the association of accrediting agencies of canada
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The Association of Accrediting Agencies of Canada
• Founded in 1994 • National network of professional
education accrediting bodies• Represents over 30 professional
education accrediting agencies in Canada• Established Guidelines for Good Practice
of Accreditation of Professional Programs
AAAC Mission
To foster the highest quality education of professionals, the Association of Accrediting Agencies of Canada pursues excellence in standards and processes of accreditation.
AAAC Functions to • Establish benchmarks for standards/processes• Provide a forum for networking and information
exchange.• Represent interests of professional education
accrediting agencies to government, educational institutions, public and private sectors
• Monitor and investigate common issues related to accreditation and mobility of professionals internationally
• Promote the expertise of Canadian accrediting agencies in Canada and abroad.
AAAC Achieves its Mission by
• Providing a website, publishing a newsletter, making representations to stakeholders
• Offering an online education program for member and non-member site team evaluators.
• Improving and advancing standards & processes of accreditation through meetings / workshops
• Conducting surveys of members to identify commonalities, good practices.
Accreditation is
• A process of quality assurance through which education programs meet standards of education established by responsible authorities.
• A condition that provides a credential to the public and regulators, assuring that a program has accepted and is fulfilling its commitment to educational quality
Regulation is
• Governance of a profession with regard to entry requirements, occupational standards and ethics, credentials, licensure, discipline, professional development, continuing competence, compliance with legislative provisions, portability, etc.
Steps in the Accreditation Process
1. Program meets all requirements & submits self-study report
2. On-site accreditation review3. Preparation of review report, with input
from program4. Accreditation decision5. Regular monitoring and review
Links Between Accreditation & Regulation
• Consistency between entry-level education standards and regulatory entry-to-practice standards
• Quality student education that leads to high quality services provided to the public by graduates of accredited programs
Links Between Accreditation & Regulation – Panel Presentation
• Models of collaboration between accrediting agencies and regulatory bodies
Informal and formal links Outcomes Future considerations
Links Between Accreditation & Regulation - Panel Presenters1. Lise Talbot, Director of Accreditation
Canadian Association of Schools of Nursing2. Gordon Griffith, Director of Education, Engineers Canada3. Janis Leonard, Manager of AccreditationOntario College of Teachers4. Peter Waite, Executive Director, Canadian Federation of Chiropractic Regulatory &
Educational Accrediting Boards
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Click to edit Master subtitle styleThe CASN Accreditation Process:
How It Links To Regulation?AAAC Presentation
Lise R. Talbot, Inf., Psy., PhD Director of Accreditation
November 2010
Canadian Association of Schools of Nursing
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Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce
Invest in nursing research and knowledge translation
Mission of CASN
Canadian Association of Schools of Nursing is the national voice for nursing education, research, and scholarship and represents baccalaureate and graduate nursing programs in Canada.
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Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce
Invest in nursing research and knowledge translation
Vision of CASNCASN:
– Speaks for Canadian nursing education and scholarship
– Establishes and promotes national standards of excellence for nursing education
– Promotes the advancement of nursing knowledge
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Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce
Invest in nursing research and knowledge translation
Vision of CASN Continued
CASN:– Facilitates the integration of theory, research
and practice – Contributes to public policy – Provides a national forum for issues in
nursing education and research
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Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce
Invest in nursing research and knowledge translation
CASN Organizational Structure
Executive Committee (Lynnette Stamler)
Nominations and Awards
Operations
Education
Advocacy
On-Line Journal
Standing Committee
Working Group
International Accreditation
Accreditation Advisory
Board of Directors (Lynnette Stamler)
March 2010
*On behalf of the Board of Directors, the Executive Director is ultimately responsible to ensure each committee
is supported administratively.
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Strategic Planning
Finance and Budget
Governance and Bylaws
Membership Options
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Graduate Studies
Nurse Practitioner
IEN
Palliative
Public Health
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Accreditation Bureau
Executive Director
(Cynthia Baker)
Student/Faculty Survey
Research and Scholarship
Accreditation
CASN Council(Lynnette Stamler)
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Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce
Invest in nursing research and knowledge translation
Who Is Accredited
93 schools in Canada– 90 are members– 68: 76 % accredited– 22: 24% unaccredited– 4 schools are in the process
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Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce
Invest in nursing research and knowledge translation
Links Between Accreditation and Regulation
• Regulation is mandatory in 10/10 provinces
• Accreditation is mandatory in 3/10 provinces
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Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce
Invest in nursing research and knowledge translation
Links Between Accreditation and Regulation
• 3 provinces sign an MOU– Nova Scotia, Newfoundland and Labrador
and Ontario
• 3 other provinces are in the process for signature or thinking of an MOU– PEI, New Brunswick, British Columbia
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Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce
Invest in nursing research and knowledge translation
Process of Collaboration
• Review standards of each partners
• Pilot the process
• Have a reviewer and an observer from regulatory body integrated
• Have an observer on the accreditation decision committee
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Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce
Invest in nursing research and knowledge translation
Outcomes of Collaboration
• Integration of all stakeholders
• Alignment of standards and timeframes
• Sharing best practices
• Striving towards quality improvement and excellence
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Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce
Invest in nursing research and knowledge translation
Future Considerations
• Link with the regulatory bodies of each province
• Align the accreditation standards (internal/ external)
• Align the evaluation procedures
Accreditation →RegulationThe Engineering Perspective
Gordon Griffith, P.Eng., ing.
Director, Education
November 2010
On behalf of our constituent members CCPE shall provide national leadership and support to the engineering profession in Canada by:
Enhancing the public image of the Canadian engineering profession, promoting its interests, and increasing public awareness of how thee work of Canada’s professional engineers benefits society
Fostering strong, effective and ongoing relationships with our constituent members
Supporting our constituent members’ efforts to achieve international/territorial consistency in their licensing and regulatory practices, and interprovincial/territorial practice mobility for licensed engineers
Mandate
Promoting high standards of engineering practice and education in Canada
Acting as the national and international voice of our constituent members, and representing them on the national and international stage
Protecting the terms, titles, images and words that are integral to the regulatory and licensing functions of our constituent members
Understanding trends in engineering human resources and emerging fields
In recognition that the constituent members are the regulatory bodiesfor the engineering profession in Canada, CCPE undertakes specificregulatory mandates only at their request.”
Mandate (cont’d)
Organizational Structure
CEOCEO
Awards CommitteeAwards Committee
GR CommitteeGR Committee
Audit CommitteeAudit Committee
Engineers Canada BoardEngineers Canada Board
Executive CommitteeExecutive Committee
Intl. CommitteeIntl. Committee
Finance CommitteeFinance Committee
StaffStaff
Canadian Engineering Accreditation Board
Canadian Engineering Accreditation Board
Canadian Engineering Qualifications Board
Canadian Engineering Qualifications Board
Established in 1965 Membership:
– 15 volunteers, all ing./P.Eng.– Range of disciplines and backgrounds from
across Canada– Rely on specialist volunteers during program
evaluation visits
Canadian Engineering Accreditation Board (CEAB)
Accredits Canadian undergraduate engineering programs
Monitors education/accreditation systems in other countries, including countries that have signed a Mutual Recognition Agreement with Engineers Canada (Washington Accord, Commission des Titres d’Ingénieur)
Conducts substantially equivalent evaluations
Canadian Engineering Accreditation Board (CEAB)
Accreditation – by the Numbers
Over 260 accredited programs
42 post-secondary institutions
Over 70 fields of study
55,000 students
10,500 graduates per year
13 Engineering Acts regulated by 12 licensing bodies
Requirements for Licensure as Professional Engineer:
– Academic Requirements
– Work Experience Requirements
– Professional Practice Examination
– Language Competency
– Good Character
Regulation of the Profession
Links between Accreditation and Regulation
Formal– Accreditation process delegated to Engineers
Canada– Degree from Accredited program satisfies academic
requirement for licensure– Accreditation system internationally recognized
Informal
1100-180 Elgin Street, Ottawa, Ontario K2P 2K3
Tel. 613-232-2474 / Fax. 613-230-5759
engineerscanada.ca
Accreditation as a Provincial
Regulatory Responsibility
CNNAR November 2010
Ontario College of TeachersLeadershipExcellenceResponsibility
Leadership Excellence Responsibility39
Ontario College of Teachers (OCT)
• Established in 1997 as self-regulatory body for teaching profession
• Regulates and governs over 220,000 members in the public interest
• Certifies teachers who want to work in Ontario’s publicly funded schools
• Works to ensure Ontario are students taught by skilled professionals guided by ethical and practice standards
Leadership Excellence Responsibility40
Regulatory Mandate of the OCT
College is governed by the Ontario College of Teachers Act (OCTA) and its regulations.
OCT:•Sets qualifications for membership•Issues teaching qualifications and suspends or revokes certificates•Establishes ethical and practice standards for profession•Deals with discipline and fitness to practise issues
Leadership Excellence Responsibility41
Link between Accreditation and Regulation – OCT Dual RoleRegulator also has accreditation mandate under the OCT Act:
OCT Accredits:•Initial teacher education programs offered in Ontario•Additional qualification (AQ) courses for members
Ontario teacher education programs must be accredited for graduates to be certified as teachers.
How is the OCT Governed?
E x e cu tiv e
In v e stig a tio n
D isc ip lin e
F itn e ss to P r a c tise
R e g istr a tio n A p p e a ls
S ta tu to r y C o m m itte e s
F in a n c e
S ta n d a r d s o f P ra c tic ea n d E d u c a tio n
A c c re d ita tio n
A c c re d ita tio n A p p e a ls
S ta n d in g a n d R e g u la to r y C o m m itte e s
E le c tio n
N o m in a tio n
Q u a lity A ssu r a n c e
H u m a n R e so u r c e s
E d ito r ia l B o a r d
S p e c ia l C o m m itte e s
C o u n c il
Accreditation
Leadership Excellence Responsibility43
Who is Accredited by the OCT?
• Provincial jurisdiction - accredit university professional programs offered within Ontario
• 18 English-language faculties
• 2 French-language faculties
• 5 self-funded institutions
• Review programs at 3 – 5 institutions per year
• Accredited more than 300 AQ courses in 2009 submitted by 28 Ontario providers
Leadership Excellence Responsibility44
Outcomes of the OCT Model
– Dual Role of Professional Regulator and Accreditor
Leadership Excellence Responsibility45
Dual Role - Accreditation as a Regulatory Process• Accreditation process governed by regulation
made under College’s Act• Duties of the Accreditation Committee:
• to determine if programs qualify for accreditation
• to grant accreditation, with or without conditions, to qualifying programs
• Committee’s work guided by key principles that provide for quality assurance, accountability and transparency
Leadership Excellence Responsibility46
Dual Role - Accreditation as a Regulatory Process
• The Accreditation Regulation defines:• components of application• review panel membership and role• 15 requirements for accreditation• process and timelines for carrying out the
review• Accreditation Committee decisions• length of the accreditation period • Appeal process also regulated
Leadership Excellence Responsibility47
Outcomes• Regulatory Council and Accreditation Committee can
collaborate to regulate key functions • Regulated process can provide for greater assurance
of accountability, fairness and transparency • Use of consultative process for enhancements to
accreditation process• Can be more cost effective administratively
Leadership Excellence Responsibility48
Considerations• Regulatory body has significant influence over
accreditation process• Accreditation Committee made up of 9
members of OCT Regulatory Council • Committee members establish review panel
and participate in review• Accreditation Committee needs support of
Council to change the regulation• Accreditation decisions have also influenced OCT
regulatory policy (distance ed)
Leadership Excellence Responsibility49
Future Considerations - Impact of AIT on the Accreditation Process • Teacher education programs are currently influenced by
Ontario requirements for accreditation and licensure• AIT led to increased collaboration among provincial
education bodies • Registrars are working toward more national standards
for teaching profession• Common tool to assess language proficiency of
teacher candidates• National protocol for teaching programs offered by full
distance
Overview
7,500 Doctors of Chiropractic in Canada
Eleven provincial & territorial regulatory boards
Uniform entry to practice requirements in place for past decade as a result of AIT
Mission
The Canadian Federation of Chiropractic Regulatory and Educational Accrediting Boards serves the public interest by promoting national excellence in regulatory practice.
Goals
provide a forum for the exchange of best practices concerning regulatory issues
educate federal government policy makers in the public interest concerning regulatory affairs
educate those involved in chiropractic regulation
educate the chiropractic profession concerning the public interest
Goals
establish standards and to evaluate and accredit chiropractic educational programmes
provide leadership on issues such as licensure, accreditation, examination, continuing competence, inter-jurisdictional mobility, scope of practice, standards of practice, codes of ethics and specialty designation.
History of Accreditation
1978 - Council on Chiropractic Education of Canada (CCEC) established as the accrediting body
2007 – The CCEC amalgamates with the CFCRB to create the CFCREAB
Accreditation Responsibilities
accredit, recognize, and certify the quality and integrity of chiropractic programmes; encourage excellence in education within chiropractic programmes; and inform the public, the chiropractic profession, and the educational community regarding the nature, quality, and integrity of chiropractic education.
Accreditation Authority
Provincial and Territorial regulatory boards are authorized under their legislation to determine what educational programmes are acceptable – They delegate this to the CFCREAB.
In some legislation the CFCREAB is named directly as the responsible body.
Formal Links - Accreditation Standards & Policies Committee
Appointees from regulatory boards, the national association and accredited programmes.
Drafts all changes to standards and policies. Submits changes to the Commission on
Accreditation, the programmes and finally the national Board.
Formal Links - Commission on Accreditation
Appointees from regulatory boards & the national association – not the programmes.
No appointee can currently be serving in another capacity with a regulator, association or programme.
Autonomous in its decision making.
International Accreditation
1982 – Recognition agreement with CCE-US 1986 – Recognition agreement with
Australasian CCE 1993 – Recognition agreement with European
CCE 2000 – CCEC becomes a founding member of
the Councils on Chiropractic Education International (CCEI) with the CCE-US, ECCE and ACCE.
International Accreditation
The CCEI is an international agency whose primary purpose is to promote and oversee high quality standards for chiropractic education on a worldwide basis. Membership in CCEI and adherence to the CCEI Standards now form the basis for recognition of accredited programmes internationally.
International Accreditation
CCEI member agencies accredit programmes outside of their home territory
The CCEI aids and recognises new accreditation agencies that implement the CCEI Standards and meet other qualification requirements.
Outcomes
Cost effective – give there are only two programmes in Canada
Gives regulatory boards direct input into appointments and setting Standards
Provides arms length “decision making body” Brings regulators and programmes to one
table Facilitates international accreditation