ACCREDITING AND ENDORSING ELT COURSES

THROUGH INTERNATIONAL STANDARDS:

A PATH TO EXCELLENCE

Assoc. Prof. NGUYEN HUU CUONG (PhD)

Department of Quality Assurance, Van Lang University

Paper presented at the conference on Toward English as a Second Language in Schools: What should Educational Institutions and Educators Prepare?, organized by Thanh Do University - 24/02/2025

SPEAKER’S PROFILE

Assoc. Prof. NGUYEN HUU CUONG

(PhD of UNSW, M.Ass & Eva of UniMelb

Director, Department of Quality Assurance, Van Lang University

ORCID: https://orcid.org/0000-0002-6627-3824

ResearchGate: https://www.researchgate.net/profile/Cuong-Nguyen-36

Email: cuong.nguyenhuu@vlu.edu.vn

Affiliation: Van Lang University

Scopus/WoS papers: 16 (sole/first/corresponding author: 12

Books/book chapters (international): 11

H-index (Scopus): 9

Research topics: higher education, educational leadership and management, educational policy, quality assurance and accreditation, assessment and evaluation, transnational education (TNE), human resource development in education, professional development in education, foreign language teaching and learning

CONTENT

• Concepts of Quality Assurance and Accreditation

• Commission on English Program Accreditation (CEA)

• National English Language Teaching Accreditation Scheme (NEAS)

• Recommendations for International Accreditation and Endorsement

What does the term "accreditation" mean to you?

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What does the term “accreditation” mean to you?

• Recognition
• Approval
• Certification
• Validation
• Inspection
• Ranking
• License
• Punishment

QUALITY ASSURANCE AND ACCREDITATION

• QA is the systems, policies, procedures, tools, actions and attitudes identified, developed and implemented by an authority or educational institution to achieve, maintain, monitor and reinforce quality (Woodhouse, 1999).

• Accreditation started in the US over 100 years ago; the most widely-used QA approach in HE systems globally.
• Accreditation is “the process by which a (non‐)governmental or private body evaluates the quality of a higher education institution as a whole or of a specific educational programme in order to formally recognize it as having met certain pre‐determined minimal criteria or standards. The result of this process is usually the awarding of a status (a yes/no decision), of recognition, and sometimes of a license to operate within a time‐limited validity” (Vlăsceanu et al., 2007, p. 25).

Concepts

QUALITY ASSURANCE AND ACCREDITATION

Institutional Accreditation and Programme Accreditation

GENERAL ENGLISH COURSE

Institutional Accreditation

Programme Accreditation

Course Accreditation

QUALITY ASSURANCE AND ACCREDITATION

• Global Recognition: Accreditation from reputable international bodies lends credibility to ELT programs worldwide.
• Standardization: International accreditation ensures that courses meet globally accepted standards, promoting consistency across institutions.
• Continuous Improvement: The accreditation process encourages ongoing evaluation and enhancement of course offerings.
• Student Mobility: Accredited programs facilitate easier student mobility between countries and institutions.

Benefits of International Accreditation

Commission on English Language Program Accreditation (CEA)

• Website: https://cea-accredit.org/
• Founded in 1999
• Conducts accreditation of English language programs and institutions in the U.S. and internationally

• CEA’s accreditation process comprises an eligibility application, workshop, self-study report, site visit, and accreditation decision. 
• Currently, CEA has accredited 345 programs/institutions in total with 313 of them in the USA and 32 internationally.

Benefits of Accreditation

Students and an English language program or institution itself directly benefit from involvement in a comprehensive assessment of how effectively the program or institution meets its stated mission with respect to accreditation standards. By evaluating quality of educational programs, administration and services with respect to the CEA Standards for English Language Programs and Institutions, it is possible to measure effectiveness against accepted benchmarks in the field of English language teaching. Through the ongoing annual reporting and reaccreditation process, programs and institutions continue to demonstrate their commitment to high quality educational and administrative practices.

Commission on English Language Program Accreditation (CEA)

1. Programmatic Accreditation�Within the United States, CEA offers programmatic accreditation for English language programs (ELPs) and units with a direct reporting line within the administration of universities and colleges. Sites seeking programmatic accreditation may apply to add accreditation of other regularly offered non-degree English or language teaching and learning programs within the unit that offers the ELP (such as TESL/TEFL teacher training certificate, foreign language, youth, or other courses or programs in addition to an ELP).
2. Institutional Accreditation�Within the United States, CEA offers institutional accreditation for independent English language schools/institutions that offer an eligible English language program (ELP). Such institutions may offer TESL/TEFL teacher training certificate, foreign language, youth, or other courses or programs in addition to an ELP.
3. General Accreditation (International)�Outside the United States, CEA offers general accreditation for English language programs in a variety of settings, including programs within academic departments at colleges or universities, foundation or preparatory year programs within or affiliated with colleges or universities, independent private language schools, or binational centers. The process of accreditation is the same. The self-study report, onsite review, and final accreditation decisions are all based on the CEA Standards for English Language Programs and Institutions.

Scope of CEA Accreditation

Commission on English Language Program Accreditation (CEA)

CEA Standards for English Language Programs and Institutions

11 standards areas with 44 individual standards

1. Mission (1)

2. Program Development, Planning and Review (2)

3. Curriculum (3)

4. Faculty (7)

5. Facilities, Equipment, and Supplies (1)

6. Administrative and Fiscal Capacity (12)

7. Student Services (8)

8. Recruiting (3)

9. Length and Structure of Program of Study (2)

10. Student Achievement (4)

11. Student Complaints (1)

Curriculum Standard 1: The curriculum is consistent with the mission of the program or language institution, appropriate to achieve the organization’s goals and meet assessed student needs, and available in writing.

Intent

The intent of this standard is to ensure that the written curriculum for each educational program is aligned with the mission and designed to meet the assessed needs of the students.

Discussion

The curriculum is the structure through which an English language program or institution accomplishes its instructional mission.

…………

Requirements

Programs and institutions must document that a curriculum is available in writing, describe how it relates to the mission, how it is organized, the number and sequencing of classes, and whether the classes are offered for credit.

While the program or institution may present the elements of a curriculum in various places or formats, the overall curriculum design must include, for each course,

• an educational goal or purpose

• course objectives

• statements of student learning outcomes

• process for teaching and learning

• means of assessment

From term to term, the curriculum must demonstrate consistency within a course or level.

Commission on English Language Program Accreditation (CEA)

CEA Accreditation Process

1. Application for eligibility: A site completes the application form and submits required documents, including curricular documents, a list of faculty and staff with training and experience, information about student services, and the administrative structure.
2. Workshop: CEA invites a site that meets eligibility requirements to attend an accreditation workshop. Participants learn more about the standards, receive guidance on how to complete the self-study report, and get an overview of the site visit and review for accreditation decision by the Commission. Workshops are typically held three times each year. In-person workshops are typically 2 full days, and workshops delivered virtually are typically comprised of 4 sessions of 3 hours each.
3. Self-study plan: Two months after the workshop, the site submits a plan for its self-study. The plan includes a timeline for the self-study, a target date for the site visit, a list of committees and members. CEA staff provides feedback on the plan.
4. Self-study report: The CEA self-study is a reflective activity. A site explains how it believes it meets each of the 44 CEA standards, documents compliance, evaluates how well it meets the standard, and recommends areas of improvement, if any. CEA provides a template for the report as well as requirements for submission.
5. Site visit: A three-person team reads the self-study report prior to conducting a 3-day onsite visit. The visit includes class visits, a tour of facilities, and interviews with administrators, faculty, and students in order to verify the contents of the self-study report. The team applies the CEA Standards in its review process. The review team report includes its findings related to each of the 44 CEA standards. The site receives the report and writes a response to the findings.
6. Review by the Commission: The 13-member CEA Commission uses the self-study report, the review team report, the response from the site, and a review of finances to make its accreditation decision. Grants of accreditation are described in Section 7: The Accreditation Decision.

Commission on English Language Program Accreditation (CEA)

https://cea-accredit.org/about-cea/news/request-for-testimonials-input

Commission on English Language Program Accreditation (CEA)

CEA Accreditation Fee

a. Grant five-year initial accreditation to a program or institution that is in compliance with the CEA Standards.

b. Grant 10-year reaccreditation to a program or institution that is in compliance with the CEA Standards.

c. Grant one-year initial accreditation to a program or institution that substantially meets the CEA Standards but needs to address minor standards-related deficiencies. The program or institution agrees to a proviso that it must comply with the requirements of the Commission by the end of the grant of one-year initial accreditation. A Commission decision to accredit for a one-year rather than a five-year period may not be appealed.

d. Grant four-year continued initial accreditation to a program or institution that has received one-year initial accreditation and has complied with the requirements issued by the Commission.

e. Grant one-year reaccreditation to a program or institution that has applied for reaccreditation and substantially meets the CEA Standards but needs to address minor standards-related deficiencies. The program or institution agrees to a proviso that it must comply with the requirements of the Commission by the end of the grant of one-year reaccreditation. A

Commission decision to reaccredit for a one-year rather than a 10-year period may not be appealed.

f. Grant nine-year continued reaccreditation to a program or institution that has received one year reaccreditation and has complied with the requirements issued by the Commission.

Types of Accreditation Decision

Commission on English Language Program Accreditation (CEA)

https://cea-accredit.org/accredited-sites

• Colombia, Mexico, Peru
• Egypt, Morocco
• Iraq, Kuwait, Qatar, Saudi Arabia, Turkey

National English Language Teaching Accreditation Scheme (NEAS)

• Website: https://neas.org.au/
• Founded in 1990
• NEAS provides a number of services that support ELT Community. This includes quality assurance and endorsement for ELT Centres, professional development for teachers, managers and professional staff and approval of ELT teacher qualifications.

Quality Endorsement is granted and maintained through NEAS’ 360 degree stakeholder-driven feedback model, which is informed by input from students, teachers and professional staff.

National English Language Teaching Accreditation Scheme (NEAS)

NEAS Quality Assurance Framework

The purpose of the NEAS QA Framework is to:

• Establish and uphold high standards within the ELT industry.
• Support organisations and individuals in demonstrating quality in their programs, products and services.
• Provide guidance to organisations and individuals in their continuous improvement processes.
• Promote recognition of quality organisations and individuals.

NEAS QA Framework comprises 15 Quality Areas:

Area A: Teaching, Learning and Assessment

Area B: The Student Experience

Area C: Resources and Facilities

Area D: Administration, Management and Staffing

Area E: Promotion and Student Recruitment

Area F: Welfare of Students Aged Under 18 Years

Area G: Strategy, Risk and Governance

Area H: Online Delivery

Area I: ELT Qualifications

Area J: Education Agents

Area K: Products & Services

Area L: ELT Professionals

Area M: Transnational Delivery

Area N: Foundation Programs

Area O: Homestay Service Providers

NEAS Quality Endorsed organisations, individuals and products and services demonstrate quality practice in all relevant Quality Areas, guided by the Quality Principles delineated in each. Depending on the nature of the organisation’s or individual’s operations, some Quality Areas may not be relevant.

National English Language Teaching Accreditation Scheme (NEAS)

NEAS Quality Assurance Framework

QUALITY AREA A: TEACHING, LEARNING AND ASSESSMENT

QUALITY PRINCIPLE A1: Course design supports quality learning outcomes.

A1.1 Courses are designed to meet student learning needs, goals and interests.

A1.2 Course design is informed by developments in language teaching methodology and technology.

A1.3 Each course has specific objectives which are achieved through detailed learning outcomes.

A1.4 Student achievement is measured through validated assessment instruments mapped to course learning outcomes, to ensure assessment is valid, reliable, fair and flexible.

A1.5 Assessment is moderated to ensure consistency of assessment judgement.

A1.6 Syllabus documents provide effective guidance for teachers, in lesson and assessment planning and delivery, to meet course objectives.

QUALITY AREA C: RESOURCES AND FACILITIES

QUALITY PRINCIPLE C2: Teaching and study spaces facilitate language learning.

C2.1 Teaching spaces are conducive to studying for extended periods.

C2.2 Design of the teaching spaces promotes student engagement with learning.

C2.3 Teaching spaces are appropriately furnished and equipped for language learning.

C2.4 Teaching spaces and additional study areas reflect and support a language learning environment.

National English Language Teaching Accreditation Scheme (NEAS)

Become an Endorsed Quality Centre

Membership Benefits

• Ongoing Quality Review activities including Quality Review Visits, Scaffolded Self-Assessment and Document Review and Evaluations
• Listing on the NEAS website with over 750 views a day
• 360-degree feedback from staff and student surveys and focus groups
• Best practice advice
• Professional Development and career advice for staff
• Marketing representation; Use of the NEAS tick
• Regulatory audit support and preparation
• Access to NEAS News
• Access to the annual NEAS Management Conference
• Access NEAS Assist services including curriculum writing, staff mentoring, new course development and CRICOS audit support at very reasonable prices
• Access to NEAS benchmarking data
• Apply for Premium Product Endorsement
• Attend, speak and vote at NEAS general meetings

NEAS Quality Centres are Quality Endorsed by NEAS against the NEAS Quality Assurance Framework. These centres partake in annual quality review and continuous improvement activities with the support of NEAS.

National English Language Teaching Accreditation Scheme (NEAS)

A Plain Guide to NEAS Quality Endorsement

National English Language Teaching Accreditation Scheme (NEAS)

National English Language Teaching Accreditation Scheme (NEAS)

NEAS Quality Endorsement Process

1. Understand the NEAS Quality Assurance Framework

• Familiarize yourself with the NEAS Quality Assurance Framework, which forms the basis of the Quality Endorsement model.

2. Prepare Your Centre

• Ensure your centre meets the quality goals outlined in the NEAS framework. 
• Conduct a self-assessment to identify areas for improvement.

3. Apply for Quality Endorsement

• Submit an application for NEAS Quality Endorsement. 
• Be prepared to provide documentation and evidence of your centre's quality practices.

4. Participate in the Quality Review Process

• NEAS conducts virtual Quality Reviews. 
• You may request a face-to-face visit, but this incurs additional costs.
• Focus groups with students and staff will be conducted virtually. 

5. Receive Feedback and Address Any Issues

• After the Quality Review, you'll receive feedback on survey results and a detailed report. 
• Address any areas identified for improvement within the timeframe set by NEAS. 

6. Maintain Endorsement

• Quality Endorsement is granted and maintained through NEAS's 360-degree stakeholder-driven feedback model.
• Be prepared for regular evaluations to maintain your endorsed status.

National English Language Teaching Accreditation Scheme (NEAS)

NEAS Self-Assessment Report

Purpose of the Self-Assessment Report

• The self-assessment report allows centers to evaluate their own performance against the NEAS Quality Assurance Framework. 
• It demonstrates the center's understanding of the quality principles and their ability to implement them.
• The report serves as a foundation for the NEAS Quality Review process.

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Key Components of the Report

For each Quality Area, centers must:

• Describe current practices.
• Evaluate how well they meet NEAS Quality Principles.
• Identify areas for improvement. 
• Centers should provide evidence supporting their self-assessment claims.
• The report should reflect the center's commitment to continuous improvement. 

A NEAS self-assessment report is a crucial document that ELT centres prepare as part of the NEAS Quality Endorsement process.

National English Language Teaching Accreditation Scheme (NEAS)

NEAS Self-Assessment Report

National English Language Teaching Accreditation Scheme (NEAS)

NEAS Self-Assessment Report

Importance of Accuracy and Honesty

• The self-assessment must be accurate and honest, as it forms the basis of the NEAS Quality Review. 
• Misrepresentation can lead to loss of endorsement or other consequences

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Preparation Tips

• Conduct a thorough internal review before starting the self-assessment report.
• Involve various staff members to ensure comprehensive coverage of all Quality Areas.
• Provide clear, concise descriptions and relevant evidence for each area.
• Be honest about areas needing improvement and outline plans for enhancement.

National English Language Teaching Accreditation Scheme (NEAS)

FAQs

1. How long does it take to become Endorsed?�NEAS Quality Endorsement should take anywhere between 1-6 months to achieve.

2. Does NEAS conduct face-to-face Quality Review Visits?�Quality Reviews are conducted virtually. Centres may choose to request a face-to-face visit as a substitute or supplementary to a Virtual Quality Review, and this may be offered by NEAS under a cost-recovery model and pending current circumstances.

3. Can my Centre choose when to have our Quality Review?�All Centres due to undergo a Quality Review will receive advice about their scheduled review date at the beginning of each financial year. Alternative dates may be considered for exceptional circumstances.

4. How does NEAS conduct focus groups?�Focus groups are facilitated virtually. For the student focus group, a total of 6 participants is sufficient. The student focus group should be as diverse as possible. The Assessor may request that students be interviewed in pairs. For staff focus groups, a total of 6-10 participants is preferred.

5. What feedback will I receive from NEAS after my Quality Review?�Centres will receive results of their student and staff pre-visit surveys along with a detailed report of quality practice and any areas for improvement against NEAS Quality Principles assessed.

6. Can I fail a Quality Review?�The NEAS Quality Review is not a pass/fail assessment but rather an opportunity to identify areas where the Centre is performing well and areas where improvement is needed. NEAS may set time-based follow up actions for some issues to be resolved.

REFERENCES

• Vlăsceanu, L., Grünberg, L., & Pârlea, D. (2007). Quality assurance and accreditation: A glossary of basic terms and definitions. UNESCO-CEPES.
• Woodhouse, D. (1999). Quality and quality assurance. In Organisation for Economic Co-operation and Development (OECD) (Eds.), Quality and internationalisation in higher education (pp. 29-43). OECD.
• Website: https://cea-accredit.org/
• Website: https://neas.org.au/

THANK

YOU

“Quality means doing it right when no one is looking” – Henry Ford