The User Guide is intended to support Higher Education Providers (HEPs) to apply the guidance on Competence Standards. This guide should be read in conjunction with the Competence Standards Guidance. It is designed to share practical solutions for you to consider or adapt to your own setting. Tools, checklists and examples of practice are provided to draw on sector approaches to identifying, drafting and applying Competence Standards. This guide has been prepared for guidance purposes only and does not constitute legal advice.
The Disabled Student Commitment
The Disabled Student Commitment aims to enhance the higher education experience for disabled students by fostering inclusive practices across all aspects of university life and the student journey. A key element of this commitment involves the careful consideration and application of Competence Standards.
User guide contents
Introduction to the Guidance
Competence Standards are the academic, medical, or other benchmarks set to determine whether a student has achieved a specific level of competence or ability. Competence standards are set out in the Equality Act 2010.
Relationship between Learning Outcomes and Competence Standards
Both learning outcomes and competence standards articulate what is expected of students in terms of the skills and knowledge they must demonstrate in order to progress.
Competence Standards and Assessment Methods
Some modes of assessment present barriers to disabled students. Providers have a duty to anticipate and remove these barriers and doing so is likely to represent an inclusive approach to assessment if applied to all students.
PSRBs and Competence Standards
In some subjects, competence standards may be determined by professional bodies external to the Higher Education provider, and students are assessed against a national framework of competency set by Professional Statutory and Regulatory Bodies (PSRB requirements).
Troubleshooting: Assumptions and Biases
When identifying, drafting and communicating competence standards, it is essential to be aware of issues relating to assumption and bias in the language used, especially with regard to ‘soft’ skills such as communication, interpersonal skills, and other personal characteristics.
Policy, Training and Culture
Creating the necessary conditions for inclusion for disabled students in higher education depends on a multifaceted approach, integrating clear policies, effective training, enabling judgement and initiative from frontline staff and supporting psychological safety for both staff and students.
Possible Approaches: Mapping Current Institutional Activities
Mapping current activity and practice is one way that Providers can understand work needed to identify and communicate competence standards.
Example Tools and Templates for Practical Implementation
Including checklists for identifying a competency standard, assessment and reasonable adjustments, and policy and training. Also included here is a glossary of terms and acronyms.
