Services

Conferment of Title
CONFERMENT OF TITLE

  1. Institution applying for registration shall also submit an application for conferment of institutional title.
  2. The application for conferment of institutional title shall be accompanied by supporting evidence of each criterion for conferment of institutional title
    specifically: –

    1. evidence of governance and administration;
    2. evidence of academic standards;
    3. evidence that the institution has clear and consistent mechanisms for defining academic standards and identifying levels of qualifications;
    4. evidence of scholarship and pedagogical effectiveness; and
    5. evidence of a supporting environment for programme delivery.
  3. An application for conferment of institutional title shall be submitted to the National Accreditation Council along with an application for registration.

  1. Governance and Administration: Criterion 1 states, “The institution is governed, managed and administered effectively, with clear and appropriate lines of accountability for its academic responsibilities. The institution is financially responsible with coherent policies which link resource allocation to its vision and mission statements.”
    1. Standard 1.1 The institution has a well organised and legally constituted governing board/body.
    2. Standard 1.2 The institution’s governance and administrative structure and practices are congruent with the mission and purpose of the institution.
    3. Standard 1.3 The institution’s purpose, mission and institutional goals are appropriate to the classification of the institution.
    4. Standard 1.4 The institution has policies, procedures and the financial capacity to ensure effective resource allocation.
    5. Standard 1.5 The institution’s structure supports the attainment of the stated mission and institutional goals.
    6. Standard 1.6 There is a mechanism for seeking and using feedback on the attainment of institutional goals to improve its performance.
  2. Academic Standards: Criterion 2 states, “The institution has in place an appropriate regulatory framework in terms of documented policies and procedures to govern the award of its qualifications.”
    1. Standard 2.1 The institution has clear policies and procedures that govern the award of its qualifications.
    2. Standard 2.2 The institution clearly defines the policies for admission, graduation and withdrawal for all its programmes.
    3. Standard 2.3 The institution’s goals for student learning outcomes are clearly defined for each academic programme.
  3. Criterion 3, “The institution has clear and consistent mechanisms for defining academic standards and identifying levels of qualifications.”
    1. Standard 3.1 The institution’s academic standards for qualifications are at levels equivalent to similar programmes developed nationally, regionally and internationally.
    2. Standard 3.2 The scope and level of the qualification offered by the institution are congruent with the classification of the institution.
    3. Standard 3.3 The institution continuously reviews, updates and modifies academic standards for continued relevance.
    4. Standard 3.4 The institution demonstrates evidence of its capacity to deliver educational programmes at levels corresponding with its title.
    5. Standard 3.5 The institution has the majority of its students enrolled in programmes of study at levels appropriate to this institutional title.
  4. Scholarship and Pedagogical Effectiveness: Criterion 4: “Faculty at the institution possess qualifications and experience required to teach, facilitate learning and undertake assessment to the level of the qualification being awarded.”
    1. Standard 4.1 The institution’s faculty members are qualified at a level that is appropriate to the level of qualification being awarded.
    2. Standard 4.2 The institution’s faculty members are qualified in areas appropriate and
      relevant to the programmes they deliver.
    3. Standard 4.3 The institution’s faculty members maintain a sound understanding of current developments in their relevant fields and engage in the latest pedagogical practices.
    4. Standard 4.4 The institution has carefully designed mechanisms and/or processes for assessment and/or evaluation of student learning.
    5. Standard 4.5 The institution supports and encourages the professional development of staff.
    6. Standard 4.6 The institution conducts research related to the needs of society (if applicable).
  5. Supporting Environment for Programme Delivery: Criterion 5: “The institution provides an appropriate environment for effective programme delivery through student, academic and administrative support that is effectively monitored.”
    1. Standard 5.1 The institution has identified and allocated the appropriate resources to maintain effective programe delivery.
    2. Standard 5.2 The institution has established the relevant physical infrastructure to sustain effective programme delivery.
    3. Standard 5.3 The institution has set mechanisms/systems in place for monitoring the level(s) of student, programme and administrative support.
    4. Standard 5.4 The institution creates an effective learning environment by providing adequate student support services which are monitored.
    5. Standard 5.5 The institution creates an effective learning environment by supporting the evaluation and enhancement of its staff, both academic and administrative.

Registration
Registration

All post-secondary and tertiary level institutions, local or foreign, operating in Guyana must be registered by the National Accreditation Council.

Post-secondary or tertiary institutions must first submit an application for registration in Guyana. If necessary, this type of institution must obtain NAC’s approval to use the institutional title that it wishes to be registered under.

The institution is required to submit to an evaluation by NAC to ensure compliance with the minimum quality requirements for post-secondary and tertiary institutions. If the institution meets these requirements for registration, it is issued a Certificate of Registration by NAC. Registered institutions are placed on the register of post-secondary and tertiary institutions and NAC’s website.

Post-secondary education refers to all education and training programmes which are not at tertiary level but which are offered to secondary school leavers to meet their vocational or continuing education needs.

Provider is a person or body or group of persons or an institution offering one or more programmes for award or credit.

Tertiary education means the teaching and learning process that occurs following completion of secondary schooling or its equivalent and leads to the award of sub-baccalaureate qualification, baccalaureate degree and post graduate degree.

Institutions with Full Registration

Registered Institution Approved Programmes Date of Issue Date of Expiration
Nations Incorporated
  1. Association of Business Executives(ABE)
  2. University of London
  3. Australian Institute of Business (AIB)
  4. Certificate in Educational Leadership (Cambridge University)
  5. Master of Business Administration (University of Bedfordshire) Specialization areas: Hospital and Health Services Management; Human Resource Management; Marketing Management; and, Oil and Gas Management
  6. Occupational Safety and Health (OSHA) 10 hour
  7. General Industry and 30 hour General Industry
  8. Project Management Institute-Project Management Professional Certificate (PMP)
  9. Project Management Institute-Certificate Associate in Project Management (CAPM)
  10. University of Bedfordshire- Business Administration Top UP
  11. Association of Chartered Certified Accountants (ACCA)
  12. Master of Educational Leadership
  13. Master of Science: Public Health
  14. Master of Science: Psychological Approaches to Health and Management
  15. Bachelor of Art: Psychology
  16. Master of Science: International Tourism-Planning and Management
  17. Master of Science: International Finance
  18. Master of Science: Bank and Project Management
June 29, 2018 June 26, 2021
New Guyana School Inc.
  1. Project Management Programs
  2. Certified Association of Project Management
  3. Occupational Health and Safety Administration
September 27, 2018 September 26, 2021
Greenheart Medical University
  1. Pre-Med
  2. Doctor of Medicine
December 19, 2019 Dec. 18, 2022
University of the Southern Caribbean
  1. BSc. Behavioral Science
  2. BSc. Psychology
  3. BSc. Elementary Education Language Arts
  4. Bachelor of Business Administration in Management
January 26, 2018 January 23, 2021
Guyana Training College for International Skills Personal Support Worker/Caregiver Program-Level 3 September 27, 2018 September 26, 2020
Rajiv Gandhi University of Science and Technology
  1. Pre Medical Sciences
  2. Doctor of Medicine
February 22, 2018 February 19, 2021
Universal Emergency Care Certificate in:

  1. Emergency Medical Technician
  2. Respiratory
  3. Paramedic
  4. Surgical Technician
  5. Nursing
  6. Patient Care Technician
  7. Medical Laboratory Technician
  8. UltraSound (Sonography)
February 22, 2018 February 20, 2020
QualiTest Training Institute Certificate in Phlebotomy April 27, 2018 April 24, 2021
JTW & Associates Management Institute Inc.
  1. City and Guilds Customer Service at Level 2 & 3
  2. Diploma in Leadership and Management
May 25, 2018 May 23, 2020
Georgetown American University
  1. Pre Medical Sciences
  2. Doctor of Medicine
June 21, 2018 June 19, 2020
American International School of Medicine
  1. Pre Medical Sciences
  2. Doctor of Medicine
June 29, 2018 June 26, 2021
Texila American University
  1. Bachelor of Science of Nursing
  2. Bachelor of Science- Doctor of Dental Surgery
  3. Bachelor of Science- Doctor of Medicine
  4. Bachelor of Science- Pharmacy
  5. The BSN and BSN programme as WILP
  6. Bachelor of Public Health
  7. Master of Public Health
  8. Doctor of Philosophy in Public Health
  9. Bachelor of Science in Information Technology
  10. Master of Science in Information Technology
  11. Doctor of Information Technology
  12. Bachelor of Business Administration
  13. Master of Business Administration
  14. Doctor of Philosophy in Management
  15. Master of Nursing
  16. Master of Medicine-Anesthesiology
  17. Master of Medicine-Emergency Medicine
  18. Master of Medicine-Family Medicine
Nov. 22, 2019 Nov. 21, 2022
American University of Peace Studies Inc.
  1. Diploma in General Psychology
  2. Degree in Psychology
Nov. 22, 2019 Nov. 21, 2021
Lincoln American University Inc.
  1. Pre Medical Sciences
  2. Doctor of Medicine
December 19, 2019 Dec. 18, 2022
Government Technical Institute
  1. Certificate
  2. Diploma
  3. Competency-Based Programs
November 22, 2019 Nov. 21, 2022
Computer World Medical Institute
  1. Pharmacy Technician
  2. Phlebotomy
  3. Nurse Aid
Nov 22, 2019 Nov. 21, 2021
G3M Educational Institute
  1. Certificate in Phlebotomy
  2. Advance Life Support
  3. Intravenous Therapy & Homecare nursing
Nov. 22, 2019 Nov. 21, 2021

Institutions Currently in the Process of Registration

  1. Guyana Learning Institute

Registration as a pre-requisite for accreditation signals that an institution has satisfied the minimum standards to legally operate in Guyana

The steps in the process are:

  1. The submission of a letter addressed to the Executive Director requesting registration as an institution/provider of tertiary education and training by National Accreditation Council.
    This letter of request must be signed by the provider or Executive Head of the institution.
    This letter should state:

    • that registration in accordance with Act #12 of 2004 is being sought.
    • the name your institution/provision of tertiary education and training is to be registered under.
    • the types and level of qualifications offered and
    • the sites which will be covered under registration
  2. The Institution/provider is sent an Institutional Data Form (IDF). Once the IDF is completed and has been submitted to National Accreditation Council, it will be reviewed.
  3. The institution/provider will be sent an acknowledgement letter indicating receipt of the completed IDF Along with the:
    • Application Form for Registration of Post-Secondary and Tertiary Level Institutions/Providers.
    • Checklist of Required Evidence for Registration.
    • Criteria for Registration.
    • Frequently asked questions (FAQs) on registration.
    • Guidelines for submitting an application for registration to Accreditation Council of Guyana and
    • Programme Specifications Guidelines.
      *The institution/provider may be directed to the relevant state agency or authority if their
      institution does not fall under the purview of National Accreditation Council.
  4. The post secondary or tertiary institution/provider submits an application for registration in Guyana to National Accreditation Council along with a short background and relevant application processing fee. The application must be submitted in triplicate along with a soft
    copy (MS Word version) of the narratives. The evidence submitted in the application for registration should be

    • in accordance with the seven (7) areas of assessment
    • clearly referenced in the narrative which explains how it satisfies the particular standard
  5. The post-secondary or tertiary institution/ provider may be required to obtain National Accreditation Council approval to use the title that it wishes to be registered under if it was established after the proclamation of Act # 12 of 2004 on the 12th July, 2004.
  6. The institution/provider is required to submit to an evaluation by National Accreditation Council to ensure compliance with the minimum quality requirements for post-secondary and tertiary institutions/providers. The institution/provider is required to bear the cost of the evaluation.
  7. If the institution/provider meets these requirements for registration, it is required to pay a Certification Fee. A Certification of Registration will then be issued by The National Accreditation Council. The Certification fee also covers the cost of publishing the institutions/provider’s registered status in the Gazette and in at least two daily newspapers circulating in Guyana. Registered institutions/ providers are placed on the register of Post secondary and Tertiary Institutions/Providers by the National Accreditation Council.
  8. The institution/provider is required to fill out an Institutional profile that will be displayed on The National Accreditation Council website. The Institutional Profile contains details relating to that institution.
  9. If the institution/provider does not meet The National Accreditation Council criteria, it is advised by The National Accreditation Council of the requirements that must be met and it will be guided in this regard and given support from the Quality Enhancement Unit.
  10. A registered institution/provider is required to submit an annual report on a prescribed form and pay a registration fee payable on registration and annually while status is maintained.
  11. Registration shall be for a maximum period of 3 years after which the institution/provider must apply for re-registration.
  12. Registered institutions/providers may seek accreditation from The National Accreditation Council.

All post-secondary and tertiary level institutions, local or foreign; operating in Guyana must be registered by the National Accreditation Council.

Post-secondary or tertiary institutions must first submit an application for registration in Guyana. If necessary, this type of institution must obtain NAC’s approval to use the institutional title that it wishes to be registered under.

Post-secondary education refers to all education and training programmes which are not at tertiary level but which are offered to secondary school leavers to meet their vocational or continuing education needs.

Provider is a person or body or group of persons or an institution offering one or more programmes for award or credit.

Tertiary education means the teaching and learning process that occurs following completion of secondary schooling or its equivalent and leads to the award of sub-baccalaureate qualification, baccalaureate degree and post graduate degree.

An institution established after the proclamation of the Act on 30th July, 2004 must also secure NAC’s approval to use the institutional title it wishes to be registered with, for example, a new institution desirous of bearing one of the following titles: “university”, “college”, “tertiary college”, ”polytechnic”, ”community college ”,”technical institute” and ”technical university”. An institution that has met the registration criteria is then issued a Certificate of Registration and placed on the Register of Post-secondary and Tertiary Institutions.

In order for the National Accreditation Council of Guyana (NAC-G) to determine whether an institution meets the criteria and standards for registration as a post-secondary or tertiary institution or provider, the institution is required to submit to an evaluation by NAC-G. This is to ensure compliance with NAC-G’s criteria and standards to satisfy the registration requirements in seven (7) categories:

  1. Legal, Policy and Regulatory Requirements
  2. Governance and Administration
  3. Quality Management System
  4. Resource Management
  5. Teaching-Learning Process
  6. Review
  7. Continuous Improvement

Registered institution status may be granted for a maximum period of three (3) years, for initial registration, after which the institution shall re-apply and be re-evaluated in order to be granted Continuing Registered Status.

On completion of the Site Visit, the Evaluation Committee writes an Evaluation Report with its recommendations on the status to be awarded. This Report is used by the Review Committee of the Board of Directors to make further recommendations to the Board which will then make a decision on the status to be awarded.

An institution that has met all the requirements to be registered shall be issued a Certificate of Registration by NAC-G, be placed on the Register of Approved Institutions, providers and courses.

Institutions that meet the criteria for registration will be placed on Register of Post secondary and Tertiary institutions as stated in clause 4 (2) (e)a, of the Act. The criteria represent seven categories in which institutions are evaluated. Evidence must be provided that all criteria are met in order for an institution to be registered.

Criterion 1.0 Legal, Policy and Regulatory Requirements
Criterion Statement: The institution’s activities comply with legal, policy and regulatory requirements.
Standard1.1: The institution has been established as a legal entity.
Standard1.2: The institution demonstrates the ownership of, and responsibility for, assuring access to the learning facilities that support and facilitate the learning expected of its students.

 

Criterion 2.0 Governance and Administration
Criterion Statement: The corporate governance body and management actively show their commitment to achieving the development and continual improvement of the Quality Management System.
Standard 2.1: Institution has governance structure.
Standard 2.2: Institution has a documented Vision statement.
Standard 2.3: Institution has a documented Mission Statement.
Standard 2.4: Institution has an approved current Organizational Structure with supporting text that clearly identifies the role and responsibilities of all personnel.

 

Criterion 3.0 Quality management System
Criterion Statement: The institution has a well-planned Quality Management System that is in keeping with its vision, mission, policies, processes, organizational structure, responsibilities and resources, in order to assure the quality of educational outcomes.
Standard 3.1: Appropriate personnel have been assigned the duty establishing, implementing and maintaining the institution’s Quality Management System (QMS).
Standard 3.2: Institution has a documented Vision statement.
Standard 3.3: Institution has documented student policies to ensure that quality services are delivered to them.
Standard 3.4: Institution has a well-established system of record keeping and maintains special security measures to protect and back-up student records.

 

Criterion 4.0 Resource Management
Criterion Statement: The resources essential to the institution’s operational activities are identified and available.
Standard 4.1: Institution has established and documented policies and/or procedures relating to the management of its resources.
Standard 4.2: Members of staff are competent on the basis of appropriate education, skills and work experience to perform their teaching functions as they relate to quality programme delivery in the institution.
Standard 4.3: Institution has established and documented a procedure for maintaining its infrastructure.
Standard 4.4: Institution offers reliable access to student and/ or guidance counseling services, whenever needed.
Standard 4.5: Physical resources are relevant and sufficient to meet the institution’s needs.
Standard 4.6: Management of the institution plans makes available and control the financial resources which are necessary for achieving the institution’s objectives.

 

Criterion 5.0 Teaching –Learning Process
Criterion Statement: The institution has a plan for the various stages in its teaching-learning process
Standard 5.1: Institution has established and documented an overall Quality Plan for its teaching-learning process.
Standard 5.2: Curricula have been designed and developed to enable students to achieve the intended learning outcomes.
Standard 5.3: Institution has established and documented policies for teaching-learning process.

 

Criterion 6.0 Review
Criterion Statement: The institution’s management reviews the Quality of Management System at planned intervals to ensure that it is suitable, adequate and effective. Records of the review are kept
Standard 6.1: Institution’s management has established a process for collecting appropriate information.
Standard 6.2: Institution has reliable methods for monitoring and measuring Stakeholder satisfaction
Standard 6.3: Institution has established and documented methods for monitoring student learning outcomes.

 

Criterion 7.0 Continuous Improvement
Criterion Statement: The institution continually reviews its Quality Management System.
Standard 7.1: Institution has documented a process to address all activities that do not comply with the established criteria and standards for registration.

The following conditions of Registration (hereinafter referred to as the “conditions”) apply for post-secondary and tertiary institutions registered with the National Accreditation Council of Guyana. These conditions outline a registered institution’s obligations after registration

A. GENERAL PROVISIONS:

  • A.1 A registered institution enjoys legal authority to operate a post-secondary or tertiary level institution in accordance with the provisions of the Act and these conditions. The registration of a post-secondary or tertiary institution does not confer accredited status and shall not be deemed to convey other approval or consent which may be required by any law, rule, regulation, ordinance or order.
  • A.2 Registered institutions shall abide by all conditions of registration.
  • A.3 These conditions are effective on the date of registration and thereafter.
  • A.4 The National Accreditation Council (NAC) reserves the right to amend these conditions from time to time and will give prior notice to all registered and eligible institutions.
  • A.5 The conditions applicable to any post-secondary or tertiary institutions may be varied, added or revoked at any time and as consider appropriate by NAC either in general or in respect of particular matters.
  • A.6 Registration is non-transferable.

B. POWERS OF THE NATIONAL ACCREDITATION COUNCIL:
The NAC may, at its discretion, suspend, revoke or cancel a post-secondary or tertiary institution’s registration for:

  • B.1 Failure to comply with these conditions;
  • B.2 Failure to comply with all applicable laws or orders of any public authority with jurisdiction over the institution’s business or affairs;
  • Providing false, fictitious, misleading or incorrect information to NAC or any other public authority;
  • B.4 Failure to fulfill any of the recommendation made by the NAC as a result of an application made for registration of an institution.

C. SUSTANTIVE CHANGES: INTEGRATION

  • Unless the context otherwise requires and except as varied or otherwise specified below, words and expressions which are defined in the Act in Application for Registration shall have the same meanings when used herein.
  • “Substantive Changes” are changes made after registration and include, within limitations:
    1. Any significant change in the mission, vision or goals of the institution;
    2. Any change in the legal status, form of control or ownership of the institution;
    3. Any addition of programs that represent a significant departure, in either content or method of delivery, from those that were offered at the time of registration.
    4. The initiation of delivery of 60% or more of a programme’s contract hours through distance education or electronic media.
    5. The addition of programmes at a qualification or credential level above that which is included in the institution’s current registration;
    6. The establishment of additional sites or campuses from which programmes are to be offered.
  •  “time of registration” means, in relation to a particular applicant, the date of issuance to the date of expiration of a Certificate of Registration issued by the NAC to the applicant, except under conditions where registration was suspended, revoked or cancelled.

D. A REGISTERED POST-SECONDARY OR TERTIARY INSTITUTION SHALL NOT:

  • Make any substantive change without the approval of the NAC;
  • Present to prospective students or any other section of the public, misleading, false or fraudulent information relating to any programme, employment opportunity, opportunity for further study or opportunities for enrollment at the institution, or in respect of that institution’s registration status, with the NAC.

E. A REGISTERED POST-SECONDARY OR TERTIARY INSTITUTION SHALL;

  • At all times comply with all laws, the Act any regulations or rules made under the Act, as well as these Conditions as the same may be amended from time to time;
  • Apply consistently those quality assurance procedures approved at registration and at all times maintain the standards and integrity.
  • All times maintain the standards and integrity.
  • Submit an Institution Annual report (IAR) to the NAC in a prescribed format one month or less before the anniversary date on which registration was granted.
  • Display its Certificate of Registration conspicuously at all its campuses;
  • Inform NAC immediately of any issue which impacts on the validity or integrity of its Registration;
  • Incorporate any amendments or developments in the NAC’s quality assurance framework for registered post-secondary and tertiary institutions, as communicated to the institution from time to time;
  • Facilitate visits, if requested, by the NAC as part of its role in monitoring the institution’s activities and the effectiveness of its programmes as registered with the NAC;
  • Facilitate visits by the NAC to investigate any complaints by stakeholders made against the registered institution;
  • Respond promptly to any request for information, statement of concern, complaint or other communication received from the NAC;
  • Use only the name under which the institution has registered with the NAC in all marketing or advertising;
  • Maintain adequately physical, financial and human resources for the satisfactory conduct of the programmes of instruction presented in its application for registration;
  • Must receive prior approval to offer any post-secondary or tertiary programme not approved at the time of registration.

F. ACCREDITATION OF REGISTERED INSTITUTIONS:
A Registered Institution must apply for accreditation of its programme(s) within the year of its first registration. If after two years of registration an institution’s programme (s) is/are not accredited for any reason, then the NAC may revoke its registration.

What is registration?
Registration is a mandatory process whereby post-secondary and tertiary education and training institutions demonstrate they have the capacity to offer quality education in Guyana.

Which institutions are required to register?
All institutions offering education and training in Guyana that lead to the award of postsecondary and tertiary level qualifications. These institutions must be registered before they begin to offer these qualifications.

Why should an institution register?
Registration provides a legal framework for protecting the interests of students, parents and other stakeholders in the tertiary education sector. Institutions that fail to register with NAC are guilty of an offence.

What are NAC’s criteria for registration?
The criteria for registration focus on the evaluation of the institution in seven (7) key areas:

  1. Legal, Policy and Regulatory Requirements
  2. Governance and Administration
  3. Quality Management System
  4. Resource Management
  5. Teaching-Learning Process
  6. Review
  7. Continuous Improvement

How does an institution begin the registration process?
The registration process starts with the institution submitting a Letter of Intent, which states the name of the institution to be registered, the types and levels of qualifications offered and the number of sites or campuses that the institution wishes to have registered. This letter must be signed and dated by the Head of the Institution and addressed to NAC’s Executive Director. NAC will then communicate with the institution on the next steps in the process.

How is an institution evaluated for registration?
A gap analysis of the completed Application for Registration is conducted to determine if the minimum requirements for registration have been met. If the institution has met these minimum requirements, a site visit is conducted by an evaluation team comprising trained professionals appointed by NAC to assess the institution’s operations. The evaluation team prepares a report and makes a recommendation on the status to be granted. The Board of NAC makes the final decision on the status to be awarded. If the Board makes a decision to register the institution, NAC issues a Certificate of Registration to the institution. If the institution has not met the requirements for registration, the institution may obtain additional support from NAC.

Programme Approval
Programme Approval

Introduction
A programme specification is a concise description of the intended learning outcomes from a tertiary institution programme and of the means by which these outcomes are achieved and demonstrated. A programme, in this context, is a defined curriculum path that leads to a named award.
The information required in a programme specification encourages the teaching staff to identify and express clearly and concisely:

  • The intended learning outcomes of the programme
  • The teaching and learning methods that enable learners to achieve these outcomes and the assessment methods used to demonstrate their achievement
  • The relationship of the programme and its study elements to the Qualifications Framework.

The minimum expectation is that the information contained in programme specifications will be used to inform intending students and their advisors, students who are already studying and potential employers, about the learning outcomes from a programme and the means by which these outcomes will be achieved.
There is no single template for programme specifications but every programme specification should include certain elements as indicated below. These elements provide a starting point for deciding how best to present a programme specification.

Programme Specification Elements

A. Programme Description
Institution

This section requires the name, the respective department and address of the teaching institution, together with the name and address of the body or institution that bestows the award.

The award
The title of the award, the programme title, related courses, and accreditation details are included in this section. In addition, the requirements for entry into the programme, the major learning pathways within the programme such as majors and other areas of emphasis, and the targeted professional occupations for graduates are stated in this section.

B. Aims, Outcomes, Teaching/Learning Strategies, and Assessment

Programme Philosophy
The programme philosophy is a statement of the institution’s perspective of student learning, assessment, the structure of learning spaces and student support.

Programme Aims
Aims are brief and clear overall impression of the educational purposes of the programme. The aims can be stated as follows:

The main aims of a programme in … are to…

Learning Outcomes
Outcomes are more detailed statements of what the student would have gained as a result of learning. These are the knowledge, understanding, skills, capabilities and values that a student would have gained after completing the programme as a whole. Note that the programme outcomes do not reflect an aggregation of the outcomes of the courses or modules of the programme. Programme outcomes can be categorised as knowledge and understanding, intellectual/cognitive skills, and other key skills.

Here are a few stems that could be used to formulate programme outcomes:
The programme develops….
The most important values which inform this programme are….
The most important intellectual skills developed in this programme are….
The most useful practical skills, techniques and capabilities developed are….
On completing this programme we want students to know and understand….
On completing this programme we want students to be able to….

Teaching and Learning Strategies and Modalities
These are the opportunities provided by the institution for each individual student to achieve the range of learning outcomes. It is expected that the different strategies, modalities and combinations thereof, align with the learning outcomes described above.

Assessment Methods
These are the ways by which students can demonstrate that they have achieved the learning outcomes. Assessment strategies should align with the learning outcomes.

Programme Alignment
The programme should be aligned with other programmes within the same field of study within the institution.

C. Programme Structures
Programme Structures and Requirements
In this section the programme structures and features, curriculum units (modules), credit and award requirements are listed. This could include but is not limited to the following components:

  • Unique features of the curriculum and a rationale for the curriculum design.
  • A summary of the curriculum structure for the programme by semester to indicate format, such as practicals, lectures, and project work.
  • Course outlines
  • Credit calculation
  • Grade Point Average (GPA) calculation
  • Professional development units/points equivalence
  • Programme delivery, e.g. whether fulltime or part time, distance.
  • Overview of assessment, e.g. percentage allotted to course work.
  • Progression requirements for successful completion of the programme.
  • Possibilities for transfer to other programmes.
  • Distinctive features of the programme such as work attachments, advanced entry, accelerated tracks and alternative routes.
  • Year by year information on the curriculum units (modules) with sequence, levels and credits.

Criteria for Admission to the Programme
Essential pre-requisites and registration requirements

Information about Assessment Regulations
Details of rules governing marking, i.e. second marking, examinations, pass marks, supplemental examinations, appeals, late work, disciplinary matters, and grading criteria.

D. Quality Elements
Indicators of Quality
Results of programme and institutional reviews
Accreditation status
Ratings
Peer review reports

Methods for evaluating and improving the quality and standards of learning
Student surveys, evaluation of student feedback, periodic programme and curriculum reviews, staff appraisals, mentoring schemes, peer teaching observations, external examiners’ reports, programme and subject committees’ meetings, alumni surveys.

Support for Learning
List the infrastructure and facilities that support students’ learning, such as, library, computing services, career centre, disabilities services, induction programmes, course handbook, Web sites, study skills sessions, individual guidance arrangements, tutorials, access to academic staff and counsellors, access to tutors, students’ representation on programme committees, feedback policy, professional development unit.

Date at which the programme specification was written or revised
Indicate the date

Any institution desirous of having a new indigenous programme approved must satisfy the following Criteria and Standards for Programme Approval by the NAC.

CRITERION 1 AUTHORISATION TO OFFER PROGRAMME
Criterion Statement: The institution has authorisation from its governing body and/or relevant authority to offer the programme.
Standard1.1: The governing body has authorised the institution to offer the programme.
Standard1.2: The relevant authority has authorised the institution to offer the programme.
Evidence Required
  • Signed and dated approval(s) from the relevant professional statutory and regulatory body/bodies (Where applicable)
  • Signed and dated letter of authorisation from the relevant authority (Where applicable)

 

CRITERION 2 CONSISTENCY WITH THE INSTITUTION’S MISSION
Criterion Statement 2.0 : The programme’s philosophy, mission, aims, goals and objectives are consistent with the mission and purpose of the institution.
Standard 2.1: The programme has clear philosophy, mission, aims, goals and objectives.
Evidence Required
  • Documented and approved programme philosophy
  • Documented and approved programme mission
  • Documented and approved programme aims and goals
  • Documented and approved programme objectives
Standard 2.2: The philosophy, mission, aims, goals and objectives of the programme are aligned with the mission and purpose of the institution
Evidence Required
  • Documented and approved mission statement of institution
  • Documented and approved statement of purpose of institution

 

CATEGORY 3 PROGRAMME APPROVAL
Criterion Statement 3.0 : The programme has been approved in accordance with the institution’s programme approval policy.
Standard 3.1: There are clearly defined and coherent policy and procedures for developing programmes.
Evidence Required
  • Documented and approved programme development policy and procedures
  • Composition of a committee charged with the responsibility for programme development
  • Résumés and copies of certificates of developers of the programme
Standard 3.2: There are clearly defined and coherent policy and procedures for approval of programmes.
Example of Evidence
  • Documented and approved programme approval policy and procedure
  • Roles, relevant qualifications and competencies of members of the committee charged with the responsibility for programme approval that is independent of the department that developed or will be offering the programme
  • Documented input from external specialised advisor(s)
  • Résumés and copies of certificates of members of the committee charged with the responsibility for programme approval
  • Letters of acceptance that are dated and signed by both parties
Standard 3.3: The programme has been approved by the internal programme approval committee
Example of Evidence
Signed and dated committee minutes of the meeting(s) at which the programme was approved.

 

CATEGORY 4 PROGRAMME MONITORING, REVIEW AND EVALUATION
Criterion Statement 4.0 : The institution’s programme monitoring, review and evaluation processes have been employed in the delivery of the programme.
Standard 4.1: There is a clearly defined and coherent policy for monitoring, reviewing and evaluation of programmes.
Evidence Required Documented and approved programme monitoring, review and evaluation policy
Standard 4.2: There is a procedure of monitoring, reviewing and evaluation of programmes.
Example of Evidence
  • Documented and approved programme monitoring, reviewing and evaluation procedures
  • Roles, relevant qualifications and competencies of members of the committee charged with the responsibility for programme monitoring, review and evaluation

 

CATEGORY 5 MARKET RESEARCH FOR THE PROGRAMME OFFERING
Criterion Statement 5.0 : The institution has conducted current market research to establish a need for the programme.
Standard 5.1: There is a clearly defined policies and procedures for conducting market research for programmes.
Evidence Required Documented and approved policies and procedures for conducting market research.
Standard 5.2: Market research has been conducted for the programme.
Evidence Required Signed and dated market research report
Standard 5.3: The results of the market study have been utilised in the development of the programme.
  Report on the alignment of programme content, knowledge and skills acquired with information from market research

 

CATEGORY 6 PROGRAMME SPECIFICATIONS
Criterion Statement 6.0 : The programme has an approved programme specification, in accordance with ACTT’s programme specifications guidelines.
Standard 6.1: There is an approved programme specification.
Evidence Required An approved programme specification in accordance with ACTT’s programme specification guidelines which includes but is not limited to the

  • Programme description
  • Aims, Outcomes, Teaching/Learning Strategies, and Assessment
  • Programme Structures
  • Quality Elements

 

CATEGORY 7 PROGRAMME RESOURCES
Criterion Statement 7.0 : The institution has ownership of or access to adequate and appropriate human, physical, technological and financial resources to support the delivery of the programme
Standard 7.1: There is appropriate and adequate academic staff for delivery of the programme
Evidence Required
  • There is appropriate and adequate academic staff for delivery of the programme
  • Résumés and copies of certificates of academic staff inclusive of consultants and guest lecturers involved in the delivery of the programme
  • Letters of acceptance that are dated and signed by both parties
Standard 7.2: The institution demonstrates the ownership of or access to learning facilities that support and facilitate optimal learner development.
Evidence Required Lease/ rental agreements with the owner to provide appropriate facilities
Standard 7.3: The institution owns or has access to teaching and learning resources that ensure optimal learner development.
Evidence Required
  • Listing of accessible, appropriate and relevant equipment indicating type and quantity
  • Listing of relevant and current library entries both electronic and paper versions
Standard 7.4: There is a budget for the programme.
Evidence Required
  • An approved, signed and dated budget that shows projected income and expenditure
  • Approved, signed and dated tuition and non-tuition fee structure

Institution Programmes
Texila American University
  • Bachelor of Science of Nursing
  • Bachelor of Science- Doctor of Dental Surgery
  • Bachelor of Science- Doctor of Medicine
  • Bachelor of Science- Pharmacy
  • The BSN and BSN programme as WILP
  • Bachelor of Public Health
  • Master of Public Health
  • Doctor of Philosophy in Public Health
  • Bachelor of Science in Information Technology
  • Master of Science in Information Technology
  • Doctor in Information Technology
  • Bachelor of Business Administration
  • Master of Business Administration
  • Doctor of Philosophy in Management
  • Master of Nursing
  • Master of Medicine-Anesthesiology
  • Master of Science in Emergency Medicine
Nations Incorporated
  • Association of Business Executives(ABE)
  • University of London
  • Australian Institute of Business (AIB)
  • Certificate in Educational Leadership (Cambridge University)
  • Master of Business Administration (University of Bedfordshire)
  • Occupational Safety and Health (OSHA) 10 hour
  • General Industry and 30 hour General Industry
  • Project Management Institute-Project Management Professional Certificate (PMP)
  • Project Management Institute-Certificate Associate in Project Management (CAPM)
  • University of Bedfordshire- Business Administration Top UP
  • Association of Chartered Certified Accountants (ACCA)
  • Master of Educational Leadership
  • Master of Law: International Business Law & International Oil & Gas Law (University of Bedfordshire)
  • Master of Science: Public Health
  • Master of Science: Psychological Approaches to Health and Management
  • Bachelor of Art in Psychology
Art Williams and Harry Wendt Aeronautical Engineering School
  • Ab-Initio Training Programme
  • Modular Programme
Government Technical Institute
  • Certificate
  • Diploma
  • Competency-Based Programmes
American University of Peace Studies Inc.
  • Degree in Psychology
  • Diploma in General Psychology
New Guyana School Inc.
  • Project Management Programmes
  • Certified Association of Project Management
  • Occupational Health and Safety Administration
  • Certificate in Fundamentals of Petroleum Technology
Greenheart Medical University
  • Pre-Med
  • Doctor of Medicine
Lincoln American University Inc.
  • Pre-Med
  • Doctor of Medicine
University of the Southern Caribbean
  • BSc. Behavioral Science
  • BSc. Psychology
  • BSc. Elementary Education Language Arts
  • Bachelor of Business Administration in Management
Guyana Training College for International Skills
  • Certified Caregiver / Personal Support Worker
  • Care for the Elderly
  • Care for the Children
Alexander American University
  • Pre-Med
  • Doctor of Medicine
Rajiv Gandhi University of Science and Technology
  • Pre Medical Sciences
  • Doctor of Medicine
Universal Emergency Care Certificate in:

  • Emergency Medical Technician
  • Respiratory
  • Paramedic
  • Surgical Technician
  • Nursing
  • Patient Care Technician
  • Medical Laboratory Technician
  • Ultrasound (Sonography)
QualiTest Training Institute Certificate in Phlebotomy
JTW & Associates Management Institute Inc.
  • City and Guilds Customer Service at Level 2 & 3
  • Diploma in Leadership and Management
Georgetown American University
  • Pre Medical Science
  • Doctor of Medicine
American International School of Medicine
  • Pre Medical Science
  • Doctor of Medicine

Equivalency / Recognition
Equivalency / Recognition

Equivalency is an evaluation to determine the status, level and comparability of different programmes of study.

The Equivalency of Qualifications is the process of formally establishing as to whether two or more qualifications are equal or deemed to be equal or comparable in value.

APPLICATION FORM
An application form can be uplifted from the Secretariat of the National Accreditation Council (NAC), 109 Barima Avenue, Bel Air Park Georgetown or downloaded from its website at www.nac.gov.gy. A form must be accurately completed in its entirety and submitted with the relevant supporting documents for EACH qualification. ONE qualification/award shall be processed as ONE application and an applicant shall pay a separate fee for EACH qualification/award.

Multiple applications on one form shall not be entertained.

FEES
Individuals applying for a Statement on Recognition or Recognition and Equivalency, are required to pay a processing fee of GYD$5,000.

Institutions/Organisations applying for a Statement on Recognition are required to pay a processing fee of GYD $60,000.
Fees should be paid by a Manager’s cheque payable to the National Accreditation Council or to Account number 001036805012 at GUYANA BANK FOR TRADE AND INDUSTRY LTD, Water Street Branch.

PROCESSING TIME
NAC will process the application in a minimum of three weeks or fifteen (15) working days. The time of processing commences when all of the required documents and other information would have been received by the Council. Should the Council require additional time to process the application, the applicant will be informed accordingly.

REQUIRED DOCUMENTS
Applicants are asked to present the following original documents and notarised/certified copies (where applicable) when making an application submission:

  • Valid form of identification for applicant and proxy (if used)
  • Original certificate/award
  • Academic Transcript (Official)
  • Deed poll or marriage certificate if a change of name applies
  • Deposit slip from payment transaction
  • Official translation of documents to English, if written in a foreign language, from a translating agency recognised by the Council such as, Embassies and certified translators.

Additionally, applicants are required to request an official transcript from the institution which awarded the qualification. The Council reserve the right to request any additional information directly from the institution(s) the student attended or to consult with the institution(s) for any pertinent information – that may assist in the processing of the application. The applicant shall bear the cost of such activities where incurred and information shall be sent directly to:

The Executive Director
National Accreditation Council of Guyana
109 Barima Avenue
Georgetown
Guyana

For further information and clarifications before starting the application process, please contact the Council at:
Tel: (592) 223-7901/ 225-8360/ 225-9526/ 225-7662

PLEASE NOTE THAT ANY INSTANCE OF FALSIFICATION OF INFORMATION WILL BE REFERRED TO THE CRIMINAL INVESTIGATION DEPARTMENT, GUYANA POLICE FORCE.

CRITERION 1 GOVERNANCE
Criterion Statement: The awarding body’s corporate governance arrangements are based on robust and transparent governance, organization and management.
Standard 1.1: The awarding body has been established in accordance with the regulatory requirements of the country of origin.
Examples of Evidence
  • 1.1a Accreditation from an approved/recognized agency.
  • 1.1b Recognition from a professional organization
Standard 1.2: The awarding body assigns a single, named point of accountability for maintaining quality and standards of all qualifications.
Examples of Evidence
  • 1.2a An identified individual or unit with responsibility for quality assurance of all qualifications.
  • 1.2b Regular audit reports and quality checks from the individual or office responsible for quality assurance.
  • 1.2c Documented policies on internal quality assurance
Standard 1.3: In cases where an awarding body offers qualifications in a partnership or in consortium with other awarding bodies, there exists a clear written agreement for each organization’s responsibilities.
Examples of Evidence
  • 1.3a Formal and legally binding agreements among organizations outlining the responsibilities and liabilities of each organisation
Standard 1.4:
  • There is a clear distinction between the functions of an awarding body and any other functions within or across the organization.
Examples of Evidence
  • 1.4a An approved organizational chart which clearly demarcates the roles and responsibilities of identified units and individuals.
  • 1.4b Job descriptions for each position identified in the organizational chart
Standard 1.5:
  • The awarding body has procedures, criteria and standards in place for centre registration and approval of sites offering its qualifications.
Examples of Evidence
  • 1.5a Clearly documented procedures, criteria and standards for centre registration and approval.
  • 1.5b Approved sites offering its qualifications have met the National Accreditation Council’s criteria for registration of a post-secondary or tertiary level institution.
  • 1.5c Formal and legally binding agreements between the awarding body and each centre, outlining the responsibilities and possible liabilities of each organization in the delivery and assessment of the programme leading to the award of each qualification.
  • 1.5d Reports of centre approval visits demonstrating appropriate evaluation methodology

 

CRITERION 2 ADMINISTRATION
Criterion Statement: The awarding body has sufficient and committed financial, technical and staffing resources to support the range of qualifications it intends to offer for the life of its qualifications.
Standard 2.1: The awarding body has the financial capacity to sustain its operation
Examples of Evidence
  • 2.1a Income and expenditure statements
  • 2.1b Budgets demonstrating commitment to developing capacity within and across the organization.
  • 2.1c Financial statements that demonstrate financial solvency.
Standard 2.2: The awarding body has procedures in place to ensure that its own staff and/or associates are competent and have access to appropriate training and guidance.
Examples of Evidence
  • 2.2a Continuous professional developments for staff at all levels in the organization and across centres.
  • 2.2b Periodic analyses of staff competencies and identification of skill gaps
Standard 2.3: The awarding body is supported by adequate physical and information technology infrastructure
Examples of Evidence
  • 2.3a Documented processes for acquisition, maintenance and replacement of physical resources.
  • 2.3b Dedicated and secured information technology to support administration, client databases and monitoring and evaluation.
Standard 2.4: The awarding body has an appropriate policy that ensures equality of opportunity for all candidates.
Examples of Evidence 2.4a Documented policies and equality of opportunity that are approved and communicated to all stakeholders.
Standard 2.5: The awarding body has procedures for assessment that minimize the possibility of fraud.
Examples of Evidence
  • 2.5a Comprehensive policies and procedures for maintaining security in the handling of examination and student work.
  • 2.5b Policies that ensure the authenticity of student work and identity of candidates at the time of assessment.
  • 2.5c Secure database of storage and reporting of student assessment.
Standard 2.6: The awarding body provides reasonable and reliable customer service for its centre and candidates.
Examples of Evidence
  • 2.6a A published customer service statement that communicates a commitment to ensuring client access to relevant and timely information and feedback.
  • 2.6b A published statement on data protection and/or confidentially of customer’s personal information.
  • 2.6c Published appeals procedures for centres and candidates.
  • 2.6d Published policies and/or procedures for dealing with malpractice on the part of all persons and entities involved in providing the qualification.
Standard 2.7: The awarding body has a comprehensive system for monitoring and evaluation that ensures quality and promotes continuous improvement of all aspects of its qualifications.
Examples of Evidence
  • 2.7a Documented internal quality assurance system to monitor compliance with the criteria of the National Accreditation Council.
  • 2.7b Self monitoring systems that allow for feedback and comment from key stakeholders, including systems to address stakeholder concerns.
  • 2.7c Procedures to monitor the administration of centres, with the option of taking appropriate actions to maintain the integrity of accredited qualifications.
  • 2.7d Databases for the collation of data about centres, candidates and qualifications for monitoring purposes.

 

CRITERION 3 PLAN AND PROVISION
Criterion Statement: The awarding body has an appropriate plan for development and accreditation of new qualifications, amendment of existing qualifications, and withdrawal of accredited qualifications.
Standard 3.1: The awarding body has clear, well-articulated procedures and processes for the development of new qualifications.
Examples of Evidence
  • 3.1a Documented procedures and processes for the development of new qualifications.
  • 3.1b Documented process for the approval of each new qualification by an appointed unit/committee.
  • 3.1c Minutes from meetings of the approval unit/committee reviewing new qualifications.
Standard 3.2: The awarding body is committed to reviewing its existing qualifications to determine continued relevance and fitness for purpose
Examples of Evidence
  • 3.2a Documented review process which entails collaboration with and feedback from key stakeholders.
  • 3.2b Reports of qualification review findings.
Standard 3.3: The awarding body is committed to continued growth in the range of qualifications it offers so as to meet the education and training needs in the country in which it offers its qualifications.
Examples of Evidence
  • 3.3a A documented system for scanning the labour market to identify current and future skill requirements.
  • 3.3b Reports of consultations with national stakeholders as part of its overall qualifications development process.

Accreditation

Accreditation

Accreditation is the status granted to an institution or programme that has been found, through self-study and peer review, to meet or exceed stated guidelines of educational quality.

Accreditation is a voluntary activity that promotes self-elevation, self-regulation and accountability. The role of the accrediting body is to ensure quality through encouraging the improvement of educational standards.

There are two types of accreditation: Institutional and Programmatic.

  1. Institutional accreditation is accreditation of the whole institution and speaks to the general quality of the institution.
  2. Programmatic accreditation, on the other hand, evaluates the quality of specific programmes of study offered by an institution. The NAC effects programme accreditation; however a process of institutional assessment must precede accreditation of any programme in an institution.

Introduction

To be eligible for programme accreditation, institutions must first seek registration with the NAC. The aim of registration is to certify that an institution meets certain minimum operating standards required for the conduct of tertiary education in Guyana.

Registration provides an institution with the opportunity to establish a formal, publicly recognized relationship with the NAC. Registration therefore is a pre-accreditation status. The criteria for registration are closely related to the criteria for accreditation since they are meant to provide registered institutions with a foundation for logical development towards accreditation.

The following are steps required in seeking accreditation for programmes:

  1. The Application & Self Study
    • A registered institution seeking NAC’s accreditation of its programmes must make application to the NAC and conduct a self-study. The self-study is a thorough evaluation through which an institution formally examines itself, assesses its strengths and weaknesses, and plans how to capitalize on those strengths and to improve on the areas of weaknesses. Careful self evaluation is crucial to any institution’s effectiveness. The self-study is therefore intended to assist in institutional planning and development.
    • The institution submits the completed application form detailing the programme’s philosophy and structure; method of assessment; learning resources; staffing; admission requirements and selection procedures; analysis of intake and destination of graduates. This is accompanied by (i) required supplementary information such as syllabuses, examination papers, booklists, timetable and samples projects; and (ii) the institutional self-study.
  2.  Processing by the NAC
    • The council reviews the material supplied by the institution to verify completeness of application submissions to determine if the institution is a candidate for accreditation.
    • The Council then communicates with the institution on an appropriate date for a site visit. Care is taken to ensure that the date is convenient to all parties involved.
  3. Team Selection
    • The Council selects a team of professionals who will visit the institution and evaluate the programme. The evaluation team is usually drawn from professional educators and practicing professionals chosen for competence in field relevant to the programme being evaluated.
    • The institution is notified of the composition of the team in order to minimise conflict of interest. While the Council reserves the right to make the final choice, the institution is invited to inform the Council of any concerns or reservations it may have about any member of the team.
    • Once the composition of the team has been finalized, relevant material on the accreditation process and submissions made by the institution requested by NAC are distributed to each team member. The NAC then holds a briefing session with the team members in order to:
      • clarify the task of the team and establish what are the NAC’s expectations of the team.
      • Introduce the team Chairman and assign specific tasks to team members.
  4. The Site Visit
    • The evaluation team conducts a visit to the institution. Visit is in a sense a fact finding and validity exercise and institutions are required to provide evidential support as needed to validate statements made.  Team members are required to professional judgments as to the quality of the programme and the degree of compliance with the criteria set by the National Accreditation Council.
    • The visit is comprised of (i) a series of interviews with administration, faculty, students, graduates and employers of graduates from the programme, and any other relevant stakeholders. (ii) an examination of the institution’s facilities: lecture rooms, library, laboratories, computer facilities, recreational provisions, etc. The team may also observe classes in-session.
  5. The Evaluation Report and Institutional Response
    • The evaluation team prepares report on the visit which provides a summary of strengths and weaknesses and offers advice, suggestions and recommendations to the institution.
    • A copy of the report is sent to the Principal/President of the institution who is invited to submit to the NAC a written response to the comments and recommendations.
  6. The Review
    • The team’s report and the institution’s response are reviewed by the NAC’s Accreditation, Curriculum and Development Committee, a sub-committee of the Council, which makes recommendations regarding accreditation to the Council.
  7. The Decision
    • The council makes the final decision at its next sitting. The institution is informed of this decision by letter, stating the terms and conditions upon which accreditation was granted.  The institution is required to comply with these terms and conditions within the given time frames.
    • If accreditation is denied the institution is likewise informed and given the reason for the decision.  Initial accreditation by the National Accreditation Council will normally be for a period of four years during which an annual status report must be submitted by the institution.  The institution is also monitored by officers of the Council.
  8. Annual Status Reports
    • One of the conditions of accreditation is the submission of annual reports in the status of the accredited programme. Such reports must inform the Council of:
      • steps taken to satisfy any conditions upon which accreditation was granted;
      • any substantive changes in programme structure, course content, staffing, equipment and teaching facilities, requirements for student admissions, and financing arrangements.
      • Continued accreditation within the stated period will be determined by the Council’s approval of annual reports.
  9. Re-accreditation
    • Re-affirmation of the accreditation of a programme must occur at the end of the period of accreditation. Accreditation and re-accreditation are similar in both substance and procedure.
    • There will be a complete review of the programme by a visiting team which will, among other things, revisit the initial report to determine developments which the institution has implemented to maintain and enhance the quality of the programme and verify that the institution has affected any condition to accreditation which the Council may have imposed
    • Re-accreditation is not automatic. Institutions must satisfy the Council that they continue to meet NAC requirements for accreditation. The Council may shorten the period of accreditation or even refuse re-affirmation if it is found that the standards of the programme have not been maintained.

Institutions should submit application for re-accreditation at least three (6) months prior to expiry of accreditation. 

The over-riding purpose of accreditation is to assure:

  1. Educational Qualitywhich is defined and interpreted within the context of  institution’s/programme’s statement of scope and purpose as compared with conditions that are believed to be necessary and desirable to produce educational quality; and by looking at evidence that the programme does achieve the stated outcomes.
  2. Institutional Integrity, that is, determination that the programme is in fact what it says it is and does what it says it does.

In fulfilling its purposes, accreditation provides services to general constituencies: associated institutions, their students and the public.

To the Institution:

  1. The process allows institutions to perform self-evaluation and self-direction towards institutional and programme improvement. It enhances an institution’s capacity for change and facilitates a structured mechanism for research, self-analysis and self-improvement.
  2. Accreditation provides public certification of acceptable institutional quality thus enhancing the reputation of an institution and its programmes and inspiring confidence in the educational community and the public it serves.
  3. Accreditation provides opportunity for consultation and advice from persons of other institutions and professional bodies (local and international).

To the Student:

  1. Accreditation provides students with an assurance that the educational programme(s) of an institution have been found to be satisfactory and should therefore meet the needs of the student.
  2. An award from an institution with an accredited programme provide (a) students with a prerequisite for entering a profession; (b) a basis for admission into further studies by both local and foreign institutions; (c) assistance in the transfer of credits between institutions through the general acceptance of credits among accredited institutions and where the credits to be transferred are appropriate to the receiving institution.

To the Public:

  1. Accreditation provides an assurance of external evaluation of the programme and the determination that there is conformity to general expectations.
  2. It provides an identification of institutions and programmes which have voluntarily undertaken and successfully completed explicit activities towards improving the quality of their offerings.
  3. It provides an avenue for improvement in educational services available to the public as it facilitates improvement in educational services available through mechanisms for continuous programme evaluation leading to modifications reflecting changes in knowledge and practice generally accepted in the particular field

STANDARD 1 MISSION AND OBJECTIVES
Criterion Statement: The institution’s mission and objectives are appropriate to post-secondary or tertiary education and consistent with the policies and practices that guide its operations
Standard 1.1: The institution has a clear, well-articulated mission that represents the institution’s objectives and goals.
Examples of Evidence
  • The institution’s mission is documented and approved by its Council or governing body.
  • The mission is effectively communicated to the relevant stakeholders including prospective and enrolled students
  • The institution has clearly defined institutional goals.
  • The institution’s mission is consistent with its purpose and goals.
Standard 1.2: The institution has a defined mission and objective that are appropriate to post-secondary or tertiary education and training.
Examples of Evidence
  • The levels of certification offered are consistent with the requirements of post-secondary or tertiary education and training.
  • The goals of the institution are congruent with post-secondary or tertiary education and training.
Standard 1.3: The mission statement reflects the needs of the internal and external stakeholders.
Examples of Evidence
  • The mission statement clearly identifies the stakeholders the institution serves.
  • There is adequate documentary evidence to indicate the input of the stakeholders in determining their needs.
  • The institution’s mission statement demonstrates its commitment to the needs of all its stakeholders
Standard 1.4: The mission is communicated to, and supported by, all stakeholders within the institution.
Examples of Evidence
  • The Council, faculty, administration and students understand and support the institution’s mission
  • The mission statement is prominently displayed and included in all relevant official documents.
  • The institution’s decision making processes are informed by its mission and objectives
  • The institution has clearly defined the roles of the internal stakeholders in achieving its mission and objectives.
  • The institution has a clearly stated and published admission policy which is compatible with its mission and objectives

 

STANDARD 2 GOVERNANCE AND ADMINISTRATION
Criterion Statement: The institution’s system of governance ensures ethical decision-making and efficient provision of human, physical and financial resources to effectively accomplish its educational and other purposes.
Standard 2.1: The institution’s governance and administrative structures and practices promote effective and ethical leadership that is congruent with the mission and objective of the institution.
Examples of Evidence
  • The institution has a governing council/system of governance that involves participation from its stakeholders and facilitates the successful accomplishment of its mission, goals and objective
  • The institution’s governing council/governing body is legally constituted and has ultimate responsibility to ensure that the policies, procedures and regulations are adhered to by its stakeholders.
  • The institution has documented policies and regulations that define authority and relationships among its stakeholders.
  • The institution has a Director / Chief Executive Officer/Principal whose full-time or major responsibility is to manage the operations of the institution in keeping with the governing council/governing body’s directives.
  • The system of governance makes provision for consideration of the views and judgments of its stakeholders.
  • The institution has mechanisms to regularly evaluate the effectiveness of its governing body and to improve its operations
  • The institution has adequately qualified, trained and experienced staff to manage its resources.
Standard 2.2: The institution’s resource base supports the institution’s educational programmes and its plans for sustaining and improving quality.
Examples of Evidence
  • The faculty plays a major role in identifying the resources required for programmes offered by the institution.
  • There are adequate and appropriate resources for the educational programmes being offered.
  • The institution has established mechanisms, processes and procedures to address procurement, storage and allocation of resources on a timely basis.
  • The institution has established mechanisms to provide for the adequate maintenance and updating of teaching and learning resources
Standard 2.3: The institution has sound financial policies and capacity to sustain and ensure the integrity and continuity of the programme offered at the institution.
Examples of Evidence
  • The institution is financially viable to ensure completion of programmes undertaken and to respond to financial emergencies or unforeseen circumstances.
  • The institution has mechanisms and procedures to control its financial resources and to allocate them appropriately to achieve its educational objectives
  • The institution plans, administers and monitors its budgets and investment portfolio.
  • The institution uses adequate auditing and budgetary controls and procedures in keeping with statutory requirements.
  • The institution’s policies stipulate the terms and conditions for accepting gifts and/or donations from public, private and international organizations
  • The institution has mechanisms to ensure financial integrity through regular audits and reports
  • The institution has clearly stated, equitable and publicized policy related to the refund of tuition and other fees in the event that a learner does not enter and/or complete a programme.
  • The institution has clearly stated, equitable and publicized policy related to the refund of tuition and other fees in the event that the institution discontinues the programme before its completion due date.
Standard 2.4: The institution’s system of governance provides for learners’ input in decision-making in matters directly and indirectly affecting them.
Examples of Evidence
  • The institution is financially viable to ensure completion of programmes undertaken and to respond to financial emergencies or unforeseen circumstances.
  • The institution has mechanisms and procedures to control its financial resources and to allocate them appropriately to achieve its educational objectives.
  • The institution plans, administers and monitors its budgets and investment portfolio.
  • The institution uses adequate auditing and budgetary controls and procedures in keeping with statutory requirements.
  • The institution’s policies stipulate the terms and conditions for accepting gifts and/or donations from public, private and international organizations.
  • The institution has mechanisms to ensure financial integrity through regular audits and reports.
  • The institution has clearly stated, equitable and publicized policy related to the refund of tuition and other fees in the event that a learner does not enter and/or complete a programme.
  • The institution has clearly stated, equitable and publicized policy related to the refund of tuition and other fees in the event that the institution discontinues the programme before its completion due date.
  • There is a functioning student governing body/guild/association
  • The roles and responsibilities of the student governing body/guild/association are clearly defined in the institution’s constitution or other supporting documentation.
  • There is a constitution outlining the student governing body/guild/association’s structure and operations
  • The Minutes/Agendas/decisions of meetings are recorded and can be retrieved.

 

STANDARD 3 TEACHING AND LEARNING
Criterion Statement: The institution provides evidence of student learning outcomes and faculty effectiveness in achieving its educational objectives and demonstrates the capability to continue to do so.
Standard 3.1: The institution has formal mechanisms and/or procedures to undertake planning and evaluation of educational programme objectives.
Examples of Evidence
  • Policies and procedures exist for planning, evaluation and revision of programme objectives.
  • The institution’s strategic plan considers planning and evaluation.
  • Programmes are evaluated regularly to ascertain their effectiveness and relevance.
  • Decisions to add or delete programmes are consistent with the institution’s resource base and students’ needs.
  • Committees are established to provide direct input into the design, development, implementation and evaluation of programmes and qualifications.
Standard 3.2: The institution clearly specifies and publishes educational programmes, and the objectives for each programme
Examples of Evidence
  • Learning outcomes are defined in the objectives of the educational programmes as stated in the programme specification document
  • Programme information is effectively communicated to learners and other stakeholders.
Standard 3.3: The institution values and promotes effective teaching.
Examples of Evidence
  • The institution supports and documents continuous professional development, research and innovation to facilitate teaching in a variety of learning environments and situations.
  • The institution has mechanisms and procedures to evaluate and reward effective teaching.
  • The institution encourages and supports faculty members’ participation in professional organizations relevant to the disciplines they teach.
  • Teaching approaches reflect consideration for diversity among learners.
    Opportunities exist for learners to evaluate the teaching effectiveness of the faculty.
  • There are opportunities for faculty to engage in research.
Standard 3.4: Programmes and courses are designed with mechanisms or procedures for the assessment of student learning outcomes.
Examples of Evidence
  • The content of educational programmes has a coherent design and is characterized by sufficient breadth, depth, sequential progression, synthesis of learning and continuity.
  • The institution clearly identifies and defines the expected outcomes for each programme it offers.
  • Faculty is involved in identifying and defining student learning outcomes
  • Faculty is involved in identifying and defining the strategies to be used to determine student learning outcomes.
  • Faculty is involved in determining whether the learning outcomes are achieved
  • The assessment of students’ learning is at multiple levels and includes multiple direct and indirect measures of students’ learning
  • The evidence of students’ learning is documented and available to all appropriate stakeholders including faculty, administration and students.
  • Procedures for assessment and evaluation of student learning are documented.
  • Curriculum design must take into consideration the actual learning needs of students admitted to the institution.
Standard 3.5: The institution’s resources support student learning and effective teaching.
Examples of Evidence
  • The institution employs adequate teaching and non-teaching personnel.
  • The institution has and ensures access to teaching and learning resources including, but not limited to, libraries, research laboratories, theatres/workshops/performance spaces, technology centres.
  • The institution designates appropriately qualified and experienced staffing for its teaching and learning processes.
  • The institution has mechanisms and/or procedures for evaluating the effective use of its resources and uses the evidence to inform planning processes.
  • Sufficient financial resources are allocated for institutional improvement activities
  • The institution maintains a database of all staff credentials.
  • The institution maintains a database of student records.

 

STANDARD 4 READINESS FOR CHANGE
Criterion Statement: The institution’s human, physical and financial resources are strategically allocated and employed to respond to the social and economic needs of a rapidly changing global society.
Standard 4.1: The institution has formal mechanisms and/or procedures to evaluate the achievement of its mission and objectives.
Examples of Evidence
  • The institution maintains and utilises effective systems for collecting, analyzing, storing and distributing institutional information.
  • The planning documents reflect the impact of changing and/or emerging trends on the institution.
  • The planning documents reflect a sound understanding of the institution’s present capacity as evidenced by the outputs of a self-study.
  • The planning process includes environmental scanning, benchmarking and adaptation of best practices.
  • The institution’s environment is conducive to change and innovation
  • The institution has a history of achieving its goals and objectives
  • The institution conducts management reviews of the implementation of its strategic plan.
Standard 4.2: The institution has set mechanisms and/or procedures to strategically and equitably allocate resources for present and future use.
Examples of Evidence
  • The institution has a budgetary plan which identifies the resources for acquisition and allocation to meet future needs.
  • The institution has an established system, used by individuals and departments, for acquiring resources
  • Specific personnel are identified for the acquisition and disbursement of resources.
  • The institution effectively implements and uses the technology.
  • Technology, learning support services, pedagogical skills and instructional facilities are updated and upgraded regularly to include what is currently appropriate.

 

STANDARD 5 QUALITY ENHANCEMENT
Criterion Statement: The institution monitors, reviews and improves its Quality Management Systems through effective planning and evaluation, sustained effort and commitment to quality
Standard 5.1: The institution allocates sufficient time and physical, human and financial resources to effectively plan, monitor and evaluate its efforts on a continuous basis.
Examples of Evidence
  • The institution allocates appropriate and adequate resources for its planning, monitoring and evaluation efforts
  • The institution engages in strategic planning, monitoring and evaluation that are appropriate to its goals and objectives.
  • The institution utilises appropriate resource management systems
  • The institution has a history of resource development and investments
  • The institution has a history of ensuring educational quality.
  • Records of planning, monitoring and evaluation processes, including status reports and audit reports, are duly maintained.
Standard 5.2: The institution conducts environmental scanning and draws on the findings to enhance its effectiveness.
Examples of Evidence
  • The institution conducts timely self-studies/SWOT/needs analysis and environmental scanning reports.
  • The institution liaises with the relevant stakeholders to inform needs analyses and/or market surveys.
  • The institution uses all relevant data collected to inform its Strategic and Training Plans.

Accredited Institutions Approved Programmes Date of Issue Date of Expiration
Art Williams and Harry Wendt Aeronautical Engineering School
  1. Ab-Initio Training Programme
  2. Modular Programme
November 22, 2019
November 21, 2023

Foreign Awards

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