Equinox Academy’s Quality Assurance policy is based on the 3 pillars of Educational Leadership and Management, sound Pedagogy and a principled Academy Ethos. These are supported by standards, which are in turn supported by actions, a delineation of which is available below.
Educational Leadership and Management
Clear vision for the Academy
Effective internal evaluation processes
Good human resources management to ensure effective administration and consistency in all actions
Course Curricula meet and exceed learners’ expectations
Learners experience successful learning in a positive environment that motivates learner involvement, respecting different needs, abilities and learning preferences
Assessment policy and practices that sustain quality development and lead to results that are representative of students’ acquired skills
Supports learners to reach their full potential
Fosters a sense of mutual respect among all stakeholders, promoting positive behaviour and promoting a sense of belonging
Educational Leadership and Management
1.1.1 The Director of Studies is aware of the strengths, needs and challenges of the Academy, is committed to implement meaningful change where required and to promote a shared vision.
1.1.2 The Director of Studies nurtures and supports leadership within the Management Team and beyond, supporting the lecturing staff to effectively work as a team.
1.1.3 Continuous evaluation and support for lecturing and learning is in place, through an established system of formal observations, the promotion of good practice and continuous professional development.
1.1.4 The Management Team provides opportunities for student empowerment and evaluates outcomes for improvement.
1.1.5 The Academy seeks industrial feedback in determining the contents of its courses and the modes of delivery.
1.2.1 Internal review processes and development planning follow the principles of transparency and accountability, involve all stakeholders and indicate the way forward for the Academy. In particular, the lecturing staff is actively involved in the reviewing of action plans.
1.2.2 All members of staff are involved in the implementation of SMART action plans.
1.3.1 Roles and duties of the different members of staff are clearly defined and effective lines of communication with all stakeholders are ensured to enhance consistency in all actions and procedures.
1.3.2 The Academy has policies that are easily accessible and effectively used.
1.3.3 The Academy maximises the effectiveness of human resources by taking into account qualities and aptitudes while addressing needs through continuous professional development. New members of staff benefit from an induction process.
1.3.4 The Academy’s resources target the optimization of predetermined educational outcomes for all learners.
2.1.1 The Academy’s course curricula reflect the vision of the Academy in alignment with industry and student requirements as surveyed by the Academy itself at the conception stage of new courses, as well as feedback received from accrediting institutions like the NCFHE, the Microsoft Partner Network, the Malta Institute of Accountants and any other professional bodies with which the Academy is engaging.
2.1.2 The Academy enhances learning through the interlinking of subjects and co- curricular activities and initiatives.
2.2.1 Lecturers plan in a way that sustains lesson delivery. They plan for clear learning outcomes, sequencing activities and tasks to target different learning needs and abilities. When a course is delivered by more than one lecturer, lecturers share the scheme of work and relevant lesson material with one another to ensure consistent and coherent delivery.
2.2.2 There is a positive relationship between lecturers and learners based on successful classroom management and meaningful interaction with and among learners. The staff at the Academy works together for the benefit of all learners.
2.2.3 Lecturers buttress learning by adopting clear lecture structures. They employ a creative teaching approach that involves and motivates learners. Learners are exposed to different resources and are assigned tasks that engage them according to needs and abilities.
2.2.4 Learners make identifiable progress, participating actively in the lecture, collaborating with peers and seeking support when required.
2.3.1 Lecturers implement ongoing formative assessment where the courses are of a duration of more than 40 contact hours.
2.3.2 The Academy’s assessment policy guides lecturers to expose learners to a variety of assessment strategies that address the abilities acquired during formation rather than rote memory-based learning.
2.3.3 The Director of Studies records and analyses learners’ performance and collects end-of-course evaluations to reflect on lecturers’ practices to inform further development of the evaluated course and other courses. The Director of Studies provides feedback to lecturers on the basis of learners’ performance and feedback received.
3.1.1 Learners show a sense of self-confidence and self-esteem that is sustained by the ethos of the Academy.
3.1.2 The Academy identifies and where possible it addresses the different needs of learners.
3.1.3 Learners following one-on-one courses are supported through well- formulated and regularly-revised Individual Educational Programmes (IEPs).
3.2.1 Reciprocal respect is actively promoted by the Academy and prevails between the different members of its community.
3.2.2 The Academy has policies which commit stakeholders towards promoting positive behaviour and increase learners’ well-being.
3.2.3 Stakeholders are happy to belong and are actively involved in their educational programme.