GUIDELINES TO ASSIST IN EVALUATION OF APPLICATIONS. Assessing substantial equivalence is a complex matter. The experience of the existing Authorized Members is that an evaluation based on documentation is only a first step – necessary but not sufficient. Confidence can only be achieved through a detailed evaluation, including close interaction and planned visits to observe processes and systems. In particular, it is difficult to define on paper the standard of competence for independent practice. The same words can embrace a wide range of standards. Documentation can describe criteria and procedures; but standards can only be reliably judged by experienced people through live interaction. Therefore applicants must give the opportunity for the nominators, and some other Authorized Members to be present at key decision points where the quality of evidence from potential registrants is evaluated against the relevant standard.
GUIDELINES TO ASSIST IN EVALUATION OF APPLICATIONS. Assessing substantial equivalence is a complex matter. The experience of the existing signatories is that an assessment based on documentation is only a first step – necessary but not sufficient. Confidence can only be achieved through a detailed evaluation, including close interaction and planned visits to observe accreditation / recognition procedures. In particular, it is difficult to define on paper the standard to which graduates must be able to exercise the required attributes. The same words can embrace a wide range of standards. Documentation can describe criteria and procedures; but standards can only be reliably judged by experienced people through live interaction. Therefore applicants must give the opportunity for the nominators, and some other signatories to be present at key decision points where the quality of student learning is evaluated against accreditation / recognition criteria. Ultimately, the applicant must demonstrate that the level and content of the studies of accredited / recognised programmes are substantially equivalent to those of the current signatories. Therefore, the program must be offered at an appropriate tertiary-level institution. The duration of academic formation will normally be at least sixteen years (Washington Accord), fifteen years (Sydney Accord) and 13 years (Dublin Accord). Accreditation / recognition systems should adhere to the following general characteristics:
