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Home > Education > Education provider and employer resources > Revised standards of education and training: guidance and resources

Revised standards of education and training: guidance and resources

In September 2017 we implemented revised standards of education and training (SETs). All pre-registration programmes will need to meet these standards on a phased basis.



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What are the key changes?

Under the revised SETs, we have introduced new standards requiring:

  • Interprofessional education – that all learners have the opportunity to learn from and with professionals and learners from other relevant professions
  • Learner involvement – that learners are able to contribute to the programme in some way
  • Support to enable learners to raise concerns

We have made other changes as follows:

Read more information about changes across the SETs, or watch the following videos from our seminars, which provide further guidance on the revised standards:



Specific changes to the standards, including resources for education providers

We have reduced the number of standards from 58 to 52. To do this, we have not reduced or relaxed our requirements, but have rather consolidated similar existing standards.

Some standards have been updated ensure terminology used is broad, inclusive and up to date. For example, ‘learner’ has been preferred to ‘student’ and ‘practice-based learning’ has been preferred to ‘practice placement’. (See the glossary of terms for further info.)

The following standards have been added or changed as follows:

3.3 The education provider must ensure that the person holding overall professional responsibility for the programme is appropriately qualified and experienced and, unless other arrangements are appropriate, on the relevant part of the Register.

  • The predecessor standard (SET 3.4) required us to make a decision that the nominated professional lead was appropriate to lead the programme. This led to a high number of ‘major changes’ to programmes when the programme leader changed. The revised standard ensures that the education provider’s processes ensure that the nominated individual is appropriate to lead the programme.
  • Read the guidance on how to meet this standard.

3.6 There must be an effective process in place to ensure availability and capacity of practice-based learning for all learners.

  • This standard requires education providers to have processes in place to make sure that all learners on the programme have access to practice-based learning which meets their learning needs.
  • Read the guidance (including case studies) on how to meet this standard.

3.8 Learners must be involved in the programme.

  • This standard requires that learners are able to contribute to the programme in some way. We do not specify the exact areas of a programme in which learners must be involved, rather requiring education providers to convince us that their learner involvement is appropriate within the context of the programme.
  • Read the guidance (including case studies) on how to meet this standard.

3.17 There must be an effective process in place to support and enable learners to raise concerns about the safety and wellbeing of service users.

  • This standard is about enabling learners to recognise situations where service users may be at risk, supporting them in raising any concerns, and ensuring action is taken in response to those concerns.
  • Read the guidance (including case studies) on how to meet this standard.

4.9 The programme must ensure that learners are able to learn with, and from, professionals and learners in other relevant professions.

  • Previously this standard was negatively framed, requiring that any interprofessional learning did not negatively impact on profession specific learning. This standard now requires that learners have the opportunity to learn from and with professionals and learners from other relevant professions.
  • Read the guidance (including case studies) on how to meet this standard.

4.2 The learning outcomes must ensure that learners understand and are able to meet the expectations of professional behavior, including the standards of conduct, performance and ethics.

  • The predecessor standard (SET 4.5) required that students understood the implications of the standards of conduct, performance and ethics. This has been strengthened to ensure that learners are able to meet these standards along with other expectations of processional behaviour on completion of the programme.

6.2 Assessment throughout the programme must ensure that learners demonstrate they are able to meet the expectations of professional behaviour, including the standards of conduct, performance and ethics.

  • Similarly to revised SET 4.2, this standard requires that assessments through the programme ensure that learners meet the expectations of professional behaviour, including the standards of conduct, performance and ethics on completion of the programme.
  • Read the guidance (including case studies) on meeting SETs 4.2 and 6.2, including case studies.



How we will assess that programmes meet the revised SETs

All programmes visited on or after 1 September 2017 will need to meet the revised SETs.

We will assess whether existing programmes meet the revised SETs via the annual monitoring process in the 2018-19 or 2019-20 academic year. When we inform education providers of our monitoring requirements in these years, we will provide specific information about what they will need to provide regarding the revised SETs.

From the 2018-19 academic year, we will assess all major changes to existing programmes against the revised SETs. This is because all programmes will have implemented the revised SETs by this point.



Further information

  • Read the standards of education and training, plus guidance about the standards
  • Read our blog, breaking down the revised standards, and highlighting additions and changes
  • Read the consultation response analysis to find out more about how to the SETs were reviewed



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