CPD‑Verified TEFL Accreditation Checklist

Category 2: Specialist Courses (Under 100 Hours)
Version 1.4 - November 2025
Aligned with International TEFL Framework

Assessor Information

Course Title:
Provider / Institution:
Specialisation Field (e.g. IELTS Prep, Young Learners, ESP, Online Teaching):
Claimed Duration (Hours):
Reviewer Name / Code:
Review Date:
Accreditation Decision (circle one): Pass / Conditional / Defer / Deny

Section A - Technical and Presentation Standards

• A1. Language Accuracy - Grammar, spelling, terminology, and clear instructional tone; maximum of 3 language errors per 5,000 words.
• A2. Visual Design and Navigation - Consistent typography, clear layout, correct links, logical module order, and device‑friendly navigation.
• A3. Course Documentation - Includes overview, module titles, learning objectives, and completion requirements.
  Materials must state the specialist scope and not imply a full TEFL qualification.

Section B - Pedagogical Content (Specialist Focus)

B1. Core Teaching Elements (7 Elements - Minimum 2 Required)

Grammar and Accuracy relevant to the specialism.
Vocabulary for the specialist context (e.g. business, exam).
Pronunciation or Phonology if appropriate to the area.
Functional Language and Communicative Intent.
Receptive Skills (Read/Listen) within specialist tasks.
Productive Skills (Speak/Write) targeted for specialist needs.
Language Systems Integration through task design.

Specialist courses should integrate at least three of these elements, applied to the specific  teaching context.

B2. Methodology and Application (8 Elements - Minimum 4 Required)

Specialist Lesson Planning and Staging.
Appropriate Teaching Approaches (e.g. exam strategy, business role‑play).
Materials Adaptation for Context.
Classroom Management for the target group (e.g. young learners or adults).
Online or Blended Teaching Techniques.
Use of Technology and Digital Tools.
Error Correction Strategies specific to the focus area.
Reflective Practice and Self‑Evaluation.

B3. Learner Adaptation and Support (5 Elements - Minimum 2 Required)

Learner Needs Analysis or Diagnostics.
Cultural Sensitivity and Inclusivity.
Proficiency Level Adjustment.
Motivation and Engagement Strategies.
Feedback and Learner Support Approaches.

B4. Professional and Ethical Elements (4 Elements - Minimum 1 Required)

Ethical Use of Materials and Copyright.
Equality and Non‑discrimination.
Assessment Integrity and Transparency.
Professional Conduct and Boundaries.

Section C - Assessment and Validation

• C1. Assessment Design - At least three assessment types (mapping to learning outcomes): short tests, quizzes, lesson plans, or reflection tasks.
• C2. Applied Task - For courses over 30 hours, a lesson plan or practical project must be included and evaluated.
• C3. Feedback and Transparency - Marking rubrics and criteria are visible to learners; feedback is constructive and relevant.

Section D - Hours and Credibility

Approximate guide:
• 10-30 hours ≈ 20,000-25,000 words of instruction.
• 31-60 hours ≈ 40,000-60,000 words.
• 61-90 hours ≈ 80,000-90,000 words.

D1. Reasonable Content Value - Learning volume aligns to hour claims within ±15%.
D2. Certification Clarity - Certificate language must show “Specialist TEFL Course” and hours.
D3. Marketing Integrity - No claims of full TEFL status or automatic employment.

Section E - Ethical Practice

E1. Fairness and Accuracy - No misleading content, unverified statements, or copied materials.
E2. Learner Protection - Privacy and assessment data are secured.

Section F - Critical Failure Criteria

•  Use of “Full TEFL Qualification” terminology.
  • Absence of any specialist focus.
  • Inaccurate or misleading exam information.
  • Overinflated hour claims.
  • Copied or inappropriate material.
  • Ethical breaches or discriminatory content.

Section G - Summary and Decision

Technical and Presentation Standards: Pass / Conditional / Defer / Fail
Pedagogical Content: Pass / Conditional / Defer / Fail
Assessment and Validation: Pass / Conditional / Defer / Fail Hours and Credibility: Pass / Conditional / Defer / Fail
Ethics and Professional Practice: Pass / Conditional / Defer / Fail

Final Recommendation: Pass / Conditional / Defer / Deny

Section H - Reviewer Summary

Key Strengths: __________________________________________________________
Areas for Improvement: ___________________________________________________
Concerns or Reservations: _______________________________________________
Reviewer Signature: ____________________________________________________
Date: __________________________________

Certificate Designation (if approved): CPD‑Verified TEFL Specialist Certificate (v1.4)

CPD‑Verified TEFL Accreditation Checklist

Category 1: Core Courses (100-120 Hours)
Version 1.4 - Updated November 2025
Aligned with International TEFL Accreditation Standards

Assessor Information

Course Title:
Provider / Institution:
Delivery Mode (Online / Blended / In‑Person):
Claimed Duration (Hours):
Reviewer Name / Code:
Date of Review:
Accreditation Decision (circle one): Pass / Conditional / Defer / Deny

Section A - Technical and Presentation Standards

• A1. Language Quality and Professionalism
  The course uses accurate English grammar, correct spelling, precise terminology, and maintains a consistent academic register. Tolerances: no more than 2 spelling and 3 grammar errors per 5,000 words.
• A2. Visual and Accessibility Standards
  Text is legible and well‑formatted; navigation is easy; all links, multimedia, and documents function; colour contrast and layout are accessible across devices.
• A3. Structure and Documentation
  A published syllabus shows module sequence, learning outcomes, and assessment methods; progress tracking, completion criteria, and student support information are available.

Section B - Pedagogical Content

B1. Language Systems Coverage (7 Elements - Minimum 3 Required)

1. Grammar - structural systems, tense use, accuracy.*
2. Vocabulary - word formation, context, lexical sets.*
3. Phonology - stress, rhythm, intonation, sound recognition.
4. Pronunciation - production and correction of sounds.
5. Functional Language - social/pragmatic language use.
6. Discourse and Register - cohesion, coherence, appropriateness.
7. Error Analysis and Correction Techniques.*

Each element covered should demonstrate progression from input to controlled and freer practice.

*Denotes essential systems that must be covered in some depth.

B2. Teaching Methodology and Skills (10 Elements - Minimum 7 Required)

1. Teaching Approaches and Methods (e.g. communicative, lexical, task‑based).*
2. Lesson Planning - aims, procedures, timing.*
3. Classroom Management - instructions, pair/group work, monitoring.*
4. Teaching Receptive Skills (reading and listening).*
5. Teaching Productive Skills (speaking and writing).*
6. Presentation Techniques - clarity and staging.
7. Practice and Production Techniques.
8. Use of Teaching Aids and Digital Tools.
9. Error Correction and Feedback Methods.
10. Developing Learner Autonomy.

*Lesson planning, teaching approaches, classroom management, and coverage of both receptive and productive skills are compulsory core components.

B3. Learner‑Centred Content (6 Elements - Minimum 4 Required)

1. Understanding Learner Needs.
2. Adapting Content for Different Ages.
3. Adapting Content for Different Levels.
4. Motivation and Affective Factors.
5. Learning Styles and Strategies.
6. Cultural Awareness and Inclusivity.

The course should integrate practical adaptation strategies and examples for at least four of these areas.

B4. Professional Practice and Development (4 Elements - Minimum 2  Required)

1. Professional Ethics and Conduct.
2. Reflective Practice and Self‑Evaluation.
3. Continuing Professional Development and Lifelong Learning.
4. Employment Contexts and Industry Awareness.

Professional ethics must always be explicitly addressed.

Section C - Assessment and Validation of Learning

• C1. Knowledge Assessment
  Multiple‑choice tests, short answers, matching exercises, or reflections must accurately measure understanding of the syllabus. There must be  criteria for grading and a minimum pass‑mark range of 70-80%.
• C2. Practical Application
  Learners complete at least two evaluated applications of learning (e.g. lesson plan  submission, reflection paper, case study).
• C3. Assessment Integrity
  All answer keys are verified accurate; AI‑generated or automated grading tools are supervised and audited; marking rubrics are transparent. Measures should be in place to prevent students using AI to complete assessment tasks.

Section D - Hours and Credibility

• D1. Verification of Hours
  Instructional content equivalent to the advertised hours. General guideline: 100 hours ≈  100,000 words of instruction plus activities and assessments. Deviation not to exceed ±  10%.
• D2. Certification Accuracy
  Course title, hours, and completion date must appear accurately on the certificate; no job  guarantees or licensure claims.

Section E - Ethics and Professional Conduct

• E1. Originality and Intellectual Property
  All learning materials must be original or used with explicit permission. Plagiarism is a  critical  failure.
• E2. Marketing Integrity
  Any accreditation logos used must be authorised. No misrepresentation of provider status,  placement rates, or visa eligibility.

Section F - Critical Failure Criteria

Automatic denial or deferral is applied if any of the following are found:
• More than 5% of content contains language errors.
• No lesson planning or practical module included.
• Incorrect or unstable answer keys.
• Claimed hours overstated by more than 20%.
• Copied or unlicensed content.
• Unethical, discriminatory, or inaccurate marketing.

Section G - Summary and Decision

Technical and Presentation Standards: Pass / Conditional / Defer / Fail
Pedagogical Content: Pass / Conditional / Defer / Fail
Assessment and Validation: Pass / Conditional / Defer / Fail
Hours and Credibility: Pass / Conditional / Defer / Fail
Ethics and Professional Conduct: Pass / Conditional / Defer / Fail

Final Recommendation: Pass / Conditional / Defer / Deny

Section H - Reviewer Summary

Key Strengths: __________________________________________________________

Areas for Improvement: ___________________________________________________

Concerns or Reservations: _______________________________________________

Reviewer Name and Signature: ___________________________________________

Date: __________________________________

Certificate Designation (upon approval): CPD‑Verified TEFL Certificate (v1.4)

CPD‑Verified TEFL Accreditation Checklist

Category 3: Advanced Courses (Over 120 Hours)
Version 1.4 - November 2025
Aligned with Professional International Standards

Assessor Information

Course Title:
Provider / Institution:
Declared Duration (Hours):
Delivery Mode (Online / Blended / On‑Campus):
Reviewer Name / Code:
Review Date:
Accreditation Decision (circle one): Pass / Conditional / Defer / Deny

Section A - Technical and Presentation Standards

• A1. Language and Terminology - Accurate grammar, precision, and academic tone suitable for diploma‑level study.
• A2. Design and Accessibility - Consistent layout, clear signposting, module progression, and learner usability verified.
• A3. Full Course Documentation - Complete syllabus with learning outcomes,  assessment  methods, word‑count/hour rationale, and academic policies.

Section B - Pedagogical Content (Advanced Depth)

B1. Core Language Expertise (7 Elements - Minimum 4 Required)

Advanced Grammar and Syntax.
Lexical Development and Collocation.
Phonology and Connected Speech.
Pragmatics and Discourse Analysis.
Error Analysis and Remediation.
Functional Language at Higher Proficiency Levels.
Register and Stylistic Variation.

B2. Methodology and TESOL Theory (10 Elements - Minimum 7 Required)

Communicative and Task‑Based Teaching.
Lexical and Content Integrated Learning (CLIL).
Syllabus and Curriculum Design.
Materials Development and Evaluation.
Needs Analysis and Course Design for ESP.
Testing and Assessment Design.
Language Acquisition Theories.
Teacher Observation and Mentoring.
Reflective Practice and Action Research.
Digital and Online Pedagogy.

B3. Specialisation and Breadth (6 Elements - Minimum 1 Required)

1. Young Learners.
2. Business English.
3. Exam Preparation (e.g. IELTS, TOEFL).
4. Academic Writing and ESP.
5. Teacher Training for Peer Support.
6. Advanced Error Correction Workshop.

B4. Professional Practice and Portfolio (5 Elements - Minimum 1 Required)

1. Observed Teaching Component (real or simulated).
2. Lesson Portfolio with Feedback.
3. Reflective Teaching Journal (Theory or Practical) or Action Research Report.
4. Peer Observation and Response.
5. Professional Development Plan.

Section C - Assessment and Practicum Validation

• C1. Diverse Assessment Range - At least five weighted tasks: knowledge tests, lesson  plans, action research, oral presentation, portfolio.
• C2. Applied Projects or Case Studies - Extended practical assignments addressing real classroom application.
• C3. Micro‑Teaching or Observed Practice - Taught sessions (10-20 hours  recommended) with evaluative feedback.
• C4. Transparent Grading and Feedback - Rubrics and criteria available, with detailed  written feedback for major assignments.

Section D - Hours and Credibility

Guideline word equivalents:
• 120 hours ≈ 100,000 words (minimum core).
• 150 hours ≈ 125,000-130,000 words plus portfolio practice.
• 180 hours ≈ 150,000 words or more including practicum hours.

D1. Proportional Volume - Total hour claim should match word and task count within ±10%.
D2. Stacked Modules - Cumulative courses may count only if redundancy ≤ 20%.
D3. Certification Terminology - Certificates must state “Advanced TEFL Diploma” or “TEFL  Level 6 Equivalent,” not misleading degree terms.

Section E - Ethics and Academic Integrity

E1. Original and Sourced Materials - Proper citations for research and excerpts; AI or third‑party content must be acknowledged.

E2. Transparency in Claims - No statements implying automatic licensure or visa right.

E3. Learner Rights and Support - Policy for appeals, extensions, and data protection must be documented.

Section F - Critical Failure Criteria

Automatic denial if any of the following occur:

• Insufficient advanced methodology content.
• Content inflated or recycled without distinction from core level.
• More than 20% variance in hour justification.
• Misleading certification language or ethical violations.

Section G - Summary and Decision

Note that missing components may be excused if course providers are able to satisfactorily provide a rationale. The nature of such TEFL courses demands a ‘common sense’ approach with a degree of flexibility applied to our standards.

Technical and Presentation Standards: Pass / Conditional / Defer / Fail
Pedagogical Depth and Breadth: Pass / Conditional / Defer / Fail
Assessment and Practicum Validation: Pass / Conditional / Defer / Fail
Hours and Credibility: Pass / Conditional / Defer / Fail
Ethics and Integrity: Pass / Conditional / Defer / Fail

Final Recommendation: Pass / Conditional / Defer / Deny

Section H - Reviewer Summary

Key Strengths: __________________________________________________________
Areas for Improvement: ___________________________________________________
Concerns or Reservations: _______________________________________________
Reviewer Signature: ____________________________________________________
Date: __________________________________

Certificate Designation (if approved): CPD‑Verified Advanced TEFL Diploma (v1.4)

CPD‑Verified Accreditation Standards (2024 Revision)

INTERNAL DOCUMENT
Date Revised: January 2024
Pertinent to: CPD‑Verified Accreditation Staff & Review Panel
Document Type: Internal Standards Guide

Introduction

This document outlines the minimum standards and evaluation criteria used by CPD‑Verified to accredit training providers and individual (non-TEFL and non-academic. subject-specific) courses.

The standards aim to ensure consistent quality, professionalism, and learner satisfaction across diverse industries  –  from technology, business, and healthcare, to arts, entrepreneurship, coaching, and personal development.

While these standards represent minimum expectations, they are not intended to restrict innovation. Clients, as experts in their respective fields, are encouraged to offer their own rationale where elements of these standards are met in field‑specific ways.
Accreditation decisions consider such context, focusing on overall integrity, learner outcomes, and best‑practice alignment rather than rigid conformity.

Accreditation may be granted as:

Accredited – Excellent: Exceeds standards with exceptional quality and learner experience.

Accredited: Fully meets all standards.

Provisionally Accredited: Meets most standards with areas for improvement.

Not Accredited: Fails to meet one or more critical requirements.

1. Provider Accreditation Standards

These criteria evaluate the organisation and its operational quality.

1.1 Provider Transparency

Providers must demonstrate openness in business conduct.

Business name(s) and trading names must be displayed clearly.

Physical or registered business address should be visible and verifiable.

Providers must have been operational for at least 12 months, or demonstrate equivalent prior experience in training or professional practice by the founders or leadership team.

Multiple contact methods must be available (e.g., email, contact form, or chat).

Providers should respond to learner inquiries within 72 hours.

Exceptions may be granted for micro‑enterprises or consultants with proven expertise but limited administrative infrastructure.

1.2 Course Information Transparency

Course information must be clear, accurate, and accessible before enrollment.

Prices, fees, and any optional costs should be fully disclosed.

Course duration or approximate learning hours must be identified.

A basic outline or curriculum must be available, including:

Learning objectives

Key modules or topics

Type of assessments (if applicable)

Prerequisites or equipment required.

Note: For self‑paced or modular programs, flexibility in learning hours is acceptable if openly declared.

1.3 Student Policies and Support

Providers must have a clear refund or cooling‑off policy (minimum 7 days preferred).

A published Complaints and Support Policy must describe how learners can seek help or resolution.

Learners must have reasonable access to technical support or contact assistance.

Interactive or community features (discussion boards, peer interaction, etc.) are encouraged but not mandatory.

Providers must maintain respectful, ethical communication standards and protect learner data.

1.4 Quality Review and Cooperation

Providers must cooperate with CPD‑Verified reviewers and provide sample access to materials under review.

Each criterion will be rated as:

Meets Standard

Partially Meets Standard (minor issues requiring correction)

Does Not Meet Standard

Up to three “Partially Meets” results can qualify for provisional accreditation with a documented improvement plan.

Providers will be re‑evaluated every two years.

2. Course Accreditation Standards

These standards evaluate the design, delivery, and learner experience of individual courses.
They are designed to accommodate both structured academic programs and skill‑based or professional workshops.

2.1 Learning Objectives

Each course must list specific, clear and measurable objectives related to the learning outcomes.

The objectives should make sense relative to course length and format.

Where outcomes are subjective (e.g., leadership, creativity, personal growth), reviewers will apply reasonable professional judgment regarding relevancy and articulation.

2.2 Content Quality

Content must be logically structured, accurate, and relevant to the course’s purpose.

Multimedia elements (e.g., videos, interactive tasks) are recommended for engagement but not required.

Materials must be periodically reviewed for accuracy or industry relevance.

Specialist or niche areas may justify deviations from standard structure if appropriately rationalized by the client.

2.3 Assessment and Feedback

Courses should include some form of progress evaluation, appropriate to their nature.

Where formal tests are not suitable (e.g., mindfulness, leadership, sales strategy), other reflective or applied assessments such as journaling, case analysis, or peer feedback are acceptable.

Learners must have access to feedback, either automated, peer‑based, or instructor‑provided.

2.4 Trainer or Author Expertise

Trainers or primary content creators should demonstrate relevant subject matter expertise through qualifications, professional experience, or industry recognition.

Non‑academic professionals may justify their suitability through practical or lived experience if certification is not customary or necessary in their field.

2.5 Learner Support and Communication

Learners must have a clear path to request assistance, clarification, or issue resolution.

Support response expectations should be realistic for the course model (e.g., immediate for cohort programs, 48‑72 hours for asynchronous self‑paced).

Reasonable accommodations for learners with accessibility needs are required when feasible.

2.6 Accessibility and Inclusivity

Materials should be inclusive and free of discrimination or bias.

Providers should take reasonable steps to ensure accessibility, such as captioning or downloadable text resources.

For specialized training where certain visual, auditory, or physical elements are inherent to the skill (e.g., visual arts, sound engineering), flexibility is granted when inclusion is impractical but a rationale is documented.

2.7 User Experience and Platform Quality

The delivery platform must function smoothly and provide clear navigation.

Design and branding should be professional and matched to the intended audience.

Providers must maintain system reliability and information security best practices.

3. Accreditation Levels

4. Ongoing Compliance

Annual Maintenance: Accredited providers and courses must maintain annual fees and may be subject to random compliance reviews.

Reaccreditation: Full review required every two years.

Continuous Improvement: CPD‑Verified may request evidence of updates or implement surveys to monitor learner satisfaction.

Non‑Compliance: Failure to address significant issues may result in suspension or revocation of accreditation.

5. Flexibility and Recognition of Professional Context

CPD‑Verified recognises that expert providers deliver training across diverse subjects and contexts. Therefore:

Flexibility is applied where uniqueness or industry‑specific practice justifies variation from the standard format.

Clients, as experts in their field, may provide a written rationale defending the relevance and appropriateness of their methods, structure, or content.

For example, a photography, wellness, or entrepreneurship course may differ in structure from an academic module yet still deliver excellent outcomes.

Reviewers apply professional discretion and common sense, focusing on quality, coherence, learner protection, and ethical practice above procedural conformity.

Such adaptability ensures accreditation remains robust yet inclusive, maintaining fairness while promoting innovation across all legitimate online training sectors.

CPD‑Verified Course Accreditation Standards (Education & Academic Subjects)

Effective Date: January 2024
Applicable To: Non‑TEFL online and blended courses in academic or subject disciplines (e.g., sciences, humanities, psychology, language arts, mathematics, history, social studies, etc.)
Internal Reference: CPD‑V/ED‑SUBJ‑STAND‑2024

1. Purpose and Context

These standards apply to independent education and academic subject courses delivered online or through blended formats.

They are designed for non‑governmental, non‑credit‑granting programs that provide academic knowledge, skills development, and intellectual enrichment  –  outside of formal school, college, or university systems.

The goal is to maintain consistency, learner trust, and academic integrity while allowing flexibility for independent educators, private institutions, and specialist subject experts.

Where strict academic procedure is less applicable, providers may offer a written rationale explaining equivalent integrity or learning value, which will be reviewed under CPD‑Verified’s Professional Flexibility Clause.

2. Provider Integrity and Organisational Standards

1. Transparency and Legitimacy
   
   
   • The organisation or individual must be operating transparently, under a verifiable business or trading identity.
   • All contact information, pricing, and ownership details must be publicly available.
   • The provider must have either (a) 12 months of consistent operation, or (b) demonstrable prior experience in delivering educational programs or resources.
2. Ethical and Professional Conduct
   
   
   • All staff and tutors must demonstrate professionalism, fair treatment of learners, and commitment to academic honesty.
   • Providers must maintain appropriate safeguarding policies for learners under 18 (where relevant) and meet applicable data‑protection laws.
3. Learner Communication
   
   
   • Contact channels (email or portal messaging) must be accessible for learner queries.
   • Reasonable response time should not exceed 72 hours on working days.

3. Educational Design and Course Structure

1. Defined Learning Scope
   
   
   • Each course must clearly state:

The subject or field of study.

The target level (e.g., upper secondary, pre‑university, continuing study).

The approximate learning duration or recommended study hours.

1. Learning Objectives
   
   
   • Learning objectives should describe measurable or observable intellectual outcomes.
   • Example: Students will be able to explain the principles of cognitive psychology or apply algebraic reasoning to solve linear equations.
2. Curriculum and Content Coherence
   
   
   • The content must follow a coherent progression suitable for the declared level.
   • Modules or units should logically build knowledge, supported by readings, lectures, demonstrations, or practice exercises.
   • Materials must be accurate, age‑appropriate, and reflect current subject understanding.
3. Academic Integrity
   
   
   • Plagiarism or uncredited copying is prohibited.
   • References and original sources must be appropriately acknowledged where used.
4. Instructional Method Flexibility
   
   
   • While structured syllabi are encouraged, independent educators may justify less formal approaches (e.g., discussion‑based or exploratory studies) if consistent academic goals are maintained.

4. Assessment and Academic Standards

1. Alignment to Outcomes
   
   
   • Assessments must correspond to the stated learning objectives (e.g., quizzes, essays, projects, problems, or reflective tasks).
2. Assessment Fairness and Clarity
   
   
   • Assessment criteria and expectations should be explained before tasks are attempted.
3. Feedback to Learners
   
   
   • Learners should receive helpful, constructive feedback that guides improvement or self‑reflection.
4. Alternative Evaluation
   
   
   • For exploratory or enrichment courses, qualitative assessment (e.g., reflection journals or project presentations) can be accepted if it clearly measures learning engagement and comprehension.

5. Instructor Expertise and Academic Credibility

1. Tutor Qualifications
   
   
   • Instructors must demonstrate adequate qualifications or expertise.

Typically: a relevant degree or recognised qualification or substantial demonstrated experience teaching or working in the subject area.

1. Subject Competence
   
   
   • Instructors must be knowledgeable in their discipline and capable of conveying material accurately.
   • Non‑traditional educators (e.g., experienced practitioners or researchers without formal teaching credentials) may provide a rationale illustrating equivalent expertise.
2. Ongoing Professional Knowledge
   
   
   • Tutors should maintain familiarity with evolving subject knowledge and update materials accordingly.

6. Learner Experience and Academic Support

1. Orientation and Guidance Materials
   
   
   • Learners must receive access instructions, orientation, and clarity on course expectations at the outset.
2. Academic Support
   
   
   • Mechanisms for asking questions, requesting feedback, or receiving clarification must be available throughout.
3. Learner Community and Engagement
   
   
   • Discussion boards, live sessions, or optional group interaction are encouraged to promote engagement, especially for longer courses.
4. Student Policies
   
   
   • Refunds, complaints handling, and privacy terms must be expressly published.
   • Learners must be informed about digital access rights and limitations.

7. Accessibility and Inclusivity

1. Accessible Content
   
   
   • Materials should employ fonts, colour contrasts, captioning, or alternatives enabling broad accessibility (e.g., transcripts or readable layouts).
2. Inclusivity
   
   
   • Content must be inclusive, free from bias, and presented respectfully across all demographic, cultural, or social groups.
3. Contextual Adaptation
   
   
   • Providers may justify minor departures (e.g., scientific diagrams unsuitable for screen‑readers) through written rationale and alternative support materials.

8. Learning Platform and Technical Standards

1. Usability and Stability
   
   
   • The learning environment must be stable, intuitive, and clearly guide learners through modules and materials.
2. Data Security
   
   
   • Providers must protect learner data through secure logins, encryption, and compliance with GDPR or equivalent frameworks.
3. Resource Availability
   
   
   • All required resources or references must be consistently accessible to enrolled learners (links, PDFs, downloads, etc.).

9. Certification and Recognition

1. Proof of Completion
   
   
   • Learners who complete all requirements must receive a certificate or statement of completion bearing accurate course details.
2. Integrity of Recognition
   
   
   • Certificates must clearly indicate the course is independently CPD‑Verified accredited, not government‑accredited or credit‑bearing.
3. Continuous Improvement
   
   
   • Providers are expected to collect feedback and update courses in response to learner evaluations at least once every two years.

10. Accreditation Ratings

11. Ongoing Compliance and Review

• Annual Renewal: Confirmation of compliance and payment of standard renewal fees.
• Two‑Year Full Review: Ensures up‑to‑date materials and instructor qualifications.
• Spot Audit: CPD‑Verified may request sample access to verify ongoing academic quality.

12. Flexibility and Expert Rationale

CPD‑Verified acknowledges that many subject educators and independent academies employ diverse methodologies.

• Providers may supply a written expert rationale explaining how their approach fulfils the intent of a given standard through alternative practice.
• Reviewers apply academic judgment and common sense, prioritising accuracy, ethical delivery, and learner benefit over formulaic compliance.
• The aim is to protect learners’ interests while empowering innovative, subject‑driven teaching.

Summary

This framework ensures that even outside official school or university systems, academic subject courses accredited by CPD‑Verified maintain:

• Clarity, accuracy, and coherence;
• Appropriate instructor expertise;
• Fair assessment and feedback;
• Ethical, inclusive learning environments; and
• Commitment to genuine educational value.

At the same time, it recognises the diversity of modern education by equipping expert educators  –  from private tutors to specialist academies  –  with the flexibility to justify good professional practice on its own merits.

CPD‑Verified General Accreditation Standards for Course Providers

Effective Date: January 2024
Applicable To: All Online and Blended Training Providers
Internal Reference: CPD‑V/GEN‑STAND‑2024

1. Purpose and Scope

These standards define the baseline expectations for all CPD‑Verified accredited course providers.

They ensure that learning experiences offered through diverse sectors  –  such as business, technology, creative arts, professional skills, or wellbeing  –  are delivered ethically, professionally, and effectively.

CPD‑Verified recognises that expertise can take many forms.
Consequently, while these standards form the basis of quality assurance, providers may justify field‑specific adaptations through a documented rationale demonstrating how their approach meets equivalent levels of quality, safety, and learner value.

2. Organisational Quality and Transparency

1. Legal Operation and Identity

    

   • The provider must operate under a verifiable business or professional entity.
   • All trading names, addresses, and contact details must be clearly displayed.
   • Providers operating internationally must comply with applicable digital commerce laws and data protection regulations.
2. Operational Experience

    

   • At least 12 months of demonstrable operational activity, or clear evidence of equivalent prior experience within the education/training sector by senior personnel.

1. Communication and Responsiveness

    

   • A monitored email address and at least one alternative contact method must be available.
   • Enquiries must receive acknowledgement within 72 hours (business days).
   • Providers must maintain courteous, professional communication with learners.
2. Transparency of Offer

    

   • All course information, fees, payment terms, and conditions must be provided before enrolment.
   • No misleading marketing or concealed costs are permitted.

3. Course Information and Delivery Standards

1. Course Clarity

Each course listing must state:

Total or approximate learning hours.

A brief syllabus or content overview.

Stated learning outcomes or competencies.

Any prerequisites or recommended entry experience.

• Modular or open‑ended courses may state an estimated range or average study time.

1. Learning Objectives

    

   • Objectives must describe what learners will achieve or be able to demonstrate upon completion.
   • Objectives may be practical, applied, or reflective  –  provided they are meaningful and aligned with course content.
2. Content Integrity

    

   • Content must be accurate, logical, and appropriate to the level and audience.
   • Materials should be reviewed periodically to ensure currency.
   • Multimedia and interactive features are encouraged but not mandatory.
   • Providers may justify specialist or alternative structures if they reflect professional norms in their field.

1. Course Updates and Version Control

    

   • Providers must have a process for updating or reviewing content periodically (minimum every two years).
   • Updated versions must retain accessibility for previously enrolled learners where possible.

4. Learner Experience and Support

1. Orientation and Guidance

    

   • Clear instructions must be given for accessing materials and completing requirements.
   • Self‑study courses must include direct points of contact for help or feedback.
2. Support Responsiveness

    

   • Learners should be able to request help and receive a timely response (typically within 48–72 hours).
3. Refunds and Fair Terms

    

   • Providers must have a transparent refund or cooling‑off period (minimum 7 days, unless prohibited by local law).
   • Terms should clearly explain whether digital access locks in ownership rights or limits full refunds.
4. Feedback and Evaluation

    

   • Learners must have the opportunity to provide course feedback.
   • Providers are encouraged to use this feedback for continual improvement.

5. Assessment and Quality Measurement

1. Assessment Variety

    

   • At least one form of assessment or check‑for‑understanding is recommended (e.g., quizzes, projects, reflection tasks).
   • Assessment styles may vary by field but must align logically with objectives.

1. Feedback Mechanisms

    

   • Automated scoring, commentary, or human feedback should be offered to guide learner improvement.
2. Recognition of Completion

    

   • A certificate or proof of completion must be issued to learners who meet course requirements.
3. Data and Confidentiality

    

   • Assessment data and learner information must be securely stored in compliance with privacy laws.

6. Trainer and Author Expertise

1. Competency and Credibility

    

   • Trainers or course creators must show relevant expertise demonstrated through:

Recognised qualifications, or

Substantial professional experience, or

Industry recognition or portfolio evidence.

1. Ongoing Professional Development

    

   • Providers should ensure course authors maintain current knowledge in their area of specialism.
2. Ethical and Respectful Practice

    

   • All trainers must adhere to professional conduct standards and inclusive teaching practices.

7. Accessibility and Inclusivity

1. Accessible Design

    

   • Courses must be reasonably accessible to learners of differing abilities.
   • Examples include captioned video, readable text formatting, or alternative material formats.
2. Inclusivity and Respect

    

   • Content must be free of discrimination or bias and reflect respectful engagement with diverse audiences.
3. Contextual Flexibility

    

   • Where physical, visual, or sensory content is central to the discipline (e.g., yoga, painting, sound design),
     providers may justify accessibility limitations by documenting why alternative provision is impractical and what mitigations exist.

8. Platform and Technical Quality

1. Reliability

    

   • The delivery platform must function consistently and maintain reasonable uptime and data protection.
2. User Experience

    

   • Navigation should be intuitive, with consistent branding and professional appearance.
3. Security and Privacy

    

   • Learner data must be securely handled under GDPR or equivalent data‑protection frameworks.

9. Accreditation Categories

10. Ongoing Compliance

• Annual Renewal: Providers pay a renewal fee and confirm ongoing compliance.
• Two‑Year Reaccreditation: A full review occurs biennially.
• Spot Checks: CPD‑Verified may randomly audit accredited providers.
• Continuous Improvement: Feedback will be shared to support course refinement.

11. Professional Flexibility Clause

CPD‑Verified applies a balanced, context‑sensitive approach.

While adherence to these standards is expected, providers may supply a written rationale if a criterion is not fully applicable to their specific field (for instance, highly practical, artistic, or coaching‑based courses).

Reviewers will consider:

• Validity of the provider’s explanation,
• Quality and coherence of the learning experience, and
• Adherence to ethical and learner‑centred principles.

Where sound rationale demonstrates alternative compliance or professional equivalence, the standard may be deemed “contextually met.”

Summary

This framework ensures standards without rigidity and quality without exclusion.
CPD‑Verified’s mission is to recognise professional excellence across diverse online education models  –  enabling providers to deliver credible, transparent, learner‑centred training adapted to real‑world contexts.