Reference Guide for EAQUALS inspections - Support

Inspection Schemeversion 6.2Reference Guide for InstitutionsEvaluation & Accreditation of Quality inLanguage ServicesEAQUALS SecretariatP.O. Box 95 BudapestH-1301 Hungarytelephone/fax:+36 1 785 5890http://www.eaquals.org1Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

IntroductionAccreditation by EAQUALS is the primary means by which providers of language courses candemonstrate their compliance with high international standards designed specifically for languagelearning services. Accreditation by and full membership of EAQUALS are awarded after a rigorousquality assessment process. The main element of this process is an EAQUALS inspection based ontransparent assessment criteria, reflecting the content of the EAQUALS Charters. Re-inspections takeplace every four years so that the quality of the services provided by Accredited Members can beregularly verified.As well as verifying that institutions are complying with EAQUALS standards prior to accreditation orre-accreditation, the inspection plays an important role in maintaining the momentum of continuousimprovement and providing independent advice as to how this may be done.This Reference Guide describes the EAQUALS Inspection Scheme, the assessment criteria that areused, and the way they are applied in practice. Its aim is to give institutions interested in EAQUALSaccreditation a clear view of EAQUALS standards and methods of inspection. It is distilled from themore comprehensive Inspection Scheme Manual used by inspectors and institutions for actualinspections.Methodology and principles of the EAQUALS inspection schemeThe EAQUALS inspection scheme is integrated in a valid and reliable quality accreditationsystem and EAQUALS inspections are based on a principled and effective methodology.The EAQUALS Charters are at the core of the quality assessment system. They state all the valueswhich underpin the inspections. These are the commitments to fair dealing with all the stakeholdersinvolved, to giving comprehensive and honest information about the services to be provided; to fullcompliance with legal requirements, and the commitment not to discriminate in any way. TheCharters also state the promises and guarantees that members of EAQUALS make to their directand indirect clients –in the Charters for Course Participants, Staff and Information. The inspectionprocess verifies that all these promises are respected by the members or prospective members andensures that the accreditation process involves comprehensive coverage of all an institution’sactivities.The methodology of the inspection combines direct observation of all aspects of an institution’sactivities with verification, on the basis of documentary evidence, of the systems of academicmanagement and quality assurance procedures which can ensure sustained and consistent quality ofservices. The inspectors observe a full and representative selection of the teaching, inspect resources,meet focus groups of course participants and staff, and interview members of administrative staff.They also verify the processes of the institution’s management to find out how course delivery isbacked up by curriculum and syllabus; how the assessment processes work, from placement ofparticipants’to final certificate; and what systems of quality assurance through regular observationand gathering of participant feedback exist. Institutions provide documentation on these processesand on all legal and safety requirements.The EAQUALS inspection scheme is more than just a coherent and effective system for accreditinginstitutions; it seeks to make a constructive, consultative contribution to the improvement of theinstitutions inspected and to language learning and teaching in general. In addition to the inspectionprocess the inspectors also make recommendations for improvement which mean that the inspectionand accreditation include an element of consultancy.Pre-inspection advisory visits and EAQUALS consultancies, as well as a complete Self-AssessmentHandbook and a great variety of resource materials available to members on the EAQUALS website,are designed specifically to help institutions reach the required standards. Some of the abovematerials are also available to potential members through the EAQUALS Secretariat.3Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

The inspectors are professionals with experience of both teaching and of the management oflanguage teaching institutions. The aims and ethos of EAQUALS govern the way in whichinspections are managed and carried out. The following fundamental principles are to be respected byall EAQUALS inspectors:ConfidentialityIt is imperative for the integrity of EAQUALS that all written and orally communicated informationabout institutions undergoing inspection – including requirements and recommendations or theoutcome of the inspection - is kept confidential and only discussed between the inspectors concernedand the Accreditation Panel.Professional colleagueship and supportivenessAt all times inspectors need to remember that those they are dealing with are colleagues, withexperience, qualifications and know-how similar to their own. It is to be remembered at all times thatone aim of the inspection process is to ‘hold up a mirror’to the institution and to enable it to benefitfrom the inspection and to improve where possible, whatever the outcome of the inspection.Complete impartiality is the overriding principle and informality is avoided.Absolute impartiality and fairnessWhile a spirit of colleagueship is essential, if the aim of support and advice is to be achieved,impartiality is essential for a fair report and result. EAQUALS rules forbid hospitality between staffand inspectors before, during or at the end of inspections.ComprehensivenessThe EAQUALS Charters, as laid down in this document, cover every aspect of the institution’s work. Allthe basic criteria specified in the summary table on page 16 of this document need to be inspectedand assessed with equal thoroughness.ConsistencyInspectors must apply the same standards from inspection to inspection. When doing re-inspections,inspectors receive the previous report.ClarityThe oral report to managers and the written report to the Accreditation Panel must include clearinformation about the institution and a straightforward evaluation of each area of its work. A cleardistinction should be made between areas where the institution does not meet EAQUALS standardsand any recommendations or suggestions for improvement which are not required for accreditation.4Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

The EAQUALS ChartersThere are four EAQUALS Charters for Accredited Members:1. The General Charter2. The Charter for Course Participants3. The Staff Charter4. The Information CharterThere is a separate Charter for Associate Members, who do not have to go through the inspectionprocess.EAQUALS GENERAL CHARTERAccredited Members of EAQUALS undergo regular inspections, and courses accredited byEAQUALS are regularly verified, to ensure that there is:1. A commitment to:1.1. Professional conduct and integrity;1.2. Provide opportunities for language study and/or professional training in a teaching/learningenvironment of high quality within a clearly organised curriculum framework;1.3. Improve and develop continually the means and resources available for study and training;1.4. Uphold the EAQUALS Information Charter.2. An undertaking:2.1. Not to discriminate in any way against course participants, staff or other stakeholders ongrounds of gender, sexual orientation, race or religion;2.2. To inform course participants and clients about clearly specified procedures for dealing withcomplaints, dissatisfaction, discipline or non-participation, with cases being referred to theEAQUALS Ombudsperson when necessary;2.3. To uphold the EAQUALS Staff Charter and Charter for Course Participants.3. Acceptance of a duty to:3.1. Take all reasonable steps to ensure the welfare and safety of their course participants andstaff;3.2. Provide written assurances, verified by EAQUALS, that the institution concerned has beenestablished and operates according to all relevant national and local legislation, includingcompany law, employment, accounting, taxation, advertising, privacy, hygiene, safety,insurance and copyright;3.3. Work towards making provision for persons with special needs.4. The existence of a registered legal entity with a published, physical address.5Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

THE EAQUALS CHARTER FOR COURSE PARTICIPANTSAccredited Members of EAQUALS undergo regular inspections, and courses accredited byEAQUALS are regularly verified, to ensure that:1. Before the course:1.1. Information: all information and publicity is accurate, complete and accessible, and includes: an outline of the course aims and course components; a stipulated number of taught hours and study hours per course; a stipulated maximum number of course participants per group; a specified age-range for courses; a clear description of the cost of tuition and of other services and materials transparent terms and conditions of business.1.2. Enrolment: admission and enrolment procedures are efficient and transparent1.3. Placement: effective procedures are in place to determine course participants’level ofcompetence and/or other needs.2. During the course:There is a focus on providing course participants with opportunities for successful learning, inparticular:2.1. Standards: teaching and educational standards are high, and yield effective learning;2.2. Teaching/Training Staff: qualified and competent teachers or trainers experienced inteaching the target language work under the supervision of an appropriately qualifiedacademic manager;2.3. Premises and Facilities: the premises and facilities and/or learning platforms for languagelearning and/or teacher training are suitable for the purpose;2.4. Curriculum and course planning: the course of study is structured, is divided into levels ofproficiency, and is appropriate;2.5. Resources: resources and materials used are relevant to the needs of course participantsand to the course objectives;2.6. Teaching and Learning: the teaching and learning/training methods and techniques used areappropriate and effective for the course participants;2.7. Quality Control: there is regular observation of teaching or sampling of training by thecourse provider;2.8. Support and Advice: there are opportunities for course participants to discuss their individualquestions and concerns, and to obtain information and advice;2.9. Services: administration and auxiliary services are efficient;2.10. Assessment: evaluation of and feedback on course participants’progress is regular andappropriate.3. At the end of the course:3.1. Certification: end-of-course assessment procedures are valid and soundly administered,and reports and certificates of attainment based on these are given to course participantsand/or stakeholders;3.2. Client Feedback: there is an opportunity for course participants and/or stakeholders to givefeedback on the course.6Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

THE EAQUALS STAFF CHARTERAccredited Members of EAQUALS undergo regular inspections, and courses accredited byEAQUALS are regularly verified, to ensure that:1. The contracts of all staff are governed by local labour laws and by national contracts where theseapply.2. Terms and conditions of employment comply with EU directives, where applicable, and are fair inthe context of the relevant local or national standards, especially in the following areas:2.1. salary;2.2. length of contract;2.3. working hours and teaching hours per week;2.4. paid holiday entitlement;2.5. sickness, maternity, family and compassionate leave;2.6. pension and severance pay arrangements, where relevant;2.7. unpaid leave of absence;2.8. conditions and remuneration for freelance staff.3. An appropriate proportion of staff members are employed on a full-time and/or permanent basis.4. Clearly specified written procedures exist for dealing with staff grievances and disciplinaryproblems.5. EAQUALS sets high and achievable standards for each country, and for each language taught, andstaff members have appropriate training, qualifications and experience for the work in question.Teaching staff have received initial training as language teachers that included supervisedteaching practice. This training was sufficient and appropriate in terms of its content and durationfor the work they are doing.6. In addition to initial training, all staff are given opportunities to improve their skills in continuousprofessional development within and outside working hours.7. All staff have appropriate workspace and the facilities for them to carry out their dutieseffectively.8. All staff , whether full or part time, are issued with written contracts or letters of agreementspecifying the terms of employment under 2., the main responsibilities of the post, theprocedures available for dealing with grievances, and the procedures to be followed in the eventof disciplinary action.9. The services of freelance/self-employed individuals are contracted according to nationallegislation, and people who are freelance/self-employed are treated fairly.10. Staff members are informed about the status and ownership of the institution employing them,and about the organisations or associations it belongs to.7Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

THE EAQUALS INFORMATION CHARTERAccredited Members of EAQUALS undergo regular inspections, and courses accredited byEAQUALS are regularly verified, to ensure that:1. Advertising, promotional materials and course information follow national advertising standards,are factual, and give a clear and truthful account of their courses and other activities.2. Before enrolment, course participants or their representatives are provided with clear informationon the nature of and rationale behind the course. In addition, clear information is provided onthe:a. entry requirements (if any);b. course outline;c. minimum course length and dates;d. number of hours taught face-to-face, and number and nature of teaching practice andobservation sessions and other services offered;e. number of hours of self-study: homework, assignments, computer-assisted study (e.g. onlinemodules);f. dates of closure and holidays;g. admission and placement procedures;h. size and make-up of groups, including age or any other restrictions;i. use of classes for teaching practice purposes;j. requirements in relation to attendance and assignments;k. assessment criteria and procedures, reporting and certification;l. terms and conditions of business, including cancellation regulations and charges.3. Before enrolment, course participants or their representatives are given full and clear detailsconcerning the contract, including exact course fees and the rights of each party, in the event ofwithdrawal or exclusion.4. All prices mentioned in advertising and other publicity material or information specify clearlywhich services and goods are included in the price and which are available at additional cost. Thecost of public examinations where courses aim to prepare course participants for these should bespecified. Any additional taxes that may be payable are also specified.5. All diplomas and certificates of any kind issued to course participants contain accurate statementsof fact, and, if such certification is based on examinations or tests, these are valid and soundlyadministered.6. In the case of course participants under the age of 18 on full-time and/or residential courses,clear information is provided to parents/guardians about supervision arrangements and thequalifications of supervisory staff.7. The EAQUALS logo, name, signs and charters are used according to the guidelines established byEAQUALS on the institution’s premises, on websites and in printed publicity and in other printeddocuments.8Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

EAQUALS standards and assessment criteriaThe EAQUALS inspection scheme looks at all aspects of language teaching services. The internationalteams of inspectors seek evidence from different sources to verify that EAQUALS standards are beingmet. This is done mainly through a visit to the institution, lasting between two and four days,depending on the size of the institution. It includes the observation of all activities, including theobservation of teaching, meetings with key staff and teachers, clients and partners, studyingdocuments, inspecting premises and accommodation, if applicable.The EAQUALS accreditation scheme is international, and the standards and criteria are notprescriptive, although the basic requirements are clearly established. During the inspection process,these requirements can be applied in different ways in different contexts, and it is the institution’stask to provide evidence which demonstrates that they meet the requirements.The EAQUALS assessment of the institutions focuses on the global picture. For example, it does notinspect the performance of individual teachers but looks at the general level of teaching and supportfor learning being carried out at the institution. The assessment standards are not absolute, providedthat basic requirements are complied with, it is accepted that there may be room for furtherdevelopment, even in areas of excellence.Guidelines on how to apply requirements in various country-specific contexts are summarised in theindividual Country Notes, which include local regulations on legal requirements, teachers’qualifications, labour law, etc. Country notes are available on the EAQUALS website under:http://www.eaquals.org/page.asp?p=2641. Please note that local requirements do not definethe terms of the EAQUALS Charters, and if local standards are lower it is always EAQUALSstandards which are applied.For a full list of areas of the EAQUALS Inspection Scheme and focus pointsgo to page 16.9Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

The EAQUALS accreditation processThe first inspection at a single institution can be organised after the institution has been offeringlanguage services for a minimum of 24 months.For groups of schools with centralised management and centralised academic systems, the firstinspection of the second and further members of the group can be organised after the institution hasbeen offering language services for a minimum of 6 months.For groups of schools which do not have centralised management and academic systems, the firstinspection of the second and further members of the group can be organised after the institution hasbeen offering language services for a minimum of 12 months.Accredited members of EAQUALS are re-inspected every four years. In the case of institutions whichrun seasonal activities (e.g. junior and/or summer courses, teacher training, specialised courses, etc.),it is a requirement that every second inspection takes place at a time when these activitiescan also be observed. If these seasonal activities are not run at the time of the inspection, theinspectors may deem it necessary to inspect these areas during a follow-up visit, involving anadditional fee. This depends on the volume, infrastructure and general management of theseactivities.It is an EAQUALS requirement that all activities within an organisation that are eligiblefor inspection by EAQUALS (i.e. are related to the provision of language learning services)are included in EAQUALS accreditation, including teacher training courses as well as offsitecourses and activities run at branches, annexes, or satellite schools which operate aspart of the same company or under the same trading name, and are not separatelyaccredited by EAQUALS.In order better to meet the needs of existing EAQUALS members and to increase the consultativeaspect of inspections for those institutions which have already undergone their first inspection andfirst re-inspection, one of the following optional elements can also be requested during a re-inspectionvisit: individual, contextualised feedback offered to the institution apart from regular inspectionfeedback to the management; this feature will follow inspection feedback; the individualisedfeedback focusing on one area specified prior to the inspection will last up to 60 minutes andwill be open to the management of the institution. pre-arranged consultancy tied in to the self-assessment scheme (the institution decides on onearea in which they have already carried out some work and the project in progress isdiscussed with the inspectors. The pre-arranged consultancy will last up to 60 minutes andwill be open to the management of the institution.Requests for the above optional services are to be sent to the EAQUALS Secretariat together with theApplication Form for the inspection.Institutions who have already had their first inspection will be sent the Self-Assessment Handbookapproximately a year before the next re-inspection date.10Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

11Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

Preparing for an EAQUALS inspectionapplication Dates and application form sent to the Secretariat at least 12 weeksbefore the inspection Applications should include all activities eligible for EAQUALSaccreditation, including all teaching sites, branches and satellites Seasonal activities, e.g. teacher training courses, junior summer courses,in-company teaching, etc, are inspected at least every second inspection.If the inspection dates are specified so that some of the seasonalactivities are not possible to observe, a follow-up visit will be arranged toinspect these areasconfirmation After arrangements with both institutions and inspectors have beenfinalised, institutions receive an official confirmation of the inspection,which is a written statement of the institution’s acceptance of the datesand the inspector team.payment The invoice of the inspection fee is sent to the institution soon after thisconfirmation. Payment should reach the EAQUALS Secretariat at least 14days before the inspection starts. If payment terms are notrespected the inspection will be suspended.cancellation If an inspection is cancelled after the official confirmation has been sentto the institution an administration fee should be paid by the institution. Any expenses (e.g. related to airfare bookings) incurred between theissue date of the confirmation and the cancellation will be borne by theinstitution If an inspection is cancelled due to unexpected illness of the inspectorsor any other hindering factors, another date for the inspection will befixed by EAQUALS, preferably with the same inspector teamdocuments /information to besent to inspectorsdocuments to bemade available forinspectors on site Advance info is to be sent to the Inspectors directly, not later than 2weeks before the inspection as specified in the Advance Information Sheet Materials Sheet (both documents sent to institution withconfirmation of inspection) Please check directly with the inspectors how they would like toreceive these documents: electronically by e-mail or in hardcopies sent by post. Appoint a member of the management staff as inspection co-ordinator,and send her/his daytime phone number and email address and workinghours to inspectors at least two weeks before the inspection The inspections co-ordinator should be responsible for arrangingaccommodation for the inspectors (minimum 3* hotel located near theinstitution) and informing them of this The inspection co-ordinator should collect and prepare confidentialdocuments needed during the inspection and make sure that these areeasily available S/he should allocate a room with a lock that can be used by inspectorsduring their visitPlease note that institutions should feel free to make relevant parts of the EAQUALS InspectionScheme Manual as well as this Reference Guide or translations of them available to staff.Photocopying for this purpose is authorised by EAQUALS.12Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

Materials Sheet for EAQUALS inspectionsAdvance Documents to be sent by the Institution to both EAQUALS inspectors at least 2 weeksbefore the inspection. Please check with the inspectors directly whether they would prefer toreceive the materials electronically or in hard copies.Management and administration:Academic:Publicity materials, including any different language versions and addresses of anywebsitesSupplementary publicity on different coursesEnrolment forms, dates and feesOffice hours and availability of staffAny amendments to staff lists sent with the original application form (of which inspectorswill have a copy)Organisational chart and key job descriptionsCourse participants’handbook or information materialsMap of area showing the location of the institution premisesList of host families (if applicable)Details of social activities for course participants (if applicable) Class timetables at time of inspection indicating names of teachers, rooms, levels, natureof class (advance information sheet) Number of course participants of different types, ages, etc. registered at the time ofinspection Curriculum and syllabus document or information, an overall description of levels andteaching guidelines as made available to teachers List of course books and levels Information about testing Summary of the developments the institution has undertaken since the previousinspection and areas of excellence as seen by the institutionBelow you find a simple template for this summary, to be filled in for re-inspections only.DEVELOPMENTS SINCE THE PREVIOUS EAQUALS INSPECTIONDevelopment Actions taken Based on EAQUALSrecommendationsInstitution’sown initiativeConsidered as anarea of excellenceby the institution13Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

Notes for teachers on EAQUALS inspectionsto be used by academic managers to prepare staff for an EAQUALS inspectionAccording to the principles of the EAQUALS inspection scheme, it is very important for the inspectorsto observe teaching and to see a wide range of classes. As the focus of the inspectors’interest is theobservation of the teaching system in general and not of individual teachers, inspectors will not givecomments on individual performance –either in the report or in discussions with managers.During an inspection:you may be observed more than once;you may be observed by both inspectors simultaneously;you will not be told in advance when they are coming into your class;inspectors will only observe a part of the lesson (about 15 - 20 minutes);inspectors will not give feedback on individual lessons;you will have the opportunity to take part in the focus group meeting(s) organised duringthe inspection.The inspectors expect a free chair in each classroom and the following documentationprovided on it: a lesson plan (it does not need to be complex but should give an idea of how the part ofthe lesson they observe fits into your overall course plan.): it should include: your name; class type and level; group profile; room number; materials used (commercial or handout); lesson aims and main focus; list of stages or procedures; an example of the course book or copies of the relevant pages; copies of any handouts - attached to lesson plan; class register (including record of homework); overall scheme of work for a longer period, e.g. a week or a month - (inspectors will wantto see how your lesson fits into the overall scheme of work); examples of course participant work (e.g. homework, projects in progress).Inspectors may keep the copies, handouts and lesson plans provided but they will be destroyed afterthe inspection.14Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

Notes for administrative staff on EAQUALS inspectionsto be used by managers to prepare staff for an EAQUALS inspectionThe aim of meeting with administrative staff is a general assessment of the institution’s administrativeprocedures and systems, not an assessment of individuals. The inspectors will want to hold individualinterviews with all key admin staff to get an overall impression of all management processes.Please note that:inspectors will have already received and studied all the administrative documents(institution’s publicity materials, enrolment forms, job descriptions etc.) before theinspection;interviews with administrative staff will probably be divided up between the twoinspectors;these interviews may last between 30 to 60 minutes;interviews may take place in a room allocated for this purpose or at the administrator’sdesk;inspectors may want to observe you while doing your job, e.g. answering the telephoneor handling a request from a course participant.Inspectors will want to: observe the work of all the admin staff; question admin staff on different aspects of their jobs to get a global picture of theprocedures in place; see examples of documents/copies/stationery, which support the establishedadministrative systems; go through with admin staff any documentation from the confidential documentationpack, relative to their post; find out about the system of performance review/appraisal and training opportunities foradmin staff.15Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

During the inspection1. the EAQUALS Inspection Scheme categories and focus points2. the inspection processMAIN CATEGORIES ANDASSESSMENT CRITERIA1. Teaching1. Approach and content2. Teaching methods3. Course participants’needs and learningWHAT INSPECTORS WILLLOOK FORInspectors aim to get evidencethat effective learning is takingplace in classes, and to form anoverall picture of the quality ofteaching. They do not assess theperformance of individualteachers.In principle, inspectors aim to seeall teachers, levels and coursetypes, including teacher training,a good proportion of off-site andin-company courses. In a biginstitution it may be necessary todo some sampling, thoughEAQUALS would try to organiseadditional days in order to have aproper representative view.Inspectors aim to observe at least70% of all teachers teachingduring the inspection.SOURCES OF EVIDENCELesson observationsMeetings: Academic manager(s) Teachers (individually, if requested) Training managers (institutional andcorporate clients)Focus groups: Teachers Course participantsDocuments: Curriculum and SyllabusRecords: Weekly/monthly/term plans andschemes of work Lesson plans, class registers (includingrecords of homework) Examples of course participant work(e.g. homework, projects in progress) Course participants’records & reports Academic record-keeping for individualcourse participants Teaching materials and resources Learner feedback questionnaires Any other evidence whichdemonstrates the institution’spractice in this areaInspectors aim to recognise the relevanceand coherence of the above documents toeach other, to classroom practice and tothe institution’s educational philosophy.2. Academic management -Curriculum and Syllabus4. A structured course ofstudy5. Levels that refer to theCEFR6. Placement testing7. Learning objectives thatare adapted to learners’needs8. Statements of contentto be covered in acourse and during acertain periodInspectors seek evidence thatthere is coherence between whatis laid out in the publicitymaterials and academicmanagement documents andwhat is going on in theclassrooms. E.g. if an institutionclaims that it provides teachingbased on a communicativeapproach, evidence of this needsto be shown both in supportingdocuments and in the teaching.Inspectors check that there aresuitable systems and proceduresfor: Definition of the curriculum andlevels referenced meaningfullyto CEFR Placement in a suitable class Syllabus Schemes of work Linking the syllabus and theLesson observationsMeetings: Academic manager(s) Administrative staff involved inplacement testing and the testing andcertification systemsFocus groups: Teachers Course participantsDocuments: Curriculum and syllabus Curriculum information in publicitymaterial Staff/Course Participants’HandbookRecords: Placement tests, interview guidelines,alternative placement procedures (e.g.self-assessment) Class lists Weekly/monthly/term plans andschemes of work Course timetable16Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

3. Academic management –Progress Assessment andCertification9. Assessment of progressand achievement10. External exams andtests11. Reports, certificates &diplomas4. Academic management –Quality assurance12. System & proceduresfor lesson observation13. Support and guidancefor teachers14. Coherence betweenoutcomes of classobservations andinternal training15. Professionaldevelopment review ofcourse book and/or othermaterials used Lesson planning and academiccontrol of this Getting timely and systematiclearner feedback on coursecontent Maintaining coherence betweenwhat is said in curriculum andsyllabus documents and whathappens in classroom practiceThe inspectors check whether theassessment procedures andmethods are valid and reliable,and are in line with the generalapproach to teaching. E.g. iflearning aims are defined by “cando”statements, is assessmentdesigned to assess what courseparticipants can do with thelanguage?Inspectors check that thereare suitable procedures for: Assessment of and givingfeedback to learners on theirprogress End of course assessmentand certification Policy on issuing certificates Training and inductionprovided to staff inassessment Testing and assessmentproceduresThe inspectors seek evidence thatthe standards of teaching aremonitored by well qualified andexperienced academic managers,and that appropriate action istaken to continuously improvestandards where and whenneeded. The professionaldevelopment opportunities forstaff and systematic assessmentof teachers’work are alsochecked. Class records Records of work done Attendance records Records of substitutionDocumentation of: Curriculum Syllabus Schemes of work Any other evidence whichdemonstrates the institution’spractice in this areaThe appropriacy and coherence of theabove documentation and efficiency of thesystems and procedures is checked byinspectors.Lesson observationsMeetings: Academic manager(s), Administrative staff involved in thetesting and certification systemsFocus groups: Teachers Course participantsDocuments: Assessment and Certification informationin publicity material (including website)and on notice boards Sample certificates Staff handbookRecords: Induction procedures for staff onassessment Class lists Progress and end-of-course tests End-of-course reports and certificates Written feedback and reports in theformat agreed withinstitutional/corporate clients Examples of tests or public examsreferred to in certificatesDocumentation of: Placement/progress/level testing –system and samples Any other evidence whichdemonstrates the institution’spractice in this areaThe appropriacy and coherence of theabove documentation and efficiency of theprocedures will be checked by inspectors.Lesson observationsMeetings Academic manager(s) Staff (e.g. senior, co-ordinators) ifinvolved in observation systemFocus groups: Teachers Course participantsRecords: Lesson observation sheets Records of observations for differentpurposes (developmental, quality17Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

teaching staff16. Other procedures forquality assurance5. Academic resourcesAvailability and organisation of17. Course books,software, referencematerials and/orstudent library18. Supplementarymaterials produced inhouse19. Hardware: audio &video/DVD equipment,OHPs, computers,access to the internetetc.6. Other services to courseparticipants20. Advice and consultation21. Leisure and socialprogramme22. Course participants’welfare23. Accommodationservices: residential andhome-stayInspectors check: The procedures for classobservation –who does it, howoften, how it is recorded The teacher trainingprogramme and how findingsfrom lesson observations feedinto it Staff performance/ professionaldevelopment reviews/appraisalprocedures and documentationand if records are signed byteachers Other ways of promotingquality in teachingThe quality, appropriacy,availability and use of teachingresources are checked, and alsowhether they correspond to theneeds of learners and are in linewith the statements on teachingphilosophy in the institution’scurriculum and syllabusdocuments.Inspectors check: Course books –supply,condition, ways of distribution,appropriacy for course context Quality, availability, relevanceof supplementary materials –both commercial and in-houseproduced Equipment available forteachers/course participants Photocopying facilities Teachers' library Students' library, self accesscentre Computers, internet access andsoftware Whether the resources availableare regularly used Whether support is provided tostaff and course participantswith their useThe nature and number of otherservices offered to courseparticipants may varyconsiderably from institution toinstitution. Inspectors check whatis offered, whether the servicesare high quality and whethersystems and procedures forquality assurance and continuousimprovement are in place.Inspectors check: Appropriacy of notice boards,publicity materials, guidelinesand information on exams,leisure and social programmeassurance) and of different kinds (bymanagers, buzz, peer, etc,) Teachers’professional developmentinterview feedback documents Details/records of staff in-servicetraining and development programmes External training opportunities andrecords of attendance Documents of other ways of promotingquality in teachingDocumentation of: Lesson observation –system andfeedback Staff development review –system andfeedbackAny other evidence whichdemonstrates the institution’spractice in this areaLesson observationsMeetings Academic manager(s) Librarian or other relevant staff Admin staff (when involved)Focus groups: Teachers Course participantsInspection of:Materials in Staff rooms Library Computer room Self access centreDocumentation: List of teaching materials used fordifferent levels and coursesAny other evidence whichdemonstrates the institution’spractice in this areaMeetings Academic manager(s) (when involved) Accommodation officer/co-coordinator Programme coordinator(s) Teaching staff (when involved) Admin staff (when involved)Focus groups: Teachers Course participantsDocuments: Publicity materials on other services tocourse participants Regulations for course participants underage Plan and record of social and leisure18Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

8. Qualifications, experienceand training26. Competence,experience andqualifications ofacademic manager(s)27. Competence,experience andqualifications ofteachers28. Administrative andacademic staff profile29. Training andprofessionaldevelopment Sample contracts for allcategories of staff selected atrandom Additional documentation e.g.Appendices to contracts, staffhandbooks, guidelines, jobdescriptions etc. Social security, tax and pensionscheme Checking that all teachers havecontracts or letters ofappointment and these areproperly signed Job descriptions Salary scales for all staff Records of employment Payroll records and evidence ofsocial security and taxpayments Financial and legal documentsdepending on national norms Application forms, CVs,summary of teachersqualifications Grievance and disciplinaryprocedures and awareness ofthese among staff How problems which arisemight be dealt with and howstaff is/can be representedtowards management Working time of all staff andpolicies if there are split shiftsand how these are timetabledThe qualification and competenceof all staff are checked, as well asthe training opportunitiesavailable to them.Inspectors check: Legal requirements forqualifications concerning localstaff and foreign nationals Recommended local standards Staff competences and theirrelevance to job specifications Content of any training coursesoffered at the institution All teachers’and academicmanagers’CVs Diplomas and certificates Relevant documents includingrecord of training anddevelopment plans and theirimplementation Content of teacher trainingcourses for which teachers havequalifications and which are notfamiliar to inspectors That teachers and academicmanagers have appropriatequalifications using all of theabove The teacher training Staff handbook Teachers’application forms and CVs Staff contracts, payroll, social security,tax payment Salary scales Full list of staff on payroll and duringthe inspection Job descriptionsAny other evidence whichdemonstrates the institution’spractice in this areaMeetings Institution owners/managers Academic manager(s) Administrative managers/staffFocus groups: Teachers (Appendix 10/a)Documents: Staff files containing CVs, diplomas,record of training and developmentplans Staff job descriptions Application form and summary table ofteacher qualifications Evidence of in-service programme forrecent years Content of any current trainingprogramme given by the institution Training plan Records of conferences /sessionsattended by teaching staff andacademic managersInspection of: Training materials, teachers’resourcesand the quality, appropriacy and rangeof these.Documentation of: Staff qualifications Professional development plan and20Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

9. Communications30. Clear academicmanagement systems31. Procedures for internalcommunicationbetween staff andmanagers32. Information available tostaff about theinstitution33. Grievance anddisciplinary procedures34. Performance review formanagers & admin staff10. InformationCompleteness and accuracy;clarity and accessibility of35. all promotionalmaterials36. all contractualinformation37. information aboutEAQUALS38. Correct use of theEAQUALS logo andChartersprogramme and how findings ofthe lesson observations feedinto it Funded attendance for teachersat relevant seminars /conferences Funds/aid for teachers to gainprofessional qualifications suchas CELTA and DELTA orequivalent qualifications forlanguages other than English Subscription to professionaljournals Existence and content ofteachers’library includingmethodology and otherreference booksChannels of communication andthe balance between formal andinformal communication arechecked, as well as awareness ofbasic company informationamong staff. Inspectors also lookat the institution’s systems formanaging staff performance.Inspectors check: Ways and channels ofcommunications among staffand between staff andmanagement (e.g. meetings) Staff contracts and additionaldocumentation e.g. appendices,staff handbooks, guidelines, jobdescriptions, etc. Organisation chart,responsibility areas Staff grievance and disciplinaryprocedures: clear writtenprocedures which are knownand understood by staff Staff performance reviewdocuments for administrativestaff written records of meetingsAdherence to the EAQUALSInformation Charter is checked.Publicity materials, websites,contracts and information aboutEAQUALS should be accurate,clear, comprehensive and easy toaccess.Inspectors check: Whether teaching correspondsto what is said in publicitymaterials and in informationavailable to course participantsbefore and after arrival Educational rationale Confidential documents:record Record of external training for staffAny other evidence whichdemonstrates the institution’spractice in this areaMeetings Institution owners/managers Academic manager(s) Administrative managers/staffFocus groups: TeachersDocuments: Staff Handbook Staff job descriptions Organisation chart, organisationalstructure Staff performance review interviewdocuments Meeting minutes Job descriptions Grievance and disciplinary procedures Performance review –system andfeedbackInspection of: Storage and retrieval of documentation Notice boards Intranet or other electroniccommunication channelsAny other evidence whichdemonstrates the institution’spractice in this areaThe coherence of procedures andchannels of both formal and informalcommunication and their efficiency,including storing/retrieving documents, ischecked.Meetings Institution owners/managers Academic manager(s) Administrative managers/staffFocus groups: Teachers (Appendix 10/a) Course participants (Appendix 10/b)Documents: Publicity materials, including websites Information documents, includingenrolment forms and other relevantdocuments Confidential documents: samplecertificates, exam results, tests Application forms21Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

11. Premises39. Teaching and studyfacilities40. Other facilities41. Hygiene42. Health and safetycontracts between institutionand course participant/s/ orclient/s, review of agreementsor contacts Course participants’terms andconditions Payment receipts Course length and dates Placement & entry procedures Class size and composition ofgroups Regulations referring toage/mother tongue Arrangements for young courseparticipants Teaching by trainees (ifrelevant) Assessment procedures andreports Quality information: graphics,photos, layout Display of EAQUALS Charter forCourse Participants if institutionis already a member The use of the EAQUALS logo inbrochures, publicity materials,websites, etc. Staff and course participantsfamiliarity with EAQUALSAll teaching and learningpremises and facilities used bythe institution are checked to seewhether their conditioncorresponds to what is stated inthe institution’s publicity materialsand whether they offer a safe andpleasant learning environment.Safety features are checked forcompliance with Europeandirectives and local requirements.Inspectors check: Legal requirements based onCountry Notes Recommendations on goodnational practice for room size,space, provisions of facilities All publicity materials and theirinformation on premises Lighting, ventilation, noise levelin classrooms and communityareas Classes, and use of all facilities,including studying in self-accesscentres If the number of courseparticipants in classes issuitable for the size of room If there is course participants’work on display The tidiness of classrooms,including displays on the walls Sign up sheets for facilities tosee how they have been usedin the months preceding the Agreements with course participants,clients, parents Statement of key information on coursefees Contractual informationInspection of: EAQUALS signs and Charters displayedwithin the institution Use of the EAQUALS logo on publicitymaterialsAny other evidence whichdemonstrates the institution’spractice in this areaMeetings Manager(s) and/or staff responsible forthe building/maintenance/ cleaning Caretakers/ administration staff/firstaider(s)Focus groups: Teachers Course participantsDocuments: Lease agreements/contracts for the useof premises Fire certificates authorised by localauthorities Health and safety documents Insurance documents Evidence of first aid training Relevant and up-to-date certificatesInspection of: Lighting Ventilation and ‘density’of occupancy Fire extinguishers First Aid boxes Notices concerning fire, safety and firstaidAny other evidence whichdemonstrates the institution’spractice in this areaAwareness of staff and course participantsabout health and safety procedures.22Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

12. Management andadministration43. Legality and integrityinspection Areas where teachers prepareand have individual storage Appropriacy of teachers’roomsfor preparation anddevelopment work Access of teachers to necessaryequipment such asphotocopiers, computers, CDplayers, videos, etc. Offices, communal areas,library, resource centre The administrative staff at workto see if their working areasand facilities are adequate fortheir needs Areas where course participantsmeet and/or relax The overall general appearanceof the premises Any food and its preparation ifit is sold to course participantsby the institution Toilet facilities, their availabilityand cleanliness Fire regulations Health and safety regulations Fire certificates The availability of clearlysignalled fire exits (e.g. greenman signs) Fire exits and escape routes The existence and maintenanceof fire extinguishers Evidence of fire (and whereapplicable) earthquake drills Safety procedures andguidelines and awareness ofthese among all employees andcourse participants The presentation and languageof visuals and/or instructions Other safety features –unstuckcarpets, wiring, etc. The existence of accessiblyplaced first aid boxes which donot contain aspirin or othermedicine Policy for training first-aiders An incident book Provision or plans for disabledcourse participants Access to and security ofbuildings during, before andafter course times The security of courseparticipants as they enter andleave the building The presence of one or moretrained first-aiders identified tostaff and course participantsThis complex area comprises allelements of generalmanagement, organisational andMeetings Institution owners/managers23Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

44. Fair dealing betweenthe institution and itsclients45. Management processes46. Course organisationand administration47. Enrolment andplacementadministration48. Quality assuranceprocedures49. Complaints50. Client feedbackadministrative procedures.Requirements with referenceto legality are preconditionsof EAQUALS accreditation,and these are checked verythoroughly during aninspection.Inspectors check: Relevant legal documents withreference to Country Notes Financial and legal documentsdepending on national norms Health and safetydocumentation Copyright documentation andcopyright compliance (e.g.handouts and how these arereferenced) Course participants’terms andconditions and alldocumentation referring tothem Course participants/StaffHandbooks Administrative managers/staff Client services manager Course organisers e.g. for off-sitecourses Head of administrationFocus groups: Teachers Course participantsDocuments: Company legal documents withreference to Country Notes (registrationas legal entity) Internal company documents onmission and strategy Students/Staff Handbooks Course participants’terms andconditions (publicity materials,application form, website) Chamber of Commerce registration(where relevant) Copyright licences/documents Pay-roll, evidence of social contributionsand tax payments Insurance Health and safety (health and firecertificates) Relevant administrative documents(course lists, host family database,feedback sheet records, placement andenrolment list, statistics, etc.) Records of complaints Feedback sheets from courseparticipants Statistics/summary/analysis or otherevidence of feedback results Records of follow-up and/or acting onfeedbackInspection of: Administrative processes and datamanagement systems, software Systems of course organisation and ifthey fit for peak seasons Website if used e.g. for applications Intranet Teachers’resources on computer Compliance with copyright law Complaints procedure Clients feedback –system and follow-upAny other evidence whichdemonstrates the institution’spractice in this area24Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

Guide to meetings during an inspectionFocus group meeting with teachersPurpose: the teacher focus group is a way for the inspectors: to check that the terms of the Staff Charter are being respected; to appreciate how teachers view their role in the organisation (from the standpoint andwithin the terms of the EAQUALS Charters); to give information and answer questions about EAQUALS, and to give staff an opportunity to express any concerns they may have about the inspection.However, it is not intended as a session where staff members are invited to criticise the institution orits management.Procedures and focus points: the institution should be asked to inform teachers that inspectors wouldlike to meet briefly with a representative group of teachers and to confirm meeting arrangements.Proposed time: 20-30 minutes.The following points are covered: checking that teachers know what EAQUALS is and have seen the EAQUALS Charters; checking that all have got contracts or letters of appointment; checking that all know what the grievance and disciplinary procedures are; checking how problems which arise might be dealt with and how staff is/can berepresented towards management; meetings and training opportunities; the organisation’s pedagogic approach (e.g., as applied by teachers in their classroompractice, in terms of the materials and resources used, etc.); resources and materials, buildings, facilities and conditions relevant to teaching staff andtheir work; the teachers’role with regard to other services course participants receive (e.g.participation in social activities); teachers’role in dealing with course participant queries (e.g., as regards progress, takingexternal exams, changing groups, etc.), complaints or discipline problems (e.g. persistentlateness, absence, inappropriate behaviour, etc.); what staff like best about the institution and if they have any ideas and suggestions forfurther development and improvement of the institution;25Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

Focus group meeting with course participantsPurpose: to get a general idea of course participant satisfaction with the institution and with theservices it provides. It is especially useful to get a sense of how well information is getting through tocourse participants. It should be done in a spirit of finding out positive things about the institution,not as an invitation to criticise.Procedure and focus points: the institution should be asked to provide a representative group, notmore than 10-12 as there is no time to handle information from a bigger group. If necessary, morefocus groups can be organised.Proposed time: 20-30 minutes.Inspectors should explain who they are, what the inspection is for, stressing it is the concern of theinstitution to provide high quality and have it verified by independent inspectors.The following points should be covered:what led them to choose the institution;if they got all the information they needed before the course;what they have liked best about the institution and if they have any ideas andsuggestions for further development and improvement of the institution;(where relevant) their views concerning their family/residence accommodation;whom they would go to in order to deal with any problems;where they have had problems, how these have been dealt with;if they have any questions about EAQUALS.The aim of the questions below is to get an impression of the course participant’s perspective onsome aspects of the institution’s operation. These questions deliberately do not address topics thatare probably covered in other types of student feedback such as opinions on progress, teaching, etc.If the course participants’level of the target language is good, it can be used as the language of themeeting. If the course participants’language level is weaker, then with monolingual groups it couldbe done in the course participants’mother tongue or in a third language.26Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

Meeting with social and leisure programme staffPurpose: to find out how the social and leisure programme is planned and organised, variety,suitability and frequency of events, cost, staff involvement, health and safety provision, etc. and toget an impression of the importance the institution attributes to this part of the curriculum.It is also important to check if the programme coincides with what is advertised in the institution’spublicity.Procedure and focus points: the interview should be with the programme coordinator(s) and (ifpossible) with one or two staff members who accompany or participate in events. Before theinterview the inspectors will have viewed and considered the current and recent social programmetimetables, and the relevant school publicity material.Proposed time: 20-30 mins.Firstly, the staff member(s) should be invited to describe their role at the institution. Follow-upquestions can be asked to fill in the gaps.The following areas should be covered:Length and level of involvement in this area / whether the job is shared with othercolleagues and how / number of staff accompanying each eventAny training and induction receivedMethod of planning the programme and strategies to ensure that the programme isappropriate for the course participants.Whether the course participants have to pay for each event.Whether the social programme is integrated in the teaching process. If yes how?Awareness of the legal requirements governing participants’health and safety.Safety precautions taken.Measures in place to take care of under-age course participants.Procedures in the event of a student becoming injured, getting lost on an excursion, or ifthere was a vehicle or transport breakdown.Methods used by the institution for gathering client feedback on the programme.Use of such feedback.Staff views on how well the current social programme works, and if any improvementscould be made.27Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

Meeting with accommodation department staffPurpose: To find out if there are systems in place to ensure the accommodation service offered issuitable, safe, well-managed, quality-controlled, and in accordance with publicity promises.Procedure and focus points: The meeting should be with the staff involved in dealing with theinstitution’s accommodation service. Prior to the meeting the inspectors will have read the relevantsections in the institution’s publicity, and if possible as many other administrative documents (e.g.homestay selection criteria checklists, host family profiles, inspection records etc) as the institution isable to make available.Proposed time: 30-45 minsThe following areas should be covered:Length of involvement in this area / training and induction receivedAny sharing of this role with other colleagues, and howOverall aims of the accommodation service (e.g. what quality level to aim at, range of differenttypes of accommodation, etc.)Criteria for the selection of a) homestay b) residential accommodation and procedures to ensurethat these criteria are metLaws governing Health and Safety issues at homestays and residencesAwareness of particular national laws governing the accommodation of under age courseparticipants. Ways to ensure the accommodation providers comply with these laws.Procedures to make it clear to course participants what services are offered by homestays orresidences.Methods of taking account of course participants’individual requests and needsExistence of a contract or letter to confirm what accommodation services have been offered.Assisting course participants to get to their accommodation on the first day / procedures forwelcoming the course participants on arrival.Rules governing the behaviour of course participants in different types of accommodation.Rules for under age course participants.Procedures to deal with course participants’and hosts’queries before and during their stay.Procedure if a course participant wishes to change accommodation.Ways of dealing with a complaint by a course participant or host and whether complaints arelogged (check logs)Frequency and method of inspections (Check inspection records)Other ways to gather feedback about accommodation; action taken as a result of this feedback,with timeframe.The opinion of the member of staff on whether the accommodation service functions well inachieving its aims as well as areas where, in their opinion, improvements or enhancements couldbe made.28Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

Closing the inspectionNo direct contact with inspectors after the inspection is allowed until the final inspection reportand the verdict letter is sent to the institution.The inspection report is sent to the institution within approximately 5 weeks of the inspection. Amendments of factual information in the report can be requested by the institution (within 7days after receiving the report)The verdict letter is sent to the institution within approximately 8 weeks of the inspection,together with the final version of the report and a questionnaire on the inspection which, whenfilled in, should be sent to the Secretariat.NB: In the majority of cases the Accreditation Panel follows the inspectors’advice on the proposedverdict. The Accreditation Panel does, however, have a standardising function and is responsible forthe consistency of the inspection scheme. In exceptional cases the Accreditation Panel mightpropose a change of grade. This is always done in consultation with the inspectors.EAQUALS accreditation is confirmed by a verdict letter issued by Director of EAQUALS Accreditationand Consultancy Services. The verdict letter confirms that the institution meets EAQUALS standards inall areas specified by the inspection scheme, and indicates the expiry date of the accreditation.The verdict letter also summarises the result of the inspection in a standard format. This paragraph ofthe verdict letter can be used by the institution as reference in publicity materials and on the website.Translations of these publishable statements need to be approved by EAQUALS before publication.For institutions accredited without any “one”grades was inspected by EAQUALS in < month / year > and met the high standards requiredfor EAQUALS accreditation The teaching, the course programmes, as well as the course organisation,the learning resources, testing and evaluation were all judged to be of high quality. It was found thatthe institution takes great care to protect the welfare of its clients and staff, and all publicity materialsproduced by the institution are accurate and truthful.For institutions with (an) area(s) in which grade 1 has been awarded(in addition to the above)The EAQUALS inspectors identified < area(s) of excellence in the institution. (They were particularlyimpressed by …)Accredited EAQUALS members are entitled to use the EAQUALS logo in line with specific guidelines,which are laid down in the document “Guidelines for members on using the EAQUALS logo" andname: accredited member.29Reference Guide to the Inspection Scheme for Institutionsversion 6.2© EAQUALS 2011

The grading scheme and standardsDuring an EAQUALS inspection, compliance with all the requirements of the EAQUALS Charters ischecked using the key assessment criteria and the indicators described in this Guide as compared toevidence gained by inspectors during the inspection. The grading scheme is divided into 12 areaswhich cover the main statements in the EAQUALS Charters as follows:General: legality and integrity; premises, health and safety; administration and management.Charter for Course Participants: teaching; academic management (course delivery, assessmentand quality assurance); academic resources; other services to course participants.Staff Charter: contracts, terms and conditions; qualifications, experience and training; staffcommunications.Information Charter: completeness, accuracy, clarity and accessibility.The EAQUALS grading scheme is a three-point scale and it consists of the following grades in all the12 main categories:Grade 2 = meets EAQUALS standards in this areaGrade 1 = identifies an area of excellence in this areaGrade 3 = does not yet meet EAQUALS standards in this area.The minimum grade required for accreditation is 24, provided that EAQUALS standards are met ineach category.The top grade achievable is 12.In order to be accredited by EAQUALS or to have accreditation re-confirmed after a triennial reinspection,members must comply with EAQUALS standards in each category.Grade 1 identifies an area of excellence. In order for this to be awarded, the institution mustdemonstrate outstanding achievement in a given area.If the institution is deemed not to be complying with EAQUALS requirements in one of the areas, itwill be given a grade 3. In this case, the inspectors will formulate a requirement indicating what theinstitution needs to do to meet EAQUALS standards in the area in question. The institution must thendemonstrate that they have taken appropriate action to meet the standards, either during a follow-upvisit by one inspector or with documentary evidence (as appropriate and specified in the verdict letteron the inspection).Inspectors may also propose a follow-up visit at additional costs if one activity area cannot beinspected at the time; for example, provision for one particular age group (such as young learners) ora type of course (such as teacher training).Giving a grade one in an EAQUALS InspectionThe award of a grade one is proposed by the inspectors based on their findings during the inspection.The EAQUALS inspection is the institution’s opportunity to demonstrate good practice and to highlightdevelopments in the years between inspections.Awarding a grade one can be based on two main kinds of evidence: a) the institution’s owndevelopment, e.g. a major investment or project which has been implemented in a professional wayand has a direct impact on quality; and b) innovative, creative or consistent application of goodpractice in a given area.Identifying areas of excellence during the inspection does not mean a different class of accreditation.It has primarily a motivational purpose to encourage institutions to further improve their standards.However, if a grade one has been awarded in one area during an inspection, it does not follow thatthe same grade will be awarded for that area at the next inspection. Evidence of continuousdevelopment and/or of exceeding standards is the crucial factor taken into account by inspectorswhen awarding grade one.30Reference Guide to the Inspection Scheme for institutionsversion 6.2© EAQUALS 2011

The main task of the Accreditation Panel is to guarantee consistency across different inspections.They will review the inspectors’judgments and grades for all areas and may ask for additionalevidence or justification for any grade, including grade one, during the moderation process. They mayalso propose a change of grades if they do not receive sufficient evidence from the inspectors for agrade one.Criteria for identifying Areas of ExcellenceThe following criteria for identifying areas of excellence are provided for guidance. However, it is theinspectors’task to provide evidence for and to justify their view that, in the context of the institution’sown development, outstanding quality rather than just compliance with EAQUALS standards has beenachieved in a given areaWhen awarding a grade 1 in an EAQUALS inspection, the aims are in line with the philosophy ofmotivation for continuous improvement:to reward excellence and to stimulate further improvement in institutions which havealready reached the required standards of membershipto identify features of outstandingly good practice which have been achievedGrade two is awarded when the institution fully meets EAQUALS standards in the relevantarea. Grade one can be given when the institution’s performance, in the inspectors’view,is outstanding in a given area. For each area, features of outstandingly good practice arelisted and can be used in the report to justify a grade one. The list is not exhaustive, butis intended as a guide for institutions and inspectors. It is NOT necessary that all of thesestandards should be met: they are indicators of high standards over and above the basicrequirements spelt out in the Charters. Institutions are also invited to tell the inspectorsabout features of their work which they consider to be of particularly high quality.In their report, inspectors are asked to give a brief summary of evidence, based on thefeatures provided in the guidelines below, to justify their proposal for a grade one.1.TeachingThe institution demonstrated a consistent level of high quality inits teaching: A number of examples of creative teaching, with originalmaterial, or creative adaptation of set course materials Evidence of teaching in which the principles of the CEFR –learner-centred and action-oriented –are clearly applied, witheffective use of the can do statements Teaching / learning approaches which are topical, useauthentic media and provide opportunities for learners toexpress their ideas and feelingsEvidence of systematic and effective teaching of pronunciationand intonation Enterprising and consistent use of technology and theresources of the Internet in the classroom and for individualworkWell-organised practices for identifying learners’needs andwishes, and their involvement in review of what has beendone and in planning Evidence of advice and practice of learning–to-learntechniques to promote continued autonomous learning byparticipants Examples of activities which encourage inter-culturalawareness and competence among learnersAny other evidence of innovative and creative good practice31Reference Guide to the Inspection Scheme for institutionsversion 6.2© EAQUALS 2011

2. Academicmanagement —curriculum and syllabus3. Academicmanagement –progress assessmentand certification4. Academicmanagement –qualityassuranceThe procedures for the delivery of courses are coherent and ensureeffective teaching and learning: Evidence that curriculum and syllabus are used regularly astools and that there is coherent reference to CEFR both inplanning and implementation so as to have a real influence onsetting clear learning objectives as well as teaching andlearning. Placement procedures which provide clear information toparticipants of their level and potential progress Systematic use of entry tests to diagnose learners’needs Syllabuses and course descriptions which are clear andcommunicated to teachers/trainers and course participants,including clear learning objectives and recommended means ofachieving the objectives Syllabus and schemes of work which combine coherence withenough flexibility to encourage teachers’ creativity andinitiative Evidence that schemes of work and course planning areregularly monitored and that proactive advice is offered toteachers/trainers on how to improve and innovate Any other evidence of innovative and creative good practiceSystems and procedures for assessing course participants’progressand their language level are efficient, and the instruments usedare reliable and valid in the context of the institution and are inline with European standards: Evidence that assessment procedures are appropriate for thework done in class and cover a broad range of knowledge andskills, including spoken communication Evidence that a broad range of assessment techniques areused – combining standardised tests, exams, informalassessment, etc. Evidence that the alignment of levels to the CEFR is systematicand accurate, and that assessment is individualised, not justbased on the general level of the class Effective use of self-assessment, including use of EuropeanLanguage Portfolios, where relevant Certificates which provide outstandingly clear and personalisedassessment of the course participants in the institution; andwhich include accurate and useful information for use outside–with employers and universities, etc. Any other evidence of innovative and creative good practiceThere is a comprehensive system of quality assurance carriedout by appropriately qualified and experienced staff: Evidence of a comprehensive range of quality assuranceprocedures, including quality control, guidance for individualprofessional development and input for the professionaldevelopment of staff Evidence that the results of observations are effectively usedto generate continuous improvement in the institution’sservices A broad range of procedures for obtaining feedback fromparticipants, followed by communication of steps taken to acton feedback – course participant focus groups, classrepresentatives are examples of good practice in this area Any other evidence of innovative and creative good practice32Reference Guide to the Inspection Scheme for institutionsversion 6.2© EAQUALS 2011

5. Academic resources The institution has an outstandingly good range of resourcesavailable, and these are well used : Evidence in the inspection that the resources are not justavailable, but regularly and effectively used Teaching material which combines published material withhigh quality internally-produced resources Creative use of the Internet to provide variety and topicality ofteaching materials Advice to participants on autonomous study and how to usethe resources available An outstanding range of equipment –interactive whiteboards,computers etc –used effectively to enhance learning Teachers’library and resources which are well-selected, up-todateand well used. Subscription to professional journals andencouragement to read them Any other evidence of innovative and creative good practice6. Other services to The institution offers an outstanding range of servicescourse participants appropriate to the course participants enrolled: In study abroad programmeso Host family accommodation which is of a highstandard of comfort and provides real opportunitiesfor language practice and learning about the culture ofthe countryo Leisure and social activities which are interesting andwell organised and offer insight and knowledge of lifein the host country, including good examples ofintegrating these into the formal teaching, e.g. projectwork, tandem systems, etc.o Efficient procedures for monitoring the welfare ofparticipants and of dealing with problems that arise –good practice could include tutoring or counsellingsystemso A broad range of out-of-class resources – Internetprovision, library, TV and videoo An overall impression of a very friendly and welcomingplace to study For extensive courses where the participants liveo Good opportunities for independent study in additionto the course, including Internet access, reading andvideo libraries, listening libraries, etc.o Efficient enrolment procedures with clear coursedescriptions and information about examinations,including –in institutions which teach young learners–advice and information to parentso A good range of social events and activities tostimulate interest in the cultures of the targetlanguage(s)o An overall impression of a very friendly and welcomingplace to study Any other evidence of innovative and creative good practice33Reference Guide to the Inspection Scheme for institutionsversion 6.2© EAQUALS 2011

7. Staff terms andconditions8. Staff qualifications,experience and trainingThe institution offers excellent employment conditions for allcategories of staff: Evidence of an excellent package of terms and conditions,safeguarding staff security and assuring staff welfare Opportunities for permanent or continuous employment for asignificant proportion of staff Opportunities within the institution for promotion and careerdevelopment Appropriate arrangements for providing proper pensionprovision, with clear information for staff on planning theirretirement provisions Finance or time granted to study for additional qualifications Opportunities for hourly paid and freelance staff fordevelopment (e.g. paid hours for internal training) Any other evidence of innovative and creative good practiceThe staffing of the institution combines an excellent level of staffqualifications and experience, with procedures to maintaincontinuous professional development: A good proportion of staff with an above basic level ofcompetence and experience –the EAQUALS teacher profileprovided by the institution can give clear indicators of theoverall level of the teaching team A rich programme of in-house training, with input from outsidetrainers, involvement of the institution’s own staff An appropriate mix of experienced and more junior staff, withcare taken to promote the professional development of allEncouragement of creativity and initiative on the part of staffOpportunities to take part in training courses and conferencesoutside the institution and encouragement to be involved inseminars, giving presentations Any other evidence of innovative and creative good practice9. Communications The institution has the right balance of formal and informalcommunications channels and these are used effectively: A good mix of formal and informal communication in theinstitution with evidence of problems being raised andaddressed Evidence of professional development reviews and/orappraisals procedures which are thorough and contribute toprofessional and career developmentEvidence of opportunities for all staff to contribute theiropinions and ideas for the running and development of theinstitution Existence of a variety of procedures to elicit feedback betweenmanagement and staff Any other evidence of innovative and creative good practice10. Information For grade two, fully accurate and comprehensive informationneeds to be provided for clients. Features which can lead to theaward of a grade one include:High quality design and attractiveness of information andpublicity materialsPublicity which gives outstandingly clear advice to potentialparticipants about levels, exams, approach to teachingUse of the Internet in ways which are user-friendly and allowparticipants and others to get information in an interactivewayOpportunities for participants to contribute to newsletters,34Reference Guide to the Inspection Scheme for institutionsversion 6.2© EAQUALS 2011

magazines, online communications as a complement to workin class Any other evidence of innovative and creative good practice11. Premises Basic requirements and procedures relating to health, safety,emergencies and security are essential for a grade two in thisarea. Features which can lead to the award of a grade one include: Institutional/school environments which are exceptionallyattractive, comfortable and well-designed The range of facilities outside the classroom – Internetavailability, cafeterias, TV, social and relaxation areas The quality of display and decoration of the institution, whichshould be up-to-date and contribute to a stimulating learningenvironment Accessibility and facilities for handicapped participants12. Administration andmanagementAll the legal requirements must be respected for a grade two,and the institution must demonstrate basic, efficient administrationand management. Features which can lead to the award of a gradeone include:Administration Very efficient use of IT for all areas of institutionadministration – participant records, placement, coursedescriptions, timetables, etc.High standards of availability and presentation of informationEvidence of careful attention to detail and personal service in away that contributes to smooth running of the organisationManagement Evidence of strategic approaches to management, withawareness of the economic environment and ability to adaptflexibly to changesHuman resources management which encourages feedbackfrom staff and promotes initiative and involvementEvidence of planned and organised management of change,and readiness to innovateEvidence of clear leadership, combined with a readiness todelegate and involve staff in the development of the institutionAny other evidence of innovative and creative good practice35Reference Guide to the Inspection Scheme for institutionsversion 6.2© EAQUALS 2011

Guidelines on teachers’qualificationsEAQUALS inspections assess whether the combined features of local qualifications, internationallyrecognised qualifications, experience and internal training of teachers enable an institution to meetEAQUALS standards in high priority areas of the EAQUALS inspection scheme: quality of teachingand academic management - delivery of courses. However, the grades awarded for the qualityof teaching and academic management do not pre-determine the grade for teachers’qualifications orvice versa.Teachers’qualifications and their relevant experience are assessed within the context of internalsupport and training provided to teaching staff by the institution and takes teachers’experience intoaccount. It is also taken into account what is feasible in the country (specified in the relevant CountryNotes), and for the language concerned.EAQUALS inspectors follow the guidelines outlined below with regard to what is considered asrecognised qualifications of teaching staff by EAQUALS standards:1. College and/or university degree (BA, MA or equivalent) in the target language(including a relevant teacher training element).2. a For native speakers: college and/or university degree (BA, MA or equivalent) in anysubject supplemented by a teacher training course of at least 100 hours duration,including a minimum of 6 hours of observed and documented teaching practice (ateacher training course of at least 100 hours duration, including a minimum of 6 hoursof observed and documented teaching practice is considered as minimum standard).2. b College and/or university degree (BA, MA or equivalent) in any subject supplemented bya teacher training course of at least 100 hours duration, including a minimum of 6 hoursof observed and documented teaching practice, for non-native speakers of alanguage, supplemented by an external language examination verifying the level of thetarget language (minimum level: C1).2. c For teaching young learners: teaching qualifications for the appropriate age group; fornon-native speakers of a language, supplemented by an external languageexamination verifying the level of the target (minimum level: C1). Relevant experience istaken into account.Inspected institutions may be requested to provide a detailed description of the content of teachertraining courses which are not well known on the international market.Inspectors also consider the issue of transferability of skills which allows for the employment ofteachers for specialised situations: e.g. qualified teachers of one language to teach another one,provided their language proficiency is of high standard (minimum level: C1) and their ability oflanguage analysis of the language taught is appropriate.For country-specific information on language teaching qualifications please refer to the relevantCountry Notes (http://www.eaquals.org/page.asp?p=2641). However, local requirements do notdefine the terms of the EAQUALS Charters, and if local standards are lower it is alwaysEAQUALS standards which are applied.36Reference Guide to the Inspection Scheme for institutionsversion 6.2© EAQUALS 2011

This Reference Guide provides a general overview of the EAQUALS InspectionScheme.When preparing for an actual inspection or advisory visit, and for detailed,comprehensive information about EAQUALS and the EAQUALS Inspection Scheme,please refer to the EAQUALS Inspection Scheme Manual available from theSecretariat.37Reference Guide to the Inspection Scheme for institutionsversion 6.2© EAQUALS 2011