Purpose
The purpose of this policy is to ensure the function of Dufitek Institute following any adverse circumstances.

Policy Scope
This policy applies to all candidates registered along staff and contractors affiliated with Dufitek Institute.

Action
Dufitek Institute shall maintain and offsite record of all candidate data. All data shall be backed up on multiple redundant systems that are at multiple locations. This system shall be accessible to multiple staff at different locations. After recovery of from an adverse event, communications will be issued to candidates regarding the status of the data retained. All systems shall be restored as earlier as possible.

Additionally, Dufitek Institute Shall align fully with the contingency and adverse effect policy of our clients.

Review
This policy shall be reviewed in FEBRUARY 2024.

Purpose
The purpose of this policy is to ensure that all learners receive the necessary advice, guidance and support in order to optimize their achievement

Responsibility & Scope
This policy covers all learners and personnel who are involved in learner guidance and support. Implementation
1. All learners will be encouraged to disclose their additional support needs before starting a
course.
2. The need for learning support will be captured through email and the electronic portfolio
management system.
3. Learners will be made aware of the policies relevant to them during program roll out.
4. Learning support will be included in the assessor induction process. Assessors will also have
relevant information in their handbooks.
5. Learning Support Coordinators will liaise regularly with assessors and managers to discuss
individual learner progress and the provision of support.
6. Additional support needs will be addressed personally where learner and assessor will discuss
and agree to a learning support plan.
7. Learning support will be provided on an appropriate basis according to the client’s
specification.
8. Learning support coordinator shall monitor learner progress to detect lack of progress and
highlight to client management.

Monitoring
The operation of this policy is monitored and evaluated through:
▪ Monthly monitoring reports
▪ Course team meeting

Review
This policy shall be reviewed in FEBRUARY 2024.

Introduction
This policy concerns our responsibility to:
• Identify learning needs and learning support needs.
• Ensure that learners are appropriately placed on courses.
• Optimize learner achievement.
Aims
Learner recruitment and selection procedures should facilitate learners taking responsibility for their own learning.
All staff involved in initial assessment will be properly qualified and skilled and have the relevant up -to-date knowledge.

Implementation
The center will fully align to the recruitment processes of our clients. All learners nominated by our
client will be pre-qualified before being nominated to our course. We will only process nominations from the client’s authorized person.
During course registration candidate information will be verified with at least 1 photo ID and will be crossed checked with the client’s authorized person to ensure that the correct candidate is attending the course.
1. The course information that will clearly explain: progression routes, content, outcomes, teaching methods and materials that learners may need to reference. The learner will also be made aware of the possibility to claim recognition of prior learning (RPL) in accordance to our RPL Policy.
2. All teaching staff will assess their learners’ ability / skills, relevant to the area of learning, in order to identify their learning and support needs at the start of the course.
3. All teaching staff will ensure that all learners receive an induction appropriate to the course to include, for example: course content, teaching methodologies, tutorials, individual learning plans and methods of assessment.
4. Dufitk Institute will ensure that the outcomes of learner’s individual skills assessment and induction will be documented in way that is transparent.
5. Dufitk Institute will ensure that information from initial assessment is incorporated in an individual and group learning plan.
6. At the enrolment stage, learners will have the opportunity to identify any learning support needs. Assessors will also monitor learners throughout the course to identify any specific learning support needs.
7. If the Service does not have the resources to meet the needs of a learner, then that learner will be advised on how else to proceed or be referred to an alternative provision.
Review
This policy shall be reviewed in FEBRUARY 2024.

Policy Aims
• To ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals.
• To ensure that the assessment procedure is open, fair and free from bias and to national and international standards.
• To ensure that there is accurate and detailed recording of assessment decisions.

Implementation
In order to achieve this, Dufitk Institute will:
• Ensure that all centre assessment assignments are verified as fit for purpose prior to distribution to students.
• The Lead Internal Verifier is to be responsible for allocating the sample size required from each assessor. Assessors deemed to be ‘high risk’ will provide a higher sample size than ‘low risk’ assessor. Level of risk will be determined by the Lead Internal Verifier and the Quality Nominee.
• Verify an appropriately structured sample of assessor work from all program to ensure each conform to Standards Verification requirements.
• Define, maintain, and support effective internal verification roles.
• Ensure that identified staff will maintain secure records of all internal verification activity.
• Brief and train staff of the requirements for current internal verification procedures. The continued professional development to take the form of departmental training, professional body training days and attendance at the working group assessment meetings.
• Provide standardized IV documentation and to include an IV assessment form.
• Use the outcome of internal verification to enhance future assessment practice.

Internal Verification ‐ Aims:
• To ensure that internal verification is valid, reliable and covers all assessors and programme
activity.
• To ensure that the internal verification procedure is transparent, fair and free from bias.
• To ensure that there is accurate and detailed recording of internal verification decisions.
• To ensure that risk is identified and address to protect the quality of the program.
In order to do this, Dufitk Institute will:
• Ensure that all centre assessment instruments are verified as fit for purpose.
• Verify an appropriately structured sample of assessor work from all programmes, sites and
teams, to ensure centre programmes conform to Awarding / certification body standard
requirements.
• Plan an annual internal verification schedule, linked to assignment plans.
• Define, maintain, and support effective internal verification roles.
• Ensure that identified staff will maintain secure records of all documentation.
• Brief and train staff of the requirements for current internal verification procedures.
• Promote internal verification as a developmental process between staff.
• Provide standardized internal verification documentation.
• Use the outcome of internal verification to enhance future assessment.

Roles of The Assessor:
a) Set tasks which allow students to demonstrate what they know, understand and can do so that
they have opportunities to achieve the highest possible grades on their CITY & GUILDS /BTEC courses.
b) Ensure that learners are clear about the criteria they are expected to meet in their assignments
and that they are fully briefed on the skills which need to be demonstrated in the coursework /
portfolio components of a subject.
c) Encourage students by giving accurate and factual feedback in a timely manner and guidance
on how to improve work that also encourage learning.
d) Set interim deadlines for coursework and advice to learners on the appropriate amount of time
to spend on the work, ensuring it is commensurate with the credit available.
e) Adhere to the Awarding Body’s specification in the assessment of student assignments.
f) Record outcomes of assessment using appropriate documentation. Outcomes will be held
secure until after Standard Verification.
g) Ensure each candidate signs to confirm that the work is their own and that it is endorsed by the
Assessors after marking the work. A completed original document must be securely attached
to the work of each candidate and to that of each sample request.
h) Provide accurate records of internally assessed portfolios in a timely manner for transfer to the
Awarding body.
i) Adhere to the new assessment rules implemented by City & Guilds/Pearson.
Roles of The Internal verifier:
a) The Internal Verifier is at the heart of quality assurance on our Certificated programmes. The
role is to ensure that internally assessed work consistently meets the approved standards but
can also lead to staff development and quality improvement.
b) Each course will have an identified Internal Verifier (IV) who is not otherwise involved in the
assessing or setting of work for the course.
c) Internal Verifiers will have the knowledge and qualifications relevant to the qualification(s)
and other competence-based award(s) for which they are responsible to enable accurate
judgment to be made regarding candidate performance in relation to competence criteria.
d) Provision will be made for communication between course teams to share ‘best practice’ and
areas of concern. Typically, this will be achieved through quarterly meetings of the course
team.
e) Adhere to the additional roles of the lead internal verifier as stipulated in the new rules implemented by City & Guilds/Pearson.

The internal verifier will:
• Monitor that the IV schedule covers all units and all assessors on a programme .
• Advise on the interpretation of competence standards.
• Co-ordinate assessment arrangements.
• IV all assignment briefs before issue to learners.
• Ensure an effective system of recording learner achievement is in place.
• Advise on opportunities for evidence generation and collection.
• Keep records of the verification process for 3 years after certification.
• Liaise with external verifiers.
• Provide advice and support to assessors on a regular basis.
• Advise on the appropriateness of assessment evidence with regard to level, sufficiency,
authenticity, validity and consistency.
• Check the quality of assessment to ensure that it is consistent, fair and reliable.
• Ensure own assessment decisions are internally verified by another Assessor. Give feedback to
assessors and identify action to be taken where appropriate.
Follow up:
• Ensure appropriate corrective action is taken when assignment briefs are not fit for purpose or
when assessment decisions are not accurate.
• Take part in the formal stages of any appeal from learner.
• Advise programme team on any training needs.
• Provide feedback on aspects of the assessment system, particular on any changes and update
the requirements to the Course team and clients.

Review
This policy will be reviewed on FEBRUARY, 2024 by the Course Team.
This policy has been derived from examples of other City & Guilds/BTEC centres and edited to suit
local needs.
We will influence our clients using our services to adopt the same policy.

Policy Aims
• To identify and minimize the risk of malpractice by staff or learners.
• To respond to any incident of alleged malpractice promptly and objectively.
• To standardize and record any investigation of malpractice to ensure openness and fairness
• To impose appropriate penalties and/or sanctions on learners or staff where incidents (or attempted incidents) of malpractice are proven.
• To protect the integrity of this centre and of the vocational qualifications.

In order to achieve this, Dufitek Institute will:
• Seek to avoid potential malpractice by using the induction period to inform learners of the
centre’s policy on malpractice and the penalties for attempted and actual incidents of
malpractice.
• Ask learners to declare that their work is their own.
• Ask learners to acknowledged any sources used.
• Conduct an investigation in a form proportionate with the nature of the malpractice allegation.
Such an investigation will be supported by the director of operations and all personnel linked
to the allegation.
• Make the individual fully aware at the earliest opportunity of the nature of the alleged
malpractice and of the possible consequences should malpractice be proven.
• Give the individual the opportunity to respond to the allegations made.
• Inform the individual of the avenues for appealing against any judgment made.
• Document all stages of any investigation.
• Resubmission of all work within the assignment and where necessary the use of a modified assignment brief.
• Automatic failure of the unit Removal from the qualification

Definition of Malpractice by Learners
The following are examples of malpractice by the students. This list is not exhaustive and other
instances of malpractice may be considered by this centre at its discretion:
• Plagiarism of any nature.
• Collusion by working collaboratively with other learners to produce work that is submitted as
individual learner work.
• Cheating to gain an unfair advantage
• Copying (including the use of technology to aid copying).
• Deliberate destruction of another’s work.
• Fabrication of results or evidence.
• The alteration of any results document, including certificates
• False declaration of authenticity in relation to the contents of a portfolio or coursework.
• Impersonation by pretending to be someone else in order to produce the work for another or
arranging for another to take one’s place in an assessment/examination/test.
Definition of Malpractice by Centre Staff
The following are examples of malpractice by centre staff. This list is not exhaustive and other
instances of malpractice may be considered by this centre at its discretion:
• Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner.
• Producing falsified witness statements, for example for evidence the learner has not generated .
• Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/ task/ portfolio/ coursework.
• Facilitating and allowing impersonation.
• Misusing the conditions for special learner requirements, for example where learners are
permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment.
• Falsifying records/certificates, for example by alteration, substitution, or by fraud.
• Fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment.
• Failing to keep assessment/examination/test papers secure prior to the assessment/examination/test

Review
This policy will be reviewed on FEBRUARY, 2024 by the Course Team.

Aims
This policy aims to give a guideline as to how Dufitek Institute will avoid discrimination of any
manner to students. And to ensure open and fair access for students to participate in our course.

Practice
Dufitk Institute shall not discriminate in race, age, gender or religion in for student to access to courses and assessments.
Dufitk Institute shall take into account the special needs of students to ensure access to courses
information and assessments.
Dufitk Institute Shall comply to the anti-discrimination acts of the country that it operates.
Dufitk Institute shall comply to any anti-discrimination policies in place as stipulated by our clients.

Review
This policy will be Re reviewed on FEBRUARY, 2024 by the Course Team.

Aims
Our primary consideration is to ensure that no learner is at risk of abuse or is harmed.

Our key objectives are:
• Do all that we can to ensure that learners are not at risk of abuse in our premise .
• Do all that we can to ensure that all learners are free from sexual harassment while within our premise or while receiving a service from us; whether the harassment is from employees, peers or contractors.
• Recognize and take appropriate action, when vulnerable individual might have been abused, including in the community or family.

To meet our objectives, Dufitek Institute commits to:
• Comply with all relevant laws and regulations.
• Set overarching principles to help our employees think about our responsibilities to safeguard our learners.
Responsibilities:
• Define procedures and provide guidance on the safeguarding standards we expect and the actions our people should take to avoid risk and to respond to cases of abuse.
• Communicate our Policy and guidelines to our employees, contractors, clients, and others interested in our approach by publishing our policy.
• Ensure all our people are offered training to build their skills in avoiding, identifying, responding and reporting cases of harm.
• Monitor and document performance and apply any learning from these Learner Protection Learning Principles.

Dufitk Institute of Applied Engineering & Technology has developed a Learner Protection Policy
(25th MARCH, 2022) and as part of that policy, we have defined a set of procedures to follow as well
as guidelines on other issues. We will also signpost other policies and procedures that are complementary to leaners protection.
Our learners' protection principles:
• Best interests of the learner are paramount and shall be the primary consideration in our decision making.
• We are learner centered and have adopted a rights-based approach. This helps us keep the rights of learners and vulnerable individual to care, nurturing and equality of protection sharply in focus in all our activities.
• Equality of protection to ensure that learners have the same positive opportunity and to engage in our activities safely regardless of their gender, ability, race, sexuality, ethnicity, religion, circumstances or age.
• Learners require attention to optimize their safety needs at the worksite and promote their access to important opportunities.
• We take responsibility to meet our obligations regarding our duty of care to all our learners. This means ensuring our work activities are safe and that we protect employees and learners across all our activities and facilities.
• We reject the use of child or forced labor in our educational activities and in our business relationships.
• We make clear our standards to contractors and suppliers and audit those we identify as being high risk.
• We recognize and acknowledge an element of risk can exist in many learning situations, and while we may never be able to eliminate this completely, we will do all we can to reduce or limit its impact.
• We are honest and transparent in our approach and publicly disclose both this policy and the
way we work to try and protect all our learners.
• In general, excepting where there is an apparent immediate threat to life or limb, all personally
identifiable information concerning learners should only be shared and handled on a need-toknow basis and where we have the express consent of the data subject for the nominated purpose. Access to the information must be necessary for the conduct of a role relevant to our Centre and only individuals who have legitimate reasons to access the information can receiveit.
• We support and train those working within Dufitek Institute to recognize and respond to leaner
concerns in relation to risks and incidences.
• We work with others and our client companies to protect learners. This could include law
enforcement where necessary. We require incidents relevant to this policy in respect of all
learners to be reported in a timely way both internally and to the appropriate authorities,
linked to proper recording of the relevant details.
• Independent monitoring of the implementation of the policy is important to us, and we would
share our policy with all relevant people and agencies.

Review
This policy will be reviewed on FEBRUARY, 2024 by the Course Team.

Aims
1. Ensure that Dufitek Institute Provides a Safe and Harm free environment for all stakeholders.
2. Guide the behavior of Dufitek Institute employees to ensure that no harm is done by their
actions to themselves, the environment, other stakeholders and Dufitek Institute assets.

Practice
Dufitek Institute shall align fully with the HSSE policy of our clients. Dufitek Institute Shall comply with the Health Safety Security and Environment Policy of that is required by the law. All areas of training that is being used by Dufitek Institute shall be certified as safe by the relevant statutory bodies. Before the commencement of a course a safety briefing will be conducted by the HSSE officer. Dufitek Institute Employees shall wear seatbelts when traveling in vehicles.
Dufitek Institute Employees shall not use mobile phones while operating a vehicle. Dufitek Institute as in organization shall endeavor to reduce and recycle waste when applicable.

Review
This policy will be reviewed on FEBRUARY, 2024 by the Course Team

Dufitek Institute is committed:
• To enable the learner to enquire, question or appeal against an assessment decision.
• To standardize and record any appeal to ensure openness and fairness.
• To facilitate a learner’s right of appeal to the awarding body, where appropriate.
• To protect the interests of all learners and the integrity of the qualification.
• To align fully with the appeals policy of our clients.
In the event that leaner wishes to appeal on his assessment grading, learner may follow the following procedures. Appeals procedures may subject to change according to learner’s company policy procedures.
▪ Candidate can appeal for his assessment to Competent Assurance Panel (CAP).
▪ CAP will review the assessment, interview both assessor and candidate on the specific issue.
▪ After review, CAP will have three (3) choices.
▪ Support NYC– Support assessor’s decision of Not Yet Competent(NYC). The final result of the assessment will be NYC.
▪ Reverse NYC– The final result of the assessment will be Competent(C).
▪ Re-assessment with alternate assessor– CAP will review the assessment from the alternate assessor. The final decision of the review can be either C or NYC.

In order to do this, the centre will:
• Inform the learner at induction, of the Appeals Policy and procedure.
• Record, track and validate any appeal.
• Forward the appeal to the awarding body when a learner considers that a decision c ontinues to
disadvantage her/him after the internal appeals process has been exhausted.
• Keep appeals records for inspection by the awarding body for a minimum of 18 months.
• Have a staged appeals procedure.
• Will take appropriate action to protect the interests of other learners and the integrity of the
qualification, when the outcome of an appeal questions the validity of other results.
• Monitor appeals to inform quality improvement.

Review
This policy will be reviewed on FEBRUARY, 2024 by the Course Team.

Aims
RPL enables recognition of achievement from a range of activities using any appropriate assessment
methodology. Provided that the assessment requirements of a given unit or qualification have been
met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. (Ref: City &
Guilds/Pearson Recognition of Prior Learning Policy and Process)

Practice
The learner, will be made aware the possibility that they may be able to claim credit for some of their
previous learning.
The Assessor will require the leaner to provide evidence that satisfy the following RPL qualification criteria:
Current:
RPL evidence must be current and still valid.
Authentic:
Proof must be show that the RPL evidence has been authenticated.
Relevant:
RPL Evidence presented must be relevant and applicable to the
Sufficient:
Sufficient RPL evidence should be presented
After accepting a learner for assessment of prior learning, registration should be made in the usual
way and RPL achievement may then be reported and graded where appropriate using normal methods.
RPL records completed, should be retained for the standard three-year period following certification.
The assessor must ensure that all learning outcomes and assessment criteria being claimed for eac h
unit are achieved and that the records of assessment are maintained in the usual way.

PLAGIARISM POLICY
Plagiarism is defined as the use of evidence or work that has been generated by a person other than the
candidate without using reference.
Dufitek Institute Takes a serious view of plagiarism and will fully investigate all cases. If plagiarism is proven the candidate's portfolio will be withdrawn for certification consideration. The candidate will
need to produce a new portfolio if he or she wishes to proceed with certification. The candidate is able
to consider the use of the appeals policy if they feel that further investigation is required.

Process
All candidates are informed of the Dufitek Institute plagiarism policy during course workshop and are
required to declare that their evidence is authentic.
All Assessors are made aware of Dufitek Institute Plagiarism policy and are instructed to not accept
evidence where Plagiarism is detected. If Plagiarism is detected at assessment the candidate portfolio
shall be referred to the lead internal verifier for “portfolio retake processing.” All assessors are
required to declare authenticity of the evidence before submitting their portfolio for certification
All assignments and all candidates will be internally verified at least once during the course of the
candidate’s time in generating their evidence portfolio. Plagiarism detection is part of the internal
verifier normal function.
Review
This policy shall be reviewed in FEBRUARY 2024.

Aim
To assure the quality of assessments at Dufitek Institute Distance Learning centres.
Dufitek Institute utilizes information technology tools to increase access to assessment and learning
tools and to accommodate diverse candidate needs. The following procedures should be adhered to for
distance learning courses to ensure consistency and quality in the qualifications offered by Dufitek
Institute.

Process
All candidates, Assessors and Internal Verifiers will be registered through the Dufitek Institute skills
matrix system.
All registrations will need to accompany an official document with photo identification.
All Assessors will require to complete the skills matrix profile record and be qualified in their area of
assessment.
Assessments conducted via E-learning system will undergo internal verification according to the
organizational IV Plan.