Independent review of program design, delivery, assessment and outcomes
Program accreditation evaluates one defined learning program. It may be pursued independently or together with institutional accreditation. The decision is limited to the approved title, version, level or complexity, mode, language, sites, partners and credential.
Eligible Program Types
Professional certifications and certificate programs
Diplomas and advanced diplomas where legally permissible and accurately described
Executive and leadership education
Short courses, masterclasses and structured CPD
Micro-credentials and stackable learning
Corporate or industry-specific academies
Classroom, live virtual, online, blended and work-based programs
Ten Program Standards
Need and purpose
Measurable learning outcomes
Current and coherent curriculum
Suitable learning design and time
Accurate entry and progression rules
Valid, reliable, fair, authentic and secure assessment
Consistent marking and moderation
Competent faculty and adequate resources
Program governance, review and change control
Outcomes, controlled certification and accurate claims
Required Program File
Program specification
Curriculum and competency map
Assessment strategy and blueprint
Delivery or facilitator guide
Learner handbook or information
Faculty and assessor evidence
Samples of learning and assessment materials
Quality, review, performance and change evidence
Assessment Expectations
Every learning outcome must be assessed at the intended complexity. Assessment conditions, pass rules, permitted resources, reassessment and appeals must be transparent. Remote or AI-assisted work requires proportionate identity, authorship and disclosure controls. Moderation should sample assessors, sites, modes, result bands, borderline decisions, reassessments and identified risks.
Program Review Outcomes
| Outcome | Meaning |
|---|---|
| Accredited | All material criteria are met. |
| Accredited with conditions | Limited deficiencies can be resolved without unacceptable learner or credential risk. |
| Developmental recognition | The design is promising but needs stronger evidence, pilot outcomes or assessment before full accreditation. |
| Deferred | Essential evidence, delivery sample, pilot or corrective action is outstanding. |
| Refused | Material criteria remain unmet or credibility and learner risk are unacceptable. |
Change Control
Prior approval is normally required for a material change to title, award, outcomes, learning time, assessment, pass standard, language, partner, ownership, target audience, entry requirements, claimed level, delivery mode or substantial curriculum. Minor updates should remain controlled in the program change log and annual monitoring.