CEQAC Readiness Self-Assessment

Non-Institutional Education Providers

 

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: Educational Purpose
 

Each provider must have a clear, publicly stated mission that reflects its educational goals and intended learners. This mission should guide all programs, services, and operations.

Mission Statement
The provider must:

• Clearly express its educational purpose through a concise, plain-language mission statement.
• Ensure the mission reflects its focus—such as learner development, career readiness, or lifelong learning.
• Publish the mission on its website and/or in learner-facing materials (e.g., catalogues, brochures).

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

• Support the mission.
• Address the needs of its target learners.
• Suit the type and level of programs offered.
• Guide curriculum, instruction, and assessment.
• Be accurately reflected in public and promotional materials.

Alignment and Implementation
The provider must show that:

• Its staffing, curriculum, delivery models, and resources align with its mission.
• Programs are intentionally designed to achieve stated objectives and outcomes.
• Organizational actions and resource allocations substantively support its declared purpose.

Standard 2: Educational Programs
 

All programs must be purposefully designed, effectively delivered, and regularly evaluated to ensure learners achieve meaningful, verifiable outcomes.

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 relevant knowledge or industry standards.
• Undergo periodic review for relevance and accuracy.

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).
• Clearly outline expectations, pacing, and completion criteria.

Assessment and Learner Achievement
Assessments must:

• Align with learning objectives and clearly define performance criteria.
• Be fair, valid, and appropriate to the level of instruction.
• Use diverse formats (e.g., assignments, projects, quizzes).
• Offer timely, constructive feedback.
• Providers must track results and demonstrate that learners meet expected outcomes.

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

• Monitor indicators such as satisfaction, completion, and learning outcomes.
• Use feedback and data to refine content, instruction, and support.
• Document evaluations and resulting program changes.

Standard 3: Instructional Expertise
 

Providers must ensure that all instructors, facilitators, and content experts are qualified to teach their assigned subject matter with credibility and effectiveness.

Instructors must:

• Hold relevant academic credentials, industry certifications, or equivalent professional experience.
• Demonstrate both subject matter expertise and instructional competence.
• Teach only within their verified areas of expertise.

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.

Standard 4: Learning Environment and Infrastructure
 

CEQAC evaluates the quality of learning support and infrastructure based on the provider’s delivery model and program type. Providers must ensure an accessible, supportive environment—physical or digital—where learners have the tools and resources needed to succeed.

Learning Environment
The delivery environment must be:

• Safe, secure, and accessible.
• Appropriate to the delivery method (in-person, online, or blended).
• Supported by reliable technology for instruction, interaction, and assessment.

Access to Learning Resources
Providers must give learners access to:

• Instructional materials and curated content aligned with learning objectives.
• Relevant learning aids and tools.
• Clear communication channels with instructors and support staff.

Learner Support
Learners must have access to timely technical assistance and, where applicable:

• Orientation to the learning platform or tools.
• Support in using and evaluating learning resources.
• Clear information on expectations, timelines, and how to seek help.

 

• English is a significant part of the instruction even though the school may be bilingual.
• The school has developed and published a clear statement of purpose (beliefs, core values, vision, mission, and schoolwide learner outcomes) that explains what it means to be internationally focused.
• The school has an admissions policy compatible with the school’s stated purpose.
• The school has a written, well-developed curriculum appropriate to the organization’s purpose as an internationally focused school preparing students to be globally competent.
• The course of study, as well as marking, grading and reporting procedures, facilitates student and faculty transfer to other schools of a similar type in different countries and within the United States. The international curriculum meets the minimum requirements for admission to North America and other English-speaking colleges and universities worldwide.
• The student body is oriented toward programs commonly found in Canada, the United States and other English-speaking countries, including those of an extra-curricular or co-curricular nature.
  Programs of studies include courses dealing with the history, culture, and language of the host country and region and those covering other parts of the world, e.g., North America.

Standard 5: Learner Outcomes and Performance
 

Providers must support and monitor learner success through systems that promote satisfaction, retention, and achievement of learning outcomes. Demonstrating learner performance is essential to the credibility of any educational program.

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.

 

Standard 2: Educational Programs
 

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