The Association of Accrediting Agencies of Canada

The Association of Accrediting Agencies of Canada Founded in 1994 National network of professional education accrediting bodies Represents over 30 professional education accrediting agencies in Canada Established Guidelines for Good Practice of Accreditation of Professional Programs

AAAC Mission To foster the highest quality education of professionals, the Association of Accrediting Agencies of Canada pursues excellence in standards and processes of accreditation.

AAAC Functions to Establish benchmarks for standards/processes Provide a forum for networking and information exchange. Represent interests of professional education accrediting agencies to government, educational institutions, public and private sectors Monitor and investigate common issues related to accreditation and mobility of professionals internationally Promote the expertise of Canadian accrediting agencies in Canada and abroad.

AAAC Achieves its Mission by Providing a website, publishing a newsletter, making representations to stakeholders Offering an online education program for member and non-member site team evaluators. Improving and advancing standards & processes of accreditation through meetings / workshops Conducting surveys of members to identify commonalities, good practices.

Accreditation is A process of quality assurance through which education programs meet standards of education established by responsible authorities. A condition that provides a credential to the public and regulators, assuring that a program has accepted and is fulfilling its commitment to educational quality Regulation is Governance of a profession with regard to entry requirements, occupational standards and ethics, credentials, licensure, discipline, professional development, continuing competence, compliance with legislative provisions, portability, etc.

Steps in the Accreditation Process 1.Program meets all requirements & submits self-study report 2.On-site accreditation review 3.Preparation of review report, with input from program 4.Accreditation decision 5.Regular monitoring and review

Links Between Accreditation & Regulation Consistency between entry-level education standards and regulatory entry-to-practice standards Quality student education that leads to high quality services provided to the public by graduates of accredited programs

Links Between Accreditation & Regulation – Panel Presentation Models of collaboration between accrediting agencies and regulatory bodies  Informal and formal links  Outcomes  Future considerations

Links Between Accreditation & Regulation - Panel Presenters 1. Lise Talbot, Director of Accreditation Canadian Association of Schools of Nursing 2. Gordon Griffith, Director of Education, Engineers Canada 3.Janis Leonard, Manager of Accreditation Ontario College of Teachers 4.Peter Waite, Executive Director, Canadian Federation of Chiropractic Regulatory & Educational Accrediting Boards

11 TEST TITLE 11 Click to edit Master subtitle style The CASN Accreditation Process: How It Links To Regulation? AAAC Presentation Lise R. Talbot, Inf., Psy., PhD Director of Accreditation November 2010 Canadian Association of Schools of Nursing

12 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Mission of CASN Canadian Association of Schools of Nursing is the national voice for nursing education, research, and scholarship and represents baccalaureate and graduate nursing programs in Canada.

13 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Vision of CASN CASN: –Speaks for Canadian nursing education and scholarship –Establishes and promotes national standards of excellence for nursing education –Promotes the advancement of nursing knowledge

14 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Vision of CASN Continued CASN: –Facilitates the integration of theory, research and practice –Contributes to public policy –Provides a national forum for issues in nursing education and research

15 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation CASN Organizational Structure Executive Committee (Lynnette Stamler) Nominations and Awards Operations Education Advocacy On-Line Journal Standing Committee Working Group International Accreditation Accreditation Advisory Board of Directors (Lynnette Stamler) March 2010 *On behalf of the Board of Directors, the Executive Director is ultimately responsible to ensure each committee is supported administratively Strategic Planning Finance and Budget Governance and Bylaws Membership Options 6 7 Graduate Studies Nurse Practitioner IEN Palliative Public Health 8 Accreditation Bureau Executive Director (Cynthia Baker) Student/Faculty Survey Research and Scholarship Accreditation CASN Council (Lynnette Stamler)

16 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Who Is Accredited 93 schools in Canada –90 are members –68: 76 % accredited –22: 24% unaccredited –4 schools are in the process

17 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Links Between Accreditation and Regulation Regulation is mandatory in 10/10 provinces Accreditation is mandatory in 3/10 provinces

18 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Links Between Accreditation and Regulation 3 provinces sign an MOU –Nova Scotia, Newfoundland and Labrador and Ontario 3 other provinces are in the process for signature or thinking of an MOU –PEI, New Brunswick, British Columbia

19 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Process of Collaboration Review standards of each partners Pilot the process Have a reviewer and an observer from regulatory body integrated Have an observer on the accreditation decision committee

20 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Outcomes of Collaboration Integration of all stakeholders Alignment of standards and timeframes Sharing best practices Striving towards quality improvement and excellence

21 TEST TITLE Invest in nursing faculty supply and nursing program infrastructure Foster innovative initiatives to sustain an appropriately prepared nursing workforce Invest in nursing research and knowledge translation Future Considerations Link with the regulatory bodies of each province Align the accreditation standards (internal/ external) Align the evaluation procedures

Accreditation →Regulation The Engineering Perspective Gordon Griffith, P.Eng., ing. Director, Education November 2010

– Mandate – Vision for the Profession – Organizational structure – Canadian Engineering Accreditation Board – Accreditation by the Numbers – Regulation of the Profession Presentation Outline

Engineers Canada Mandate

On behalf of our constituent members CCPE shall provide national leadership and support to the engineering profession in Canada by: Enhancing the public image of the Canadian engineering profession, promoting its interests, and increasing public awareness of how thee work of Canada’s professional engineers benefits society Fostering strong, effective and ongoing relationships with our constituent members Supporting our constituent members’ efforts to achieve international/territorial consistency in their licensing and regulatory practices, and interprovincial/territorial practice mobility for licensed engineers Mandate

Promoting high standards of engineering practice and education in Canada Acting as the national and international voice of our constituent members, and representing them on the national and international stage Protecting the terms, titles, images and words that are integral to the regulatory and licensing functions of our constituent members Understanding trends in engineering human resources and emerging fields In recognition that the constituent members are the regulatory bodies for the engineering profession in Canada, CCPE undertakes specific regulatory mandates only at their request.” Mandate ( cont’d )

Organizational Structure

CEO Awards Committee GR Committee Audit Committee Engineers Canada Board Executive Committee Intl. Committee Finance Committee Staff Canadian Engineering Accreditation Board Canadian Engineering Qualifications Board

Canadian Engineering Accreditation Board

Established in 1965 Membership: – 15 volunteers, all ing./P.Eng. – Range of disciplines and backgrounds from across Canada – Rely on specialist volunteers during program evaluation visits Canadian Engineering Accreditation Board (CEAB)

Accredits Canadian undergraduate engineering programs Monitors education/accreditation systems in other countries, including countries that have signed a Mutual Recognition Agreement with Engineers Canada (Washington Accord, Commission des Titres d’Ingénieur) Conducts substantially equivalent evaluations Canadian Engineering Accreditation Board (CEAB)

Accreditation – by the Numbers Over 260 accredited programs 42 post-secondary institutions Over 70 fields of study 55,000 students 10,500 graduates per year

13 Engineering Acts regulated by 12 licensing bodies Requirements for Licensure as Professional Engineer: – Academic Requirements – Work Experience Requirements – Professional Practice Examination – Language Competency – Good Character Regulation of the Profession

Links between Accreditation and Regulation Formal – Accreditation process delegated to Engineers Canada – Degree from Accredited program satisfies academic requirement for licensure – Accreditation system internationally recognized Informal

Future Considerations Outcomes Based Assessment – Graduate Attributes – Professional Competencies

Elgin Street, Ottawa, Ontario K2P 2K3 Tel / Fax engineerscanada.ca

Accreditation as a Provincial Regulatory Responsibility CNNAR November 2010 Ontario College of Teachers Leadership Excellence Responsibility

Leadership Excellence Responsibility 39 Ontario College of Teachers (OCT) Established in 1997 as self-regulatory body for teaching profession Regulates and governs over 220,000 members in the public interest Certifies teachers who want to work in Ontario’s publicly funded schools Works to ensure Ontario are students taught by skilled professionals guided by ethical and practice standards

Leadership Excellence Responsibility 40 Regulatory Mandate of the OCT College is governed by the Ontario College of Teachers Act (OCTA) and its regulations. OCT: Sets qualifications for membership Issues teaching qualifications and suspends or revokes certificates Establishes ethical and practice standards for profession Deals with discipline and fitness to practise issues

Leadership Excellence Responsibility 41 Link between Accreditation and Regulation – OCT Dual Role Regulator also has accreditation mandate under the OCT Act: OCT Accredits: Initial teacher education programs offered in Ontario Additional qualification (AQ) courses for members Ontario teacher education programs must be accredited for graduates to be certified as teachers.

How is the OCT Governed? Accreditation

Leadership Excellence Responsibility 43 Who is Accredited by the OCT? Provincial jurisdiction - accredit university professional programs offered within Ontario 18 English-language faculties 2 French-language faculties 5 self-funded institutions Review programs at 3 – 5 institutions per year Accredited more than 300 AQ courses in 2009 submitted by 28 Ontario providers

Leadership Excellence Responsibility 44 Outcomes of the OCT Model – Dual Role of Professional Regulator and Accreditor

Leadership Excellence Responsibility 45 Dual Role - Accreditation as a Regulatory Process Accreditation process governed by regulation made under College’s Act Duties of the Accreditation Committee: to determine if programs qualify for accreditation to grant accreditation, with or without conditions, to qualifying programs Committee’s work guided by key principles that provide for quality assurance, accountability and transparency

Leadership Excellence Responsibility 46 Dual Role - Accreditation as a Regulatory Process The Accreditation Regulation defines: components of application review panel membership and role 15 requirements for accreditation process and timelines for carrying out the review Accreditation Committee decisions length of the accreditation period Appeal process also regulated

Leadership Excellence Responsibility 47 Outcomes Regulatory Council and Accreditation Committee can collaborate to regulate key functions Regulated process can provide for greater assurance of accountability, fairness and transparency Use of consultative process for enhancements to accreditation process Can be more cost effective administratively

Leadership Excellence Responsibility 48 Considerations Regulatory body has significant influence over accreditation process Accreditation Committee made up of 9 members of OCT Regulatory Council Committee members establish review panel and participate in review Accreditation Committee needs support of Council to change the regulation Accreditation decisions have also influenced OCT regulatory policy (distance ed)

Leadership Excellence Responsibility 49 Future Considerations - Impact of AIT on the Accreditation Process Teacher education programs are currently influenced by Ontario requirements for accreditation and licensure AIT led to increased collaboration among provincial education bodies Registrars are working toward more national standards for teaching profession Common tool to assess language proficiency of teacher candidates National protocol for teaching programs offered by full distance

Leadership Excellence Responsibility 50 Contact: Janis Leonard OCT Website:

ACCREDITATION & REGULATION CNNAR – November 3, 2010 Peter Waite, CAE Executive Director

Overview  7,500 Doctors of Chiropractic in Canada  Eleven provincial & territorial regulatory boards  Uniform entry to practice requirements in place for past decade as a result of AIT

Mission  The Canadian Federation of Chiropractic Regulatory and Educational Accrediting Boards serves the public interest by promoting national excellence in regulatory practice.

Goals  provide a forum for the exchange of best practices concerning regulatory issues  educate federal government policy makers in the public interest concerning regulatory affairs  educate those involved in chiropractic regulation  educate the chiropractic profession concerning the public interest

Goals  establish standards and to evaluate and accredit chiropractic educational programmes  provide leadership on issues such as licensure, accreditation, examination, continuing competence, inter-jurisdictional mobility, scope of practice, standards of practice, codes of ethics and specialty designation.

History of Accreditation  Council on Chiropractic Education of Canada (CCEC) established as the accrediting body  2007 – The CCEC amalgamates with the CFCRB to create the CFCREAB

Accreditation Responsibilities  accredit, recognize, and certify the quality and integrity of chiropractic programmes; encourage excellence in education within chiropractic programmes; and inform the public, the chiropractic profession, and the educational community regarding the nature, quality, and integrity of chiropractic education.

Accreditation Authority  Provincial and Territorial regulatory boards are authorized under their legislation to determine what educational programmes are acceptable – They delegate this to the CFCREAB.  In some legislation the CFCREAB is named directly as the responsible body.

Formal Links - Accreditation Standards & Policies Committee  Appointees from regulatory boards, the national association and accredited programmes.  Drafts all changes to standards and policies.  Submits changes to the Commission on Accreditation, the programmes and finally the national Board.

Formal Links - Commission on Accreditation  Appointees from regulatory boards & the national association – not the programmes.  No appointee can currently be serving in another capacity with a regulator, association or programme.  Autonomous in its decision making.

International Accreditation  1982 – Recognition agreement with CCE-US  1986 – Recognition agreement with Australasian CCE  1993 – Recognition agreement with European CCE  2000 – CCEC becomes a founding member of the Councils on Chiropractic Education International (CCEI) with the CCE-US, ECCE and ACCE.

International Accreditation  The CCEI is an international agency whose primary purpose is to promote and oversee high quality standards for chiropractic education on a worldwide basis. Membership in CCEI and adherence to the CCEI Standards now form the basis for recognition of accredited programmes internationally.

International Accreditation  CCEI member agencies accredit programmes outside of their home territory  The CCEI aids and recognises new accreditation agencies that implement the CCEI Standards and meet other qualification requirements.

Outcomes  Cost effective – give there are only two programmes in Canada  Gives regulatory boards direct input into appointments and setting Standards  Provides arms length “decision making body”  Brings regulators and programmes to one table  Facilitates international accreditation

Clinical Practice Guidelines

Summary & Questions

Contact Us Association of Accrediting Agencies of Canada 3-247, Barr St., Renfrew, Ontario K7V 4A6 Tel: Fax: