1. EAQUALS
Evaluation and Accreditation
of Quality in Language
Services

2. The EAQUALS Inspection
Scheme: Version 7
Why a new version?
There is fairly widespread agreement that we needed to tidy up V6.2. There’s
a bit of repetition, some criteria are not very clear, and the manual gives too
much information to take in. So we need to streamline and to reduce both the
quantity and variety of paperwork.

3. The educational scene is changing:
•
Other quality marks are moving into the market
We need to be sure our scheme is competitive: good value for money, clear and easy to understand,
even at first glance. Our USP is the consultancy element: the supportive and knowledgeable
‘critical friend’ whose expertise helps an institution to engage fully with our values.
•
Students are becoming more sophisticated and demanding
Students want a wider range of services, for even less money! So we need to ensure our scheme can
cover that wide range. They expect more than just good teaching; and partly through our work,
they expect a higher standard of teaching too
•
Online provision growing in importance
Online provision is becoming an essential element in the ‘product range’ of any school.
So our scheme has to be applicable to online learning whether standalone or embedded in a face to
face course

4. Our members’ needs are
changing:
Language Teaching Institutions are under unceasing pressure to
•Keep costs down
We must offer a streamlined but very high quality service which members feel delivers value for
money
•Expand busines
We must be flexible and able to respond to the new demands of exiting members, and also to the
needs of a more diverse membership.
•Deliver high quality service
We must employ the best people. Inspector fees have not risen for some time; if we can’t raise
their fees we must try to make the work they undertake simpler and more time-effective.

5. So what have we done?
Revised the categories to reflect the
changes in student expectations and
institutional needs
Reduced the number of criteria to keep it all
simpler

6. The EAQUALS Inspection Scheme:
Version 7
CATEGORIES OF THE EAQUALS INSPECTION SCHEME
Note: The order is NOT one of importance: It reflects the order of the two days of an inspection to some extent but not fully
We hope the categories are open enough to allow for the accreditation of language education on-line
1
Management and Administration
7
Client Services
2
Teaching and Learning
8
Quality assurance
3
Academic Systems
9
Staff Profile and Development
4
Assessment and Certification
10
Staff Employment Terms
5
Academic Resources
11
Internal Communications
6
Learning Environment
12
External Communications

7. 1. Management and Administration
•
•
•
1.1
An institutional ethos and a mission statement underpins the institution’s
activities.
1.2
The organisational structure is coherent with the mission statement and ethos
1.3
The leadership, company policies, strategies and management and
administrative systems of the institution guide and support the achievement of its
objectives

8. 2.Teaching
and Learning
The teaching approach and teaching methods used supports course
participants’ language learning needs and the course objectives.
•
2.1.
•
2.2. Lessons are planned with reference to the course programme and the
outcomes of previous lessons, and take into account the current learning
and motivational needs of individual learners and the group
•
2.3. The opportunities offered for learning include varied tasks, activities
and opportunities to communicate in the language, as well as to better
understand how it works
•
2.4. Learners are encouraged also to work on their own both during and
outside the lesson

9. 3. Academic Systems
3.1
There are descriptions of the institution’s educational philosophy
and of the objectives and extent of its courses. Teachers are made aware
of these and implement the educational philosophy and language teaching
methodology.
3.2
There are organised programmes describing the aims and
content of each course offered. The programmes make reference to the
CEFR system of levels and draw on CEFR principles

10. 4. Assessment and Certification
•
4.1 The systems for assessing individual learners’ progress during
the course and their achievement at the end of it provide reliable,
valid and fair means of evaluating student achievement and
performance.
•
4.2 The assessment procedures are compatible with the
institution’s educational philosophy and the course objectives.
•
4.3 The reports and certificates issued to learners indicate learners’
achievements in terms of the course objectives and content.

11. 5. Academic resources
•
5.1 The course books or other core materials for the courses, online
learning platforms and resources, and reference materials are in line with
the course objectives and the methodology used.
•
5.2
•
5.3 Materials are developed in-house as a complement or supplement to
published resources
•
5.4 The IT equipment needed for the course programme is available for
teachers’ use
Access to the internet is available for learners and teachers

12. 6.Learning Environment
•
6.1. The teaching and study facilities take into account the
requirements of the course programme
•
6.2. Any other facilities required for the services to be provided to
learners are also provided
•
6.3. Arrangements are made to protect the health and ensure the
safety of learners and staff

13. 7. Client Services
•
7.1 Advice and support is offered to students on their language learning and
general welfare
•
7.2 Where a leisure and social programme is organised for students it is varied and
takes account of students’ interests
•
7.3
Where accommodation is offered to students it meets agreed standards

14. 8. Quality Assurance
•
8.1. Procedures are in place for lesson observations, both for quality
assurance and teacher development purposes
•
8.2. There are procedures in place to enable clients to give feedback
and make complaints or suggestions relating to the academic and other
services provided
•
8.3. Additional measures are used for monitoring and improving the
quality of all services provided

15. 9. Staff Profile and
Development
•
9.1. The competences, experience and qualifications of managers, teachers
and administrative staff meet the requirements of the language learning and
other services provided to students
•
9.2. All staff are given management and peer support and guidance, as well
as professional development opportunities
•
9.3. There is a system in place to review staff performance and to plan
professional development
•
9.4.
Feedback on performance is a factor in determining training provision

16. 10. Staff Employment Terms
•
10.1. There are up-to-date employment contracts between the
owners of the institution and each member of staff, and these
conform to local norms
•
10.2 The terms and conditions of employment offered to staff also
conform to local norms

17. 11. Internal Communications
•
11.1. The responsibilities and coordination links among members of
management and/or staff are clearly defined
•
11.2. Information is available to staff about the institution, its mission
and its development
•
11.3. There is regular communication between staff and managers
•
11.4. Grievance and disciplinary procedures are in place for staff and
are known to them

18. 12. External Communications
•
12.1 All promotional materials accurately describe the institution’s learning
services and other services and facilities
•
12.2 Contractual information provided to clients is accurate and complete
If the institution has been accredited by EAQUALS:
• 12.3 Information about EAQUALS is available to clients and students, the
EAQUALS Charters are publicly displayed, and the EAQUALS logo is
correctly used.

19. The EAQUALS Inspection
Scheme: Version 7
Not just the Framework:
•New Manual
•New Application Forms
•New Report Template

20. The New Manual – proposed contents:
•
•
•
•
•
•
Brief introduction
The Charters
The Framework: Categories and criteria
Flow chart of the Inspection process
Preparing for the inspection
During the inspection
– The grading scheme
– Criteria for points of excellence
– Certificate of Achievement Scheme
• After the inspection

21. The New InformationForm: A Biennial
Return
Prior to an Inspection
and
Midway between Inspections (with SAQ)
Will contain information about the LTI
–Philosophy and approach
–Legal status
–Student numbers (student hours)
–Staff
–Courses offered
–Procedures
… some of which will be pasted into the report by
the Inspectors

22. The 4-year Cycle Inspection
Process for EAQUALS
Members
2.
1. Secretariat contact LTI
with Biennial return form
and Self-Assessment
Questionnaire
LTIl returns Form
and SelfAssessment
Questionnaire
3. DACS
follows up as
necessary
Y2
4. Secretariat
contact LTI with
Biennial Return
Form and choice
of dates
Y3
Certificate of
Accreditation
Y1
INSPECTION
5. LTI returns
Biennial Return
Form and dates
Y4
Verdict
letter
9.Moderation
Process
REPO
RT
8. LTI sends
required
documents to
inspector copies of
all mails to DACS
and secretariat
7. Inspectors
contact LTI
and start
arrangements
6. Inspectors
appointed

23. The New Form
Section A Institution Description
Official name of LTI
Full postal address of LTI
Email of contact person
Website address
Web link to EAQUALS
information on website
Name of Contact Person for
regular communications (and
Inspection if relevant)
Legal status (sole
ownership/company ownership/public
or state ownership etc)
Details of company or organisation as
filed at the national company
registration authority if relevant
Please delete this and any other instructions
in green as you complete this form.
Please paste in the hyperlink to the Home
page
Please paste in the hyperlink to information on
EAQUALS on your website

24. The New Form
Section B Teaching Staff
Names
Languages and
specialisms taught
(add rows as needed)
NumNumber Full ber
Time
PartTime
Experience,
including service
with the present
organisation
Qualifications
(TFL and
other)
Section C Administrative Staff
Names
Job Title
(add rows as needed)
NumNumber Full ber
Time
PartTime
Experience,
including service
with the present
organisation
Qualifications

25. The New Form
Section D Courses Offered
Approximate percentage of Approximate number of
total student hours as
teachers per language
calculated below
taught
%
Language 1 (insert
name) add further rows
as needed
Types of course, e.g. EAP, IELTS etc.and on-line courses over the year
(add rows as needed)
General Language
%
(name)
Special purpose
(name)
%
Special purpose
(name)
%
Any courses provided which are not language courses (e.g. teacher training).
Please specify type and student numbers.(add rows as needed)
Name of course
Type
Student Numbers

26. The New Form
Section E Student Numbers
Approximate total of number of all student hours of tuition
provided by the institution during the last 12 months Include
course participants taught in-company and in other off-site
locations.
Approximate total of number of Q1 JanQ2 Aprilstudents at different times of
March:
Jun:
the year
Approximate Numbers of full
time (15 or more hours per week)
and part-time (under 15 hours per Number:
week) course participants over the
Percentage:
year
Approximate Numbers of Junior
(under16) Young Learners (under
10) and Very Young Learners
Number:
(under 6) over the year
Percentage:
Maximum size of classes
taught:
To calculate student hours: multiply the number
of course participants registered, by the number
of 60 clock hours each received (for example,
30 course participants doing a course lasting 60
clock hours is 1,800 student hours)
Total Number:
Q3 July-Sept:
Q4 Oct-Dec:
Full-time
Part time
%
%
Junior
Young Learners
Very Young
Learners
%
%
%

27. The New Form
Section F Background Information
History
Premises
Please provide a brief account of the history of the institution
(date founded, any mergers, moves, etc.)
Please give a brief description of the main premises: number
and size of classrooms (how many students can be
accommodated in each) student common rooms, offices etc.
Facilities
Please give a short account of the facilities available to staff
and students such as café/refreshment bar, drinks and snack
machines, and anything you feel is important to include.
Classroom equipment
Please describe the equipment available in classrooms,
indicating whether it is in all classrooms or only some and if
so, how many.
Please describe any other premises used by the institution,
indicating distance in km and travel time from the main
premises
Please give a brief account of any developments which you
feel have made a significant contribution to the Institution’s
performance in the last two years..
Any other premises used by
the LTI
Any recent developments of
importance to the Inspection

28. The New Report
• A simpler layout
• Executive Summary and global
Verdict first
• Evidence and verdict in the same
place for each category

29. Grading Scheme
• The Inspectors found this category to be a Point of
Excellence for the Institution. (Grade 1)
• The Inspectors found some Points of Excellence in
this category (Grade 1.5)
• The Inspectors found that the Institution meets
EAQUALS criteria for this category (Grade 2)
• The Inspectors found that the Institution meets
EAQUALS criteria for this category in most areas but
some action must be taken to fully comply with
EAQUALS standards. (Grade 2.5)
• The Inspectors found that the Institution does not
meet EAQUALS criteria for this category (Grade 3)

30. For example ….
1
Man agem en t an d adm i n i st r at i on ( EAQUALS Gen er al Ch ar t er : 1 , 2 , 3 ,
4)
Verdict statement:
Delet e all verdict st atements except the relevant one.
•
•
•
•
•
Th e I n sp ect or s f ou n d t h i s cat egor y t o b e a Poi n t of Ex cel len ce f or t h e I n st i t u t i on .
( Gr ade 1 )
Th e I n sp ect or s f ou n d som e Poi n t s of Ex cell en ce i n t hi s cat eg or y ( Gr ade 1 .5 )
Th e I n sp ect or s f ou n d t h at t h e I n st i t u t i on m eet s EAQUALS cr i t er i a f or t h is cat egor y
( Gr ad e 2 )
Th e I n sp ect or s f ou n d t h at t h e I n st i t u t i on m eet s EAQUALS cr i t er i a f or t h is cat egor y
i n m ost ar eas bu t som e act i on m u st be t ak en t o f u l l y com p l y w i t h EAQUALS
st an dar ds. ( Gr ad e 2 .5 )
Th e I n sp ect or s f ou n d t h at t h e I n st i t u t i on does n ot m eet EAQUALS cr i t er i a f or t hi s
cat egor y ( Gr ade 3 )
Th e I nspect or s f ou n d:
1.1. A company ethos and/ or mission statement appropriat e to the institution’s activities
1.2. An organisational st ructure coherent wit h the above
1.3. Effective leadership, company policies, and strategies
1.4. Efficient management syst ems
I nsert h er e a description, either for each crit erion, or in one paragraph, which justifies your verdict on this
category.
Then add:
Points of Excellence
Eg 1.2 is excellent because…
(refer to criteria for excellence for guidance; if none, delet e heading.
Recommendations
•
Use bullet points; bold where a priority; if none, write ‘none’ .
Requirement s
•
Use bullet points; if none, writ e ‘none’

31. What next?
A period of
Reflection and listening
Document preparation
Pilot Inspections
Further revision
… and finally … LAUNCH .. . April 2014