The Equal Opportunities Policy

AKS Global Safety Consultancy is unwavering in its commitment to fostering a workplace culture characterized by compassion and equity for every individual. Embracing diversity and eliminating prejudice are integral to our core values and strategic objectives. Our foremost mission is to champion equality by ensuring that every worker and prospective applicant receives fair and unbiased treatment, thereby reflecting the full spectrum of societal diversity. This commitment ensures that each member of our team feels valued, respected, and motivated to contribute their utmost effort.
We pledge to treat all employees with equal respect and dignity, regardless of their employment status—whether they are part-time, full-time, or temporary workers. Selection for job opportunities, promotions, training, or any other benefits will be based solely on merit and competency. We are committed to supporting and empowering every member of our staff to realize their full potential and leverage their unique talents. By harnessing the diverse expertise within our organization, we aim to maximize productivity and cultivate a workforce that thrives collectively.

AKS Global Safety Consultancy is committed to:

• To create an atmosphere in which individual differences, as well as the efforts of all team members, are respected.
• To create a work environment in which every employee is treated with dignity and respect
• Not to tolerate any sort of coercion, bullying, or harassment, and to hold those who violate this policy accountable.
• To provide all workers with opportunities for training, growth, and promotion
• To promote workplace equality, which AKS Global Safety Consultancy claims is both sound management practice and good business sense
• To inspire anyone who feels they have been subject to discrimination to raise their concerns so we can apply corrective measures
• To inspire employees to treat everyone with dignity and respect.
• To regularly review all our employment practices and procedures so that fairness is maintained at all times.

AKS Global Safety Consultancy will diligently inform all staff of the active equality and diversity policy, emphasizing their obligation to adhere to its principles and promote fairness in the workplace. Notably, stakeholders including funding organizations, partners, clients, learners, and job applicants will be thoroughly briefed on the pertinent policies outlined by both the UK and USA governments. The comprehensive equity and diversity policy established by AKS Global Safety Consultancy enjoys full endorsement from senior management and has been collaboratively agreed upon by employee representatives. Furthermore, our commitment to maintaining workplace equity and diversity will be reaffirmed through annual policy reviews and updates to ensure continued adherence and alignment with best practices..

Health and Safety Policy

AKS Global Safety Consultancy is committed to:

AKS Global Safety Consultancy staunchly upholds the principle that “Health and Safety are integral components of Business”, affirming that safe and hygienic working conditions are fundamental rights bestowed upon every employee, contractor, visitor, and transporter. We are steadfast in our commitment to continually enhance and maintain these conditions, ensuring strict compliance with all pertinent statutory regulations through ongoing efforts and improvements

• Ensure the health and safety of employees, contractors, visitors, and transporters by creating a safe and hygienic work environment.
• safely perform all operations and confirm the safety and reliability of People, plants, and machinery, by ensuring Personal Protective Equipment, collective protective equipment, and preventive maintenance.
• Secure Plant and substances in a safe condition
• Provide facilities for the welfare of all workers.
• Provide appropriate training and develop skills by engaging employees to help them work safely.
• Assess risks and provide controls for safety and health hazards in our operations and activities and use audits to check compliance.
• Comply with all statutory and regulatory requirements concerning Health and Safety.
• Auditing internal and external to review the regulatory compliance.
• Investigate all kinds of unsafe acts and conditions and near misses related to Health and Safety implement corrective action and communicate the incidents to all employees and contractor
• Communicate with employees, vendors, and contractors about emergency response systems.
• Continually improve Health and Safety performance.

Quality Assurance Policy

“At our Training Centre, Internal Quality Assurance (IQA) serves as the cornerstone of our commitment to excellence, ensuring that our training and evaluation practices not only meet but exceed both national and international standards. Anchored by a robust internal quality assurance framework complemented by adherence to UK and USA government frameworks, we prioritize the continuity, accuracy, and enhancement of our processes, personnel, and procedures. Our relentless pursuit of excellence is underpinned by comprehensive monitoring of all courses, spearheaded by our Technical Director, Rasel Khan, who meticulously reviews all training deliveries. Furthermore, ongoing Internal Quality Assurance measures ensure the consistent maintenance of assessment standards, guided by accrediting university and other awarding bodies’ directives. Every learner portfolio is integrated into our Internship Program, embodying our unwavering dedication to facilitating information gathering and fostering success through the delivery of high-quality education.”

(a) Purpose

To meet and surpass the standards that have been imposed on us:

• Other awarding bodies.
• Our accrediting university
• Our employees, as well as our students.
• To provide formative preparation, monitoring, observation, and sampling processes to all workers to assist them in providing outstanding working practices.
• To assist and cultivate tutors in their work by providing them with the ability to receive critical and positive feedback.
• The appraisal decisions are taken based on portfolio proof.
• Methods of training/teaching used
• To provide learners with healthy, supportive, encouraging, and engaging environments.
• To maintain a constant check on delivery accuracy and quality.
• To ensure that the consistency and quality of delivery, as well as the consistency, quality, and fairness of marking, grading, and overall evaluation of learner evidence, are continually monitored.
• To ensure that valid and consistent evaluation decisions are made, as well as that all external criteria are met.
• Establish and maintain internal and external relationships that are based on consistency, conviction, and honesty. As a result, with all we do, we want to encourage and preserve continuity.

(b) Scope

Internal Quality Assurance of all work practices, records, and evidence that have an outcome on the distribution, review, and evaluation of qualifications and training provided by the Training Centre; All staff, tutors, and students; Internal Quality Assurance of any work practices, documents, and evidence that have an impact on the delivery, examination, and assessment of qualifications and training provided by the Training Centre.

Roles and Responsibilities:

• In the distribution and evaluation of qualifications, we follow the quality standards of our accrediting university, other awarding bodies, and job partners.
• IQA policies and procedures are adequate, are checked regularly, and are recognized, understood, and practiced by all.
• All employees and tutors involved in service delivery processes are adequately trained and certified through stringent recruitment processes, induction training, and ongoing growth.
• All employees and tutors involved in IQA processes are appropriately trained and qualified through rigorous recruitment processes, induction training, and ongoing development.

Employees and tutors involved in the induction of students are responsible for ensuring:

• Checking the student’s identity.
• All documentation is done completely and correctly.
• Students are inducted into their preferred curriculum in a manner that is suitable for them. Tutors are in charge of making sure that:
• Candidates/learners are aware of this.
• Their roles in the collection, authentication, and presentation of data, as well as the various types of evidence they may obtain to demonstrate expertise in information and working practices.
• For the course of their qualification, the candidates/learners are completely assisted.
• Efficient data collection, assessment, and achievement management should all be part of this.
• Recognizing the person’s preferred learning methods and determining their learning style
• Meeting with the client and their supervisor on a regular basis to discuss progress and set new targets.
• Deciding on and recording each person’s assessment and visit plans
• Providing the client with prompt, dependable, formative, and summative feedback.
• Laws that are anti-discriminatory and equal opportunity must be demonstrated.
• Confidentiality and compliance with the Data Protection Act.

They measure learners’ performance through formative evaluation and/or simulated scenarios, and/or execute other forms of assessment in compliance with the QCF and accrediting the university’s qualification and unit standards and specifications. As an example;

preserving relevant, reliable, and verifiable records to ensure proof’s validity, reliability, currency, and sufficiency.

They make themselves available to the Clinical Director and external Quality assurances from our accrediting university and other awarding bodies as required, and they arrange for their students to do the same.

(B) Scope

To meet and surpass the standards that have been imposed on us.

• Other awarding bodies.
• Our accrediting university
• Our employees, as well as our students.
• To provide formative preparation, monitoring, observation, and sampling processes to all workers to assist them in providing outstanding working practices.
• To assist and cultivate tutors in their work by providing them with the ability to receive critical and positive feedback.
• The appraisal decisions are taken based on portfolio proof
• Methods of training/teaching used
• To provide learners with healthy, supportive, encouraging, and engaging environments.
• To maintain a constant check on delivery accuracy and quality
• To ensure that the consistency and quality of delivery and the consistency, quality, and fairness of marking, grading, and overall evaluation of learner evidence are continually monitored.
• To ensure that valid and consistent evaluation decisions are made, as well as that all external criteria are met.
• Establish and maintain internal and external relationships that are based on consistency, conviction, and honesty. As a result, with all we do, we want to encourage and preserve continuity.

(c) Internal Quality Assurers

Internal Quality assurers are responsible for:

• Ensuring that the tutors appointed to them are led, advised, and assisted.
• Providing guidelines on the interpretation and implementation of evaluation criteria properly and regularly applied;
• Ensuring conformity to the center’s assessment standards and guidance
• Observation of working processes and provision of formative feedback;
• sampling of assessment activities such as assessment decisions, formative feedback provided, completion of portfolio papers, student evaluation forms, and so on;
• ensuring assessors have opportunities to update and improve their vocational and professional competence.
• Carrying out a quality audit of the documentation used within and format of the training courses
• Endorsing, countersigning, and dating assessments and quality assurance judgments made by assessors and Internal Quality Assurers who lack the required assessor/Internal Quality Assurer qualifications as accepted and defined by the Regulatory Authorities.
• Assisting the Training Centre in achieving its objectives by: o Actively raising concerns of good evaluation practice
• Ensuring that in the evaluation process, equal rights and nondiscriminatory policies are followed
• Working with other IQAs and the External Quality Assurer to bring the evaluation system’s criteria into effect.
• Ensuring that all Learners’ achievement records and Center documents are up to date
• Joining regular IQA meetings.

(d) Policy Implementation – Procedures

Any program with work that is internally evaluated and leads to a student’s final assessment outcome must obey the IQA policy.
Tutors and Internal Quality Assurers will be given enough time, money, and authority to efficiently carry out their responsibilities.

Qualifications

Unsupported evaluation can only be carried out by properly trained and skilled tutors. All tutors must have extensive experience in the qualification area.
All internal quality assurance must be conducted by properly trained personnel. Take a sample the sampling strategy developed and maintained by the Clinical Director must be followed by all IQAs.
Sampling must be across all tutors, all types of evidence, and all students, including plans, reviews, and records in addition to student evidence. The frequency of assessments will be calculated after an assessor’s risk assessment based on expertise and competence, but to satisfy the criteria of the accrediting university, other awarding bodies, and other awarding bodies, the frequency of assessments will be determined. All portfolios will be quality assured by the IQA, who will sample at least one piece of evidence for each aspect of the qualification at a minimum. IQA must be done regularly during the year.

(e) Observations

Every tutor will be observed by their assigned IQA at least once a year.

• Embedding of Functional Skills, Safeguarding, and Equity & Diversity
• Questioning / Evaluation / Training / Self-guided learning
• Formative feedback
• Recap of learning accomplished
• Agreement on next steps

QA observation should include:

• Sight of Learning Plan
• Agreement of goals for the meeting/visit/session
• Student success and stretching
• Embedding of Functional Skills, Safeguarding, and Equality & Diversity
• Questioning / Assessment / Training / Self-guide

An Observation of Assessor Practice Form will be used to document the observation.
IQA feedback on trainer delivery must be sent to the relevant trainer as soon as possible, ideally by the end of the working day. All subsequent acts should be decided upon, and the Observation of Tutor Practice form should be revised and signed by both the IQA and the tutor to ensure the accuracy of the details found therein. The original form should be filed in the tutor’s personnel file, while a copy should be submitted to the Director.

(f) Student Interviews

The IQA will interview at least one student for each of their designated tutors once a year. On the Learner Interview Record, there are set of interview questions that should all be asked, but not all of them are relevant. These interviews can be conducted in person or by email. Once the record is full, send a copy to the Clinical Director and keep the original in the tutor’s personnel file.

(g) Disagreement of IQA findings

Every tutor has the right to appeal an IQA decision affecting their assessment. Within 5 working days of being told that the portfolio is ready for selection following an IQA, the assessor should indicate their disagreement on the appropriate IQA form and bring it to the attention of the IQA. If a challenge is presented, the assessor and IQA must first meet and address the issue informally; if an agreement can be reached, it should be noted on the IQA form, and no further action is taken. If an agreement cannot be reached, then this goes to:

1. Stage One Appeal

Another IQA will be assigned by the Lead Internal Verifier to investigate the challenge. They will review the IQA report with the assessor and the first IQA, then IQA the piece of evidence/document themselves before telling the Lead internal verifier of their findings. The Lead Internal Verifier will inform both parties of the result.

2. Stage 2 Appeal

“The Lead Internal Verifier assumes the responsibility of impartially examining evidence and documents from all involved parties, rendering a final verdict. Their ruling stands as conclusive.

(h)Regarding Standardization & Development:

• The Training Centre commits to hosting a minimum of four team development meetings annually, typically convened concurrently with general team meetings.
• These gatherings serve as platforms for discussing updates from accrediting universities, other awarding bodies, QCF, and partners, ensuring alignment and consistency in delivery. Information packs are disseminated to assessors and IQAs.
• Tutor development and standardization discussions are documented in meeting minutes, mandating all tutors to update their Continuing Professional Development (CPD) records accordingly.
• A culture of continuous improvement is fostered, with tutors urged to enhance their expertise in assessment sectors and pedagogical methodologies.

Regarding IQA Team Meetings:

• Internal Quality Assurers are mandated to attend annual IQA meetings under the guidance of the Clinical Director.
• These sessions serve as forums for deliberating on emerging standards, updates from accrediting universities or awarding bodies, required standardizations, recent challenges, and expected benchmarks.”

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