Program monitoring
For education providers
Monitoring
Monitoring of compliance
Section 50 of the Health Practitioner Regulation National Law Act 2009 (National Law) requires APAC to monitor programs of study approved by the Psychology Board of Australia to ensure the program and higher education provider (HEP) continue to meet the approved Accreditation Standards. To meet these requirements, APAC has developed both routine and targeted monitoring methods.
Monitoring of accredited programs of study occurs in many ways:
- programs of study accredited with conditions are required to submit a progress report by dates specified by APAC
- HEPs, except for those undergoing their cycle re-accreditation assessment that year, are required to submit an annual report by date specified each year outlining its programs’ ongoing compliance with the Accreditation Standards
- material change, including, but not limited to, changes to a program’s curriculum, structure or delivery, staffing profile or governance and academic organisational unit structures.
- change of an accredited program’s title
- programs that are being taught out
Change of program title
To change the name of an existing APAC accredited program, please complete the change of program title form.
If the content of the new program of study differs in any respect, e.g., variation to course structure, unit and course content, learning outcomes and assessments or the program is now being offered online for the first time, please contact APAC as soon as possible for advice as an out of cycle initial accreditation review may be required.
Programs in teach out
Accredited psychology programs of study which are being taught out, should maintain APAC accreditation until all students have graduated from the program.
Education providers should submit a Notification of a program in teach out form for any new programs that are placed in teach out and a further notification is required to advise that the program no longer has any students remaining and can be discontinued.
When completing the form, it is important that all details and particulars of the program, including the remaining number of students and the expected teach out date, are included.
After a program has been placed in teach out, the program will remain accredited with or without conditions until their respective accreditation end date. Additionally, the program’s accreditation status will be reflected on the search for a program page.
Once there are no longer any students enrolled in the accredited program in teach out, the HEP must submit a new notification of program in teach out form advising that accreditation can now end.
If accreditation needs to be extended past the accreditation end date, an assessment will need to be included within the next cycle re-accreditation review, unless otherwise advised that there will be no students within the program beyond the end of the current accreditation period.
Should the accreditation of a program expire by virtue of a failure to re-apply for accreditation (or because APAC revokes its accreditation), there is a risk that any student subsequently completing the program of study may graduate with a qualification that is not accredited by APAC.
Material changes
Material changes are those that could impact on whether a program continues to meet the Accreditation Standards and could include, but are not limited to, areas such as changes to content, resourcing and learning outcomes.
It is important that a HEP reports any changes to APAC as they occur so that we may determine if the changes are material.
Depending on the type of change, a site visit may then be required to assess the programs continued compliance against the Accreditation Standards.
APAC considers the following program changes to be material and must be reported to APAC – normally by email in the first instance:
- significant change to a HEP’s functioning or existing program
- academic staffing
- number and/or location of campuses
- program delivery mode
- structural and unit changes within programs
Audit assessment
As per Section 50 of the National Law, an audit assessment of a HEP’s accredited programs of study can be undertaken by APAC at any time. Where a HEP is selected for audit by APAC, advance notice of the assessment and any required site visit/s will be given.
An auditing process is also instigated for suspected breaches of the Accreditation Standards.
Frequently asked questions
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Are education providers required to submit an update for the 2022 annual report?Pursuant to the Health Practitioner Regulation National Law Act 2009, APAC is required to monitor accredited programs of study. Annual reporting for 2022 will continue as scheduled and APAC requests that annual reports be submitted no later than 30 April 2022. As per the standard process, if APAC is undertaking a cycle assessment at the relevant education provider this year, there is no need to submit an annual report update. In every other case, all education providers are required to submit an annual report and the year a cycle assessment is undertaken is the only exemption to this.
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Can an existing accredited program offered on campus be delivered online in the short term and what would education providers need to provide APAC with in order to do so?APAC understands and recognises that education providers may need to review their practices for assuring the safety of staff and students and the quality of education and training during this time. We are unable to give you specific direction as every education providers situation is likely to be different and these changes will be reviewed on a case by case situation. We ask that education providers of accredited programs advise APAC of any proposed significant or material changes to their practices and proposed alternate mechanisms to ensure the quality of education, training and supervision, including the wellbeing of staff and students. APAC does not need providers to advise it of all minor changes, but of any change that is likely to fit the APAC definition of a material change, including a material change to the resources available to support delivery of the program, or to teaching settings. As such, it would be greatly appreciated if you could please let us know of any changes you will be making and advise us as to how these changes will ensure your programs continue to meet the Accreditation Standards.
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What constitutes a sound rationale for any variation as is referred to in the evidence guide at various points?The move to outcome focussed Accreditation Standards allows providers to focus on evidence that demonstrates that outcomes are achieved rather than relying solely on inputs that assume that outcomes can be achieved. This means that the lists of evidence provided are a guide to how the Standards and graduate competencies can be met and innovation is encouraged. Where variation is applied, education providers will need to consider each situation carefully with a view to ensuring the Standards and graduate competencies are met and, when next subject to assessment, demonstrate that any decisions taken fit within that context. Until APAC conducts a full assessment (whether that be, for example, as part of a cycle accreditation assessment, an out of cycle assessment for a new program, a monitoring site visit etc.), APAC is unable to advise or offer a determination on which rationales for variation may be appropriate as there will be a range of factors to consider as part of the wider picture. An assessment takes into account documentation submitted, information obtained from meetings with staff, students and supervisors, etc. In the first instance, therefore, the onus will be on providers to ensure that all aspects of accredited programs meet the requirements of the Accreditation Standards and graduate competencies.
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Would APAC accept an increase in non-invigilated assessments in the current circumstances?The Accreditation Standards are designed to be flexible and output focused and while providers are reminded that their programs still have to comply with the Standards, they should make use of that flexibility if they need to do so. The Standards refer to multiple assessment tools, modes and techniques being employed but they don’t specify a split between assessment types or numbers/percentages of those assessment types. Each education provider is responsible for demonstrating that whatever approach is taken still meets the Standards.
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Are education providers required to notify APAC of changes made to an accredited program in response to the COVID-19 pandemic?APAC asks that providers keep us updated on any impact COVID-19 may have on the delivery of accredited programs, including any material changes to the delivery of the accredited program.
Meet one of our Assessors, who shares her insights into psychology education and into the assessment process that underpins program accreditation. Professor Elizabeth Jones is Head of the Department of Psychology at Monash University Malaysia and a veteran of many site visits. Liz is a member of our Accreditation Assessment Committee.
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Video transcript