This should be evident in any mission statement, corporate objectives, or strategic goals the provider adopts, and its actions should at all times be compatible with those values. The provider should also be committed to the continuous professional development of staff and tutors.

It should have a corporate plan for its business and professional development. Where the provision is embedded in a larger body, this plan may be for the body as a whole, but should nevertheless refer explicitly to the provision.

Its financial resources should afford all enrolled learners a reasonable prospect of completing their studies. It should also have adequate insurance including Professional Indemnity Insurance if appropriate to cover its liabilities and responsibilities to learners and third parties, and appropriate contingency and disaster recovery plans.

For example, the provider:

1. has a clear, fair and effective procedure for resolving and documenting complaints;
2. has a clear, fair and effective policy on refunds, which is made clear to the learner prior to enrolment
3. debt collection procedures must reflect ethical business practices;
4. has reviewed its use and storage of data and has registered with the Data Protection Registrar if appropriate;
5. has reviewed its use of copyright material and, if appropriate, has registered with the Copyright Licensing Agency or reached agreement with the copyright holder;
6. does not discriminate, directly or indirectly, on grounds of gender, sexual orientation, race, colour, nationality, ethnic origin, or religious or political belief.
7. has adequate premises, space and equipment to conduct its business

Such measures may include:

1. the development of normative schemes for marking and assessment;
2. guidance notes for tutors;
3. regular meetings of tutors;
4. newsletters or other ways of sharing good practice, problems and solutions;
5. ongoing monitoring and review of tutors work, including sampling of tutor marking and comments;
6. an appraisal system for tutors;
7. guidance for new tutors in the special requirements of open and distance learning.
8. providing adequate administrative backup for tutors

Records should include, amongst other information, the name of the course taken, the dates taken, details of all payments received and/or refunds made, details of any special agreements on learning outcomes between the provider and the learner, and information on student progress such as marks, grades, records of all tutor-marked assignments, and awards made. Records should be maintained in a secure place, for as long as they are likely to be needed.

If the provider has adopted its own set of standards by which its performance can be assessed, these standards are compatible with ODL QC or other appropriate standards and seek, wherever possible, to strengthen those standards in ways appropriate to the particular provision in question. The provider has its own internal systems for monitoring performance against those standards, and generating improvements.

Such systems and standards may, for example:

1. identify & select suitable tutors and authors of course materials;
2. monitor and review the continuing competence of all staff on a regular basis;
3. set time limits for responding to external approaches, marking and returning assignments to learners, or reviewing course materials
4. seek and encourage feedback from tutors, staff, learners and other customers on evaluating and improving materials and services;
5. measure outcomes, and use those measurements to enhance provision.
6. monitoring learner satisfaction, through sample checks, questionnaires or other means, to ensure that a high proportion of learners are satisfied with the training or educational service provided, and that appropriate retention and completion rates are achieved