As set out in the Standards of Education and Training, the Register is open to considering qualifications beyond those awarded by Athena and/or accredited or recognised by regulating bodies. In such cases, each qualification is considered on its individual merits against clearly defined standards of delivery and assessment, which the Register deems to be comparable or appropriately equivalent to currently recognised qualifications.

Foundations of Educational Standards

1. Independent / External Accreditation

   All qualifications must be accredited by an external and independent awarding body whose standards reflect appropriate national standards in education and vocational learning.

2. Assessment Approach

   Assessment must be valid, authentic, current, sufficient, and reliable:

• Validity – Does the assessment genuinely measure the intended outcomes of the modules or qualification?

• Authenticity – Is this the learner’s own work and a true representation of their learning?

• Currency – Does it reflect current theories and practices related to the subject?

• Sufficiency – Is the work of an appropriate level for the qualification?

• Reliability – Are assessment decisions consistent and equitable between learners and programmes?

3. Standardisation

   The Register requires confirmation of a standardisation process that protects the credibility of the qualification, ensures assessments meet the criteria above, provides training and assessment that is fair, respectful, consistent across learners and cohorts, and aligned to defined outcomes.

4. Quality Assurance

   An appropriate quality assurance process must confirm, on a sample basis, that assessment findings and outcomes align with these defined educational standards.

5. Total Qualification Time (TQT)

   A minimum of 200 hours, blending directed learning, independent research and study, supported client practice sessions, and written case studies. Higher-level qualifications are expected to include a greater proportion of self-guided learning and research. TQT must include some direct one-to-one interaction with course tutors.

6. Equality, Diversity, and Inclusion (EDI)

   Teaching and assessment should accommodate individual learners, minimise bias, and remain sensitive to EDI principles throughout. This must align with the Equality Act 2010 and the Register’s own EDI statement.

7. Reasonable Adjustments and Special Considerations

   Qualifications must be willing to make reasonable adjustments and consider special circumstances to support individual learner needs when appropriate.

Professional Requirements

Trainers must have relevant experience and qualifications. For courses promoted as therapeutic (e.g., Counselling, Therapy, Psychotherapy), course designers and trainers must be qualified to at least UK Level 5 in the same field. A site visit may form part of the recognition process.

Cost of Review

Costs for reviewing a qualification are available on request. The Register accepts recognition requests from qualification providers on behalf of their learners, but the application and registration remain with the individual practitioner.