These Standards in Open & Distance Learning were adopted in September 1999 by ODL QC as those necessary to ensure good quality in any open or distance learning provision.    They were revised in February 2000

These will be replaced by new, revised Standards in April 2006.

These standards apply across the whole range of ODL provision, though their implementation may differ from provision to provision.

Within each Standard, paragraphs in italics amplify how quality in the area covered by the standard should be interpreted;   whilst they are integral to the standard, they are illustrative rather than mandatory in character.

When applying for accreditation, a provider should address all the standards, and give evidence that the standard has been met.

Where a standard is not applicable, a statement of why it is not applicable should be included in the submission.

If that standard has not been met, a clear statement of the reasons should be given, and of how the provider intends to remedy this situation.

Some standards represent best practice, and failure to meet them may not necessarily debar a provider from accreditation but will highlight an area needing improvement for continuing accreditation.

1. Course Objectives & Outcomes
2. Course Contents
3. Publicity & Recruitment
4. Admission Procedures
5. Learning Support
6. Open Learning Centres
7. Learner Welfare
8. The Provider
9. Joint Provision
10. Accreditation

The provider refers to whatever organisation is responsible for providing the educational service or provision under consideration.

It may be a self-contained organisation, a unit embedded within a larger organisation, one member of a partnership between one or more organisations, or one aspect of a more wide-ranging provision offered by a larger organisation.

In the latter case, some of these standards will apply directly to the provision, and some to the parent body.

Open and distance learning include any provision in which a significant element of the management of the provision is at the discretion of the learner, supported and facilitated by the provider.

This ranges from traditional correspondence courses, on-line provision and interactive CD ROMs, to open learning centres and face-to-face provision where a significant element of flexibility, self-study, and learning support, is integral to the provision.