Quality and governance
How we assess learning, who makes decisions, and how we keep accreditation consistent, fair and transparent.
Decisions are made by assessors with no commercial interest in the outcome.
Criteria, fees and processes are published openly.
Every activity is judged against the same standards, with moderation.
We ask whether the activity genuinely develops professional practice.
| Criterion | What assessors look for | Evidence |
|---|---|---|
| Learning outcomes | Specific, measurable outcomes stated at the start. | Outcome statements, course outline |
| Content quality | Accurate, current and relevant to the stated audience. | Slides, handbooks, eLearning screens |
| Structure and timing | Logical sequence; timings support the CPD hours claimed. | Session plan with timings |
| Presenter expertise | Trainers or authors have relevant expertise. | Biographies, qualifications |
| Engagement and reflection | Activities that help learners apply what they learn. | Exercises, case studies, quizzes |
| Evaluation | Learner feedback is collected and acted upon. | Feedback form, review process |
Hours reflect active learning time only: presentations, exercises, discussion and assessment. Breaks, registration and networking are excluded.
Accreditation decisions are separated from sales and membership. An independent Quality Panel oversees standards, samples decisions and reviews assessor performance.