What the review covers
IVETSA evaluates programme teaching standards and their specified supporting curriculum-design documents for completeness, coherence, relevance and practicability. The criteria examine how occupational needs are translated into learning outcomes and supported by the curriculum, practical learning, assessment, staffing requirements and improvement arrangements.
The review object is a defined programme standard with an identified level, version, language and intended context. Related curriculum plans, course descriptions and design annexes are included as listed in the agreed scope. Alternative pathways or modes shall identify their common requirements and substantive differences.
The conclusion concerns the documents and evidence reviewed. Claims about actual teaching, resources in operation or learner achievement require relevant evidence and verification. Programme teaching standards accreditation does not automatically give each supporting course an independent course-standard accreditation. Independently submitted course standards use the separate course criteria.
- Review object
- Programme standard and listed design documents
- Criteria
- Seven areas and 26 requirements
- Result
- Report and decision; certificate and scope annex for passed cases
Seven areas of evaluation
Programme identity and occupational needs
Check that the title and level agree, occupations translate into tasks and capabilities, demand evidence is relevant, and the proposed entry and learning pathway is feasible.
Evidence may include: Programme information; occupational profiles and task analyses; industry evidence; development or consultation records; entry and duration requirements.
Educational objectives and learning outcomes
Check that the profile is assessable, occupational and transferable capabilities are covered, and demand can be traced through outcomes to learning and assessment.
Evidence may include: Educational objectives; graduate profile or completion outcomes; programme outcome list; course contribution statements; integrated task designs.
Curriculum structure and content
Check coverage of the graduate profile, agreement between tasks and content, coherent sequencing and teaching methods, and consistent, feasible workload.
Evidence may include: Curriculum plan; course structure and teaching schedule; core course and task descriptions; hour and credit tables; conversion conventions.
Practical learning and tasks
Check progression and identifiable outputs, individual performance, educational purpose within placements, and the adequacy of settings, guidance and safeguards.
Evidence may include: Practical learning plan; task or project specifications; placement design; guidance and assessment arrangements; setting requirements and safeguards.
Assessment and completion requirements
Check valid assessment of essential outcomes, consistent criteria, complete and checkable completion conditions, and clear feedback and review.
Evidence may include: Assessment strategy; alignment of essential outcomes and assessment; tasks and rubrics; graduation or completion rules; recording and review arrangements.
Staffing and teaching conditions
Check coverage of essential work by appropriate expertise, educational function and capacity of resources, and maintenance and updating. Distinguish requirements in a standard from verified resources in operation.
Evidence may include: Staffing structure and capability requirements; role allocations; facility and resource specifications; materials management; support design; external access arrangements.
Document control and continuous improvement
Check controlled versions, usable feedback into revision, practicable responsibilities, and evidence consistent with cross-border and multilingual claims.
Evidence may include: Version records; development and review arrangements; quality and feedback plans; revision records; relevant cross-border or language explanations.
Prepare the material
Use the application form, the complete standard and relevant supporting attachments. Existing institutional materials can be referenced by file, section and page; a self-scoring form is not required.