Chartered Institute of Procurement & Supply - CIPS … Application... · Web view1 Leading global excellence in procurement and supply Leading global excellence in procurement and

Leading global excellence in procurement and supply

CIPS Approved Study Centre Manual

Guidance for UK Study Centres on the evidence requirements for becoming a CIPS approved study centre continuing to meet CIPS’ approved study centre criteria meeting CIPS’ criteria for ‘Centre of Merit’ and ‘Centre of Excellence

Contents:Part 1 (pages 2-4)New applicants for study centre approval: how to apply; stages in the application process (see also Form SC1 - CIPS UK Study Centre Approval application form).

Part 2 (pages 5-28) Approved study centre criteria: must be met by new applicants and all existing study centres. The guidance notes assist centres to prepare their application, and to prepare for the CIPS annual audit.

Part 3 (pages 29-32) Study centre grading criteria, for:

Study centres that have been approved for two years or more, and who wish to apply to become a ‘Centre of Merit’

Study centres that have been a CIPS ‘Centre of Merit’ for two years or more, and who wish to apply to become a ‘Centre of Excellence’.

Part 4 (pages 33-35)List of documents available on CIPS website to assist study centres with the above processes.

New in the November 2013 version of this guidance: Updated information about Unique Learner Numbers (ULNs): Criterion 2.3.4

Significant changes are marked by a thick black line at the left-hand side of the item concerned.

1


Part 1 – New applicants for CIPS study centre approval

Before making an applicationApplicant study centres must provide CIPS with:

i. a completed application form: Form SC1 - CIPS UK Study Centre Approval application form

The application form is downloadable from CIPS website: ‘Qualifications’/‘Become a study centre’ http://www.cips.org/en-GB/Qualifications/study-centres/offercipsqualifications/Scroll down to ‘UK applicants: how to apply’.

ii. a Management Letter indicating support for the introduction of CIPS programmes at the Centre

A template for this letter can be found on CIPS website: ‘Qualifications’/‘Become a study centre’http://www.cips.org/en-GB/Qualifications/study-centres/offercipsqualifications/Scroll down to ‘UK study centres: information and guidance’.

iii. a Business Plan, in which the centre sets out their rationale and financial credibility for offering CIPS programmes, including: results of market research showing a

market need and demand in their loc-ality for provision of CIPS programmes

evidence of a sufficiently stable finan-cial basis for becoming a CIPS study centre to ensure that learners will re-ceive high-quality provision for the foreseeable future.

Guidance notes for compiling the Business Plan can also be found at the above location on CIPS website.

The Study Centre Manual provides comprehensive guidance on: the criteria to be met in order to achieve and retain study centre approval with CIPS examples of the evidence required by CIPS to confirm that each criterion has been met an explanation of how this evidence will be assessed by CIPS.

CIPS Approved Study Centre Manual v3 Nov 20132

http://www.cips.org/en-GB/Qualifications/study-centres/offercipsqualifications/







Completing the Application Form (Form SC1)

CIPS will make a decision to award study centre approval based on the validity of the evidence presented by the centre against the ‘Approved Centre Criteria’ – see Application Form Sections 1-5. The Study Centre Manual suggests ways in which your centre can provide evidence that you meet the criteria.

It is important to provide appropriate evidence for each criterion. Some items of evidence may be relevant to more than one criterion, and can be used in more than one section. Centres are advised to construct a portfolio or file of relevant evidence, appropriately cross-referenced, and submit this with the application. After approval, this portfolio should be kept up to date for the annual audit visit.

In some cases, systems or processes will not yet be in place: in these cases a description of the proposed system/process should be included. At the Approval Visit, and/or at the subsequent Interim Visit six months after study centre approval is awarded, CIPS will need to verify the statements made and processes described.

The Application Process

Step 1 The study centre downloads the Centre Approval application form and related documents from CIPS website http://www.cips.org/en-GB/Qualifications/study-centres/offercipsqualifications/(the documents can also be obtained from CIPS Education Network Manager: [email protected] )

Form SC1 (centre approval application form) Approved study centre criteria Management letter template Business plan guidance notes Other templates as required

Step 2 The study centre submits the completed application form with supporting documentation to [email protected], or to the address on the form.

Step 3 CIPS reviews the application, which may be refused at this point. If the application is incomplete, the study centre will be requested to provide additional information. Return to Step 2.If the application is satisfactory, CIPS contacts the study centre to arrange a Centre Approval visit.

Step 4 After the visit, a report is presented to CIPS Approvals Panel, which makes the decision to approve. CIPS informs the study centre of its decision, and/or any approval conditions. Approval is only awarded on receipt of payment of all fees.

Where CIPS does not approve an application it may: Request additional information, revisions or amendments to be submitted Reject the application and invite the study centre to re-apply by a given date.

CIPS will provide details of the appeal procedure against such decisions.


mailto:[email protected]




Step 5 CIPS issues a formal agreement to the successful study centre, along with the invoice for (a) the approval process, and (b) the first year’s Approved Centre fee.

On receipt of the signed agreement and fees, CIPS will provide the study centre with: a copy of the agreement signed by both parties letter confirming approval for a 12 month period ‘Approved Study Centre’ certificate and logo membership rights agreed resources

6 months from date of Centre Approval

Step 6 CIPS will contact the study centre to arrange an Interim Visit. Following a successful Interim Visit, ongoing Approved Study Centre status will be confirmed.

Step 7 Annual monitoring procedures carried out by CIPS: UK study centres are subject to an annual audit visit from one of our audit consultants, where ongoing compliance with approved study centre criteria is checked, and if necessary an action plan is agreed.

The annual fee for on-going approval is be paid by the study centre (invoiced each April).

Graded Study CentresAfter two years as an approved study centre, and provided certain additional criteria are met, it is possible to apply for an upgrade to ‘Centre of Merit’. After a further two years’ continuing demonstration of additional criteria, ‘Centre of Excellence’ can be achieved.

Details of the grading criteria can be found on CIPS website http://www.cips.org/en-GB/Qualifications/study-centres/offercipsqualifications/: scroll down to ‘UK study centres - information and guidance’, Section iv.





Part 2 – All centres: the Approved Study Centre Criteria

Guidance notes on meeting the evidence requirements for CIPS Approved Study Centre Criteria.

1. Business structure, financial stability and policies:Demonstrating capability and financial soundness for becoming a CIPS approved centre.

1.1 Centre capacity / capability /business planning & commitment to CIPS programmes

1.1.1Centre Approval Criterion

The Study Centre has a clear commitment from Senior Management to being a CIPS Approved Centre

New applicants: CIPS has provided a template for the required Management Letter which includes all the items referred to in various sections of the Centre Approval Application form. This letter must be on headed paper, and the Head of Centre (or other person authorised to do so on her/his behalf) must sign the letter to indicate their agreement to the items listed.

Please provide a short description of the organisation’s aims and purpose. CIPS will check that these aims are not in conflict with those of CIPS.

All study centres: Please provide an organisational chart showing line management structure relevant to CIPS programmes.

Please provide a (draft) prospectus for CIPS courses.

Evidence for this criterion could include.....

New applicants: Management Letter on headed paper supporting the application (see CIPS Management Letter template for all required items)

All centres: Organisational background & structure chart

(draft) Prospectus for CIPS courses.How CIPS will measure your evidence

Management Letter clearly states commitment as per template

Organisational aims do not conflict with those of CIPS

Organisational structure chart shows CIPS courses fit with overall business

(Draft) prospectus available: accurate and promoting CIPS courses appropriately


The Study Centre is financially sound, and makes reliable provision to support the operation and consistent delivery of CIPS programmes.

New applicants: CIPS has provided Guidance Notes for the required Business Plan relating to the centre’s proposed engagement with CIPS, incorporating the areas listed in the bullet points below. Please use these notes, or provide an equivalent Business Plan showing the organisation’s ongoing financial stability to become a provider of CIPS programmes.

Business Plan should include 2 years audited accounts or (if a new business) evidence of funding in place to support the application.


New applicants: Business Plan relating to proposed engagement with CIPS (see CIPS Business Plan Guidance Notes).

All centres: evidence of adequate resources being allocated to CIPS programmes on an on-going basis.

How CIPS New applicants: Business Plan



will measure your evidence

contains all required elements (see Business Plan Guidance Notes)

Accounts/other financial information indicates that financial position is sound

Business plan/other evidence indicates ongoing* ability to sustain delivery of CIPS courses (*at least 3 years)

No identified weaknesses/threats would put CIPS reputation or provider’s ability to deliver programmes at risk

Action Plan is in place to address any identified weaknesses/ threats.

All centres: plan of delivery relating to CIPS qualifications estimated learner numbers/costs etc, (supported by

market research evidence if new applicant) budget allocated to CIPS programmes evidence of marketing resource allocation for CIPS

programmes course fees and costs, including break even costs sources of funding to underwrite CIPS programmes

for next 3 years

1.2 Compliance with CIPS/UK regulatory requirements


The Study Centre co-operates with CIPS monitoring activities, and provides access to premises, personnel and records.

New applicants: Six months after the date of initial approval, CIPS will carry out an interim visit, to verify that: all systems, processes and facilities described in the

centre’s application for Study Centre Approval are now in place and operating effectively

recording systems provide a clear audit trail there are learners on CIPS programmes* appropriately qualified staff are delivering CIPS units learners are being appropriately supported in their

studies*If there have been no enrolments to CIPS programmes at the centre the interim visit may be delayed. If there continue to be no enrolments to CIPS programmes, CIPS reserves the right to suspend or withdraw Study Centre Approval.All centres: Following a successful interim visit, CIPS Approved Study Centre status is confirmed for a 3-year period. Annual audits against the approved study centre criteria will take place during this period.


New applicants: Included in Management Letter (see 1.1.1)

Signed copy of CIPS/Study Centre Agreement.

How CIPS will measure your evidence

Management letter clearly states commitment as per template.


The Study Centre makes adequate provision for its learners to complete their programme of study and take CIPS examinations/assessments, either by providing examination facilities or by using those of another provider and paying the associated fee for this service.

In unforeseen circumstances should the centre be unable to continue to offer CIPS programmes, there should be provision for ensuring that learners are able to complete their course elsewhere, or using a different mode of study (eg distance learning). New applicants: Please indicate a commitment to this provision within the Management Letter.



All centres: You may also wish to provide a copy of your centre’s learner contract or agreement which confirms your commitment, eg: ‘[STUDY CENTRE] will ensure that if a class ceases to be viable, we will arrange completion of your course through you joining another group, transferring to another centre, or through open/distance learning.’

Established learning providers such as FE colleges may apply to become a CIPS Approved Examination Centre at the same time as applying for Study Centre Approval. Such an application will be considered separately and does not form part of Study Centre Approval. Please indicate on the Application Form if you are making a separate application.

CIPS will expect new centres without an established track record of providing secure and reliable examination facilities to be approved for at least a year before applying to become a CIPS approved examination centre by the end of the second year*. In the meantime you should show that learners are given details of CIPS Regional Exam Centres (see CIPS website for details) and/or other examination providers, and accurate and up-to-date advice on how to enter for exams, either within a learner handbook, as part of the tutorial programme, or in other relevant guidance material.

*Please note that CIPS may impose an additional charge on centres who continue to rely on Regional Examination Centres after two years, instead of making appropriate provision themselves.


New applicants: Included in Management Letter.


Management Letter clearly states commitment.

Approved exam centre applications are considered separately and do not form part of the Study Centre Approval process.

Accurate and up-to-date exam entry information appears in relevant guidance material, giving learner clear advice on alternatives and how to proceed.


The Study Centre clearly documents the respective roles, responsibilities and accountabilities of any partnership arrangements.

Please provide copies of any partnership agreement in relation to the provision of CIPS programmes.

If the agreement itself cannot be included for legal/ confidentiality reasons, please provide a clear description of the respective roles and responsibilities of each partner in relation to CIPS programmes, avoiding overlaps or omissions.

Both/all parties must have signed up to the arrangement. A photocopy of the relevant page of the partnership agreement will be accepted.


Partnership agreement or document outlining respective roles.


Respective roles/responsibilities of partners are clear, avoiding overlaps and omissions.

Both/all parties signed up to the arrangement.




The Study Centre declares any conflicts of interest involving personnel.

Conflict/Competition of Interest Policy - See 1.3(x) below.

Please provide the CVs of all staff who will be involved in the delivery and administration of CIPS programmes.

CVs should show relevant current and recent employment with other organisations, including working for CIPS, eg as an assessor, and self-employment.

Where a potential conflict is identified, please show how the risks of competing interests are managed and mitigated. If a ‘Chinese wall’ arrangement has been put in place, please describe how this protects against conflicts of interest, and how it is monitored and quality-assured.


Centre’s Conflict/Competition of Interest policy.

Staff CVs showing work for other organisations.


Sufficient detail provided to assure CIPS that no conflicts exist, or that satisfactory ‘Chinese wall’ arrangements are in place where conflicts have been identified.


The study centre has appropriate arrangements in place for preventing and investigating malpractice and maladministration.

All centres must have a Malpractice & Maladministration policy and procedure, which must include preventative measures, monitoring procedures, and actions to be taken in the event of malpractice or maladministration being identified, including notifying CIPS, and if necessary the regulator. CIPS can provide a template to show what should be included.

See also 1.3(iv) below.


Centre’s Malpractice & Maladministration policy and procedure.


Sufficient detail provided to assure CIPS that an effective process/ procedure is in place, and that actions will be taken where necessary.

1.3 Policies


The Study Centre has appropriate policies in place to safeguard learners and the learning process.

Please provide a copy of all policies listed list below (i-xii). Justification must be given for any policies that are considered not to be relevant to the centre. CIPS will check that each policy is up-to-date (ie, includes reference to latest legislation/regulation, where appropriate)

Please show how relevant policies are issued/made known to staff and learners at the centre (eg, included in induction/ staff/learner handbook).


An appropriate range of policies that are: compliant with latest statutory

and regulatory requirements supported and monitored by

management understood and complied with by

the delivery/assessment/internal quality assurance team and by learners



linked to clear procedures that ensure that policy appears in practice.

Subject to regular review and updating where appropriate.

Please provide written procedures that show that policies are put into practice.

Please provide a copy of, or describe the centre’s system for policy monitoring and review/update by management.

Policies required: i. Customer Service Policy/ Statement

Should include measurable aims and objectives/service standards.

ii. Complaints Policy/procedure (for learner complaints)Must include a clear procedure for learners to follow, showing stages of complaint-handling within the centre, and the point at which unresolved complaints should be referred to CIPS. It should also include an appropriate means of monitoring, record-keeping, and reporting on complaints, and usage of data for quality-improvement.

iii. Appeals Policy/procedureThe process should set out the study centre’s procedure for handling appeals to the awarding body on behalf of candidates.

iv. Malpractice & Maladministration policy and procedure.Must include preventative measures, monitoring procedures, and actions to be taken in the event of malpractice or maladministration being identified, including notifying CIPS, and if necessary the regulator.

v. Data Protection The centre must have secure management information systems for storing learner information that are accessible only to approved staff. Policy should cover centre’s position on storing and archiving data, location of data, roles and responsibilities of staff with regard to record keeping. The centre must ensure that staff are aware of their legal obligations and that the relevant data protection notices are accurate and compliant with legislation. The Centre Data Protection Policy should be clearly communicated to learners/other data subjects.

vi. Equality & DiversityMust be compliant with equality legislation, and


All policies (i-xi) that are relevant to the centre are in place

Policies are up-to-date (ie include reference to latest legislation/ regulation where appropriate)

Relevant policies are issued to staff at the centre

Relevant policies are made available to learners at the centre (eg included in induction/ in learner handbook).

Appropriate procedures are in place to put policies into practice

There is evidence of, or there are plans for, policy monitoring by management, and cycle of evaluation and review.



include appropriate systems for monitoring, record-keeping, reporting, and usage of data for quality-improvement.

vii.SafeguardingWhere there are learners under the age of 18 or vulnerable adults, the centre should meet the requirements of current safeguarding legislation, in relation to checks on the employment of staff. The Safeguarding Policy should commit the centre, based on a risk assessment of its learner body in relation to (a) children and (b) vulnerable adults, to having a sufficient number of trained and competent staff with designated responsibility for safeguarding, and a means of communicating relevant information and material effectively to staff.

viii. Health and Safety Confirmation of the centre’s undertaking that all premises, facilities and equipment to be used for delivery and/or assessment (of CIPS programmes) comply with the relevant health and safety legislation.

ix. Reasonable Adjustments PolicyShould include: the name of the person at the centre responsible for dealing with reasonable adjustments. Information for learners on the provision of learner support services, either in the Learner Handbook or provided to learners elsewhere (eg, at induction). details of the centre’s arrangements for providing equality of opportunity and access to learning and assessment details of the centre’s arrangements for facilitating reasonable adjustments for candidates with particular requirements, difficulties or disabilities cross-reference to CIPS policy on reasonable adjustments.

x. HR Policies, eg: recruitment/employment; staff development; performance management recruitment/employment policy should indicate non-discriminatory practices under the Equality Act. staff development policy should include arrangements for the updating of professional experience. performance management policy should include details of internal monitoring/review/audit arrangements that demonstrate quality assurance procedures for the centre with regard to staffing.

xi. Conflict/Competition of Interest



Policy must indicate the disclosures required from staff involved in activities or employment which may compete with or be in conflict with activities or duties required by the centre, including activities or employment with CIPS. It must identify any such disclosures which would prevent the person concerned continuing in employment at the centre.

2. Course management and administration:Demonstrating effective and efficient operational functions, including engagement with CIPS as required.

2.1 Course Management & Systems


The Study Centre has a single, named point of responsibility for the quality assurance and management of CIPS programmes.

Please provide the named responsible person, their role and contact details.

The named person must be sufficiently senior to be responsible and accountable for quality and management issues in relation to CIPS programmes.


Named person & role.


Named person is sufficiently senior to be responsible and accountable for quality and management issues.


The Study Centre has a named, readily available and knowledgeable point of contact for dealing with enquiries about CIPS courses.

Please provide the named person, their role and contact details. This may not necessarily be the same person as in 2.1.1.

The named person should be sufficiently qualified and competent to deal with enquiries about CIPS programmes – this should be evident from their CV or other background information.

The named person’s contact details should appear in the centre’s promotional material* about CIPS programmes. (*new applicants: draft material is acceptable at this stage.)


Named person & role.

This person named in promotional material.


Named person is sufficiently qualified/competent to deal with enquiries.

Promotional material provides contact details.

2.1.3Centre

There is effective communication between the Study Centre and CIPS,

Please specify the designated post, as well as name and contact details of the current post-holder, with



Approval Criterion

for learner registration, staff changes, etc.

responsibility for being the CIPS contact at your centre. (If the named person leaves, the new post-holder would automatically become the CIPS contact.)

Please provide contact details of a 2nd named person/post-holder who can deal effectively with CIPS contacts and programmes in the absence of the 1st named person.

Please provide details of your system for registering candidates with CIPS.

Changes that could affect status include Change of delivery mode, eg from classroom-based to

distance learning Change in teaching team, eg loss of staff with CIPS

membership/background/experience Change in centre’s financial position


Emails/other correspondence with CIPS.

System for registering learners with CIPS.

New applicants: Management Letter includes undertaking to inform CIPS if changes affect approval status.


CIPS named contact at centre relates to a post, as well as to an individual.2nd named person +details provided. All contact details have been provided. System will ensure reliable candidate registration with CIPS.


The roles and responsibilities of the CIPS staff team across all sites are clearly defined, allocated, communicated and understood.

Please provide, in relation to the CIPS staff team: organisation chart showing line-management

structure job descriptions for each role within the team,

showing clear areas of responsibility/accountabilityPlease also show how the above information is provided to team members, and gives new staff members sufficient information to carry out their role and understand the role of others, eg: inclusion in staff induction inclusion in course or staff handbook

The Course Leader should preferably be a member of CIPS, and have sufficient scheduled time to manage the organisation of the team and promote CIPS courses.

The Centre Co-ordinator may have other role(s) at the centre. The Co-ordinator is responsible for: registering learners with CIPS and obtaining their CIPS

candidate registration numbers providing the Unique Learner Number and learner

record for each learner (where appropriate) ensuring learners are registered for the appropriate

units/qualifications in accordance with the timescales required by CIPS

maintaining auditable candidate records and tracking the progress of candidates towards their target qualification

requesting access to records of learners previous


Job descriptions.

Organisation chart.

Inclusion in staff induction.How CIPS will measure your evidence

Management structure is clear.

Staff roles/responsibilities are clearly defined.

Job descriptions give clear areas of responsibility/accountability.

Induction/training gives new staff members sufficient information to carry out own role and understand the role of others.



achievements to ensure opportunities for exemption are maximised

providing information to CIPS on candidate progress, completion or withdrawal

ensuring that the centre remains fully compliant at all times with CIPS’ centre requirements with regard to training, delivery and (Level 2 only) e-assessment procedures


Course structure is clearly set out as required by CIPS, including full coverage of unit content and required Guided Learning Hours.

Please provide details of your programme for CIPS qualifications:

qualifications (to be) offered programme/schedule for each course, showing

how content will be covered, and how CIPS requirements for GLH will be/are met (see below).

(proposed) course timetables named tutor(s) for each unit.

Guided Learning Hours (GLH): the specified GLH for each CIPS unit is shown on page 2 of the Unit Content Guide. However, it is recognised that many CIPS learners may not need 100% of GLH to be tutor-led, so CIPS will accept a medley of approaches (see list below), provided that evidence is available to show that the full requirement for GLH is covered.

You must keep records to show how the learner is given their GLH entitlement using an appropriate range of the approaches listed below. The combination of approaches must be justifiable, eg: taught programmes should show the majority of

GLH as tutor-led; distance learning programmes should show the

study time allocated for each work-package, plus other methods of learner support making up the full GLH;

‘customised’ programmes should show how the learner is given the GLH entitlement inside and outside of tutor-led hours.

For every CIPS unit there must be evidence to show the learner’s entitlement to the required GLH using an appropriate selection of the following approaches: classroom tuition seminars/tutorials lectures supervised study where the tutor is present to give


Course programme outline/schedule, showing how GLH covered;

New applicants: Scheme of work for one unit, showing how GLH covered. Approved centres: Schemes of work for all units, showing how GLH covered.

Records of learner contact, both tutor-led and non-tutor-led, accounting for the required GLH for each unit.


Course information is complete, accurate and clear for new learners.

Schemes of work and other records show how CIPS’ requirements for unit content and GLH are met.

Distance learning: study hours given in work packages

are reasonable records show other appropriate

programmed contact times, ie when tutor is paid to be available to provide learner support, and learners are informed of their entitlement to make contact.

(Note: it is not necessary to record how/whether each distance learner actually took advantage of the available tutor support, but evidence must be provided of the amount of dedicated support offered – see right-



hand column for details.) subject-specific guidance virtual rather than face-to-face contact, where the tu-

tor is directly accessible by the learner through the use of telephone, email, email discussion groups, virtual learning environments (VLEs) and other technology-aided means (e.g. through telephone or video-confer-encing or webcasting).

induction activity specific to the unit or programme of study

records of interaction between the learner and the tu-tor in the form of feedback on marked work

work-packages (distance learning). The study hours expected of the learner must be shown in each work-package

subject-specific reading/activity set prior to workshops or class-based sessions

subject-specific reading/activity set as follow-up to workshops or class-based sessions.


The Study Centre has systems that ensure consistency of standards and support equality of opportunity.

Please provide details how teaching standards are monitored, how and when teaching observations of non-teacher-qualified tutors take place, and how feedback from monitoring is used to improve teaching standards.

Please provide details of how your equality monitoring processes ensure equality of opportunity how learner experience (feedback) and performance

is monitored, recorded and analysed against your centre’s Equal Opportunities policy, to allow comparison of outcomes for all equality groups, to identify any barriers, and to alert management if concerns arise.

your provision for arranging reasonable adjustments for learners, where required.

Please show how the above indicators of quality and equal access are conveyed to learners and other interested parties, eg in course handbook, promotional material, etc.


Records of observed lessons.

Equal Opportunities monitoring with analysis.

Compliance with CIPS reasonable adjustment policy and processes.


Reliable monitoring systems in place for internal standardisation, teaching observations etc.

Effective internal procedures for reasonable adjustments.

Recording/monitoring analysis allows identification of barriers for all equality groups.

Mechanism exists for alerts to management if concerns arise from the above.

CIPS requirements appear in course handbook/other course material.




Inspection/audit reports from other relevant organisations are satisfactory.

Where they are available, please provide copies of any relevant inspection/audit reports (Ofsted, SFA, other awarding bodies, etc).

CIPS will check that the content and/or required actions contained in such reports do not give cause for concern in relation to CIPS programmes.

Please provide justification/explanation of any adverse comments included in these reports, and/or details of remedial action taken as a result.


Relevant inspection/audit reports.

Latest audit/monitoring report from other awarding bodies.


Content of reports does not give cause for concern.


Study Centre links with local CIPS branches and/or employers/ businesses are good (or planned).

If available, please provide a record of contacts made, support received, meetings attended, etc.

If no such links have yet been made, please provide a list of potential contacts, and existing networks, if any, that will be used to forge new relationships.


If available, record of contacts made, support received.

May not be available for new applicants at this stage.


Contacts/networks are appropriate for CIPS programmes.

2.2 Course Delivery


Staff demonstrate good practice by following schemes of work containing clear aims, objectives, and coverage of content for each unit.

CIPS provides a simple Scheme of Work template, but centres may wish to use their own version.

Scheme of work should show how topic content is to be covered, within Guided Learning Hours as set by CIPS.

Approved centres: Samples of lesson plans linked to scheme of work.


Appropriately set out and completed scheme of work for: (new applicants) one CIPS unit. (approved centres) all CIPS units

taught.How CIPS will measure your evidence

Scheme of work covers the full unit content, shows sensible breakdown of topic areas, time allocation, use of resources, activities and assessment of learning.




Staff are required to be up-to-date and use latest research, journals, etc in their teaching.

Reading lists and other resource information are indicators of the knowledge and range of expertise of the teaching team, and the currency of their experience.

Please provide the reading/resource list that is/will be given to learners, linked to relevant units of CIPS programmes.


Reading and resource lists relevant to CIPS units/programmes, including journals/research papers and on-line resources.


Reading/resource list covers full range of programme/unit topics.

Reading/resource list contains up-to-date material.


A suitable range of teaching methods/techniques is used.

CIPS provides a simple Scheme of Work template, but centres may wish to use their own version. Regardless of whether delivery is classroom-based, or via blended learning, distance learning, e-learning, etc, the scheme of work should indicate how the topic content will be covered within the time available, and the delivery methods and resources to be used, including use of online/interactive resources, to give learners a reasonable variety of learning opportunities.

If the whole programme is to be delivered in a ‘didactic’ way (ie where the teacher uses direct instruction to a passive group of learners) please justify why this method is appropriate and other learner-centred styles are not used.


Scheme(s) of work.


Scheme(s) of Work show appropriate variety of learning opportunities.


Systems are in place for the prompt return of marked and ‘mock’ assignments, with suitable feedback and guidance for improvement.

Learners are generally expected to submit work for marking by set deadlines. They are equally entitled to expect return of marked work from their tutors within agreed deadlines. Please show how your centre ensures that both these entitlements are met, eg: assignment tracking systems learner contract showing entitlements staff induction/handbook/instructions showing

requirements in relation to return of assignments and feedback

quality systems monitoring the above

Please provide copies of forms that are/will be used to provide feedback to learners and give them constructive advice on how to improve.


Assignment feedback sheet.

Tracking system for assignment submission/ mark/return.

Instructions to staff re: marking / feedback.


Marking/feedback forms allow constructive advice to be given to learner.

System will deliver assurance of



prompt feedback, and ensures that failure to provide this will be quickly identified and taken up with staff member concerned.

System prepares learners appropriately for examination/assessment success.

2.3 Course Data


The Study Centre has administrative systems in place to track the progress of learners towards their target awards, and their subsequent achievements.

Centres should have recording system(s) capable of gathering, storing, and providing accurate information to CIPS (and the regulators) covering: learner recruitment attendance/completion achievement (results)

Please provide evidence that your centre: has a facility for keeping data for at least 3 years is Data Protection compliant (ie, personal data held is

not excessive/unnecessary, not kept longer than necessary, held securely, confidentiality maintained, etc)

has a Data Protection Access request procedure in place, with a designated responsible officer.


Recording system capable of being audited by CIPS and regulators.


Learner recruitment, attendance/completion, and achievement records are: complete, accurate, up-to-date securely stored/accessed in line

with the requirements of CIPS, the regulatory authorities, and data protection legislation

available for external monitoring purposes.


Study Centre staff are aware of CIPS’ format and timescale requirements for information, registration, quality assurance etc. and have systems in place to comply.

Please show how your centre ensures it gathers the data required by CIPS, and the systems used for ensuring that learner/candidates are registered (whether as individuals or by the centre) in time for each examination session.

Please include extracts from staff handbook or other induction/staff information that make clear the responsibility of individual staff members for providing complete, accurate and timely data to CIPS.


Enrolment forms/induction procedures gather required information.

Included in staff handbook/staff induction.

IT facility for data transfer to CIPS.How CIPS will measure

Clear and accurate information is provided on staff role/responsibilities with regard to data gathering, storage



your evidence

and usage, and CIPS deadlines/other requirements.

Procedures and forms gather appropriate information to meet CIPS requirements.

Timely registration system with CIPS.


Study Centre uses data effectively when reviewing course delivery and planning improvements.

An important aspect of quality improvement is to review your learners’ exam results. This enables you to identify potential issues that need to be rectified, such as poor results in a particular unit, or from a particular teacher. It also allows you to recognise when a poor result is due to factors relating to the size or characteristics of a particular cohort, and therefore unlikely to be a cause for concern in terms of quality improvement actions.

You will be asked to complete an Annual Report to CIPS that includes brief comments on the outcome of your results analysis, so that you and your auditor can discuss any areas of concern at the annual audit visit. This is why it is important to have a system for capturing accurate results data in relation to your learners.

However, we are not concerned with the precise accuracy of the results you gather/analyse: what is important is that you gather and analyse enough data to be able to draw valid conclusions, and are able to discuss your conclusions, and any related action plans, with your auditor.

See also Section 5.


Data/recording systems as in 2.3.1

Course review/evaluation plans or procedures.


See Section 5.


The Study Centre is aware of how to obtain on behalf of its learners a unique learner number (ULN) and a learner record.

A Unique Learner Number (ULN) is a 10-digit reference number which anyone over the age of 14 involved in UK education or training can use to keep an official record of their achievement in their ‘Personal Learning Record’. Learners will retain the same number for accessing their Personal Learning Record throughout their lives, whatever their level of learning and wherever they choose to participate in education, training and learning.

The number is generated by providers of education and training via the Learner Record Service portal, and must be quoted whenever a study centre enters a student for an exam in a CIPS qualification that attracts public funding (currently the Certificate and Advanced certificate). There


Knowledge of registration with ULN provider system.


ULN could be obtained if requested.



is a field for the ULN in the group entry form.

To obtain a ULN for your students you first have to sign up to the LRS Organisation portal. For more details go to: http://www.learningrecordsservice.org.uk/products/lrs/

CIPS will expect to see that your centre will be able to respond to requests from learners for a ULN.

3. Staffing and other resources: Demonstrating commitment to high quality teaching and learning resources, including qualified and competent staff.

3.1 Staffing


The Study Centre has sufficient competent, qualified and experienced staff and/or associates to meet CIPS requirements for qualifications delivery.

Please provide CVs of teaching staff, including details of professional/specialist/teaching qualifications (see below), and evidence of recent work experience in the industry.

The course team must include:

1. Professional competence:i. At least one person (and preferably more) on the

teaching team must have a degree-level qualification in a ‘relevant subject’ (procurement, purchasing, supply chain management, etc) in order to deliver the specialist purchasing units in all programmes. CIPS will determine whether an alternative ‘relevant subject’ qualification is acceptable.

ii. All tutors should have experience of teaching their subject, recent practitioner experience, and ideally they will be MCIPS.

iii. A copy of all relevant subject qualification certific-ates must be obtained and kept on the course file (unless the person is CIPS-qualified).

Note: It is not essential for everyone on the team to have a ‘relevant subject’ qualification, provided they have ac-cess to the colleague(s) with professional qualifications for advice/mentoring. You should obtain up-to-date au-thentication for all relevant qualifications listed in the tu-tors’ CVs in the form of copy-certificates, and keep these in your course file for future audits.

2. Teaching competence:


CVs of teaching team showing subject expertise and teaching qualifications;

Copies of relevant qualification certificates held on course file.


CVs show at least one specialist with a relevant degree-level qualification in procurement or supply chain management

Copies of the above person’s procurement qualification certificate (unless they are CIPS-qualified) to authenticate the holders’ claim

CVs show at least one person with a recognised teaching qualification

Copies of above person’s teaching qualification certificate authenticate the holders’ claim

CVs show recent work experience (or recent staff development activity to update knowledge/skills)

CVs show at least one person with seniority and competence to


http://www.learningrecordsservice.org.uk/products/lrs/


manage the internal quality assurance process.

v. At least one member of the teaching team (and preferably all members) must hold a recognised teaching qualification. (PGCE, B Ed, Cert Ed, City & Guilds 730/740 series, P/C/DTLLS, PCGHE, PGCLTHE etc). This person is responsible for carrying out observations on other team members who do not hold teaching qualifications, and reporting to management on the outcome of these observations. The centre management is expected to act upon these reports, provide appropriate training and support to improve the teaching skills of team members, and if necessary remove and replace member(s) of the team who do not reach a satisfactory standard of teaching qualifications and/or skill.

vi. Copies of any teaching qualification certificates held by any member of the team must be obtained and kept on the course file.

Note: It is not essential for everyone on the team to have a ‘recognised’ teaching qualification, provided they have access to the colleague(s) with teaching qualifications for advice/mentoring. Non-qualified tutors are expected to be studying towards appropriate teaching qualifications. You should obtain up-to-date authentication for all relev-ant teaching qualifications listed in the tutors’ CVs in the form of copy-certificates, and keep these in your course file for future audits.


All staff involved in CIPS programmes are properly resourced and supported to perform their roles and responsibilities effectively.

Please provide a staffing chart that shows the roles and allocated responsibilities of the team responsible for CIPS programmes. This should include, where relevant, a clear indication of the proportion of each staff member’s time allocation to non-teaching duties, to allow them to carry out other allocated tasks.

See 3.1.1 above – please provide details of which qualified teacher will be carrying out lesson observations, their qualifications, and the support processes arising from this activity.

Please include details of the centre’s appraisal or other monitoring scheme, showing how it is used to identify training/development needs, and details of staff development arrangements that enable these needs to be met.


Staffing chart Job descriptions (all team); Record of observed lesson (of non-

qualified teachers) Supervision/appraisal/staff

development scheme CIPS course file Team meeting agendas (draft).

How CIPS will measure your

Management structure is clear Job descriptions give clear areas of

responsibility/accountability Staffing timetable gives evidence



evidence of reasonable workload allocation Timetabled lesson observations by

qualified teacher, outcomes/actions recorded.

Appraisal/supervision/mentoring scheme identifies training/CPD needs

Staff development policy/plan allows staff time to update relevant knowledge/skills and/or attend training

CIPS course handbook/manual with relevant procedures is issued to staff

(Draft) Team meeting agenda allows feedback from staff to influence/ improve quality/processes.

It is expected that course leaders will attend one of the CIPS Study Centre days/events held each year. These are essential opportunities to meet examiners, keep up to date with unit content changes and network with other centres. Please show how arrangements are made for staff member(s) to attend CIPS study days and other CPD events, and to develop links with local employers and CIPS branches.

You should build and maintain a course handbook/manual for all CIPS qualifications, and make this available to all staff members. Please provide a list of the contents of your CIPS course file, and have the file available to show to the CIPS representative at the Approval Visit.

Please indicate how you plan to involve staff members in course evaluation and review. (see also Section 5).


There is a contingency strategy for teaching team cover.

It is not anticipated that this list will be extensive, nor that the people on it will be retained by the centre. The purpose of this criterion is to assure CIPS that learners will not be disadvantaged in the event of unexpected illness or change of personnel. Evidence

for this criterion could include.....

List of back-up teachers with CVs.


CVs of back-up staff show appropriate qualifications/expertise to deliver in short term.

3.2 Staff/learner resources


The Study Centre has adequate resources and systems in place to support the delivery of CIPS programmes.

Please give details of your centre’s IT and IT support facilities available to learners on CIPS programme.

Please provide a plan or description of the classroom and private study space(s) to be used, suitable for class sizes of no more than 25.

Please provide a list of learning materials to be used for CIPS programmes e.g. books, journals, multimedia


Learner handbook listing IT facilities/support available teaching areas used.

Resources list.

Facilities seen at Approval Visit.




Learner handbook, visual inspection, or other learner document confirms that: support facilities are adequate

and made appropriately available for CIPS learners

classroom areas are appropriate reading/resource list covers full

range of programme/module topics

reading/resource list includes up-to-date material.

3.2.23.2.33.2.4Centre Approval Criterion

Equipment and accommodation used for the purposes of delivery (and assessment) complies with the requirements of relevant legislation, including health and safety, and provides access for all learners.

Equipment and accommodation at satellite premises meets the same standards as those of the main provider.

Staff receive appropriate training on use of equipment where necessary.

There should be a clearly-identifiable link between policy (see Section 1.3) and practice with regard to safety and accessibility.

At Approval or Audit visits CIPS will expect to be able to confirm some aspects of safety and accessibility of accommodation and equipment. This may involve visiting satellite centres to confirm arrangements there. However, CIPS representatives will not have the necessary expertise to judge on these matters, so it would be helpful if you included any certifications of safety and/or assessment of accessibility in your course file relating to the buildings and equipment used for CIPS programmes. Should the CIPS representative have cause for concern over these matters it may be necessary to require the centre to acquire external confirmation from an expert.

Please show how staff receive instruction and/or training on matters of safety, and on access issues, on appointment or as part of their induction.


Included in new applicant’s Management Letter.

Health & Safety policy.

Equal Opportunities policy.

Staff induction programme /Health & Safety training plan.


New applicants: Clear commitment in Management Letter.

All centres: See Section 1 for policies

H & S Certificate/PAT testing certificates/arrangements.

IT facilities are accessible and safe.

Buildings, classrooms and study areas, are accessible and safe.



Staff induction covers relevant safety and accessibility matters.

4. Learner support/feedback:Demonstrating a commitment to enhancing the learner experience.

4.1 Pre-course to enrolment


Clear information, advice and guidance about the centre, its delivery model(s), and about CIPS qualification content, procedures, assessment and progression are provided to potential and new learners.

Please provide copies of all documents that your centre gives to potential and enrolled learners. These documents should enable enquirers to determine whether they are suitable to undertake CIPS programmes, and to understand their entitlement as a learner at your centre, as well as directing them to further sources of advice and guidance.

They should also provide clear information about the procedures to be followed in order to enrol, register, study and achieve CIPS qualifications at your centre, and post-qualification progression routes either at your centre or elsewhere.

(see also CIPS website: ‘Guide to Exemptions from CIPS Examinations’)

Please provide a copy of your centre’s induction programme for CIPS courses, with an indication of when induction takes place. Induction should include the following: guide to centre facilities identifying learner’s study & assessment needs available learner support course requirements, schedule, timetable, teaching

methods, available resources, handbooks, assessment requirements, methods, etc CIPS on-line exam entry system: guidance on correct

entry procedure to CIPS exams opportunities to consider programme options and

choices (if any) progression opportunities CIPS membership centre policies centre complaints procedure.


Course information (for enquirers) or Prospectus;

Learner handbook Learner induction programme


Enquirer information/pack or Prospectus is accurate and up-to-date.

Learner handbook contains accurate up-to-date information about CIPS and its programmes, including requirement to contact CIPS to register, obtain information on assessment, and possible exemptions.

Induction covers all items listed, sufficient to give new learner clear, complete, and accurate information to enable them to embark on course.

4.1.2Centre

Learner selection and admission is conducted with demonstrable

Your centre’s application and enrolment forms and processes should be inclusive and free of discrimination,



Approval Criterion

commitment to equal opportunities in all areas.

whether direct or indirect.

Enrolment forms should allow the applicant to disclose personal information about disability only if they choose, and should gather equality monitoring data in confidence (ie by collecting statistical information not linked to names).

Many applicants for CIPS courses have full time jobs: wherever possible enrolment arrangements should be tailored to suit applicants unable to attend standard enrolment events.

New applicants should include copies of these forms and procedures with your submission; approved centres should have them in your course file.

It is vital that no candidate enrols for a CIPS programme without understanding the learning and assessment requirements of the programme – this should never come as a shock near the end. Please describe your centre’s procedure for explaining assessment methods and requirements at the outset.


Non-discriminatory recruitment/ promotional material and practices.

Flexible enrolment procedure.

Guidance for those with particular study/assessment needs.


Recruitment to CIPS courses is demonstrably open to all applicants who meet the entry criteria, regardless of background or impairment.

Application and enrolment forms and processes are flexible and do not discriminate.

Alternative provision for learners with particular learning/assessment requirements is adequate and appropriate.

4.2 On-course to completion


Particular learning/assessment requirements of learners are identified and met wherever possible.

See also 4.1.2.

Please also describe the processes used for identifying the learning and/or assessment needs of learners on CIPS programmes, and the provision available at your centre to meet these needs, once they have been identified.


Learning/study support and resources available to learners.


Procedure in place for explaining assessment methods and requirements at the outset.

Alternative methods made available for learners with particular learning/assessment requirements are adequate and appropriate.


Learners have access to, or are directed to, latest CIPS texts/study guides.

See 2.2.2. Evidence used for 2.2.2 can also be used here.




Resources list.

Schemes of work and lesson plans.

Stock list, if appropriate.How CIPS will measure your evidence

Resources listed are up to date and relevant.


Learners have regular opportunities to review their progress against the requirements of the award and to seek guidance where necessary.

The Learner Handbook/ Manual/other similar title is an invaluable source of useful information for CIPS learners, and if carefully put together will provide evidence for a wide range of Centre Approval criteria.

In this case, details of tutorial arrangements for CIPS learners, or the course programme with scheduled tutorial dates, will provide the necessary evidence. Where tutorials are provided they should be scheduled outside Guided Learning Hours so as not to reduce learners’ entitlement to taught time.

Note: where Distance Learning is offered, ‘appropriate’ support arrangements should include out-of-hours tutorial support for learners who cannot meet with their tutor in office hours.


‘Tutorial’ or other appropriate support arrangements.Learner handbook/manual with references to tutorials/on-course support/guidance.


Learning reviews or tutorials are timetabled within course programme.

Centre provides a point of contact for learner support/guidance.

4.3 Post-completion


Feedback is obtained from learners and used in quality improvement.

Learner satisfaction surveys should be an integral part of the centre’s continuous improvement programme, allowing consumers of the service to provide feedback to the staff team on such issues as: subject delivery, homework, examination preparation, accommodation, accessibility, course administration, organisation, customer care and catering.

New applicants: These surveys may only be in the planning stage at the time of applying for CIPS Centre Approval, but you should give examples of the methods by which you intend to obtain feedback, and your course programme or timetable should indicate how and when this will happen, and how the information gained will feed into your internal quality assurance programme.


Learner satisfaction questionnaires/surveys.

Action Plans.


Learner feedback/satisfaction surveys timetabled (New applicants: these may be planned at this stage).

Feedback from surveys links into course quality assurance/evaluation process.

4.3.2 Guidance/assistance is offered to Most of the evidence needed here can be included in the



Centre Approval Criterion

completers on progression routes employment opportunities CIPS membership

Learner Handbook/Manual.


CIPS materials/pamphlets.

Links with local employers.

Prospectuses (own and others, if next level not offered at centre).


Centre provides point of contact for learner support/guidance.

Centre has up-to-date CIPS materials.

Centre provides information relating to progression opportunities.

5. Quality assurance, evaluation and review:Demonstrating a commitment to on-going quality improvement.

5.1 Internal processes


Course team meetings are held regularly to ensure effective communication, and to plan actions to redress weaknesses.

New applicants: At the point of applying for CIPS centre approval, team meetings may not have taken place. Please include a draft agenda for future meetings to show how this criterion will be achieved.

Approved centres: Please include examples of agendas and minutes in your course file to show how quality improvement information is disseminated and discussed amongst team members, decisions for improvement made and recorded, and action points followed up.


Course team meeting dates.

Draft agenda.


Standing items on (draft) team meeting agendas show commitment to effective communication within team, and follow-up of action points from earlier meetings.


Suitably qualified and experienced staff carry out internal quality assurance activity to promote continuous improvement.

New applicants: Please include your plans for carrying out course review/evaluation: when this will happen, the method or process to be used, and how the outcomes of the process will feed into a cycle of continuous improvement.

All centres: The process should involve learners and staff, and should address quality of delivery, outcomes,

Evidence for this criterion could

Systems for reviews/internal audit of standards and programme delivery: teaching, tutorials, support, equal opportunities etc.



include..... leading to action plans Staff/learner/employer

questionnaires/surveys

Appropriate data recording and tracking system: results, retention, completion, equal opportunities

CV/experience of QA staff concerned.

achievement (including learner achievement in relation to your centre’s equal opportunities policy), and progression, and lead to plans for improvement.

For advice on using learner/candidate results as part of this process please see 2.3.3.

If you have received any relevant quality or monitoring reports from other external organisations, please include these.

The member(s) of staff leading this activity should be sufficiently senior, qualified/experienced to be able to carry out the internal QA function.


The centre has effective systems to monitor its own standards and uses the outcome of the monitoring process to revise and improve provision.

Course review process includes analysis of data (recruitment,

retention, results, equal opportunities),

feedback from surveys

Appropriate staff member in charge of internal QA (ie sufficiently senior, qualified/experienced to be able to carry out internal QA function).


Queries about the qualification specification or related awarding body material are resolved and recorded.

See 2.2.2 (Reading/resource list.)

There is no need to include CIPS course material in your submission/course file.

New applicants: On approval, a full set of up-to-date course material will be provided - at this stage please indicate how learners and staff will be made aware of sources of up-to-date materials.

All centres: Filing/storage of CIPS queries and responses can be electronic, eg in Microsoft Outlook folder.


Learner handbook/course file/reading list.

CIPS email/contact list.


Learners and staff are advised how to obtain up-to-date information about CIPS courses.

Main centre contact has up-to-date list of CIPS contacts, and means of recording queries/outcomes.


The Study Centre deals promptly and fairly with learner complaints.

See Section 1.1.3 for guidance on Complaints Policy requirements. Please include



your procedure for dealing with complaints, if this does not form part of the policy

your means of keeping records of complaints and their outcomes

your process for ensuring that improvement meas-ures will follow from resolving complaints.


Complaints policy/procedure (with ref-erence to CIPS for unresolved com-plaints).

System for recording complaints/ out-comes, and resulting improvements where necessary.


Suitable complaints policy and proced-ure (see 1.3.1(iii))Procedure includes adequate record-keeping, and assures quality improve-ment.





Part 3: CIPS Graded Study Centre Criteria: additional criteria for Centres of Merit & Centres of Excellence

CIPS study centres value the opportunity to achieve ‘graded’ status because: grading motivates study centres, giving them something to aspire to, or something to maintain grading tells employers and potential learners something about the exceptional quality of provision and

performance that can be found at a the study centre.

Categories for CIPS approved study centres:CIPS Approved Centre (AC)

for all newly approved centres, and those that continue to meet the ‘approved centre’ criteria (see pages 5-29)

CIPS Centre of Merit (CM)

for centres that can show standards of provision and performance that exceed the ‘approved’ standards

CIPS Centre of Excellence (CE)

for centres that can demonstrate exceptional performance across all aspects of their provision



Changing your study centre grade: Study centres can request an upgrade if they meet the ‘approved centre’ criteria (published separately)

and the relevant additional criteria listed in this document Claims to each grading criterion must be supported by evidence Changes to grades can only be made following a study centre audit visit Study centre grades can go down as well as up: ie, the criteria will be used to assess maintenance of cur-

rent grade, as well as for upgrades, on an annual basis.

To qualify for ‘CIPS Centre of Merit’ a study centre must: continue to meet all the ‘approved centre’ criteria (published separately) have been a CIPS Approved Centre for at least two years satisfy all 10 essential criteria listed below (E) satisfy 5 other criteria from the list below have written support for the proposed upgrade from the CIPS auditor allocated to the centre.

To qualify for ‘CIPS Centre of Excellence’ a study centre must: continue to meet all the ‘approved centre’ criteria (published separately) have been a CIPS Centre of Merit for at least two years satisfy all 10 essential criteria listed below (E) satisfy 10 other criteria from the list below have written support for the proposed upgrade from the CIPS auditor allocated to the centre.

CIPS Graded Study Centre Criteria: additional criteria for Centres of Merit & Centres of Excellence.

Note: all study centres must also meet the criteria for CIPS Approved Centres.Centre of Merit: E1-E10 plus 5 other criteria. Centre of Excellence: E1-E10 plus 10 other criteria.

Guidance Notes1. Business structure, financial stability and policies.1.1 Evidence of strong management support, with appropriate resource allocation, in relation to CIPS programmes at the Study Centre.

E1 Budget for CIPS programmes for next 12 months should be available at audit, OR other evidence of management commitment shows that CIPS programmes are properly resourced.

1.2 Evidence of Study Centre’s willingness and capacity to develop CIPS programmes if the opportunity/market/financial climate allows.

Must be evidenced, eg in strategic/business plans – verbal assurances not sufficient.




Guidance Notes1.3 Have a good reputation among Purchasing & Supply companies/employers, nationally/locally.

Must be evidenced.

2. Course management and administration.

Centre of Excellence:2.1a Deliver full range of units for CIPS programmes at L4 – L6

Centre of Merit:2.1b Deliver Levels 4 and 5, with the capability to deliver Level 6 if demand warrants it.

E2a

E2b

Rationale: Learners would expect to be able to access progression through all 3 levels at a graded study centre.

Centre of Excellence:Not sufficient to claim ‘able/prepared to deliver L4-L6’. Study centre must either be currently delivering programmes at L4 – L6, or have recent (last 2 years) experience of run-

ning L4 – L6, with current teaching team ex-pertise to provide all 3 levels.

Centre of Merit: current teaching team has expertise to

provide all 3 levels.

2.2 Deliver CIPS courses at L3 – L6 or Deliver CIPS courses at L2 to L62.3 Demonstrate consistent levels of recruitment to CIPS programmes

E3 Learners on-programme at each qualification level up to Level 5 is consistent over time - no significant recent decline from previous years - showing that learners seek out this centre because of its grading.

2.4 Have at least 15 learners on programme at each level.

Note that this is higher than the requirement for the essential criterion above. To claim this criterion learner numbers must be at least 15 at all levels taught.

2.5 Be producing consistently high achievement rates.

E4 Above national average at all levels taught.

2.6 Evidence of high learner progression rates to next level, or of progress within employment as a result of qualifications gained.

Must be evidenced.

3. Staffing and other resources.3.1 Have a teaching team of 3 or more ‘Visiting’ tutors who teach one-off sessions cannot

be included.




Guidance Notes3.2 Have at least one MCIPS on the teaching team as well as a range of qualified procurement professionals (ie relevant degree-level professional qualifications)

E5 Rationale: Shows commitment to profession and CPD, an exemplar to learners.

3.3 Have other subject specialists/experts on the teaching team

ie not procurement specialists (see above), but with additional expertise to teach specific units

3.4 All members of the core teaching team have recognised teaching qualifications 3.5 All members of the teaching team undertake planned Continuous Professional Development (CPD) relevant to their subject area within each 12 month period.

E6 Planned = records show that each tutor’s professional/career development

needs have been discussed relevant CPD for each tutor has been agreed

and is supported by the centre agreed CPD has been carried out

3.6 The study centre is a CIPS Approved Examination Centre and offers examination provision to meet learner needs.

E7 Rationale: Offering exams gives learners the ‘full package’, which they would expect of a graded centre. This includes accommodating learners who have been granted a reasonable adjustment by CIPS.

4. Learner support / feedback

4.1 Maximum staff to learner ratio of 1:20

4.2 Members of the teaching team are available outside of programmed class time to provide support for learners (including tutorial)

E8 Formal tutorials and/or other support mechanisms are included in the formal programme, and are not scheduled during teaching time.

4.3 The Study Centre offers flexible delivery methods where appropriate as evidence of its commitment to equality of opportunity and support for all entrants to CIPS programmes.

Link between delivery methods and equality/diversity issues must be made.

4.4 The Study Centre has industry-standard equipment and resources, including access to an extensive library collection including official sources and electronic journals.4.5 The Study Centre has facilities (buildings, equipment, catering, etc) that exemplify best practice.

Facilities should be appropriate for learners who are likely to be professional people, probably studying whilst working.

4.6 The Study Centre gets consistently good feedback from learners.

Evidenced over time, through documented systems for gathering and analysing learner feedback




Guidance Notes5. Quality assurance, evaluation and review5.1 No significant action points of a negative nature were recorded at CIPS audits in the previous 2 annual audits. All action points were completed within the set timescales.

E9 Auditors will indicate any negative action points that are considered to be significant. Timescales for actions are agreed with centre contact at audit, so should be achievable. SC should notify CIPS in advance if there is a good reason why an action point cannot be completed by the deadline.

5.2 The Study Centre has evidence of a high level grade in a recognised quality assurance system – eg Ofsted inspections - with no significant negative issues in the previous 24 months arising from (a) other external audits or inspections, or (b) upheld complaints received by CIPS, that would compromise:

the quality of the programme the learner experience CIPS reputation

Negative issues can come from a range of sources (not including CIPS audits – these are covered in 5.1), but will only be taken into account if relevant and justified.Sources could include other awarding bodies’ reports, quality inspections etc. Complaints will only be taken into account if they have been upheld and relate to the quality of delivery or administration at the centre.

5.3 The Study Centre has evidence of improvement resulting from results analysis, learner feedback, internal or external QA review, etc.

E10 Study centre must be able to show that learner feedback, examination results and other data (eg feedback from CIPS audit reports) is regularly and routinely gathered and analysed, and used to contribute to continuous improvement.

E 1-E10 = all essential for CM or CE. 5 others for CM. 10 others for CE.



Part 4: Useful documents and downloads

All the documents listed below are downloadable from CIPS website: http://www.cips.org/en-GB/Qualifications/study-centres/offercipsqualifications/

1. Under the tab ‘UK applicants – how to apply’

Approved study centre criteria(SCG1)

A summary of the criteria to be met by all UK approved study centres. These criteria are also provided in this Manual (Part 2 starting on page 5) together with guidance on how to meet them.

UK centre approval application form (Form SC1)

The application form also includes the approved centre criteria, with space for the applicant to cross-reference to the evidence they are providing.

Appeal against centre approval refusal(SCG5)

Should your application be refused by CIPS Approvals Panel, there is an appeal process, described here.




2. Under the tab ‘UK study centres – information and guidance’

Business Plan Guidance Notes(SCG6)

As part of the application process, UK study centres are required to submit a business plan that sets out the rationale for the application. This should include details of the market need and demand for CIPS courses, and information about the organisation’s financial stability. The guidance notes advise you on what is required in the business plan.

Template Management Letter(SCG7)

A number of criteria can be met by a letter from manager at the study centre confirming compliance. A template management letter is available, covering the relevant items. Applicant study centres can download the template, add their organisation’s header and manager’s signature, and enclose it with their application to confirm that these criteria will be complied with.

Template Malpractice and Maladministration policy(SCG11)

Ofqual, the regulator of qualifications in England, requires awarding bodies to ensure that their study centres are equipped to deal with cases of malpractice and/or maladministration. CIPS study centres are not involved in internal assessment of qualifications, so opportunities for malpractice are limited, however we have provided a template policy and procedure to help you comply with this requirement. You can adapt or adopt this policy, or produce one of your own.

Template Scheme of Work(SCG10)

Many study centres will produce schemes of work using their own template; some may not normally use the term ‘scheme of work’ to describe the programme of study provided to learners. This template shows what CIPS is looking for, and can be used by study centres who find it helpful. Other versions of a scheme of work that show how the topic content of a unit is programmed to fit into the time available are equally acceptable.

Template Learner Handbook(SCG9)

This template provides a skeleton for a learner handbook, and includes the topics that CIPS believes are necessary to ensure that learners have the information they need to embark on CIPS courses at a study centre. Other versions of a learner handbook are equally acceptable, including those that provide the information, but not necessarily in one document.

Template approved study centre agreement (SCG8)

Ofqual requires awarding bodies to enter into a written agreement with its approved study centres. The agreement must set out the responsibilities and obligations of the awarding body and the centre. Newly approved study centres are required to sign the agreement before final approval is confirmed. The template allows you to see in



advance what you will be asked to sign up to.

Study centre annual report to CIPS(Form SC9)

Approved study centres are required to submit an annual report to CIPS shortly before their annual audit visit takes place. The report asks for an analysis of your results over the last 12 months, and asks you to comment on a range of other matters that will inform the forthcoming audit. The template report form allows you to see and download the report in good time.

Satellite centre application form(Form SC5)

If you wish to extend your provision to a new area, but the management, resources and staff team remain the same, you can apply for approval to open a ‘satellite centre’, giving details of the new location. Once approved, the location of the satellite centre appears on CIPS website alongside your original centre. The application form is on the website.

Approval to deliver additional qualifications(Form SC14)

When you apply for study centre approval you are asked to say which qualifications you wish to deliver, and your approval is for these qualifications only. These qualifications are also listed on CIPS website. Should you decide to offer additional qualifications at a later date, you should complete this form and return it to CIPS.

Approval to become a CIPS examination centre(Form SC4)

Once you are established as an approved study centre, you are encouraged to apply to become a CIPS approved examination centre, so that you can offer examination facilities to your learners in surroundings that are familiar and convenient for them. There are additional security criteria to be met, which are outlined in the application form.



Contacts

Education Network Support (for study centre queries)

Manager: Cathy Barnes

Administrator: Liz Luck

[email protected]

[email protected]

[email protected]

Customer Response Centre [email protected]

Bookshop [email protected]

Examinations [email protected]

Qualifications queries [email protected]









Documents

Chartered Institute of Procurement & Supply - CIPS … Application... · Web view1 Leading global excellence in procurement and supply Leading global excellence in procurement and