Conflict Of Interest Policy
The purpose of this policy is to protect our integrity as a business and the integrity of our services.
A conflict of interest is a situation in which an individual, or organisation, has competing interests or loyalties.
This policy applies to all staff and contractors that work with Humanoid
- All Humanoid staff and contractors shall be made aware of the conflict of interest policy during induction.
- Humanoid shall align and abide by any conflict of interest policy that is implemented by the client. In the event that the client has no conflict of interest policy Humanoid policy shall be implemented.
- Assessors shall possess information in reference to conflict of interest policy in their induction pack.
- Learners shall be made aware of this conflict of interest policy.
- The staff member or contractor must disclose any activity that might give rise to a potential conflict of interest. This potential conflict of interest should be reported to the operations manager or relevant control agent of the client.
- In the event that conflict of interest is established the person involved shall be redeployed from the conflicted task and the action tested if it breaches the malpractice policy
Contingency & Adverse Effect
The purpose of this policy is to ensure the function of Humanoid following any adverse circumstances.
This policy applies to all candidates registered along staff and contractors affiliated with Humanoid.
Humanoid 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 Humanoid Shall align fully with the contingency and adverse effect policy of our clients.
Learner Recruitment & Selection Policy
This policy concerns our responsibility to:
- Identify learning needs and learning support needs.
- Ensure that learners are appropriately placed on courses.
- Optimise learner achievement.
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.
The centre 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 authorised person.
During course registration candidate information will be verified with at least 1 photo ID and will be crossed checked with the client’s authorised person to ensure that the correct candidate is attending the course.
- 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.
- 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.
- 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.
- Humanoid will ensure that the outcomes of learners individual skills assessment and induction will be documented in way that is transparent.
- Humanoid will ensure that information from initial assessment is incorporated in an individual and group learning plan.
- 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.
- 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 alternative provision.
Identification of Learners' Development Needs and Prior Achievements
- During the rollout program, learners are briefed on the their needs and how they can voice out to the assessors and organisations.
- The record mechanism may include one or more of the following:
- Individual Learning/Development Plans: These plans outline the specificdevelopment needs of learners and provide a roadmap for their learning andskill enhancement.
- Action Plans: These plans outline the specific actions and steps that learnerswill take to address their development needs and achieve their qualificationgoals.
- Development of Assessment Plans: These plans outline the assessmentmethods and criteria that will be used to evaluate learners' skills, knowledge,and prior achievements.
- Learning, Teaching, and Assessment Plans: These plans outline the overallapproach to learning, teaching, and assessment, including strategies for addressing learners' development needs.
Procedure for Identifying Learners' Development Needs and Prior Achievements
Assessment of Prior Achievements
- We will assess learners' prior achievements, including their experience, knowledge, skills, and qualifications, relevant to the requirements of the award. We process this as under Recognition of Prior Learning (RPL) section below.
- The assessment will help determine if learners meet the qualification entry requirements and if any prior skills and knowledge can provide valid evidence towards the assessment of the units/awards they wish to achieve.
- Prior achievements will be documented and taken into consideration during the qualification process.
Identification of Development Needs
- We will identify learners' development needs in relation to the units/awards they wish to achieve.
- This process will help determine the level of development required and guide the implementation of appropriate arrangements for development ahead of assessment.
Documentation of Processes
- We will document the processes for identifying and addressing learners' development needs.
- This documentation will outline the steps and considerations involved in the identification process, including the assessment of prior achievements and the determination of development needs.
- It will also detail the specific strategies and arrangements for addressing the identified development needs, including the use of individual learning/development plans, action plans, and assessment plans.
Integration with Program/Course Design
- For taught programs, such as Pearson Qualifications, SQA Advanced Qualifications, Higher National (HN) and National Qualifications (NQ) Units, and qualifications, the general development needs of learners will be matched against the award requirements during the program/course design stage.
- The identified development needs will be factored into the learning, teaching, and assessment plans to ensure a holistic and targeted approach to learner support.
Recognition of Prior Learning
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(s) or a whole qualification.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:
RPL evidence must be current and still valid.
Proof must be show that the RPL evidence has been authenticated.
RPL Evidence presented must be relevant and applicable to the
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 each unit are achieved and that the records of assessment are maintained in the usual way.
List of BTEC Oil and Gas Competence Assurance Units for RPL Considerations
- Level 4 Facilities / Installation Management – Recognition of external assessment that meets the criteria in Unit 1, Manage Major Emergency. Evidences to be provided by external assessments are assessment videos, assessment reports and competency certificate.
- Level 3 Control Room Operations – Recognition of external assessment that meets the criteria in Unit 3, Coordinate the Response to Emergencies and Critical Process Situations. Evidences to be provided by external assessments are assessment videos, assessment reports and competency certificate.
- Level 4 Installation Management – Recognition of Unit 1, 2, and 3 from Level 4 Facilities Management.
- Level 4 Lead Internal Verifier – Recognition of Unit 1 and 2 from Level 4 Internal Verifier certification
Assessor processes for maintaining learner contact, progress reviews, assessment plan revision and timely effective support.
Regular Contact with Learners
a. Mechanism for Recording Contact:
- We will utilize a record mechanism to document the regular contact we have with learners throughout the duration of their qualification.
- The record mechanism may include one or more of the following:
- Assessment Plan Templates or Assessment Schedules: Thesetemplates/schedules outline the planned assessments, timelines, andmilestones for each learner.
- Learner Contact Records/Logs: These records/logs capture the details of eachcontact session, including dates, topics discussed, and outcomes.
Procedure for Maintaining Regular Contact with Learners
a. Scheduled Contact:
- Assessors will schedule regular contact sessions with learners to review their progress and revise assessment plans accordingly.
- The frequency and duration of these contact sessions will be determined based on the needs of the learner and the requirements of the qualification.
- Scheduled contact sessions may be conducted through various means, including face-to-face meetings, virtual meetings, emails, or Humanoid Skills Matrix online portfolio system, under Professional Discussion.
b. Review of Progress:
- During the contact sessions, assessors will review learners' progress in relation to their assessment plans and overall qualification journey.
- The assessors will evaluate the evidence gathered, provide feedback on performance, and identify areas of strength and areas for improvement.
- This review will help ensure that learners understand the evidence required for assessments and receive guidance and support in gathering or producing assessment evidence.
- Assessor and learners can choose to perform all the above via Humanoid Skills Matrix online portfolio system, under Professional Discussion.
c. Revision of Assessment Plans:
- Based on the review of progress, assessors and learners will collaboratively revise the assessment plans to ensure clarity and alignment with the next stages of assessment.
- Any necessary adjustments or revisions to the assessment plans will be made to support learners in achieving their qualification goals effectively.
- The revised assessment plans will outline the updated assessment methods, timelines, and any additional support or guidance needed.
d. Utilization of Humanoid Skills Matrix Online Portfolio System:
- All assessment processes, coaching, and guidance will be conducted using the Humanoid Skills Matrix online portfolio system.
- The system will serve as the primary platform for assessors and learners to plan, review progress, and provide discussions and feedback.
- The transparent and auditable nature of the system will ensure traceability, accountability, and accessibility of the learner support processes.
Documentation of Contact Processes
- Assessors will maintain accurate and up-to-date records of the contact sessions with learners.
- These records will include the dates, topics discussed, action items, and any outcomes or decisions made during the sessions.
- The records will serve as evidence of regular contact, progression monitoring, and the provision of timely support.
- These can be done via Professional Discussion in Humanoid Skills Matrix.
b. Accessibility and Auditability:
- The contact records, assessment plans, and any related documentation will be stored securely and made accessible to authorized personnel.
- The use of the Humanoid Skills Matrix online portfolio system will facilitate the transparency, traceability, and auditability of the learner support processes
- We will regularly review and evaluate the effectiveness of our contact processes and make improvements as necessary.
- Feedback from learners, assessors, and stakeholders will be sought and considered to enhance the quality and efficiency of the learner support system.
- To identify and minimise the risk of malpractice by staff or learners.
- To respond to any incident of alleged malpractice promptly and objectively.
- To standardise 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 Humanoid 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. Where malpractice is proven, this centre will apply the following penalties / sanctions:
- 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
Plagiarism is defined as the use of evidence or work that has been generated by a person other than the candidate without using reference.
Humanoid takes a serious view of plagiarism and will fully investigate all cases. If plagiarism is proved the candidate portfolio will be withdrawn for certification consideration. The candidate will need to produce a new portfolio if he or she wish to proceed with certification. The candidate is able to consider the use of the appeals policy if they feel that further investigation is required.
Plagiarism Action Process
All candidates are informed of the Humanoid plagiarism policy during course workshop and are required to declare that their evidence is authentic. All Assessors are made aware of Humanoid 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 candidate’s time in generating their evidence portfolio. Plagiarism detection is part of the internal verifier normal function.
Assessment Appeals Policy
Humanoid is committed:
To enable the learner to enquire, question or appeal against an assessment decision.
To standardise 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 thespecific 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 assessmentfrom 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 continues 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 18months.
- 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.
Assessment and Internal Verification Policy
Access to Assessment
- 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 standards.
- To ensure that there is accurate and detailed recording of assessment decisions.
In order to achieve this Humanoid 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 standardised IV documentation and to include an IV assessment form.
- Use the outcome of internal verification to enhance future assessment practice.
Assessment ‐ Aims:
To identify competence gaps in the candidate as measured against a standard.
To facilitate solutions to close the gaps to ensure consistent assessment outcomes.
Roles Of The Assessor:
- 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 BTEC courses.
- 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.
- Encourage students by giving accurate and factual feedback in a timely manner and guidance on how to improve work that also encourage learning.
- 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.
- Adhere to the Awarding Body’s specification in the assessment of student assignments.
- Record outcomes of assessment using appropriate documentation. Outcomes will be held secure until after Standard Verification.
- 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.
- Provide accurate records of internally assessed portfolios in a timely manner for transfer to the Awarding body.
- Adhere to the new assessment rules implemented by Qualification Body.
Internal Verification Policy
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 are identified and address to protect the quality of the program.
In order to do this, Humanoid 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 standardised internal verification documentation
- Use the outcome of internal verification to enhance future assessment.
Roles Of The Internal verifier:
- 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.
- Each course will have an identified Internal Verifier (IV) who is not otherwise involved in the assessing or setting of work for the course.
- 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.
- 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.
- Adhere to the additional roles of the lead internal verifier as stipulated in the new rules implemented by Qualification Body.
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.
- 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.
This policy aims to give a guideline as to how Humanoid will avoid discrimination of any manner to students. And to ensure open and fair access for students to participate in our course.
a. Humanoid shall not discriminate in race, age, gender or religion in for student to access to courses and assessments.
b. Humanoid shall take into account the special needs of students to ensure access to courses information and assessments.
c. Humanoid shall comply to the anti discrimination acts of the country that it operates.
d. Humanoid shall comply to any anti discrimination policies in place as stipulated by our clients.
Learners Protection Policy
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; and
- Recognise and take appropriate action, when vulnerable individual might have been abused, including in the community or family.
To meet our objectives, Humanoid commits to:
- Comply with all relevant laws and regulations,
- Set overarching principles to help our employees think about our responsibilities to safeguard our learners.
- 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.
Humanoid Training and Consultancy has developed a Humanoid Safeguarding Policy (Since 2018) 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 to know 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 receive it.
- We support and train those working within Humanoid 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.
Health Security Safety & Environment Policy (HSSE)
1. Ensure that Humanoid Provides a Safe and Harm free environment for all stakeholders.
2. Guide the behaviour of Humanoid employees to ensure that no harm is done by their actions to themselves ,the environment, other stakeholders and Humanoid assets.
- Humanoid shall align fully with the HSSE policy of our clients.
- Humanoid 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 Humanoid 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.
- Humanoid Employees shall wear seatbelts when traveling in vehicles.
- Humanoid Employees shall not use mobile phones while operating a vehicle.
- Humanoid as in organisation shall endeavour to reduce and recycle waste when applicable.
Distance Learning Policy
To assure the quality of assessments at Humanoid Distance learning Centres.
Humanoid utilises 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 Humanoid.
- All candidates , Assessors and Internal Verifiers will be registered through the Humanoid skills matrix system.
- All registrations will need to accompany an offical 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 organisational IV Plan.