The Association of Accrediting Agencies of Canada

1. The Association of Accrediting Agencies of Canada

2. 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

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

4. 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.

5. 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.

6. Accreditation is Regulation 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 • 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.

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

8. 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

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

10. Links Between Accreditation & Regulation -Panel Presenters • Lise Talbot, Director of Accreditation • Canadian Association of Schools of Nursing • 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. Canadian Association of Schools of Nursing The CASN Accreditation Process: How It Links To Regulation? AAAC Presentation Lise R. Talbot, Inf., Psy., PhD Director of Accreditation November 2010

12. 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. 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. 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. CASN Council (Lynnette Stamler) 2 March 2010 8 Graduate Studies Board of Directors (Lynnette Stamler) Nurse Practitioner Executive Committee (Lynnette Stamler) IEN Standing Committee Palliative Working Group Executive Director (Cynthia Baker) Public Health 4 5 Accreditation Operations Advocacy Accreditation Bureau Governance and Bylaws Finance and Budget Education Research and Scholarship Nominations and Awards 3 7 6 Accreditation Advisory On-Line Journal Strategic Planning Student/Faculty Survey International Accreditation Membership Options *On behalf of the Board of Directors, the Executive Director is ultimately responsible to ensure each committee is supported administratively. CASN Organizational Structure

16. Who Is Accredited 93 schools in Canada • 90 are members • 68: 76 % accredited • 22: 24% unaccredited • 4 schools are in the process

17. Links Between Accreditation and Regulation • Regulation is mandatory in 10/10 provinces • Accreditation is mandatory in 3/10 provinces

18. 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. 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. Outcomes of Collaboration • Integration of all stakeholders • Alignment of standards and timeframes • Sharing best practices • Striving towards quality improvement and excellence

21. Future Considerations • Link with the regulatory bodies of each province • Align the accreditation standards (internal/ external) • Align the evaluation procedures

22. Accreditation →RegulationThe Engineering Perspective Gordon Griffith, P.Eng., ing. Director, Education November 2010

23. 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

24. Mandate (cont’d) • 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.”

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

27. Canadian Engineering Accreditation Board (CEAB) • 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

28. 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

29. 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

30. Regulation of the Profession • 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

31. 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

32. Future Considerations • Outcomes Based Assessment • Graduate Attributes • Professional Competencies

33. 1100-180 Elgin Street, Ottawa, Ontario K2P 2K3 Tel. 613-232-2474 / Fax. 613-230-5759 engineerscanada.ca

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

35. 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

36. 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

37. 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.

38. How is the OCT Governed? Accreditation

39. 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

40. Outcomes of the OCT Model – Dual Role of Professional Regulator and Accreditor

41. 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

42. 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

43. 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

44. 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)

45. 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

46. Contact: Janis Leonard jleonard@oct.ca OCT Website: www.oct.ca

47. Clinical Practice Guidelines ACCREDITATION & REGULATION CNNAR – November 3, 2010 Peter Waite, CAE Executive Director

48. 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

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

50. 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