Candidates, who wish to obtain a professional entrepreneurial knowledge qualification, would be given individual advice, guidance and the options available. The candidates are free to select the appropriate method, varied by cost & duration depending on their work area and expertise. The candidates would identify the discipline and speciality that they want to develop further and the professional award that they would like to achieve. A decision would be made via the initial interview session wherein the candidate concerned would chose on the discipline and the level of professional qualification that they desire.
Assessors and Verifiers are classified in to three main groups, identified as Gold, Platinum & Diamond. These identify the various power and authorities of UK-CCL authorised assessors in the groups. In the special circumstances, with the specific instructions the lower groups could be used to perform next higher level assessing activity. This is only authorised by the UK-CCL-UK.
Assessor-Gold category is responsible to maintain environmental standards of the learning programme delivery, conducting internal examinations and internal assessment within the educational institutions. Therefore the internal assessors of Educational Institutes and the In-house assessors of UK-CCLE, who are responsible to recruit educational Institutes in to UK-CCLVI, own this title.
Assessor-Platinum category is the external assessor for UK-CCLVI, Lecturers, professors and other educationalists working part time with respective UK-CCLE for conducting and assessing knowledge upgrading seminars & workshops in the region. Platinum level assessors are also responsible for proposing a suitable formula for the UK-CCL-UK.
Assessor-Diamond are the members of UK-CCL-EBEA monitoring the assessment process globally. This group is responsible to review the changes in different region. Find “Unity in Diversity” with in the different levels of assessor team. They also took part in reviewing newsletter under the title of “Globalise Education”.
In most cases, a test will be one part of a fully developed assessment plan. Tests are commonly used in association with cognitive goals in order to review candidates’ achievements with respect to a common body of knowledge associated with a discipline or programme.
Using this approach, there are two primary testing alternatives:-
A. Locally developed/ faculty generated tests and examinations,
B. Commercially produced standardized tests and examinations. Locally developed testing and examinations are probably the most widely used method for evaluating candidates’ progress. For assessing the validity of an academic programme, examinations designed by the instructors who set the educational goals and teach the courses is often the best approach. Cost benefits, interpretation advantages, and quick turnaround time all make using locally designed tests an attractive method for assessing candidates learning. Tests designed for a specific curriculum can often prove more valuable when assessing candidates’ achievement than commercial instruments. These tests focus on the missions, goals, and objectives of the study programme and permit useful projections of candidates’ behaviour and learning. A well-constructed and carefully administered test that is graded by two or more judges for the specific purpose of determining programme strengths and weaknesses remains one of the most popular instruments for assessing most majors.
Institutions should state clearly and communicate to all concerned the various the roles, powers and responsibilities assigned to their UK-CCL external examiners.
a. By providing clear guidance on the role and authority of different types of examiner within their assessment systems, institutions will help all parties concerned with the assessment process, including students, examiners, academic departments/schools and individual academic staff, to understand:
b. The responsibilities of a subject examiner within a modular system, who might normally be asked to comment on assessment practices at module or element level;
c. The role of an external examiner of a programme or group of programmes, normally in one or few subject areas, whose expertise may need to include a knowledge of good practice in assessment within a modular or unitised system;
d. The role of a senior examiner whose remit might be to advise on comparability of the examining process across a range of programmes, such as procedures for classification of degrees.
e. A clear understanding by external examiners of the ways in which their work underpins the institution’s quality assurance processes will help them to fulfil their role effectively.
f. To enable external examiners to fulfil their moderating role, they would normally be expected to attend examination/assessment boards, either at programme or module/course/unit level.
g. The extent to which the external examiner may influence the final decision of the board is a matter for institutional policy.
h. Institutions will have their own procedures for enabling external examiners to endorse assessment outcomes. They normally provide specific guidance both on the significance of external examiners’ signatures on documents recording the final decisions of examination boards and on the arrangements for resolving a situation where an external examiner is unwilling to endorse the outcomes of the assessment processes.
Syllabus analysis is an especially useful technique when multiple sections of a course are offered by a variety of instructors. It provides assurance that each section will cover essential points without prescribing the specific teaching methods to be used in helping the candidates learn those objectives. The education providers’ main principal in maintaining nationally comparable standards within autonomous higher education institutions, the external examiner being one of a number of independent and impartial advisers used by them.
A. Monitoring or review of programmes and modules/units on a regular (often annual) basis;
B. Three or five-yearly reviews including contributions from external reviewers;
C. Benchmarking programme is the outcomes for quality education.
D. Enhance academic standards will vary, depending on individual mission, size, curriculum structures and other factors.
E. It is the responsibility of each institution to establish criteria and guidance for external examining that enable its academic standards to be benchmarked and maintained.
F. All curriculum are reviewed periodically by the academic board and programmes, and an in-depth curricular review is required as part of the five -year graduate programme review.
G. The curriculum is evaluated in terms of national standards and establish the broad policies within which this review procedures.
H. Graduate curriculum is monitored on a continuing basis by the faculty of the departments and programs.
I. Proposed changes are processed through college graduate studies committees and the Administrative Board of the Graduate School and are approved by the dean of the Graduate School.
J. Proposals for new courses to be offered within existing programmes must be approved by the college graduate studies committees and Dean of the Graduate School
In most cases, a test will be one part of a fully developed assessment plan. Tests are commonly used in association with cognitive goals in order to review candidates’ achievements with respect to a common body of knowledge associated with a discipline or programme. UK-UK-CCL has traditionally used tests in assessment programming to measure whether candidates have acquired a certain process and content-related knowledge. Tests designed for a specific curriculum can often prove more valuable when assessing candidates’ achievement than commercial instruments. These tests focus on the missions, goals, and objectives of the study programme and permit useful projections of candidates’ behaviour and learning. A well-constructed and carefully administered test that is graded by two or more judges for the specific purpose of determining programme strengths and weaknesses remains one of the most popular instruments for assessing most majors.
Not only for the candidates who wish to follow the academic route but also for the individuals who has various educational qualifications and professional experience, we recognise their values to the international standards. We recognise and validate prior learning and experiences of candidates by awarding them with appropriate professional qualifications under a scheme of Affirmation of Prior Experience and Learning (APEL). This pathway opens to the individual to go to the international market with their prior learning and work experience in more recognised way. UK-UK-CCL always respects the territorial standards and helps the individuals to improve and maintain them to international standards. UK-UK-CCL is always pleased to assist to get a world recognition and validation for your prior experience and learning.
Unlike many traditional education systems, our role is not simply that of classroom oriented training. Rather, we strive to provide quality learning that is related to the cutting edge research, industry and management practice. We translate our wide range of experience of working with management teams, into a learning experience that matches your expectations of a premier training institute. The opportunities UK- UK-CCL provides for individuals to progress in higher education at all levels of study including undergraduate or postgraduate programmes offered by the Affiliated Universities and Professional Membership with recognised Professional Bodies. Learning can be certified, but most of the learning at work, home or in the community often is not. Taking this into account, UK-UK-CCL has developed a methodology called Affirmation of Prior Experience and Learning (APEL) by helping you to recognise what candidates have learnt, by way of offering credit units towards the professional degree or other qualification.
Lifelong Learning and Continuing Professional Development are the two main phrases that are used to emphasise the changes taking place in educational and training arena. Adults who want a second chance; those who are returning to education after a career break or those who want to improve their career prospects can apply through the APEL scheme. At whatever stage you are in, the APEL path would support your personal and professional development. APEL encourages:
Learn from experience; grow with your company’s progress.
Develop your profession in learning while earning.
Change directions and have a breakthrough into a new career with the latest technology.
UK-UK-CCL has developed a process that helps candidates to put together a claim to fulfil entry requirement or professional degree credit by matching their current and prior learning against the specific requirements of a particular award. The Universities and Professional Bodies affiliated to UK-UK-CCL, make use of the Affirmation of Prior Experience & Learning (APEL) to evaluate skills, knowledge and experiences of a busy working professional. The Affirmation of Prior Experience & Learning is designed to encourage candidates to Recognise their skills, Reflect on learning acquired from paid and voluntary work, Review whether learning matches entry criteria or the requirements of modules within specific courses and Prepare a UK-CCL aim for entry or credit.
External Tutorial Centres
This is the primary level of Validation. It is renewal on a yearly basis. This grade will give the centre the permission to use the logo of UK-UK-CCL, but it does not permit the use of the UK-UK-CCL Quality Mark in any of their marketing material. The centre is however permitted to publicise their grade of validation either in its website or letterhead. The validated centre will be known as an External Tutorial Centre. The centre seeking validation must be legally registered to conduct educational and training programmes with its own training scheme and appropriate professional facilitators. This grade of validation is the preliminary level.
The institution/centre/organisation must provide full information of all registration documentations, functional structure, aims and objectives. It must also define the services it seeks to deliver or which are being delivered. As this is a preliminary level of the Validation process, the Executive Board of Assessors states that there is no need of personal visitation at this point of time. However the centre must provide all information which are requested by the Assessor/s. The Assessing Board has the full right of refusal of the application if it is not satisfied with the information supplied.
An External Tutorial Centre that wishes to up-grade its validated status may apply to the Executive Board after the completion of one year.
This is the second level of membership. The entry route to this level of membership is via the Affiliate Grade. This format of enrolment is designed to confirm the eligibility, as this level will be permitted in using the Quality Mark of UK-CCL. Members can apply by way of Up-Grading their membership on request. The Licentiate Grade is given to Intuitions, who are facilitating Further Higher Education and Organisations are providing Vocational Training facilities. The intuitions or organisations must be legally registered to offer their respective services in their respective countries. The applicant must have the adequate facilities along with tutorial, training staff and appropriate level professional programmes. The Organisation & Industries must have their own Human Resource and Training Departments. The organisation must have their own Hand Book and Criteria of the services that they render to the public. They must adhere to the law of the land and must provide Health and Safety facilities. For this Grade of Membership there will be a initial visitation by the UK-CCL Representative and there after an annual visit will be carried out. The Grade of Membership will be valid for one year and can be renewed. The advantage of this membership will be the approved applicant will be legitimate to use the logo of UK-CCL and Quality Mark to confirm their alliances. This legitimisation will grant to use of the logo and the quality mark in their in their marketing materials and website or letterheads. But they are permitted to publicise their grade of membership as they also can apply for joint award scheme of UK-CCL. Another benefit of this membership will give the opportunity in appointing one personnel as the Head of Internal Assessors on approval of UK-CCL’s Executive Board of Assessors. This position is reviewed on a yearly basis to maintain the high standard of assessment.
To this Grade of Membership is specially designed for awarding bodies such as Universities, Corporate Training Institutions and Professional Bodies. All the applicants must have the UK-CCL’s Affiliate Membership for a minimum period of one year to be eligible. It is a vital grade of membership of the UK-CCL. This grade of membership will be granted to use the Quality and Bench Mark Concepts. Therefore, the applicants must know the UK-CCL’s Quality and Bench Mark criteria and must consider whether that they could be able to maintain said requirements. The privilege of this high level of membership is approved to use the logo of UK-CCL, Quality Mark, and Bench Mark to confirm their alliances. This legitimisation will grant to use the logo and the quality mark in their in their marketing materials and website or letterheads. This grade of membership is renewed on a two yearly basis. The organisation will have three visitations by the UK-CCL Representatives on a yearly basis. This grade will permit to joint awards of UK-CCL and authorization of Quality Mark in their respective awards.