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incorporated into SEDA-PDF this information
is presented for historical purposes only)
The SEDA Teacher Accreditation Scheme recognises programmes to train new
teaching staff in institutions of higher education. Recognised programmes have
met strict criteria and standards. By August 2002 over 3100 teachers
had been accredited through the Scheme.
The Associate Teachers scheme is a
development and recognition framework for part-time teachers, graduate teaching
assistants and postgraduate students who teach.
The overall aim of the Teacher Accreditation Scheme is to assure a common and
appropriate standard of performance of teachers in higher education who complete
recognised programmes of training.
programmes of training for
teachers in higher education.
Teachers who successfully complete recognised courses are accredited by the
Programmes may be run within or among institutions.
A programme will be recognised if it:
involves an appropriate mix of self-, peer-
is externally examined and/or moderated.
has a procedure for dealing with appeals
has a procedure for regular review of the
SEDA Accreditation represents a professional standard in higher education
teaching. The standard is guaranteed through the assessment of outcomes
underpinned by professional values and principles. The
recognised programmes which lead to this Accreditation may also lead to a range
of academic qualifications but all must be capable of assessing professional
The development of the Scheme began in November 1990. In Spring 1992 a pilot
programme began with eight institutions. The first programmes were recognised in
Autumn 1992; at the same time a Steering Group was set up for the Scheme. The
Scheme was launched nationally in April 1993.
A teacher will be accredited if they demonstrate that they have met each of
the eight objectives in a way which reflects each of
the six underpinning principles.
The Approach of
The Teacher Accreditation Scheme is not intended to prescribe a particular
form of programme of training for teachers in higher education. Rather, the
Scheme identifies the underpinning values and principles, and the objectives and outcomes, which any
course or programme must show that it assesses.
This approach acknowledges the variety of excellent current provision.
Further, it allows institutions flexibility to address their own priorities and
resource issues in developing their programmes.
The process of recognition has been designed to
be rigorous, clear and developmental. SEDA wishes to empower those who take part
as well as to achieve a wide acceptance of the Scheme by those with teaching
responsibilities and managers. These aims inform all aspects of the Scheme.