Online, distance and blended learning accreditation scheme ... - BAC

ONLINE,DISTANCEAND BLENDEDLEARNINGSCHEME DOCUMENTBRITISH ACCREDITATION COUNCIL FOR INDEPENDENT FURTHER AND HIGHER EDUCATION

CONTENTS1. INTRODUCTION ................................................................12. ELIGIBILITY FOR ACCREDITATION ....................................23. ACCREDITATION PROCESS ...............................................24. ACCREDITATION CYCLE ....................................................25. INSPECTION PROCESS ......................................................26. PROGRAMMES AND AWARDS .........................................37. EXTENSION OF COLLEGE ACCREDITATION ......................38. ACCREDITATION FEES .......................................................39. ACCREDITATION STATEMENTS AND MARKS ...................310. CONTACTING BAC .............................................................3APPENDIX A:MINIMUM STANDARDS FOR ONLINE, DISTANCEAND BLENDED LEARNING ACCREDITATION ...............................41. INTRODUCTIONThis document must be read in conjunction with the Accreditation Handbook September 2012.BAC accreditation is a voluntary quality assurancescheme for independent providers of further andhigher education and vocational training courses.The Online, Distance and Blended Learningaccreditation scheme is designed to offer a tailormadequality assurance scheme which recognisesthe particular qualities and distinctive characterof providers which deliver teaching and learningthrough a variety of media.British Accreditation Council1

ONLINE, DISTANCE AND BLENDED LEARNING ACCREDITATION SCHEME DOCUMENT2. Eligibility for accreditation5. Inspection processAny independent education or training institution in the UK iseligible for accreditation as a provider of online, distance andblended learning provided that the following requirementsare met:➜ The provider is established as a deliverer of online,distance or blended learning programmes.➜ The provider is able to provide evidence of itsfinancial stability.➜ The services provided must be managed and administeredfrom within the UK.➜ Effective control of the provider is the responsibility of anaccountable management based in the UK.➜ The provider is led by a proprietor or designated principal/director, who must be legally resident in the UK andhave clear contractual responsibilities for the running ofthe provider and for the quality of its work.➜ There are no grounds for believing the proprietor,principal/director or any other senior manager to beunfit to have responsibility for the provider. Such groundsmay include an assessment of any previous position heldat another institution/provider known to BAC, in particularany institution/provider which consistently failed to meetBAC’s standards or which failed to repay debts owedto BAC.3. Accreditation processFor comprehensive information on the whole of theaccreditation process please see the Accreditation HandbookSeptember 2012.4. Accreditation cycleOnline, distance and blended learning accreditation is valid forfour years. Accredited providers are notified six months beforethe end of the accreditation period so that a full inspectioncan be arranged and the institutional report presented to theAccreditation Committee for consideration of re-accreditationbefore the accreditation period ends.A full inspection is arranged following successful completionof the first stage of the application process. The inspectionprocess for online, distance and blended learning providerstakes into account the special circumstances in which suchproviders work. The inspection falls into two distinct phases.The first is a computer-based assessment of the provider’swebsite, online materials both publicity and learning anda scrutiny of learners’ work. The second phase involves avisit to the main office of the provider where the inspectormeets with the management and administration to inspectdocumentation and to discuss the provider’s systems andpolicies. The duration of these visits will be determinedby the breadth and size of the provider’s services. If theprovider offers blended learning which involves a face-tofacecomponent, the inspector will visit the delivery venueon a separate occasion to inspect the premises and observethe teaching. With newly-accredited providers, an interiminspection is organised in the first year of accreditation. Foraccredited institutions, an interim inspection is organised inthe middle of the four-year accreditation cycle.Institutions are required to complete and submit a selfevaluationdocument assessing their quality assurancemechanisms against specific criteria prior to the inspectionbeing conducted.5.1 Inspection areasA full inspection covers the following inspection areas:➜ Management, Staffing and Administration➜ Teaching, Learning and Achievement➜ Learner Support➜ Management of Quality➜ Premises and Facilities (face-to-face components)5.2 Minimum standardsThe minimum standards for the online, distance and blendedlearning accreditation are set out in Appendix A. Details areprovided of the documents which will need to be supplied andreviewed and of the staff members who the inspector/s willinterview during the inspection.2 Online, Distance and Blended Learning Accreditation

ONLINE, DISTANCE AND BLENDED LEARNING ACCREDITATION SCHEME DOCUMENTLegal and regulatory complianceAll new applicants and those applying for reaccreditationare required to sign a declaration stating that the institutioncomplies with all relevant statutory requirements in force inthe country of operation, in connection with such matters ashealth and safety, safeguarding, employment law, copyright,disability provision, equal opportunities, planning consent,data protection and public liability. It is the institution’sresponsibility and the personal responsibility of the head ofthe institution to ensure that all requirements are met. BACinspectors will not inspect the above areas but will note anyobserved breach of regulations. Although the compliancewith statutory requirements is not a BAC minimum standard,evidence of non-compliance will provide the AccreditationCommittee with grounds for refusal of accreditation.8. Accreditation feesAll providers awarded accreditation under this schemewill qualify for the online, distance and blended learningprovider accreditation fee. Annual accreditation fees aredue in September of each year. Failure to pay the annualaccreditation fee by the given deadline on the invoice will resultin suspension and the possible withdrawal of accreditation.9. Accreditation statements and marks6. Programmes and awardsBAC’s policy is that providers should offer courses leading toapproved external awards granted by recognised awardingbodies. BAC does however accept that there may be instanceswhere there is no appropriate external awarding body andthat the provider will only offer internal awards.BAC’s inspectors will consider the accuracy of any claims madeby institutions as to the level and status of any internal awards.This will include a requirement for evidence of the extent towhich the institution’s internal awards are accepted for thepurposes of employment or further study. BAC encouragesinstitutions to involve external moderators in the assessmentwhere appropriate.7. Extension of college accreditationBAC accredited colleges which have decided to offer online,distance and blended learning programmes as an additionalservice may be eligible for a modified inspection process.Colleges are advised to contact BAC to discuss.Institutions which hold accreditation from other accreditingbodies and have decided to extend their provision intoonline, distance and blended learning are invited to contactBAC to discuss the options available.Providers which have been awarded online, distance andblended learning accreditation may use the statement ofaccreditation in their promotional materials, subject to certainconditions.Acceptable forms of the statement are:➜ “accredited by the British Accreditation Council forIndependent Further and Higher Education as an Online,Distance and Blended Learning Provider”➜ “accredited by the British Accreditation Council as anOnline, Distance and Blended Learning Provider”➜ “accredited by BAC as an Online, Distance and BlendedLearning Provider”➜ “BAC accredited as an Online, Distance and BlendedLearning Provider”Once accredited, providers may use the BAC accreditationmark of the ODBL accreditation scheme in their promotionalmaterials, subject to certain conditions. The standardaccreditation mark features the BAC logo, colour-coded to thespecific accreditation scheme, and the word ‘accredited’.10. Contacting BACFurther guidance and details of the generic requirements andresponsibilities for BAC-accredited institutions can be found inthe Accreditation Handbook September 2012. Please contactinfo@the-bac.org for further information.It is BAC’s intention to minimise the burden placed oninstitutions which hold approved accreditation and to tailorinspection requirements to meet individual circumstances.However, only those providers which meet BAC’s statedcriteria for online, distance and blended learning, whatevertheir accreditation status, will be awarded online, distance andblended learning accreditation.British Accreditation Council3

APPENDIX A: MINIMUM STANDARDS FORONLINE, DISTANCE AND BLENDED LEARNING ACCREDITATIONInspection area - management, staffingand administrationMinimum standards 1-41. The provider is effectively managed1.1 The management structure is clearly defined,documented and understood, including the role andextent of authority of any owners, trustees orgoverning body.1.2 Senior managers are suitably qualified andexperienced, understand their specific responsibilitiesand are effective in carrying them out.1.3 Senior managers have an understanding of the specialrequirements of online, distance and blended learning.1.4 There are clear channels of communication betweenthe management and staff, especially thoseworking remotely.2. The administration of online, distance andblended learning is effective2.1 Administrators are suitably qualified and experiencedand understand their specific responsibilitiesand duties.2.2 The size of the administration team is sufficient toensure the effective day-to-day running ofthe provision.2.3 Offices are adequate in size and resources for theeffective administration of the provider.2.4 The administrative support available to themanagement and learners is clearly defined,documented and understood.2.5 Policies, procedures and systems are well documentedand effectively disseminated.2.6 Data collection and collation systems are effectiveincluding the logging of tutor and learner submissions.2.7 Learner and tutor records are sufficient, accuratelymaintained and up-to-date.2.8 The provider has a robust security system and policiesin place for protecting the data of its learnersand tutors.2.9 Satisfactory procedures are in place for theadministration of examinations and other meansof assessment.3. The institution employs appropriatemanagerial and administrative staff3.1 There are appropriate policies and effective proceduresfor the recruitment and continuing employment ofsuitably qualified and experienced administrative staff.3.2 Experience and qualifications claimed are verifiedbefore employment.3.3 There is an effective system for regularly reviewing theperformance of staff.4. Publicity material gives a comprehensive,up-to-date and accurate description of theonline, distance and blended learning offered4.1 The website and other publicity material give anaccurate description of the online, distance andblended learning courses offered.4.2 All advertising materials and images provide anaccurate description of any training offered.Documents required(where appropriate)➜ Up-to-date organogram➜ Minutes of relevant committee or board meetings➜ Minutes of staff meetings➜ Detailed CVs for all managerial andadministrative staff➜ Staff appraisal procedures andcompleted documentation➜ Staff Handbook➜ Course descriptions➜ Correspondence with learners➜ Up-to-date, signed contracts of employment forsenior, academic and non-academic staff➜ Briefing materials for agents if used➜ Up-to-date prospectus and marketing material➜ Completed learner application forms and anylearner contracts➜ Stakeholder feedback forms➜ Completed feedback forms➜ Action plans for dealing with stakeholder feedback➜ Annual performance reviewsInterviews required(where appropriate)As part of their assessment, inspectors will holdinterviews with the following:➜ Principal/director➜ Senior administrator4 Online, Distance and Blended Learning Accreditation

APPENDIX A: MINIMUM STANDARDS FORONLINE, DISTANCE AND BLENDED LEARNING ACCREDITATIONInspection area - teaching, learningand achievementMinimum standards 5-95. Management of the programme is effective5.1 There is a suitably qualified manager with experiencein online, distance and blended learning who hasresponsibility for teaching, learning and achievementand management of the tutor body.5.2 The provider has a sufficient number of qualified tutorsto give individualised instructional service toeach learner.5.3 The provider has a robust tutor recruitment systemwhich is designed to ensure the safety of the learners.The recruitment process for tutors working remotelyincludes a face-to-face (i.e. skype) interview.5.4 The allocation of tutors to courses provides for aconsistent learning experience and delivery ismonitored to ensure consistency.5.5 Realistic deadlines are set and communicated well inadvance to learners.5.6 Delivery methods are sufficient to attain the statedprogramme objectives and intended learning outcomes;suitable supplementary study aids have beenconsidered where appropriate, whether via investmentin technology, additional tutor support, issuing extrastudy materials or offering face-to-face learning sessions.5.7 The programme reflects current knowledge andpractice. Internal programme reviews are conductedon a periodic basis.5.8 The programme is sufficiently comprehensive forlearners to achieve the stated programme objectivesand its content is supported by sound researchand practice.5.9 Commissioning of course materials is managedeffectively and materials are checked to ensurestandardisation and consistency across the provision.5.10 Learner assessment is guided by published gradingpolicies and a marking system that includesprompt return of accurately, fairly, and consistentlygraded assessments.5.11 The provider uses assessment strategies whichdemonstrate the achievement of definedlearning outcomes.5.12 The provider takes appropriate steps to identifyand discourage cheating and plagiarism andpenalise offenders.5.13 Learners have appropriate access to tutors forlearning support.6. Tutors have an acceptable level of subjectknowledge and pedagogic skill6.1 Tutors are appropriately qualified and experienced.6.2 Tutors have an understanding of the special challengesand demands of online, distance and blended learning.6.3 Tutors have a level of subject knowledge, pedagogicand communicative skill which allows them to deliverthe content of programmes effectively.6.4 The appraisal procedures for tutors incorporate regularmonitoring of tutor feedback.6.5 Tutors are properly and continuously trained withrespect to provider policies, learner needs, instructionalapproaches and techniques, and the use of appropriateinstructional technology.7. Tutors respond to the individual learningneeds of learners7.1 The academic backgrounds and particular needsof learners are taken into account in the delivery of theprogrammes which build on former learningor experience.7.2 Learners are encouraged and enabled to developindependent learning skills.7.3 Tutors respond to different learning needs of learnerswhere appropriate, taking various learning styles intoaccount in their planning and delivery of courses.7.4 Tutors employ effective strategies to check learners’understanding of concepts and programme content.7.5 Learners are made aware of the necessary level ofdigital literacy required to follow thestated programmes.8. Learners receive appropriate assessmentand feedback on their performance andprogress, which are effectively monitored8.1 Programmes are planned to include a schedule ofassessments, the procedures and criteria for which areavailable in writing and in advance to learnersand tutors.8.2 Assessment outcomes are monitored to enable theidentification of learners who are not makingsatisfactory progress and prompt interventionwhere appropriate.8.3 Learners are made aware of how their progress relatesto their target level of achievement.8.4 Additional support or advice on alternativeprogrammes is provided to learners who are judged notto be making sufficient progress to succeed.8.5 Feedback is given to individual learners on a regularbasis, tailored to meet their specific needs andconstructive in its nature and delivery.British Accreditation Council5

9. Assessments are designed to support andencourage the learning process, as well as tomonitor and establish the level of abilityacquired by the learner9.1 Assignments and assessments maintain an appropriatefocus on any assessment objectives or statement oflearning outcomes established by the awarding body.9.2 Formative assessments appropriately reflect the natureand standards of summative examinations.Documents required(where appropriate)➜ Course plans (schemes of work)➜ Samples of marked learners’ work➜ Sample placement tests➜ Records of learner progress➜ Samples and summaries of any learnerfeedback questionnaires➜ Documents relating to external moderation➜ CVs for all teaching staff➜ Evidence of tutor monitoringInterviews required(where appropriate)As part of their assessment, inspectors will holdinterviews with the following:➜ Principal/director➜ Programme managers➜ Senior administrator➜ Examinations officer➜ Tutors (telephone or online interviews)Inspection area - learner supportMinimum standards 10-1310. The enrolment process is comprehensive,transparent and supportive to applicants10.1 Applicants are provided with enough information toenable them to make a judgement on their suitabilityfor the course and the delivery methods and candiscuss any concerns before enrolment.10.2 Enrolment and application documentation is easilyaccessible and simple to complete and submit.10.3 Learners are given advance information aboutcourse requirements and equipment for succeedingin the programme. The provider takes reasonable stepsto ensure that learners accepted for enrolment meetthese requirements and any claimed qualificationsare verified.10.4 Learners are enrolled on programmes under fair andtransparent contractual terms and conditions. If onlylimited information can be made available, suitablyextended refund arrangements should be in place.10.5 The provider makes it clear to applicants that theyare responsible for checking that they have the skillsand knowledge required to study on the chosen course.10.6 After enrolment, the applicant has the benefit of astated ‘cooling off’ period during which they can cancelthe enrolment.10.7 Learners are made aware of the English languageproficiency needed to study on and completethe programmes.11. Services provided meet the reasonable needsof learners11.1 Instructions and suggestions on how to study andhow to use the tutorial materials are made available toassist learners to learn effectively and efficiently.11.2 Staff are available to assist learners to resolve issuesof a general and/or technological nature. All enquiriesfrom learners are handled promptlyand sympathetically.11.3 The provider ensures that learners understand anysystem requirements, and have access to appropriatetechnical advice to assist with technological problemswhich are the provider’s responsibility.11.4 The provider supports and encourages peer-interactionthrough a variety of channels, e.g. forums and Twitter.11.5 Learners who are unable to make satisfactory progressthrough the programme are encouraged to continueand supported to achieve a satisfactory outcomewherever possible or offered an alternative programme.11.6 Learners have access to a fair complaints procedureof which they are informed in writing at the start ofthe programme.11.7 Learners are advised of BAC’s complaints procedure.6 Online, Distance and Blended Learning Accreditation

APPENDIX A: MINIMUM STANDARDS FORONLINE, DISTANCE AND BLENDED LEARNING ACCREDITATION12. Learner materials are appropriate to themedium of delivery and are effective12.1 Course materials are designed for a specific and clearlystated level of study and include appropriate supportwhen necessary.12.2 Course materials are appropriately presented andsufficiently comprehensive to enable learners toachieve the programme objectives.12.3 Course materials are accurate and reflect currentknowledge and practice and are regularly reviewedand revised.12.4 Programme designers make effective use of appropriateteaching aids and learning resources.12.5 The provider makes effective provisions for learners toaccess conventional and online resources.13. The technology used to deliver theprogrammes is fit for purpose and effective13.1 The provider uses appropriate and readily accessibletechnology to optimise interaction between theprovider and the learner and enhance instructional andeducational services.13.2 The provider has access to the services of anexperienced IT technician who can ensure that systemsare operative at all times and provide support tolearners, tutors and staff working remotely.Documents required(where appropriate)➜ Learner induction material➜ Learner handbook or guidance documents➜ Home stay documentation➜ Samples of marked learner work➜ Records of learner progress➜ Samples and summaries of any learner feedbackquestionnairesInterviews required(where appropriate)As part of their assessment, inspectors will holdinterviews with the following:➜ Principal/director➜ Senior administrator➜ Tutors (telephone or online interviews)➜ Welfare officerInspection area - management of qualityMinimum standards 14-1814. The provider has effective systems tomonitor its own standards and assess itsown performance with a viewto continuing improvement14.1 There are effective systems for monitoring andperiodically reviewing all aspects of theprovider’s performance.14.2 Reports are compiled at least annually which presentthe results of the provider’s reviews and incorporateaction plans.14.3 Reports include analysis of year-on-year results onlearner satisfaction, retention, achievement,examination results and completion rates.14.4 Action plans are implemented and regularly reviewed,with outcomes reported to the management.15. Learner progress is effectively monitored andthe monitoring is linked to procedures toallow for prompt interventionwhere appropriate15.1 Prompt action is taken when learners missdeadlines, when set, or work submitted is not of asatisfactory standard.16. The provider has a means of accessingand monitoring the views of learners andother stakeholders and takes appropriateaction where necessary16.1 The provider has effective mechanisms for obtainingfeedback from learners and other stakeholders (suchas staff, partner providers and employers) on all aspectsof the provider’s provision.16.2 The feedback is regularly reviewed by management andaction is taken where necessary.16.3 There is a mechanism for ensuring learners know whataction has been taken as a result of their feedback.16.4 Opinions of learners are systematically sought as onebasis for evaluating and improving tutorial materials,the delivery of instructions and educational services.17. There is a clear rationale for courses leadingto unaccredited or internal awards17.1 There is a clear statement of the level claimed relativeto the NQF where applicable and evidence that learnerswho receive the award meet the stated requirementsfor that level.17.2 There is evidence of the extent to which the awards areaccepted for the purposes of employment orfurther study.British Accreditation Council7

17.3 External moderators are involved in the assessmentprocess if appropriate to the level or programmebeing studied.18. There are satisfactory procedures for theadministration of examinations and othermeans of assessment18.1 Evidence is provided that the requirements of therelevant awarding bodies in terms of examinationsecurity and administration are complied with.18.2 For internal awards, there are effective systems inplace for examination security and administration, andclear procedures for learners to appeal againsttheir marks.18.3 The provider has processes through which the providerverifies that the learner who registers in theprogramme is the same learner who participates inand completes and receives the credit.Documents required(where appropriate)➜ Learner induction material➜ Learners’ handbook or guidance documents➜ Internal quality assurance documentation➜ Copies of any policies developed by the provider asa means of quality management➜ External quality assurance documentation➜ Learner files with details of registration, enrolment,attendance and qualifications➜ Documents relating to external moderation➜ Copies of annual reports to the awarding bodies forthe previous three years➜ Copies of any reviews carried out by or an behalf ofthe awarding bodies➜ Evidence of tutor monitoring➜ Staff appraisal procedures andcompleted documentation➜ Stakeholder feedback forms➜ Completed feedback forms➜ Action plans for dealing with stakeholder feedback➜ Internal annual performance reviewsInspection area - face-to-face component(if applicable)Minimum standards 19-2719. The provider has secure possession of andaccess to its premises19.1 The provider has secure tenure on its premises.19.2 Where required, the provider has access to suitableexternal premises for academic or non-academicpurposes of a temporary or occasional nature.20. The premises provide a safe, secure and cleanenvironment for learners and staff20.1 Access to the premises is appropriately restrictedand secured.20.2 The premises are maintained in an adequate state ofrepair, decoration and cleanliness.20.3 There are specific safety rules in areas of particularhazard (e.g. science laboratories), made readilyavailable to learners, staff and visitors.20.4 General guidance on health and safety is madeavailable to learners, staff and visitors.20.5 There is adequate signage inside and outside ofthe premises and notice boards for the display ofgeneral information.20.6 There is adequate circulation space for the number oflearners and staff accommodated, and a suitable areain which to receive visitors.20.7 There are toilet facilities of an appropriate number andlevel of cleanliness.20.8 There is adequate heating and ventilation in all rooms.Interviews required(where appropriate)As part of their assessment, inspectors will holdinterviews with the following:➜ Principal/director➜ Senior administrator➜ Tutors (telephone or online interviews)➜ Learners (telephone or online interviews)8 Online, Distance and Blended Learning Accreditation

APPENDIX A: MINIMUM STANDARDS FORONLINE, DISTANCE AND BLENDED LEARNING ACCREDITATION21. Training rooms and other learning areas areappropriate for the programmes offered21.1 Training rooms and other learning areas provideadequate accommodation in size and number for theclasses allocated to them.21.2 Training rooms and any specialised learning areas (e.g.laboratories, workshops and studios) are equippedto a level which allows for the effective delivery ofeach programme.21.3 There are facilities suitable for conducting theassessments required on each programme.22. There is an appropriate policy on learnerattendance and effective procedures andsystems to enforce it22.1 There is a clear and published policy on learnerattendance and punctuality, requiring that they attendat least 80% of their scheduled classes.22.2 Accurate and secure records of attendance andpunctuality at each session are kept for all learners,collated centrally and reviewed at least weekly.22.3 Learner absences are followed up promptly andappropriate action taken.23. There are appropriate additional facilities forlearners and staff23.1 Learners have access to sufficient space and suitablefacilities for private study, including library andIT resources.23.2 Tutors have access to sufficient personal space forpreparing lessons, marking work and relaxation.23.3 There are individual offices or rooms in which academicstaff and senior management can hold private meetingsand a room of sufficient size to hold staff meetings.23.4 Offices are adequate in size and resources for theeffective administration of the provider.24. Learners attending face-to-face componentsreceive appropriate support24.1 There is at least one named staff member responsiblefor learner welfare who is suitably trained, accessible toall learners and available to provide adviceand counselling.24.2 Learners receive appropriate advice before arrival.24.3 Learners receive an appropriate induction and relevantinformation upon arrival.24.4 Learners are issued with a contact number for out-ofhoursand emergency support.24.5 The provider has policies in place to avoiddiscrimination and a published procedure for dealingwith any abusive behaviour.25. International learners are provided withspecific advice and assistance (If applicable)25.1 International learners receive appropriate advice beforetheir arrival on travelling to and living in the UK.25.2 International learners receive an appropriate inductionupon arrival covering issues specific to the local area.25.3 Information and advice specific to internationallearners continues to be available throughout theprogramme of study.25.4 Provision of support takes into account cultural andreligious considerations.26. Where residential accommodation isoffered, it is fit for purpose, well maintainedand appropriately supervised (if applicable)26.1 Any residential accommodation is clean, safe and of astandard which is adequate to the needs of learners.26.2 Any residential accommodation is open to inspection bythe appropriate authorities, including Ofsted wherelearners under 18 are accommodated.26.3 A level of supervision is provided appropriate to theneeds of learners.26.4 Separate accommodation blocks are provided forlearners under 18.British Accreditation Council9

27. Where home-stay accommodation isorganised, the welfare of learners is ensuredand the provider’s relationship with hosts isproperly managed (if applicable)27.1 Due care is taken in selecting home-stayaccommodation which both provides a safe andcomfortable living environment for learners and isappropriately located for travel to the providerand back.27.2 Any home-stay accommodation is inspected beforelearners are placed and is subject to regular reinspectionby a responsible representative or agentof the provider.27.3 The provider has appropriate contracts in place withany hosts, clearly setting out the rules, terms andconditions of the provision.27.4 Appropriate advice and support is given to both hostsand learners before and during the placement.Documents required(where appropriate)➜ Current lease agreement(s)➜ Floor plan of each site being inspected➜ Booking documentation for delivery venues ortraining roomsInterviews required(where appropriate)As part of their assessment, inspectors will holdinterviews with the following:➜ Principal/director➜ Maintenance/facilities manager10 Online, Distance and Blended Learning Accreditation

© British Accreditation CouncilTelephone: 0300 330 1400 Fax: 0300 330 1401 Email: info@the-bac.org Website: www.the-bac.orgThe British Accreditation Council for Independent Further and Higher Education is registered as a charity (Charities Registration No. 326652) and is a private company limited by guarantee(registered in England No. 1828990).This work is the copyright © 2012 of the British Accreditation Council for Independent Further and Higher Education. Permission granted to reproduce the entirety of this work or extractsfrom it for personal and educational use only. All extracts from this work must be acknowledged. All other rights reserved. This work is registered with the UK Copyright Service.