EDI quality indicators

EDI quality indicators

• 1. There is an effective strategy for the education provider’s approach to EDI, which includes all learning environments

  	Quality indicator	Linked SETs
  1.1	Education provider strategies ensure they are inclusive and fair in their activities, focused on learner recruitment and admissions, experience (including learning culture), continuation, progression, attainment / awarding gaps, and employability	All standards
  1.2	There is a broad focus to EDI-linked strategies, across all areas of equality, diversity, and inclusion	All standards
  1.3	There are measurable aims to improve the diversity of learner admissions and continuation, and reduce any identified unfair differential attainment / awarding gaps	2.7, 3.12, 3.14, 6.3, 6.4
  1.4	There is recognition that EDI-linked developments will continue to be needed beyond the term of current strategies	All standards

• 2. There is an EDI action plan in place, which is regularly reviewed and updated

  	Quality indicator	Linked SETs
  2.1	Specific initiatives are well-evidenced and purposeful, to improve EDI practice	All standards
  2.2	The action plan shows how the EDI strategy will be practically delivered in all learning environments, ensuring planning and resourcing is not a barrier to delivering intentions of the EDI strategy	All standards
  2.3	Action plans enable education providers to measure impact (success and any associated challenges), and develop further actions where required	All standards
  2.4	Impact is measured at the institution and programme level (including within practice-based learning)	All standards

   

• 3. Accountability and governance for EDI is in place

  	Quality indicator	Linked SETs
  3.1	There are specific job roles at education providers which are responsible for, or entirely focused on EDI, and these may be at senior levels	2.7, 3.2, 3.3, 3.9, 3.14
  3.2	Committees, boards, and groups support the delivery of EDI strategies and action plan, and provide feedback and consultation mechanisms for education providers. These groups should include a diverse range of voices including senior people, and representation from learners, education provider and practice educators, and service users and carers	2.7, 3.2, 3.4, 3.7, 3.8, 3.14, 5.3, 6.7
  3.3	There are open channels for education providers and learners to meaningfully engage related to EDI developments and issues	3.8, 3.4, 3.14, 3.15, 3.17, 5.3

   

• 4. Admissions processes are fair, and enable learners to meet our requirements for registration

  	Quality indicator	Linked SETs
  4.1	Admissions activities are accessible, with reasonable adjustments used to support applicants with specific needs	2.1, 2.7
  4.2	Applicants are encouraged and supported to disclose disabilities and support needs through the admissions process	2.5, 2.7
  4.3	All admission decisions are fair and well-evidenced, with information provided to applicants that supports them to understand why that decision was made	2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.9
  4.4	Applicants are provided with information to allow them to understand the demands of the programme, and career possibilities following successful completion of that programme, that allows them to make informed decisions about their future	2.1, 2.5, 3.18

   

• 5. Those who complete programmes recognise the impact of culture, equality and diversity on practice, and are prepared to practise in a non-discriminatory and inclusive manner

  	Quality indicator	Linked SETs
  5.1	Our standards of proficiency and standards of conduct, performance and ethics, which place specific importance on making sure that practice is inclusive for all service users, are embedded into curricula and assessments	4.1, 4.2, 4.6, 4.7, 4.9, 6.1, 6.2
  5.2	EDI is considered in learner fitness to practise decision making from the perspective of both safe and effective practice and fairness for learners	3.9, 3.14, 3.16, 3.18, 6.6
  5.3	Learner continuation and progression policies and decision making is fair, whilst ensuring anyone who completes HCPC approved programmes meet our requirements for registration	3.9, 3.14, 3.16, 3.18, 6.1, 6.2, 6.3, 6.4, 6.6

   

• 6. EDI is embedded into programme design and resourcing

  	Quality indicator	Linked SETs
  6.1	Facilities and resources are inclusive for a diverse range of learner needs	3.12, 3.13, 4.6, 4.11
  6.2	Examples of common reasonable adjustments (defined at a professional level where required) are well understood, are accessible to academic and support staff, and understood to be a starting point for individual reasonable adjustment decisions	3.12, 3.13, 4.6, 4.11, 5.2, 6.3, 6.4, 6.5
  6.3	Programme-level competence requirements cover HCPC requirements for registration, and are defined clearly within programme curricula and assessments	4.1, 4.2, 4.4, 4.7, 6.1, 6.2, 6.3, 6.5
  6.4	Staff and learners understand that programme-level competencies must be met by all individuals who complete the programme	3.9, 3.18, 6.4
  6.5	Reasonable adjustments may be made to assessment methods, unless the method of assessment is the only way to demonstrate competence	6.5
  6.6	There is recognition that different models of learning may need different approaches, and differing approaches are properly considered in programme design and development	3.5, 3.13, 3.14, 4.6, 4.7, 5.2
  6.7	There is a diverse and well supported service user and carer group (including finding unheard voices) who are proactively engaged to contribute to the overall effectiveness of programmes	3.4, 3.7
  6.8	Our requirements linked to the impact of culture, equality and diversity on practice are further developed by teaching and learning being informed by the needs of the local population	3.7, 4.1, 4.2, 4.4

   
• 7. Applicant, admissions, and learner EDI data is captured and used in all learning environments

  	Quality indicator	Linked SETs
  7.1	Education providers are purposeful about the capture and analysis of EDI data, with disparity in admissions and attainment / awarding gaps key areas considered	3.4, 5.3
  7.2	Education providers should consider the data they capture linked to EDI, which may focus more broadly than protected characteristics, which (while important) can be reductive to fully understanding barriers and actions for applicants and learners	3.4, 5.3
  7.3	Data is used by education providers to inform actions and developments	3.4, 5.3
  7.4	Records about decision-making for reasonable adjustments are kept, and treated confidentially	3.13

   

• 8. All learners are supported

  	Quality indicator	Linked SETs
  8.1	Learning cultures centres learner support, that reflects individual learners’ circumstances, including an ongoing and accessible mechanism (triggered by learners, or staff where circumstances require) to consider and implement reasonable adjustments	3.9, 3.13, 3.14, 4.6, 4.7, 4.10, 4.11, 5.4, 5.5, 5.6, 5.8
  8.2	There are accessible and well-resourced support services available for learners, which are appropriate for health and care programmes, and include socio-economic and health (including mental health and wellbeing) and disability support	3.13, 3.14
  8.3	Education providers make appropriate decisions about reasonable adjustments for education and training, whilst maintaining the required standards for public protection	3.9, 3.11, 3.13, 3.14, 4.6, 4.7, 4.10, 4.11, 5.4
  8.4	Functional systems are in place to ensure agreed reasonable adjustments for learners are provided within both the academic and practice-based learning settings	3.5, 3.6, 3.9, 3.12, 3.13, 3.14 4.6, 4.7, 4.10, 5.2, 5.4, 5.5, 5.6, 5.7, 5.8
  8.5	Education providers have a mechanism to ensure cultures at practice education providers are safe and supportive for all learners	3.5, 3.13, 3.14 4.10, 5.3, 5.4, 5.8
  8.6	All learners can confidently raise concerns about issues that apply to themselves, peers, service users and carers, anyone else involved in education and training, or health / education systems	3.15, 3.17, 5.4, 6.6
  8.7	Education providers support learners to make career choices that reflect their individual circumstances, including the transition from learning environments to employment	3.13, 3.14, 3.18

   

• 9. Educators are supported

  	Quality indicator	Linked SETs
  9.1	Academic staff, support staff, and practice educators can support the needs of specific learners, including defining and applying reasonable adjustments within education and training	3.9, 3.11, 3.13, 3.14, 4.6, 5.5, 5.6, 5.7, 5.8, 6.3
  9.2	Academic staff and practice educators are supported to make fair and consistent judgements about how issues relating to EDI interact with our requirements for registration, including measurement and assessment of learners meeting competency requirements	3.9, 3.11, 3.13, 3.14, 4.6, 5.5, 5.6, 5.7, 5.8, 6.3
  9.3	Role descriptions for academic and support staff include competencies which enable them to apply EDI strategies, policies, and mechanisms, and to contribute to developing EDI in relation to education and training	3.9, 3.10, 6.7
  9.4	Support is provided to academic, support, and practice-based staff, such as mandatory EDI training and EDI-linked objectives, to enable them to apply strategies, policies, and mechanisms, and to contribute to developing EDI in relation to education and training	3.11, 5.7

   

• 10. External frameworks are used, and professional / industry / expert bodies are worked with

  	Quality indicator	Linked SETs
  10.1	Education providers consider external frameworks, and work with other bodies where relevant, to enable new thinking and ideas to influence development of their own approaches. This may include securing funding from other bodies for specific EDI-linked developments	All standards
  10.2	Education providers undertake honest reflection about areas they cannot address independently, and use their influence to help drive change locally and nationally	All standards