Section 5 Access, transfer and progression procedures, criteria and arrangements for the programme Guidelines QQI Validation Criteria 5.1 Information to be made available to a learner Indicate what programme specific information will 17.4. The programme’s access, transfer and be provided to a learner and prospective learner, progression arrangements are satisfactory including information on access, transfer and 17.4(a). The information about the programme as progression. well as its procedures for access, transfer and progression are consistent with the procedures Providers should cite and make available, with the described in QQI's policy and criteria for access, validation application, a sample of transfer and progression in relation to learners for documents/promotional material/prospectuses providers of further and higher education and that will be provided to a learner or a prospective training. Each of its programme-specific criteria is learner. individually and explicitly satisfied Indicate how the accuracy of such information is 17.4(b). Programme information for learners is provided in plain language. This details what the maintained by the provider. Information for a prospective learner must be honest, transparent programme expects of learners and what learners and facilitate comparison. can expect of the programme and that there are procedures to ensure its availability in a range of accessible formats The following is a list of the type of information that should be addressed in these sample documents, 17.11(e). The programme takes into account and using plain language and in accessible formats: accommodates to the differences between enrolled the name of the awarding body and the learners, for example, in terms of their prior title, award-type and framework level learning, maturity, and capabilities designation of the award associated with the programme statements on how places on a programme are allocated the arrangements for eligibility to enter the programme, including a statement of the knowledge, skill and competence
Section 5 Access, transfer and progression procedures, criteria and arrangements for the programme Guidelines QQI Validation Criteria 5.1 Information to be made available to a learner Indicate what programme specific information will be provided to a learner and prospective learner, including information on access, transfer and progression. Providers should cite and make available, with the validation application, a sample of documents/promotional material/prospectuses that will be provided to a learner or a prospective learner. Indicate how the accuracy of such information is maintained by the provider. Information for a prospective learner must be honest, transparent and facilitate comparison. The following is a list of the type of information that should be addressed in these sample documents, using plain language and in accessible formats: the name of the awarding body and the title, award-type and framework level designation of the award associated with the programme statements on how places on a programme are allocated the arrangements for eligibility to enter the programme, including a statement of the knowledge, skill and competence 17.4. The programme’s access, transfer and progression arrangements are satisfactory 17.4(a). The information about the programme as well as its procedures for access, transfer and progression are consistent with the procedures described in QQI's policy and criteria for access, transfer and progression in relation to learners for providers of further and higher education and training. Each of its programme-specific criteria is individually and explicitly satisfied 17.4(b). Programme information for learners is provided in plain language. This details what the programme expects of learners and what learners can expect of the programme and that there are procedures to ensure its availability in a range of accessible formats 17.11(e). The programme takes into account and accommodates to the differences between enrolled learners, for example, in terms of their prior learning, maturity, and capabilities
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