and recognises that people from different backgrounds and experiences can bring valuable insights to the teaching and learning environment and enhance the way we deliver our services to our students. We aim to be an inclusive community where diversity is valued, respected and built upon, with the ability to recruit and retain a diverse student body. Within this framework
FUTURE COLLEGE the College specifically refers to measures it has in place to provide equality of opportunity and the facilities that it can provide to its diverse student body and prospective students.
1.2 The College is also committed to compliance with relevant equality legislation, the Equality Act 2010, Codes of Practice and relevant best practice guidance. This policy
pursues and builds on the statutory position to ensure effective policies and practice of promoting equality.
1.3 The College aims to pro-actively tackle discrimination or disadvantage and aims to ensure that no individual or group is directly or indirectly discriminated against for any
reason with regard to accessing its services.
1.4 However, we are also mindful of the provision in discrimination law for the rare circumstances when an organisation may need to justify discrimination rather than have
a disproportionate effect. This could be, for instance, where there is a conflict with other legislation that we have to comply with or between service needs. In such circumstances the College is committed to following the required proper assessment and objective justification of any decision in order to demonstrate that the provision, criterion or practice is a proportionate means of achieving a legitimate aim.
2. The Definition of Equality and Diversity
2.1 Equality can be described as breaking down barriers, eliminating discrimination and ensuring equal opportunity and access for all groups both in employment and in the supply of goods and services, the basis of which is supported and protected by legislation.
2.2 Diversity can be described as celebrating differences and valuing everyone. Each person is an individual with visible and non-visible differences and by respecting this
everyone can feel valued for their contributions which is beneficial not only for the individual but for the College.
2.3 Equality and Diversity are not inter-changeable but inter-dependent. There can be no equality of opportunity if difference is not valued and harnessed and taken account of.
3. Scope
3.1 This policy applies to students of the College and all those applying to study with us.
3.2 Where our services are provided by external contractors or third parties on the basis of a specification set by the College, these contractors or third parties are responsible for adhering to our Equality and Diversity Policy whilst providing services on behalf of the College
3.3 This policy also applies to sub-contractors and the College will monitor the performance of contractors and/or third parties and take all necessary steps to ensure
good performance and compliance with appropriate behaviours. However, if any issues become apparent with regards to diversity or equality in relation to any contractor or third party, these will be taken very seriously by the College and raised in the strongest possible terms with the contractor or third party.
4. Policy statement
4.1 We are committed to ensuring
that students and prospective students are treated fairly in an environment which is free from any form of discrimination with regard to nine of the protected
characteristics identified by the Equality Act 2010: –
1. age;
2. disability;
3. gender reassignment;
4. marriage and civil partnership;
5. pregnancy and maternity;
6. race (includes colour, nationality and ethnic origins);
7. religion and or belief;
8. sex;
9. sexual orientation;
all student-related policies, practices and procedures are applied impartially and objectively;
equality of opportunity to all and to provide students with the opportunity to develop and realise their full potential;
that FUTURE COLLEGE works towards achieving a diverse student body
that students of FUTURE COLLEGE can learn and study in an atmosphere of dignity and respect.
4.2 The Equality and Diversity policy provides a clear framework for translating our policy into action. It outlines the responsibilities of the Academic Board, Director of
Studies and Quality Assurance and teaching and administration staff to comply with the Equality Act 2010 and expresses our strong commitment to its full and active
implementation.
4.3 We will not tolerate processes, attitudes and behaviour that amounts to direct discrimination, associative discrimination, discrimination by perception indirect discrimination including harassment (harassment by a third party) or victimisation and bullying through prejudice, ignorance, thoughtlessness and stereotyping.
4.4 We recognises the importance of monitoring, reviewing and reporting on its equality and diversity policy and practice and to measure progress in meeting our policy
statement.
5. Practical support for a diverse workforce
5.1 As a teaching provider committed to diversity and equality the College recognises its success depends on creating a teaching and learning environment which supports the diverse make-up of its staff and students with supporting policies and procedures to create a framework of assistance and support.
6. FUTURE COLLEGE Policies
6.1 All of our policies are designed to promote equal opportunity and protection against discrimination for all students.
7. Review and monitoring
7.1 The College will undertake monitoring that not only meets statutory requirements but also aims for best practice. This is used to inform and improve our employment and recruitment practices. If through monitoring any discrimination is identified FUTURE COLLEGE will take corrective action to eliminate it.
7.2 Such monitoring will be carried out using appropriate statistical analysis and would normally deal with areas such as race, disability, gender and age and ensure compliance with legislation.
8. Training
8.1 The College is committed to ensuring its staff and managers are trained in equality and diversity and aims to ensure that adequate training is provided so that managers
are able to operate this policy. Examples include specific training on race, gender, gender identity, disability, sexuality, age and religion or belief, in accordance with the
requirements of the law and good practice.
8.2 Diversity and equality forms an integral part of our induction package. Administration staff and Teaching staff will ensure that all new students are made aware
of our Equality and Diversity Policy
9. Communication
9.1 The Equality and Diversity policy is available on FUTURE COLLEGE’s external website. Please contact Administration if you require a copy in an alternative format.
9.2 The details of this policy will be proactively communicated and promoted to all current staff and new starters.
10. Discrimination
10.1 Discrimination may take seven main forms and is defined in law along with the protective characteristics associated with each provision: –
Direct discrimination occurs when someone is treated less favourably than another person because of a protected characteristic. Relevant protected characteristics include age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership, pregnancy and maternity.
Associative discrimination occurs when someone is discriminated against because they associate with another person who possesses a protected characteristic. Relevant protected characteristics include age, disability, gender reassignment, race, religion or belief, sex and sexual orientation.
Discrimination by perception occurs when someone discriminates against an individual because they think they possess a particular protected characteristic. It
applies even if the person does not actually possess that characteristic. Relevant protected characteristics include age, disability, gender reassignment, race, religion or belief, sex and sexual orientation.
Indirect discrimination occurs when a seemingly neutral provision, criterion or practice that applies to everyone places a group who share a characteristic at a
particular disadvantage. Indirect discrimination may be justified if it can be shown that the provision, criterion or practice is a proportionate means of achieving a
legitimate aim.
Dual Discrimination occurs when someone is treated less favourably because of a combination of two relevant protected characteristics. Relevant protected
characteristic include age, disability, gender reassignment, race, religion or belief, sex and sexual orientation.
Detriment arising from a disability arises when a person with a disability is treated unfavourably because of something connected with their disability. This
type of discrimination is unlawful where the employer or education provider or other person acting for them knows, or could reasonably expected to know, that
the person had a disability. This type of discrimination is only lawful if the action can be justified and the employer or education provider can show that is a
proportionate means of achieving a legitimate aim arising from a disability.
Victimisation occurs when a student is treated unfavourably, disadvantaged or subjected to a detriment because they have made or supported a complaint of
discrimination or raised a grievance under the Equality Act, this policy or because they are suspected of doing so. (However, a student is not protected from
victimisation if they have maliciously made or supported an untrue complaint).
11. Complaints of Discrimination
11.1 The College takes all claims of discrimination very seriously and will take appropriate action against those concerned. Discrimination occurs when someone
directly or indirectly treats a person or a group of people unfavourably because of a protected characteristic of age, disability, gender reassignment, marriage and civil
partnership, pregnancy and maternity, race, religion or belief, sex or sexual orientation. This covers all behaviour – including remarks and insinuation, both verbal and non-verbal – which cause offence.
12. Responsibility
12.1 All staff have a responsibility to guard against any form of discrimination and avoid any action which goes against the spirit of this policy. Staff at all levels must ensure that there is no discrimination in any of their decisions or behaviour. This includes the provision that all staff must:
report any suspected discriminatory acts or practices;
not induce or attempt to induce others to practice unlawful discrimination;
co-operate with any measures introduced to ensure equality of opportunity;
not victimise anyone as a result of them having complained about, reported or provided evidence of discrimination;
not harass abuse or intimidate others.
12.2 All staff have a collective responsibility to ensure this policy is successfully implemented. The Academic Board and the Director of Studies and Quality Assurance are responsible for:
Providing leadership on the equality and diversity strategy and policy, acting as overall champions to ensure the policy is implemented;
Communicating the strategy and policy, internally and externally; Teaching staff and administrators at all levels are responsible for:
Implementing the policy as part of their day-to-day management and in applying policies and practices in a fair and equitable way
Ensuring equality and diversity issues are addressed in performance.
Ensuring all staff and students act in accordance with the equality and diversity policy providing necessary support and direction;
Effectively manage and deal promptly when investigating issues relating to potential discrimination, Each member of staff at the College is responsible for:
Implementing the policy in their day-to-day work and their dealings with students
Ensuring their behaviour is appropriate to the policy and that they treat students with respect and dignity;
Not discriminating against students
Notifying their line manager of any concerns with regard to the conduct of other employees, service users, the public or third parties.
The Director of Studies and Quality Assurance and the Operations Manager are responsible for:
Developing policy and strategy on equality and diversity;
Providing guidance to teaching and operations staff;
Supporting staff in investigating issues relating to potential discrimination,
Monitoring student policies and practices;
Facilitating training and development initiatives on equality and diversity,
12.3 Non- Compliance with Policy – We will not tolerate any behaviour from staff or students which breaches our equality and diversity policy. Any such breaches will be
regarded as misconduct except for serious offences such as discrimination on protected grounds; serious offences including harassment, bullying, or victimisation will be treated as gross misconduct and may lead to disciplinary action including dismissal from employment without notice or in the case of a student, dismissal from the college. (Refer our Code of Conduct and Disciplinary Procedure Policy).
Introduction
Programme teams should provide Learners with information about Assessment and Feedback and about aspects of the Assessment and Feedback process in Programme,
Course and Unit/Module specifications and in the Programme handbook and Student Handbook. Assessment and Feedback should support a student’s on-going learning and development and the achievement of Programme and Unit/Module learning outcomes.
Assessment and Feedback strategies are agreed and reviewed by the Programme Committees.
The assessment used for a Unit/Module, including its scheduling and type, should be appropriate to its purpose and to the Unit/Module’s learning outcomes. Information on the impact on assessment of any professional, statutory or regulatory body requirements should be incorporated into Programme and Unit/Module specifications and communicated to students. Assessment Criteria and Grade-Related Criteria Assessment Criteria explain what a student needs to demonstrate in order to complete an assessment successfully. These provide the minimum requirement expected of students. Assessment criteria will differ according to the discipline, the type of assessment and the level of the students. Grade-Related Criteria explain what a student needs to demonstrate in order to achieve a certain grade or mark in an Assessment. These enable students to be positioned within the overall set of marks available for an Assessment. Assessment Criteria should be used to provide feedback on a student’s performance whilst Grade- Related Criteria should provide a mechanism with which to relate feedback to grades and link the Unit/Module learning outcomes that are being assessed through the Assessment task.
Marking and Moderation
Marking may take various forms, including the use of anonymous marking and double or second marking. Double marking usually means that markers do not see each other’s comments or marks whilst for second marking they may be made available to the second marker.
Moderation is used to ensure that an assessment outcome is fair and reliable. Moderation can also take various forms including sampling, additional marking of
borderline cases or statistical review of marks. Marking guidelines should be provided to all markers, moderators and external examiners and used to mark and grade
assessments. Marking Guidelines consist of the intended learning outcomes the Assessment is designed to assess, the assessment information and second marking or moderation of all dissertations or equivalent assessment tasks.
Awarding Body Assessment Boards
Awarding Body Assessment Boards determine appropriate marking and moderating mechanisms and the criteria for the identification of samples to be considered through
the moderation process. Assessment Boards operate in accordance with the Awarding Body Assessment Regulations. Information provided to Assessment Boards should be produced and presented in a consistent manner.
Feedback
Feedback will be provided on all assessed work (either formative or summative), including examinations, and on other relevant aspects of a student’s performance and
progress in a module. Feedback on Assessed Work comprises a marker’s comments on a student’s performance in an assessment component. Feedback may, for example, provide information on how the mark was derived, the extent of a student’s success in meeting the assessed learning outcomes and an indication of areas for improvement in the future. Feedback should be given on all assessments, including examinations, and may relate to the content of an assessment and/or assessment technique.
Programme Leaders are responsible for identifying and implementing the most appropriate methods for providing feedback on assessed work, whilst considering an appropriate level of consistency in relation to how that feedback is perceived by students. Pro-Formas, which allow markers to lay out how a student has
met the learning outcomes being tested, may be used if appropriate.
Consideration should be given to the type of feedback provided to students who are eligible to re-sit and the most appropriate mechanisms through which their learning can be supported. Feedback should not be used as a basis for negotiation on marks but to enable a dialogue on ways in which to improve performance for the future. Some examples include:
Individual or group verbal feedback
Individual or group written and/or audio feedback
Model answers and/or example solutions
Previous assessment questions/papers/performances Generic Feedback: Guidance on types of feedback and how they can be used is available. This includes guidance on the provision of feedback on examinations.
Timeliness of Feedback: Students will normally be provided with feedback within three weeks of the submission deadline or assessment date. Students must be advised in
writing of the feedback timescale for this element of the programme and the reasons why this is in place.
Assessment Board
In accordance with the Assessment Regulations and the statement provided to students in the Student and Programme Handbooks, all marks will remain provisional until the end of year Assessment Board when internal moderation and external examiner scrutiny will have been completed. Awarding Body Assessment Boards will oversee the effective implementation of the timeliness of feedback and associated data on turnaround times. Students will also be informed in writing of any unforeseen delays in receiving feedback and the reasons for this.
Summary: This policy sets out our responsibilities in respect of the Health & Safety of its staff, and anyone else working in or visiting our premises.
1.1 Introduction
The Health and Safety at Work etc Act of 1974 requires the College to produce a written statement of policy for all staff, students, visitors and contractors explaining its procedures and commitment to the health, safety and welfare of all persons on our premises.
1.2 General Policy In accordance with Sections 2 and 3 of The Health and Safety at Work etc Act 1974, the College and its managers will ensure, so far as is reasonably practicable, the health, safety and welfare of all its staff, students, visitors and contractors where they have access to, or contact with, places where the business of the College is transacted. To this end we will, as far as is reasonably practicable, comply with all appropriate legislation and Approved Codes of Practice as may be issued by the Health and Safety Commission. Additionally, the College will take steps to ensure the health, safety and welfare of its staff on Contract Sites by bringing the content of this Safety Policy and Mode of Implementation to the attention of Contractors.
Our statement of general policy is: –
To provide adequate control of the health and safety risks arising from our work activities;
To consult with our employees and students on matters affecting their health and safety;
To provide and maintain safe plant and equipment;
To ensure safe handling and use of substances;
To provide information, instruction and supervision for employees and students;
To ensure all employees are competent to do their tasks, and give them adequate training
To prevent accidents and cases of work-related ill health and to maintain safe and healthy working conditions; and
To review and revise this policy as necessary at regular intervals.
2. Organisation:
Any specific responsibilities detailed in this section should be read in conjunction with the process specific responsibilities contained in Section 3. – General Arrangements.
2.1 Academic Department
Programme Leaders in FUTURE COLLEGE are responsible for the safety of their team or
class within the working environment and shall
ensure that Risk Assessments have been prepared by the Health and Safety
Officer for all tasks to be undertaken and that control measures adopted
adequately minimise the risk to acceptable standards. They shall also ensure that
the Risk Assessments are reviewed at least annually and the control measures
revised as and when required.
ensure that health & safety issues are raised on a regular basis at team meetings
at all levels within their teams or classes.
ensure that accidents and incidents that happen within their teams or classes are
reported according to procedure and that they monitor sickness due to accidents
at work and report appropriately to the Health & Safety Officer
ensure that all new staff, volunteers and students are subject to Induction in
accordance with the relevant Induction Policy.
2.2 Operations, Marketing and IT & Finance Departments
All staff and volunteers in the above Departments have a statutory duty to co-operate
with the management of the College in providing a safe and healthy working
environment: in particular they must: –
Carry out their duties without endangering the health and safety of themselves,
colleagues, students, third parties and/or the general public.
Ask any person they observe to be behaving dangerously or working in an unsafe
manner, to stop doing so, calling for appropriate support if such person fails to
comply.
Comply with all instructions appertaining to safety, by following all of our
procedures, all statutory provisions, Codes of Practice, Health and Safety
Regulations and Safe Systems of Work and report any incidents where others are
not so doing.
Inform their immediate line manager of any defect or work situation, which may
reasonably be considered to represent a danger or any shortcomings identified in
the arrangements made for health and safety.
Inform the Operations Manager of any personal health and safety requirements
they may have.
Use any equipment, including PPE (Personal Protective Equipment) provided, in
accordance with the information, instruction and training they have received.
At all times endeavour to facilitate the proper implementation of the Safety
Policy.
Report any incident or accident which has, or could have, resulted in illness,
injury or damage to property to their line manager and the Health and Safety
Officer as soon as possible.
Members of staff and volunteers shall also: –
undertake personal (dynamic) assessments of risk, based on the signals,
information, training and resources available.
shall make considered judgements in order to use the available resources in such
a way as to achieve an acceptable level of safety whilst undertaking the task.
shall nominate Safety Representatives where appropriate to raise issues relating
to health and safety at work on their behalf.
2.10 Safety Representatives
All workplaces must elect/appoint employee representatives for health & safety as set
out in The Safety Representatives and Safety Committees Regulations 1977. Safety
Representatives have agreed to undertake relevant training in Health & Safety.
Safety Representatives are not legally liable for anything they do or fail to do as a Safety
Representative. They have legal rights but no legal duties.
Their functions are: –
To investigate potential hazards and dangerous occurrences at the workplace,
examine the causes of accidents at the workplace and make representation to
management on any matters arising.
To investigate complaints by any employee or student that they represent
relating to health, safety and welfare at work or study and make representation
to management on any matters arising.
To make representation to management on general matters affecting the health,
safety and welfare at work of employees and students in the workplace.
To carry out inspections of our study site at least quarterly.
To request and receive information if it affects the health and safety of staff and
students.
To report to the Operations Manager
Safety Representatives shall be permitted to take time off, with pay, during working
hours as is necessary to perform the functions as set out above and to undergo any
health and safety training as is reasonably necessary for them to fulfil their role.
2.11 Contractors, Visitors & Clients
All visitors, including contractors and clients, are entitled to such information as
necessary to ensure their health and safety whilst on our premises. Provision of such
information shall be the responsibility of those persons managing the respective
services.
Contractors, depending on the nature of the service they are providing, may need
substantially more information than visitors who merely have appointments with staff.
Such information may include the location of asbestos or fragile roofs. Contractors must
inform members of staff of any risks e.g. from equipment, substances or working
practices that they introduce to the premises.
Contractors should be contractually obliged to provide copies of their own Health &
Safety policies as appropriate and provide method statements as required by specific
regulations governing their work. They should also comply with all relevant College
requirements whilst on our premises.
2.12 Students
All Students have a responsibility to do everything they can to prevent injury to
themselves, their fellow students, staff and any other person whilst on our premises.
Students shall ensure they are familiar with emergency evacuation procedures. Students
are required to report any accidents or near misses which have occurred, whilst on our
premises or at any location where Work Placement is being undertaken, to their Tutor or
other employee, as soon a practicable.
Students shall use any equipment provided in accordance with the training that they
have received. They are required to report any problems they foresee in any protection
arrangements and inform their Tutor or other College employee, of any potential hazard,
imminent danger or risk, no matter how small they seem at the time.
Students are required to inform their Tutor of any personal health and safety need or
requirement they may have.
3. General Arrangements
3.1 Induction Process
New members of staff will receive, as part of initial Induction, guidance on health and
safety, in accordance with our Induction Policy.
This will include arrangements for First Aid and Fire Evacuation. Their personal
obligations under the law will be explained. Additional training, where necessary, will be
provided through line management to accommodate the specific needs of an individual.
Managers should also ensure that a Health & Safety induction takes place for members
of staff who undertake a change in role or move office.
Students also have an induction process that includes Health & Safety assessments
3.2 Control of Substances Hazardous to Health (COSHH)
All staff required to use hazardous substances during the course of their duties shall be
afforded any health and safety information necessary to apprise them of any risks to
health. In accordance with the policy of the Director such products will be replaced when
possible by safer and/or more environmentally friendly products.
In FUTURE COLLEGE most of the substances will be used in cleaning operations and the
Health and Safety Officer must ensure contractors supply Safety Data Sheets for any
substances used or stored by them on our premises.
3.3 Display Screen Safety (Working with Computers)
The College will ensure that all persons who use Display Screens and those who manage
them shall have available to them adequate health and safety information and where
appropriate, written instructions. All such work equipment will be maintained on a proper
basis and must only be used by authorised, trained personnel. Workstation Self-
Assessment packages are available to all staff and should be undertaken at least
annually, or when workstations or office layouts are altered.
3.4 Work Equipment Safety
We will ensure that all persons who use and those who manage work equipment shall
have available to them adequate health and safety information and where appropriate,
written instructions. All such work equipment will be maintained on a proper basis and
must only be used by authorised, trained personnel. A “Work Equipment Register” will be
maintained for each premise operated by the College by the Operations Manager.
3.5 Safe Manual Handling
The Operations Manager is aware that manual handling of loads can be a major source
of occupational injury and ill health. Some jobs at the College involve lifting and carrying
even to a minimum degree. We will strive to reduce such instances to a minimum. The
Operations Manager should make all new staff (during the induction process) aware of
the need to lift and carry safely. Members of staff required to carry out duties that
present a significant risk will attend a course on safe-lifting, organised by the Health and
Safety Officer. In addition, where appropriate, tasks will be assessed with a view to
improving the health and safety of such members of staff. Members of staff must notify
managers of any change of circumstances that may prevent or limit their lifting and
carrying ability (e.g. bad backs, pregnancy etc).
3.6 Accident and Incident Reporting and Investigation
All injuries and dangerous occurrences will be reported and investigated, as soon as
possible, by the Operations Manager. Further investigation, where necessary, shall be
made by the Health and Safety Officer. Any necessary action shall be taken to remedy
the situation. Where local action is not appropriate then specialist advice must be sought
without undue delay.
As a matter of course, all accidents/incidents shall be brought to the attention of the
Health and Safety Officer. All incidents / accidents giving rise to serious personal injury
are to be reported to the Health and Safety Officer and the Operations Manager by the
most direct means.
The Operations Manager shall have sole responsibility for reporting to the Health and
Safety Executive any matters, which fall under the Reporting of Injuries, Diseases and
Dangerous Occurrences Regulations 1995. The Health and Safety Officer shall be
responsible in the absence of the Operations Manager.
3.7 First Aid Provision
Throughout the College a number of personnel shall be trained and certified in
accordance with the Health and Safety (First Aid) Regulations. Appropriate posters shall
have the name of those employees trained in First Aid who work in that building
displayed thereon. Additional signage displaying the names of those trained will be
provided where appropriate. Those who are not qualified should only render assistance,
in the absence of a trained First Aider, if they are comfortable with any procedure they
may employ.
3.8 Electrical Safety
In accordance with the Electricity at Work Regulations the Health and Safety Officer shall
arrange for the PAT testing and servicing of both FUTURE COLLEGE and fixed
installations by a competent person. In addition, as part of the quarterly inspection
by the Health and Safety Officer, a routine check of leads, plugs etc. will be carried out.
All staff are reminded of the dangers of electricity and must take defective equipment out
of use and report the matter as soon as possible
3.9 Arrangements for dealing with Serious and Imminent Danger
The Operations Manager is responsible for ensuring that arrangements are established
and monitored to deal with any incident that presents a serious and imminent danger.
Nominated personnel will be assigned specific responsibilities for ensuring that
procedures to deal with fire and bomb evacuation are implemented and practised
regularly.
3.10 General Conduct
The importance of standards cannot be stressed too highly. The commitment to health,
safety and welfare is two-edged: on one side there are the obvious benefits to the
individual: on the other the benefits to the College of reduced absenteeism due to ill
health and injuries and an increase in general health, well-being and efficiency.
1. Aims
To identify and minimise the risk of malpractice by Learners
To respond to any incident of alleged malpractice promptly and objectively
To standardise and record any investigation of malpractice to ensure
openness and fairness
To impose appropriate penalties and/or sanctions Learners where incidents (or
attempted incidents) of malpractice are proven
To protect the integrity of the College and BTEC qualifications.
2. Education and Training
The College will take all appropriate measures to ensure that Learner work is their own
and that plagiarism and other forms of cheating have not taken place.
The College will also take appropriate action where plagiarism is detected.
The College is committed to the prevention of plagiarism and malpractice by; –
the training of staff in plagiarism prevention and detection
informing Learners at Induction and in our Handbooks of our policy on
malpractice and plagiarism, of the methods being used to aid detection and the
penalties imposed by the College and / or our Awarding Bodies in the event that
malpractice is proven
the promotion of effective Assessment Design, Review and Assessment practice
Ensuring access controls are installed to prevent Learners from accessing and
using other people’s work
ensuring that Learners are properly instructed in what constitutes fair practice
and appropriate referencing by showing them appropriate formats to record cited
texts and other materials or information sources including websites
asking Learners to declare that the work is their own
asking Learners to provide evidence that they have interpreted and synthesised
appropriate information and acknowledged any sources used
verifying the identity of a Learner before taking an examination
taking disciplinary action as appropriate including reporting the alleged
malpractice to the relevant Awarding Body
3. Detection
The College is committed to the implementation of electronic means of plagiarism
detection by
Comparing work suspected of plagiarism with databases containing other works,
published or unpublished, either on the internet or in some other electronic form
Comparing work suspected of plagiarism with databases containing other works
previously submitted by Learners for purposes of Assessment and maintained by
the third party supplier of plagiarism detection services
The addition of the work submitted to the above databases for purposes of future
plagiarism detection
4. Responsibilities
It is the responsibility of all Learners and staff to ensure that Learner work submitted for
purposes of assessment, especially for the purposes of summative assessment, is their
own work.
It is the responsibility of Learners:
To ensure that work submitted for purposes of assessment is their own.
To ensure that the words and arguments of others are appropriately cited and
referenced.
Plagiarism includes copying materials from other Learners past or present; from written
sources; from the Internet or from any other source; whether this is through cutting and
pasting, rewriting or by any other means. Changing a few words within a copied piece of
text does not render the document original and still counts as plagiarism. Work
submitted by Learners must be their own unless it is specifically indicated within the text
through appropriate referencing that this is not the case – or where originality was
clearly not a requirement of the assessment being undertaken.
It is the responsibility of teaching staff:
To explain to their Learners the unethical nature of plagiarism
To make clear to Learners our policy on malpractice and plagiarism and the
consequences of failure to comply
To ensure that Learners have the knowledge and skills required to enable them to
cite and reference appropriately using an accepted referencing system such as
the Harvard Referencing System
5. Investigation and Penalties
The College will investigate all suspected instances of plagiarism and malpractice.
We will make the Learner fully aware in writing at the earliest opportunity of the nature
of the alleged malpractice and of the possible consequences should malpractice be
proven. Malpractice is classified as Gross Misconduct in the Code of Conduct and
Disciplinary Procedure Policy which provides for suspension and summary dismissal from
the College
Awarding Bodies also have powers to make wide ranging investigations into claims of
malpractice and can impose their own penalties which may include, where appropriate,
the refusal to issue certificates or the determination to withdraw certificates from
students where malpractice is proved.
6. Awarding Body Policies and Guidance
Our Awarding Bodies have their own specific policies regarding malpractice and
plagiarism which are available on our website and in our Quality Manual for reference by
Learners and staff.
1. Purpose of the procedure
Our aim is to ensure that a Student with a grievance relating to his/her
stay with us can use a procedure which can help to resolve grievances as
quickly and as fairly as possible.
2. Informal discussions
If a Student has a non-academic grievance s/he should discuss it informally
with the person responsible for the decision from which the grievance
arises. We hope that the majority of concerns can be resolved in this way
3. Stage 1 – statement of grievance
If a Student feels that the matter has not been resolved through informal
discussion s/he should put the grievance in writing and send it to the
Operations Manager setting out
A chronological account of the circumstances giving rise to the
grievance – Statement of Grievance
The remedy being sought
Copies of any relevant documents
Statements from other people that relate to the grievance
Stage 2 – the grievance meeting
Within 10 working days the Operations Manager or his duly appointed
representative will respond in writing to the Statement of Grievance,
notifying the Student of the date of a meeting where the grievance can be
discussed and at which the Student will have the right to be accompanied
by a Student Representative or fellow Student.
After hearing the grievance the Operations Manager or his duly appointed
representative will notify the Student in writing of his/her decision and the
reason for it and confirm the right of appeal to the Director of Studies and
Quality Assurance
Stage 3 – the appeal
The Student may appeal against the decision of the Operations Manager
by sending written grounds of appeal to the Director of Studies and
Quality Assurance within 10 working days of receipt of the decision.
The Student will be notified in writing of the date of the appeal hearing
within a further 10 days. The Director of Studies and Quality Assurance or
his duly appointed representative will hear the appeal.
At the hearing the grievance will be reviewed by the Director of Studies
and Quality Assurance or his duly appointed representative and the
Student and/or his or her Student representative or fellow Student may
make further representations.
The decision of the Director of Studies and Quality Assurance will be
notified to the Student in writing and is final and not subject to any further
appeal.
1. Definition
Recognition of Prior Learning (RPL) is method of assessment [leading to the award of
credit] that considers whether a Learner can demonstrate that they meet the
Assessment requirements for a Unit through knowledge, understanding or skills they
already possess and do not need to develop through a course of learning. Each of the
associated Awarding Bodies of the Centre issues its own guidelines, policies and
procedures relating to RPL, which are made known to prospective Learners during the
Recruitment, Selection and Admission process employed by the Centre.
2. Introduction
2.1 RPL seeks to enable Learners to avoid the duplication of learning and assessment.
There are two ways in which this will be achieved: –
The opportunity to transfer credits, i.e. to recognise previously accredited
achievement from within or outside the Qualification and Credit Framework (QCF)
to count towards other qualifications.
The opportunity for individuals with leaning or achievements that have not been
certificated / accredited to have this learning and achievement assessed and
validated through RPL process adopted by the Centre in consultation with its
Awarding Bodies.
3. Policy
3.1 A Learner must produce valid and reliable evidence of prior learning to support any
claims based on experience. A learner may claim RPL against a whole Unit or several
Units. It is not possible to award part Units, but where the RPL evidence does not fully
meet the needs of a complete Unit, the missing information may be provided via the
same assessment processes that are undertaken by a taught group of Learners.
3.2 In order to achieve recognition of achievement there are two options open to the
Learner: –
Undertake the same assessments as those following the formal course of learning
and assessment that lead to the desired Unit or qualification. These assessments
may be undertaken without attending Centre teaching sessions.
Submit a portfolio of evidence based on previous learning, skills and / or
competence cross referenced to the learning outcomes and assessment criteria of
the Unit or Units for which RPL is being sought.
3.3 Under some circumstances there may be a limit to the proportion of a qualification
that can be achieved by either credit transfer or RPL according to guidelines published
from time to time by our Awarding Bodies.
05 May 2014 Recognition of Prior Learning Policy 2014 Page1
3.4 The Learner must play an active role in the process as s/he must produce evidence
and map it to the learning outcomes and assessment criteria of all units s/he wishes to
claim.
4. Principles of RPL
4.1 According to “Claiming Credit – Guidance on the recognition of prior learning within
the Qualifications and Credit Framework” the five principles of RPL are as follows: –
4.1.1 RPL is a valid method of enabling individuals to claim credit for units and
qualifications of the QCF, irrespective of how the learning took place and the
assessments undertaken. There is no difference between the achievement of the
required standards through prior leaning and through a formal programme of study.
4.1.2 RPL must comply with all regulatory requirements for assessment. RPL policies,
processes, procedures, practices and decisions should be transparent, rigorous, reliable,
fair and accessible to individuals and stakeholders to ensure that users can be confident
of the decisions and outcomes of RPL.
4.1.3 RPL is a learner-centred voluntary process. The individual should be offered advice
on the nature and range of evidence considered appropriate to support a claim for
assessing RPL, and be given guidance and support to make his or her claim.
4.1.4 The process of RPL is subject to the same standard of quality assurance and
monitoring processes as any other form of learning and assessment.
4.1.5 Assessment methods for RPL must be of equal rigour as other assessment
methods, must be fit for purpose and relate to the evidence of leaning. An individual
may claim RPL for any whole unit unless the assessment criteria of a unit states
otherwise. For example if an external assessment sets the standard of learning outcome
that a learner must achieve, then the learner must pass the external assessment to
achieve the unit and gain the credit.
5. Implementation
5.1 The Centre provides information, advice and guidance to prospective students about
RPL guidelines, procedures and processes issued by our associated Awarding Bodies
during the Recruitment, Selection and Admission process and how to claim credit
through the appropriate process adopted by our Awarding Bodies including information
on timelines, appeals and (any) fees payable
5.2 The Centre provides information, advice and guidance to prospective Learners about
what evidence is required to support a claim for credit and how it should be presented
depending on the purpose, learning outcomes and assessment criteria for the relevant
Unit.
5.3 Assessment of evidence presented by a prospective Learner is subject to the
Centre’s quality assurance processes and standards and the requirements of the relevant
Awarding Body as determined by the relevant Programme Leader.
5.4 The final responsibility for awarding credit lies with the Awarding Body and any
appeal is subject to its own processes and procedures.
5.5 After delivery of the final assessment the Centre provides feedback to the
prospective Learner and gives support and guidance on the options available to the
prospective Learner which may include, for example, further leaning and development
6. Monitoring and Review
In order to monitor our RPL policy, procedure and practice the College analyses RPL
feedback data to evaluate the extent to which our procedure and practice are supporting
our stated mission and strategic objectives and those of our Awarding Bodies
1. MARKETING and PROMOTIONS
Our Prospectus, Website and Publicity Materials are produced under the editorial control
of the Director of Studies and Quality Assurance, the Operations and Marketing Manager
and the Legal and Compliance Advisor, who are responsible for ensuring that the
contents meet the required standards of accuracy and clarity. Programme and Course
information is checked with our Awarding Body partners to ensure that our promotional
material meets with their standards and expectations. Every effort is made to ensure
that the information contained in our prospectus and publicity materials is fair and
accurate at the time of publication. However, the courses, services and other matters
covered are subject to change from time to time and no guarantee can be given that
changes will not be made following publication and/or after candidates have been
admitted to the College. Any complaints concerning the fairness or accuracy of our
publications should be addressed in writing to the Director of Studies and Quality
Assurance, who will investigate the matter and reply in writing within 21 days.
2. RECRUITMENT
The College employs transparent recruitment and selection practices designed to help
prospective students make informed decisions about whether they wish to undertake
study within higher education and, if so, where, how and what they might wish to study
Our policies and procedures help us to minimise barriers and select suitably qualified
applicants who can achieve their potential by completing the particular courses offered
by us within the allocated time frame
Our decision making process is transparent and we communicate our decisions to both
successful and unsuccessful candidates
We employ practices and procedures which facilitate the transition from prospective
student to current student
3. ENTRY CRITERIA
The College selects candidates according to academic, English language, age and
financial criteria determined from time to time by the requirements of UKBA and our
Awarding Body partners and set out from time to time in our website and Prospectus.
4. EQUAL OPPORTUNITY AND NON-DISCRIMINATION
The College applies a policy of equal opportunity in its recruitment of students and we do
not discriminate on the basis of age, gender, marital status, sexual orientation, race,
ethnicity, national origin, religion, belief or disability. As part of this commitment the
College believes it should minimise barriers to selection and admission. We apply the
practices and procedures set out in our Equality and Diversity Policy and our Students
with Special Needs Policy which are compliant with the requirements of the Equality Act
2010. Our Application Form allows a prospective student to declare a disability to enable
us to make an appropriate assessment and decision in accordance with our adopted
policies and procedures.
05 May 2014 FUTURE COLLEGE Recruitment Selection and Admission of Students Page1
5. INFORMATION PROVIDED TO PROSPECTIVE STUDENTS
In order to assist our prospective students to make informed choices about higher
education we provide them with information through our website, prospectus, publicity
materials and information sheets and by direct email about: –
Study and life in the United Kingdom
Visa and UKBA requirements
The application process and recruitment selection and admission policies and
procedures
The College and its location and facilities
Terms and Conditions
Programmes and Courses
Tuition Fees, Awarding Body Fees and scholarships
Financial Support by way of student loans and grants
Academic and English Language criteria
Recognition of prior learning
Flexible learning opportunities
As a College we provide support to our Recruitment Partners and Recruitment Staff and
Student Advisors to enable them to provide accurate and clear information to
prospective students through training and guidance and the monitoring and review on an
annual basis of our policies, practices and procedures
6. ADMISSIONS PROCEDURE
Prospective students are required to complete an Application Form and submit evidence
that they meet the necessary academic and English language criteria published from
time to time on our website and in our Prospectus for the chosen course of study
The Application Form and the documentary evidence submitted in support are assessed
and verified by our recruitment staff. The College considers whether prospective
students will be able to fulfil the objectives of the course of study, achieve the standards
required and complete all of the units and modules within the anticipated time frame.
We will consider the formal academic achievements of the prospective student. We will
also consider
Any personal statement of the applicant or a referee
Additional evidence of achievement, motivation and potential that we gather
through interview or assessment of written material or electronic data
Other factors appropriate to the course of study such as employed or voluntary
work in a relevant field and/or sustained critical engagement with any relevant
issue relating to the course of study
Once we have fully assessed an application a decision is made by our academic and
recruitment staff to either make an offer to the prospective student or refuse the
application. We keep records of all applications including those that are refused and
communicate our decisions to all successful and unsuccessful candidates.
7. REGISTRATION INDUCTION and ENROLMENT
Students are invited to Register with the college so that we can enter personal,
passport and visa details into our electronic data base and arrange for the issue of a
unique student identity card. It is essential that students supply correct and up to date
information regarding their current address, email and mobile phone number and keep
staff updated about any changes. A range of support letters are available to enable
students to obtain Student Oyster Cards and National Insurance Cards and to assist in
the opening of bank accounts and registering with a local doctor. Students are Enrolled
onto their respective Course of Study and advised how to register with their appropriate
Awarding Body. Students then attend their Induction Programme – where they are
welcomed by College staff and issued with an Induction Pack containing essential
information about the College and a copy of the Student Handbook, Course Handbook
and Centre Handbook containing information about their course of study their rights and
responsibilities as members of our community.
8. APPEALS
There is no right of appeal against the outcome of an admissions decision. However, if
additional relevant information can be provided by an applicant in support of their
application, which was unavailable when the application was originally submitted, the
College will take this into consideration and may reconsider the application.
9. COMPLAINTS
Applicants may complain if they are dissatisfied with the processing of their application.
Complaints should be made in writing to the Director of Studies and Quality Assurance
who will determine the matter after consultation with the relevant Programme Leader,
the Operations and Recruitment Manager, the Academic Advisor and the Legal and
Compliance Advisor. The decision of the Director of Studies and Quality Assurance will be
given in writing within 21 days of receipt of the complaint. Where a complaint does not
produce the outcome sought by the student, reasons will be given for the decision.
10.MONITORING AND REVIEW
In order to evaluate and enhance our recruitment, selection and admissions procedure
and practice the College analyses recruitment, selection and admission data and
considers it alongside data such as progression and retention rates of students,
withdrawal and transfer and reasons for non-completion at the end of each Academic
Year. This helps us to evaluate the extent to which our procedure and practice are
supporting our stated mission and strategic objectives
Help: staff can help students with a range of problems including: –
Settling in the United Arab Emirates
Obtaining your student Visa
Obtaining your Emirates ID
Obtaining a Medical Card and Registering with your local doctor
Opening a Bank Account and dealing with money matters
Finding accommodation
Help regarding attendance and non attendance at College
Support Letters: Students can request support letters from the administration office
after Enrolment including bank letters; council tax exemption letters; spouse or
dependent letter; travel discount forms; holiday letters.