Provider Contingency and Adverse Effects
This policy is designed to ensure a consistent and effective response in the event of major disruption to the course delivery and assessment system affecting significant numbers of learners. Implementing the plan will safeguard the interests of learners while maintaining the integrity of the assessment system and safeguarding qualification standards. The contingencies applied will be selected based on the context of the disruption. Ofqual’s General Conditions of Recognition September 2015 concludes that: An act, omission, event, incident or circumstance has an ‘adverse effect’ if it gives rise to prejudice to students or potential students, or adversely effects:
- The ability of the Centre to undertake the development, delivery or award of qualifications
- The standards of qualifications which the Centre makes available or proposes to make available, or public confidence in qualifications
- There has been a failure in the delivery of an assessment which threatens the tutors’ ability to differentiate accurately and consistently between the levels of attainment demonstrated by students
- Centre being able to meet a published date for the issue of results or the award of a qualification
- Centre issuing incorrect results or certificates
- Centre identifying an incident of malpractice or maladministration, which could either invalidate the award of a qualification which it makes available or could affect Awarding Organisations
- Centre has (for any reason, whether inside or outside its control) incurred an increase in costs which it anticipates will result in an increase in its fees and therefore stop a student completing and obtaining certification
- Centre is named as a party in any criminal or civil proceedings or is subjected to a regulatory investigation or sanction by any AO, regulatory or government body
- A recognised Centre, misleading students through statements, advertisements or promotions resulting in students being disadvantaged and not achieving a recognised qualification.
As in the case of accidents, there may well have been a ‘near miss’ that happened sometime in the past which, if analysed, and corrective action taken, may have prevented the later accident. Similarly there may be ‘near misses’ or ‘close calls’ that have happened that, if analysed and corrective action taken, may prevent an adverse event from taking place.
An example of this could be, that a major mistake in an assessment spotted before certification or the loss of assessment materials that were subsequently found before the assessment. In short the problem happened but it was caught before it could do any damage and have an adverse effect.
Not all adverse effects can be prevented, however, having a culture where people are free to openly discuss ‘near misses’ can help to reduce the risk if the ‘near misses’ are recorded, collected and analysed to reduce the risk of them happening again. Consequently we need to catch these near misses and we all have differing roles and responsibilities in averting and dealing with adverse events.
The following risk rating structure provides some guidance: 1. Minor - could cause some embarrassment to the Centre if information came to light. Could result in non-compliance and may escalate if no action is taken. 2. Moderate - the risk has already been identified and actions put in place however there has been one occurrence. 3. Significant - may impact a number of students and/or third parties and has the potential for reputational damage and AO/regulatory non-compliance.
− Potential Risks and Associated Contingencies
Whilst it is unrealistic to detail all possible risks associated with the operations of Gotoco, the following section aims to identify some main considerations with regards to contingency planning in response to adverse effects.
Teaching staff extended absence at key points in the academic year
Gotoco will arrange alternative teaching staff within the institution concerned at the earliest opportunity. If the existing staff are unable to undertake the additional workloads “Educators Consultancy” will seek to employ additional academic 4 staff either on a full time or part time basis to ensure all outstanding duties are covered.
Disruption of teaching time
Gotoco would communicate with learners about the potential for disruption to teaching time and how they plan to address this. Lecturers would aim to correspond with students in order to support learning and guide students on accessing course materials and submitting assignments
Published by Daniel Parrott (Director), last updated 20th February 2023