Learner Policies

JTL Appeals Policy V2 31 03 2020

Learner Appeals Policy

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When learner work is deemed to be unsatisfactory, a second attempt to complete an assessment is

permitted under the rules relating to the particular learning programme or unit of work.

An appeal can only be considered after the second attempt has been assessed.

The usual grounds for appeal are that the assessor failed to carry out the assessment either to meet

the assessment criteria laid down by the awarding organisation, or the terms and conditions agreed

between JTL and the learner, or either.

APPEALS PROCEDURE

Stage 1

  • The learner requests an appeal form [Appeals form 1] from JTL.
  • JTL acknowledges receipt of the Appeals form 1 and indicates that the appeal will be
  • responded to within 14 days of receipt.
  • The completed Appeals form 1 to be sent to JTL, the assessor and internal verifier (IV).
  • The assessor discusses the appeal with the learner
  • If agreement is reached no further action is required.

Stage 2

  • If no agreement is reached the learner requests a meeting/discussion with the internal verifier or designated member of staff identified by JTL to discuss the appeal.
  • An appeal report form [Appeals form 2] is completed by the internal verifier/designated member of staff and signed and dated by both parties.
  • If agreement is reached the internal verifier/designated member of staff informs the parties concerned.

Stage 3

  • If agreement is not reached, the internal verifier/designated member of staff puts the appeal form and the appeal report form forward to the JTL Operations Director within 5 working days.
  • The JTL Operations Director convenes an appeals panel, informing members and the learner in writing within 10 working days of receiving the Appeal Form.
  • The learner can prepare a personal statement and make this available, together with relevant documentary evidence, to the appeals panel.
  • The panel may contact any person who has been involved in the assessment under consideration for further information.
  • A member of the appeals panel will complete the appeal panel report [Appeals form 3].

 

JTL Appeals Policy V2 31 03 2020

If the appeal is upheld, the report must state that:

[a] the assessment result has been changed, setting out the panel’s reasons for doing so;

[b] another assessor will be invited by the appeals panel to repeat the assessment process. In

this case, the new assessors decision will be final. The learner will be informed of the details

and outcomes of the appeal.

Appeals Panel

The appeals panel takes into account the requirements of the awarding organisation and is

independent of the learner’s employer.

Membership of each appeal panel will comprise of both:

  • another accredited assessor
  • an internal verifier who is familiar with the area of work concerned

The appeals panel will not include any person(s) involved in the original assessment decision.

The decision of the appeals panel will be final.

The learner has the right to attend the appeals panel hearing and may be accompanied by a person

of her/his choice.

This Policy is regularly reviewed in order to ensure its continuing suitability.

Copies of the Policy are made available to all members of staff.

 

JTL Appeals Policy V2 31 03 2020

JTL Appeals Procedure Appeals form 1

Learner name: ………………………………

Learner address: ………………………………..……………………………….

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Post code: …………….. Email address: ………………………………………….

Date of course: ……………………….

Venue: ………………………………………………………………………

Name of programme: ………………………………………………………

Assessor: ……………………………………………………………

Reason for appeal:

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Signed:……………………………….. Date: ……………………

For HQ use:

Date request received: ……………..

Appeal number: ……

Date sent to assessor: ……………

Date sent to internal verifier: ………………

Resolved: Yes/No

Signed off by: Date: ………………..

 

 

JTL Appeals Policy V2 31 03 2020

JTL Appeals Procedure Appeals form 2

Learner name: ………………………………

Learner address: ………………………………..……………………………….

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Post code: …………….. Email address: ………………………………………….

Date of course: ……………………….

Venue: ………………………………………………………………………

Name of programme: ………………………………………………………

Trainer/assessor: ……………………………………………………………

Internal verifier: …………………………………………….

Notes of discussion:

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Signed:………………………………. (Internal verifier) Date: …………………

Signed:……………………………….. (learner) Date: …………………

For HQ use:

Appeal number: ……….

Date Received from JTL IV: ………………

Resolved: Yes/No

Signed off by:………….. Date: …………

 

JTL Appeals Policy V2 31 03 2020

JTL Appeals Procedure Appeals form 3

Learner name: ………………………………

Learner address: ………………………………..……………………………….

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Post code: …………….. Email address: ………………………………………….

Date of course: ……………………….

Appeals panel members:

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Outcome/Decision: Appeal upheld: Yes/No

Reasons:

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Proposed course of action:

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Signed:………………………………. (Chair of panel) Date: …………………

Outcome communicated to Learner: Date:……… By:……….

Result communicated to assessor: Date: ……… By …………

Result communicated to awarding body: Date: ……… By:…………

For HQ use:

Appeal number: ………………………….…………..…

Date received from panel chair: ……..…………

Appeal upheld: Yes/no

Signed off: Date:………… By: ………

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Equal Opportunities Policy

JTL Equal Opportunities and Diversity Policy V2 31 03 2020

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Introduction

This policy sets out Johnson Training Ltd’s (JTL) intention to deliver a service and range of qualifications that

are fair, accessible and do not include any unnecessary barriers to entry. This policy and the associated

arrangements shall operate in accordance with statutory requirements. In addition, full account will be taken

of any guidance or Codes of Practice issued by the Equality and Human Rights Commission, any government

departments, and any other statutory bodies to whom JTL must have due regard.

Review arrangements

We will review the policy annually and revise it as necessary in response to customer and learner feedback,

changes in our practices, actions from the regulatory authorities or external agencies, or changes in legislation.

Areas covered by the policy

JTL Staff

JTL commits to incorporating specific and appropriate duties when embedding the equal opportunities policy

into job descriptions and performance objectives of all staff. JTL will provide equality training and guidance as

appropriate to our staff; including induction training as well as further on-going courses as identified via our

internal staff performance review arrangements.

Qualification Development

JTL seeks to ensure that learners have equal access to training and assessment for qualifications irrespective

of their gender, marital status, age, religion, colour, race, nationality, ethnic origin or disability (the Protected

Characteristics). Assessment must similarly be undertaken without discrimination.

JTL will ensure that there are no features that could disadvantage any groups of learners that share a particular

characteristic or barriers to entry, other than those directly related to the purpose of the qualifications.

Learners should also be made aware of the opportunity, where applicable, to request revised assessment

arrangements under JTL’s Reasonable Assessment Adjustments policy.

Where complaints relating to issues of inequality cannot be satisfactorily resolved, learners must be made

aware of their right to complain or appeal to JTL (via the arrangements outlined in our Complaints or Appeals

policies).

Monitoring the success and relevance of our arrangements

JTL is committed to complying with all current and relevant legislation and includes at the time of writing, but

is not limited to, the Equality Act 2010 and Northern Ireland Equality Law (1995).

As part of the learner registration and certification processes for qualifications and units, JTL may collect

information aligned to the General Data Protection Regulations (GDPR) on diversity, requests for special

consideration, access arrangements and feedback from learners, centres and other stakeholders.

JTL Equal Opportunities and Diversity Policy V2 31 03 2020

All relevant issues identified that suggest our provision or services may have unnecessarily impacted on

learners will be reported back to our Operations Director who will be responsible for ensuring that relevant

staff introduce amendments to provision and/or services where necessary, and in accordance with our

documented procedures for developing and reviewing qualifications.

This Policy is regularly reviewed in order to ensure its continuing suitability.

Copies of the Policy are made available to all members of staff.

 

Plagiarism Policy

If you submit a piece of work for marking that contains material that is not your own, you must acknowledge the source of this material in order to avoid charges of plagiarism.

Plagiarism is defined as:

  • copying word-for-word directly from a text
  • paraphrasing the words of a text very closely
  • using material downloaded from the Internet
  • copying material from a fellow student.

Learners are obliged to adhere to its anti-plagiarism policy as a condition of their enrolment. If plagiarism is detected in an assessed piece of work the enrolment will be cancelled and there will be no return of fees paid.

You can avoid ‘inadvertent’ plagiarism by ensuring that you follow the guidelines for referencing your sources (see below). Note that plagiarism is very likely to be spotted by your tutor or at another stage in the quality-assurance process.

If you do submit work that isn’t your own, you’re also cheating yourself, as the work you have to do in preparing for an assignment is a crucial part of the learning process.

If you work on the same site as another colleague on the course, you will need to carry out water testing at different times and the comment I the assignment must be your own work.

You will need to sign a declaration on the learner Achievement Portfolio to confirm that the work is your own.

Recognition of Prior Learning

In recent years, there has been an increasing interest within qualifications frameworks across the world in how to recognise individuals’ previous achievements.

There are several different ways(in which this process is described. Terms like ‘the accreditation of prior learning’, ‘the recognition of experiential learning’ or ‘the validation of informal learning’ are all used in different frameworks in different countries. In the Qualifications and Credit Framework (QCF) the term ‘recognition of prior learning’ has been adopted and abbreviated to RPL.

All achievements in the QCF lead to the award(of credit. ‘Claiming credit’ is a comprehensive concept that applies to all achievements in the framework. Any unit within the QCF is capable of being assessed through an RPL process and, with the exceptions identified below, the opportunity to be awarded credit through RPL is a universal entitlement for all individuals in the QCF.

Where a unit requires that assessment takes place in a given setting and/or at a(given time. (All credits are recorded in an electronic record, owned by the individual. All awarding organisations in the QCF are required to record all credits achieved within this personal learning record.

Individuals will be able to access their QCF achievement data through the Managing Information Across Partners (MIAP) personal learning record from September 2010. Additional functionality will be provided to help individuals plan future episodes of learning in the QCF.

The Skills Funding Agency is currently working with awarding organisations to collect achievement to ensure the record is populated on release (of QCF functionality. All credit achievements will be recorded in the personal learning record. There is no separate identification of ‘credits gained through RPL’ and other types of credit achievement on the personal learning record.

The recording of credit on the personal learning record embodies the RPL principles set out above, and is an important tool for resolving some of the problems of recognizing informal learning within formal qualifications frameworks that have arisen in other countries.

We will endeavor to recognize appropriate prior learning at the necessary academic level, undertaken within the previous  two year period and will seek to allow credit for this where it is possible and practical to do so.

 

JTL Reasonable Adjustment and Special Consideration Policy V2 03 2020

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Introduction

This policy is primarily aimed at learners who are undertaking or have completed a Johnson Training Ltd (JTL) or other qualification or unit. It is also for use by our staff to ensure they deal with all reasonable adjustment and special consideration requests in a consistent manner.

This policy outlines:

• our arrangements for making reasonable adjustments and special considerations in relation to our qualifications

• how learners qualify for reasonable adjustments and special considerations

• the reasonable adjustments we will permit and those where permission is required in advance before they are applied

• what special considerations will be given to learners

Policy overview

JTL is committed to complying with all current and relevant legislation in relation to the development and delivery of our qualifications, and includes, at the time of writing, but is not limited to, the Equality Act 2010 or Northern Ireland Equality Law. We seek to uphold human rights relating to race relations, disability discrimination and any special educational needs of our learners, and to provide equable reasonable adjustments and special considerations for all learners registered on our qualifications.

Assessment should be a fair test of learners’ knowledge and what they are able to do, however, for some learners the standard format of an assessment may not be suitable. We ensure that our qualifications and assessments do not bar learners from taking our qualifications.

We recognise that reasonable adjustments or special considerations may be required at the time of assessment where:

• learners have a permanent disability or specific learning needs

• learners have a temporary disability, medical condition or learning needs

• learners are indisposed at the time of the assessment

The provision for reasonable adjustments and special consideration arrangements is made to

ensure that learners receive recognition of their achievement so long as the equity, validity

and reliability of the assessments can be assured. Such arrangements are not concessions

to make assessment easier for learners, nor advantages to give learners a head start.

There are two ways in which access to fair assessment can be maintained:

• through reasonable adjustments

• through special considerations

Process for requesting reasonable adjustments and/or special considerations

Requests for reasonable adjustments should be submitted a minimum of 20 working days before the assessment.

Requests for special consideration should be submitted as soon as possible after the assessment and a maximum of five working days after the assessment. Requests for special consideration may only be accepted after the results of assessment have been released in the following circumstances:

• medical evidence comes to light about a learner’s condition, which demonstrates that the learner must have been affected by the condition at the time of the assessment, even though the problem revealed itself only after the assessment

• for onscreen assessments where results are immediately available

If the application for special consideration is successful, the learner’s performance will be reviewed based on the available evidence. It should be noted that a successful application of special consideration will not necessarily change a learner’s result.

Definition of reasonable adjustments

A reasonable adjustment is any action that helps to reduce the effect of a disability or difficulty that places the learner at a substantial disadvantage in the assessment situation. They are made to an assessment for a qualification to enable a disabled learner to demonstrate his or her knowledge, skills and understanding of the levels of attainment required by the specification for that qualification.

Reasonable adjustments must not affect the integrity of what needs to be assessed, but may involve:

• changing usual assessment arrangements, for example allowing a learner extra time to complete the assessment activity

• adapting assessment materials, such as providing materials in Braille

• providing assistance during assessment, such as a sign language interpreter or a reader

• re-organising the assessment room, such as removing visual stimuli for an autistic learner

• changing the assessment method, for example from a written assessment to a spoken

assessment

• using assistive technology, such as screen reading or voice activated software

• providing the mechanism to have different coloured backgrounds to screens for onscreen assessments or asking for permission for copying to different coloured paper for paper-based assessments

• providing and allowing different coloured transparencies with which to view assessment papers

Reasonable adjustments are approved or set in place before the assessment activity takes place; they constitute an arrangement to give the learner access to the programme. The use of a reasonable adjustment will not be taken into consideration during the assessment of a learner’s work.

JTL is only required by law to do what is ‘reasonable’ in terms of giving access. What is reasonable will depend on the individual circumstances, cost implications and the practicality and effectiveness of the adjustment. Other factors, such as the need to maintain competence standards and health and safety, will also be taken into consideration.

Definition of special considerations

Special consideration can be applied after an assessment if there was a reason the learner may have been disadvantaged during the assessment.

For example, special consideration could apply to a learner who had temporarily experienced:

• an illness or injury

• some other event outside of their control and which has had, or is likely to have had, a material effect on that learner’s ability to take an assessment or demonstrate his or her level of attainment in an assessment

Special consideration should not give the learner an unfair advantage; neither should its use cause the user of the certificate to be misled regarding a learner’s achievements. The learner’s result must reflect his / her achievement in the assessment and not necessarily his / her potential ability. Special consideration, if successful, may result in a small post-assessment adjustment to the mark of the learner. The size of the adjustment will depend on the circumstances and reflect the difficulty faced by the learner.

Where an assessment requires the learner to demonstrate practical competence or where criteria have to be met fully, or in the case of qualifications that confer a licence to practice, it may not be possible to apply special consideration in some circumstances, for example, for on-demand assessments, it may be more appropriate to offer the learner an opportunity to take the assessment at a later date

Special consideration, if successful, may result in a small post-assessment adjustment to the mark of the learner. The size of the adjustment will depend on the circumstances and reflect the difficulty faced by the learner.

Where an assessment requires the learner to demonstrate practical competence or where criteria have to be met fully, or in the case of qualifications that confer a licence to practice, it may not be possible to apply special consideration in some circumstances, for example, for on-demand assessments, it may be more appropriate to offer the learner an opportunity to take the assessment at a later date

This Policy is regularly reviewed in order to ensure its continuing suitability.

Copies of the Policy are made available to all members of staff.

 

Malpractice & Maladministration Policy

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Introduction

This policy sets out the steps that learners or other personnel must follow when reporting suspected or actual cases of malpractice/maladministration, and Johnson Training Ltd’s (JTL’s) responsibilities in dealing with such cases. It also sets out the procedural steps to follow when reviewing the cases, plus guidance for all parties on conducting timely and effective investigations.

Definition of Malpractice

Malpractice is essentially any activity or practice which deliberately contravenes regulations and compromises, attempts to compromise, or may compromise the integrity of the internal or external assessment process and/or the validity of certificates. It covers any deliberate actions, neglect, default or other practice that compromises, or could compromise:

  • the assessment process
  • the integrity of a regulated qualification
  • the validity of a result or certificate
  • the reputation and credibility of JTL or the qualification or the wider qualifications community

Malpractice may include a range of issues from the failure to maintain appropriate records or systems, to the deliberate falsification of records in order to claim certificates (fraud).

For the purpose of this policy this term also covers misconduct and forms of discrimination or bias towards certain individual or groups of learners.

Definition of Maladministration

Maladministration is any activity, omission or practice which results in non-compliance with administrative regulations and requirements, including non-compliance with the Agreed Centre Agreement or JTL policies, and includes the application of persistent mistakes or poor administration within a centre, even though these may not be intentional (where malpractice is considered as deliberate and intentional)

It is important that all staff involved in the management, assessment and quality assurance of JTL qualifications, and all learners, are fully aware of the contents of this policy and that the centre has arrangements in place to prevent and investigate instances of malpractice and maladministration.

All assessment and internal verification activities are accurately recorded and carried out in accordance with the centre’s internal quality assurance arrangements, and in line with JTL’s requirements as outlined in the Qualification Guidance and Specific Assessment Guidance documentation etc.all registration and certification records are subject to appropriate internal review before submission to JTL for certification claims.

Procedure for making an allegation of malpractice or maladministration

Anybody who identifies or is made aware of suspected or actual cases of malpractice or maladministration at any time must immediately notify the Operations Director at JTL.

These should be in writing/email and enclose appropriate supporting evidence, and can come from learners, assessors, IVs or JTL staff.

All allegations must include (where possible/relevant):

• learner’s name and JTL registration number

• JTL personnel’s details (name, job role) if they are involved in the case

• details of the JTL qualification affected, or nature of the service affected

• nature of the suspected or actual malpractice and associated dates

• details and outcome of any initial investigation carried out by the centre or third party involved in the case, including any mitigating circumstances

Confidentiality and whistleblowing

Sometimes a person making an allegation of malpractice or maladministration may wish to remain anonymous. If you are concerned about possible adverse consequences you may request us not to divulge your identity, as far as possible. JTL is not obliged (as recommended by the regulators) to disclose information if to do so would be a breach of confidentiality and/or any other legal duty, however to progress an investigation it may sometimes not be possible to entirely anonymise individuals. If this were to be the case, this would always be discussed in advance with the whistleblower/person who made the allegation.

Whilst we are prepared to investigate issues which are reported to us anonymously, other than in exceptional circumstances, we will try to confirm an allegation by means of a separate investigation before taking up the matter with those to whom the allegation relates.

The investigation may involve a request for further information from relevant parties and/or interviews with personnel involved in the investigation. Furthermore, an important element of procedural fairness that any person who has an adverse allegation made against them is provided with a description of the allegations made against them (and the possible consequences of a finding) and is provided with an opportunity to respond to those allegations. Therefore, JTL will:

• ensure all material collected as part of an investigation is kept secure.

• All records and original documentation concerning a completed investigation will be retained for a period of not less than five years (acknowledging the GDPR obligations for processing such data).

• If an investigation leads to invalidation of certificates, or criminal or civil prosecution, all records and original documentation relating to the case will be retained until the case and any appeals have been heard, and for five years thereafter.

• JTL will also maintain a log of all allegations, including those that were not investigated, which can be cross-referenced in the event that new information is provided.

We also reserve the right to withhold a learner’s or full cohort’s results for the qualifications they are studying at the time of the notification, or investigation, of suspected or actual malpractice/maladministration.

Investigation outcomes for JTL

If the investigation confirms that malpractice or maladministration has taken place JTL will consider what action to take in order to:

• minimise the risk to the integrity of certification now and in the future

• maintain public confidence in the delivery and awarding of qualifications

• discourage others from carrying out similar instances of malpractice or maladministration

• ensure there has been no gain from compromising our standards

If any relevant party wishes to appeal against our decision following an investigation into malpractice or maladministration, please refer to our Appeals Policy.

This Policy is regularly reviewed in order to ensure its continuing suitability.

Copies of the Policy are made available to all members of staff.