CEQAC Readiness Self-Assessment

 

 

The self-assessment helps identify whether key foundational elements—such as legal registration, financial stability, and basic program structure—are in place. It also prompts providers to reflect on their strengths and areas for improvement before investing time and resources in the full application process.

How the Readiness Assessment Works

The Readiness Assessment includes a short rubric based on CEQAC’s accreditation standards. Providers rate themselves as “Yes,” “Partially,” or “No” for each standard and provide brief explanations or examples.

To move forward, providers must:

- Score at least “Partially” on all standards, and “Yes” on at least three;
- Provide an improvement plan for any areas marked “No.”

Readiness Assessment Result	Recommendation
Ready	Proceed to full application. CEQAC will provide suggestions to strengthen the application, if needed.
Partially Ready	May proceed with an application if a clear improvement plan is submitted. A follow-up review may be requested.
Not Ready	CEQAC advises delaying the application. The provider receives feedback and may reapply after six months.

Standard 1: Governance and Oversight
 

Each provider must demonstrate a clear educational purpose, transparent governance, and effective oversight. The mission and governance framework should ensure that programs, services, and resources consistently serve learners.

Mission Statement
The provider must:

• Clearly articulate its educational purpose in plain, accessible language.
• Ensure the mission reflects its focus—whether academic advancement, career readiness, workforce training, professional development, or lifelong learning.
• Publicly share the mission on its website and/or in learner-facing materials (e.g., catalogues, brochures, program guides).

Educational Objectives
The provider must define specific, measurable objectives that:

• Support and operationalize the mission.
• Address the needs of intended learners.
• Align with the type, scope, and level of programs offered.
• Guide curriculum, instruction, assessment, and learner support.
• Appear accurately in promotional and public-facing materials.

Governance and Oversight
The provider must demonstrate that:

• Leadership and governing bodies ensure integrity, accountability, and alignment with the mission.
• Ownership, organizational structure, and decision-making processes are transparent and documented.
• Policies and practices safeguard learners, uphold ethical conduct, and protect the provider’s independence.

Alignment and Implementation
The provider must show that:

• Staffing, curriculum, delivery models, and infrastructure are intentionally designed to achieve the mission and objectives.
• Resource allocation supports declared purposes and learner success.
• Continuous improvement processes are in place to evaluate effectiveness and adapt to changing learner or sector needs.

Standard 2: Educational Programs
 

All programs must be intentionally designed, responsibly delivered, and regularly evaluated to ensure learners achieve meaningful and verifiable outcomes. Programs should reflect the provider’s mission and respond to the needs of learners, communities, and employers.

Curriculum Structure and Learning Objectives
Programs must:

• Be organized around clear, level-appropriate learning objectives.
• Follow a coherent structure that supports skill development and intended outcomes.
• Use current content aligned with disciplinary knowledge, professional practice, or industry standards.
• Undergo regular review to ensure relevance, accuracy, and responsiveness to changing needs.

Instruction and Delivery
Instruction must:

• Be engaging, purposeful, and suited to the delivery mode (in-person, online, or blended).
• Promote active learning through application-based activities.
• Provide accessible materials that support learning (e.g., readings, videos, exercises digital tools).
• Clearly outline expectations, pacing, and completion requirements.

Assessment and Learner Achievement
Assessments must:

• Align with learning objectives and define clear performance criteria.
• Be fair, valid, and appropriate to the level and type of program.
• Use diverse formats (e.g., projects, assignments, portfolios, quizzes, demonstrations).
• Offer timely and constructive feedback to guide learning.
• Provide evidence that learners achieve stated outcomes, with results tracked and documented.

Program Quality and Improvement
To ensure continuous improvement, providers must:

• Monitor key indicators such as learner satisfaction, completion rates, achievement levels, and graduate outcomes.
• Use learner, instructor, and stakeholder feedback to refine content, instruction, and support.
• Document program evaluations and demonstrate how findings lead to meaningful improvements.

Standard 3: Instructional Expertise
 

Instruction must be delivered by qualified, ethical, and effective educators (instructors, facilitators, content creators) who create meaningful learning experiences. Providers are responsible for ensuring instructors have the expertise, support, and resources needed to achieve program outcomes.

Qualification and Competence
Instructors must:

• Demonstrate subject-matter expertise through academic credentials, professional experience, or recognized achievements.
• Maintain up-to-date knowledge of their field and the ability to connect content to practice.
• Be competent in instructional methods appropriate to the delivery mode (in-person, online, or blended)

Notes: If formal qualifications (e.g., degrees or certifications) are unavailable, providers must document equivalent expertise through professional portfolios, work history, project outcomes, or credible references.
Demonstrated competence may include evidence of teaching effectiveness, industry recognition, or applied accomplishments.

Teaching Effectiveness

Instructors must:

• Foster an inclusive and respectful learning environment.
• Use varied instruction strategies that promote active engagement and application of knowledge.
• Provide clear guidance, expectations, and support to learners.
• Encourage critical thinking, problem-solving, and independent learning.

Professional Development

Providers must:

• Offer opportunities for ongoing professional growth in pedagogy, technology, and subject expertise.
• Encourage reflective practice and continuous improvement of teaching methods.
• Support instructors in adopting innovative and evidence-based instructional practices.

Accountability and Evaluation
The provider must:

• Regularly evaluate instruction effectiveness through learner feedback, peer review, and performance data.
• Use evaluations to provide constructive feedback and identify development needs.
• Ensure that instructional quality is consistent across programs, delivery modes, and locations.

Standard 4: Learning Resources, Environment and Learner Support
 

Providers must maintain a safe, accessible, and supportive learning environment, with infrastructure and resources that enable learners to succeed. Whether delivered in-person, online, or through blended models, the environment must reflect the provider’s mission and ensure equitable access to quality learning experiences.

Facilities and Physical Environment
For in-person or hybrid delivery, the provider must:

• Ensure that classrooms, labs, and facilities are safe, well-maintained, and fit for educational purposes.
• Provide adequate space, equipment, and technology to support intended learning activities.
• Comply with health, safety, and accessibility standards.

Digital and Online Infrastructure
For online or blended delivery, the provider must:

• Maintain a reliable and user-friendly learning platform.
• Provide learners with clear access to course materials, communication tools, and support services.
• Ensure digital resources meet accessibility standards and protect learner privacy and data.

Learning Resources and Support
The provider must:

• Offer sufficient academic resources (e.g., readings, libraries, databases, digital tools) aligned with program objectives.
• Provide timely and accessible learner support services, such as advising, tutoring, technical assistance, or career guidance.
• Ensure that resources and services are appropriate to the level, type, and scope of programs

Accessibility, Equity, and Inclusion
The provider is expected to:

• Ensure the learning environment is inclusive and equitable for diverse learners.
• Provide accommodations for learners with documented needs.
• Actively work to remove barriers to participation, progression, and completion.

Continuous Improvement of Infrastructure
The provider is encouraged to:

• Regularly evaluate the adequacy of physical, digital, and learner support resources.
• Use feedback from learners, instructors, and stakeholders to improve the learning environment.
• Document changes and demonstrate how resource investments support learner success.

Standard 5: Learner Outcomes and Performance
 

Providers must demonstrate that learners achieve meaningful, measurable outcomes that reflect the mission, objectives, and level of their programs. Outcomes must be monitored, evaluated, and used to drive continuous improvement in teaching, curriculum, and support services.

Monitoring Achievement and Retention
Providers must track and analyze key performance indicators, including:

• Program-level retention and completion rates
• Licensure or certification exam pass rates (if applicable)
• Employment outcomes where career placement is a program goal

These metrics must be reported annually in the Annual Review Report, including:

• Learner-level retention and completion data
• Verified employment outcomes (if claimed)
• Year-over-year trend analysis

Learner Outcome Benchmarks
Minimum standards and target benchmarks for outcome-driven programs are as follows:

Indicator	Minimum Standard	Target Benchmark
Retention (program-level)	60%	70%
Completion or Placement (if applicable)	60%	70%

Providers falling below the benchmark but meeting the minimum standard must develop and submit an Improvement and Monitoring Plan with supporting data.

Consideration of Context

CEQAC may consider extenuating factors (e.g., program length, test cycles, learner demographics, or economic conditions) when evaluating outcomes. However, providers must still demonstrate effectiveness through alternate indicators such as learner assessments, employer validation, or third-party reviews.

 

International Partnership Standards
 

Providers offering programs through international partners must uphold the same standards of quality, transparency, and learner protection as required in Canada. This section outlines CEQAC’s expectations for International Partnership Agreements (IPAs).

General Expectations
All international programs must:

• Align with the provider’s mission and CEQAC standards
• Deliver comparable program quality, outcomes, and learner support as domestic offerings

Required Elements of an International Partnership Agreement (IPA)

Duration and Jurisdiction

• Clearly state the agreement’s start and end dates
• Identify the legal names of all parties and the governing jurisdiction, including the Canadian provider’s

Oversight and Administration

• Assign a lead contact in Canada and a counterpart at the international site
• Define roles and responsibilities for ongoing oversight

Curriculum and Delivery

• Ensure program quality matches domestic standards
• Verify instructor qualifications, including recognition of foreign credentials
• Provide appropriate instructional resources and learner support

Learner Support and Services

• Clearly outline fees, refunds, and withdrawal policies
• Provide access to grievance procedures, including CEQAC contact information
• Maintain secure learner records with shared access, as appropriate

Learning Environment and Infrastructure

• Ensure reliable access to learning technologies and materials
• Confirm that facilities meet safety, accessibility, and local compliance requirements

Transparency

• Disclose international delivery in all learner-facing materials
• Keep all references to international partnerships accurate and up to date

Evaluation and Quality Assurance

• Implement a plan to assess learning outcomes, competencies, and satisfaction
• Use results to inform regular program improvements

Termination and Continuity

• Include a learner protection plan in case of partnership termination
• Guarantee that learners can complete their studies with minimal disruption