Quality Assurance

Quality assurance forms an integral part of an education system. It provides learners, employers and society with confidence that the learners completing qualifications have the skills and competence needed for employment, to meet industry standards or for further education. It is also an essential part of ensuring that assessments are taken fairly and in a consistent way both within a centre and across different centres regardless of the country where they operate.

I. The operations of BMC Partnership | City & Guilds China Approved Centre is quality assured

BMC Partnership | City & Guilds China Approved Centre is ultimately responsible for ensuring quality training and assessment within their organisation and scope of registration, regardless of any third party arrangements where training and/or assessment is delivered on their behalf.

We are responsible for developing, implementing, monitoring and evaluating quality training and assessment strategies and practices that meet training package and City & Guilds accredited course requirements.

Evaluating information about performance and using such information to inform quality assurance of services and improve training and assessment is sound business and educational practice. The information used to evaluate our performance must be relevant to the operating characteristics and business objectives of us

II. We cooperate with City & Guilds and local Regulator, and is legally compliant at all times.

We need to comply with the requirements of the City & Guilds Standards as well as other relevant Countries, legislation. This is critical if we are to deliver training products that have integrity and which fulfil their obligations to their clients.

III. Centre quality assurance criteria

[Measure up] The centre has a single named Centre Quality Contact

A documented named point of accountability for management of quality assurance, with secure contact details (specific to the centre).
Contact: Shaun Corrign | shaun01@bmconsulting.cn

[Measure up] The centre can hold and securely transmit details of assessment outcomes

Documented procedures to ensure security when sending and receiving details of learner results to us.

[Measure up] The centre has the staff, resources and systems needed to support the delivery of assessment, where necessary, the recording of any appropriate exemptions

Documented quality assurance procedures
An organisational chart
Up-to-date CVs, original certificates, and/or assessor qualifications of the assessment/delivery team
Documented procedures for registering learners within 12 weeks (unless there is a specified exception to this rule e.g., a short course programme, SVQs)
Learner tracking documentation
Procedures for recording exemptions, internal appeals, complaints, malpractice, maladministration, reasonable adjustments, special considerations and plagiarism
Induction plans for centre staff involved with delivery, assessment and internal quality assurance
A documented Equal and Diversity policy and procedures, along with evidence of their implementation.
A documented Health & Safety policy and procedures, along with evidence of their implementation
A documented GDPR policy and procedures, along with evidence of their implementation
Centre’s documented RPL procedure.

[Measure up] The centre has administrative systems in place to track the learner’s progress

Records of learner tracking systems
Assessment records
Individual Learning Plans (ILP) – where appropriate.

Training and assessment strategies must provide an accurate or sufficiently detailed framework for delivery and assessment
Training and assessment strategies must meet the needs of various target groups
Delivery and assessment practices must align with training and assessment strategies.

Each individual strategy must be regularly updated to accommodate:

Changes in industry technology and techniques, legislation, and training packages
Changing availability of internal organisational resources

Key components of training and assessment strategies:

Training product

Clearly identify the training product to which the strategy relates.
Include the code and full title to ensure this is clear.
If delivering a full qualification, identify core and elective components in accordance with the structure defined in the training package or course.
Define which elective units or modules are being offered, to properly plan for all delivery variables.
Identify any entry requirements, as well as pre-requisite and co-requisite units, and the sequencing of delivery and assessment.

Target group

Clearly identify target groups and student characteristics in each strategy.
Each TAS needs to be tailored to every target group.

Mode of delivery

Identify how the training and assessment is to be delivered—face-to-face, online, through workplace training or a mixture of different modes.

Entry requirements

Identify any mandatory requirements for students commencing the program, such as qualifications that must be held or a period of industry experience.
Clearly identify where any entry requirements are set by BMC Partnership, and are not an entry requirement of the training product.

Duration and scheduling

Analyze the nature of the student cohort and utilise this analysis, and any specific requirements of the training package, to determine the amount of training for each cohort, the duration of the program and scheduling of training and assessment activities.• Ensure students are able to fully develop the required skills and knowledge prior to being assessed.
It may be necessary to indicate variations for some cohorts due to specific learning needs.

Assessment resources, methods, and timing

Training packages and accredited courses often specify resources that must be used in assessment at a unit of competency level.
Include details of how to ensure students have access to the resources.
Identify:

- assessment resources

- assessment methods

- timing of assessment

- any training package requirements in relation to the training and assessment practices (e.g. mandatory work placement hours and how these are structured into course delivery)

- any adjustments that may be needed to cater for different student characteristics.

Learning resources

To ensure students are able to obtain and absorb the required knowledge and skills prior to assessment, carefully choose and plan the learning resources you will use to guide them.
Identify these resources in your strategy to ensure you obtain full coverage of all required areas.

Human resources

Document the human resources qualified and available to deliver the training product, to ensure suitable trainers and assessors are available for all training products offered by BMC Partnership.
Map qualified and available human resources down to individual units of competency level, to ensure any specific requirements are efficiently met.

Physical resources

Compare physical resources required to deliver the training product with the resources actually available.
Individual units of competency may include detailed specifications of resources required; conducting analysis at this level ensures these requirements are addressed.
If delivery is aimed at an industry licence or accreditation, identify all the requirements of that licence or accreditation in the strategy (including any possible entry requirements, such as minimum age) and explain how students can readily attain the desired outcome.
Identify any pre-requisite or co-requisite units, and the sequence of delivery and assessment.

TAS Items Checklist:

The qualification (if applicable) or unit of competency training product codes and titles
Requirements to enrol in the course
Core and elective units of competency in the course
Details of the training product and alignment with the qualification packaging rules
Prerequisites (pre-existing knowledge and skills) to enrol in the training product (as per the training package)
Details of the training organisation and contact person
Any clustering (grouping) of units
The learner cohort/training group (description of employment status, academic background, domestic or international, related industry experience)
Mode and method of training delivery
Mode and method of assessment
Entry and exit points
Pathways to, from and into employment
Timeframes for delivery and assessment
Volume of learning and/or amount of training
Information regarding work-placement requirements (if applicable)
How training and assessment is going to take place
Details of staff qualified to deliver and assess the training
Equipment, facilities, and resources required
Explanation and outline of industry consultation (if applicable)
Explanation and outline of how industry feedback has contributed to changes in training and assessment, facilities and resources, training and assessment skills of trainers and assessors (if applicable)
How the program has been validated
Sequence of delivery of units
Review and approval processes for TAS

Get in Touch

This is a Paragraph. Click on "Edit Text" or double click on the text box to start editing the content.