quality assurance

Our very own philosophy, in addition to the educational aspect of our courses in general, is underpinned by our aspiration to maintain the highest standards of teaching and research in the field of coaching, the enhancement of society’s core values coming from the enhancement of our students’ values,and to ensure that our students experience excellent learning outcomes. All the while supporting Sustainable Development Goal 4 related to Education.

To this effect we have established a number of processes and policies that safeguard your needs and academic expectations. Our Head of the Academy, the Academy Council that works closely with the external moderator, and our instructors make sure that standards and routines are being adhered to consistently.

Evaluation of the processes and suggestions for improvement, where necessary, are gathered through our random Workshop Feedback requests (WFF), our end of Module reviews (Learner Evaluation of Course & Tutor – LEC&T) and our Curriculum & Teaching Quality Evaluation (CTQE).

Constructive feedback or grievance?

Giving feedback is an important part of the overall quality assurance process. It shows respect for all parties involved and encourages them to offer their honest and constructive comments on their learning experience. Any complaints of any kind should be addressed as recommended in the Complaints Management Policy. Should any of the responses contain unacceptable language or concepts that are not related to evaluation, these will be removed from the final reports.


We take confidentiality very seriously. We have chosen not to make the evaluations anonymous as we feel that adult learning and coaching base actions on honesty and accountability. We encourage all our learners to participate in the LEC&T evaluations as this will only benefit their investment.

Upon registration all learners accept the Code of Behaviour (Student Integrity and Misconduct Policy) and the Academy Charter that lays down the foundations of our mutual collaboration with all our students.

Workshop Feedback Form  - WFF

The Workshop Feedback Form is completed as feedback on the Lesson.A quick feedback “bullet” on quality of materials (Powerpoint, clear understanding of material presented in ppt, etc) is requested randomly at the end of some workshops. The Workshop Feedback Form (WFF) is designed to be completed within 10 minutes. The purpose of the WFF is to allow the learner to become actively involved in their preferred learning style and take responsibility of the expected outcomes of the module. The WFF data are collected by the teacher and recorded appropriately. These data are then communicated to the Head of the Academy.

The WFF is part of the formative assessment of the course and teaching quality. As such the Academy is expected take all points into consideration and provide the students with feedback on the evaluation and implementation(or not) of changes at the end of the completed Overall CTQE procedure.

A key feature of the WFF is the request for students to share views and post them publicly on the virtual learning platform.

Learner Evaluation of Course & Tutor – LEC&T

The LEC&T is a short questionnaire which combines both, the evaluation of the course and the teaching staff. It relies purely on the student experience of the course and teaching as a whole. Students are given the opportunity to evaluate the quality of teaching, course, course delivery, assessment, achievement of outcomes based on the overall and specific objectives and are expected to provide fair and honest feedback on all the above. Students are requested to evaluate these three times during a cohort. A request is sent via an email that includes a link three weeks before the end of each Module. The purpose of the LEC&T is to identify strengths and areas for improvement well before the course is over. The LEC&T outcomes are included in the CTQE (Curriculum and Teaching Quality Evaluation) for a complete evaluation of the course.

The LEC&T has three components as an evaluation form:

  • Course focus – questions on the quality of the course

  • Teaching focus – questions on the quality of teaching

  • Open-ended questions to allow for more feedback on strengths and areas for improvement

The LEC&T can be completed within half an hour online. The forms are collected by the tutor and then handed to the Director of Studies who records the outcomes. In collaboration with the Academy Council, they decide on suggestions that might be implemented and a suggest a timeline within two weeks after the administration of the LEC&T.

WFF and LEC&T Reports

The students are given feedback on the outcomes and the decisions made for change or non-change. No reports on staff are publicly available though they do comprise part of the CTQE.

Curriculum & Teaching Quality Evaluation (CTQE)

Evaluating a course is a purposeful and professional activity. It is integral to course design and review. It provides quality assurance at course level and ensures a coherent experience for our learners.It creates the backdrop for ongoing revision and enhancement of the quality of our teaching and learning methods and materials. Each course is to be evaluated against all learning objectives – both overall and module specific. The Curriculum & Teaching Quality Evaluation has two parts: CTQE Part A and CTQE Part B.

This includes the Workshop Feedback Form (WFF) and the Learner Evaluation of Course & Tutor (LEC&T).
Data for the CTQE Part B are collected from two external reviews from relevant organisations, possibly from, but not limited to, within the coaching industry. This is summative assessment of the overall quality of the Academy’s teaching and curriculum as specified by the teaching and learning indicators below and which is conducted at the end of each complete delivery of the programme.

The teaching and learning indicators are:

  • Programme distinctiveness

  • Curriculum development

  • Assessment procedures

  • Teaching practices

  • Student retention

  • Student success

  • Learner satisfaction (WFF / LEC&T)

  • Graduate attributes against objectives

  • Programme management

the overall ctqe

The Overall CTQE allows the Academy to identify areas for improvement. In particular, it evaluates:  
Outcomes of the programme

CE Advantage

The CE Advantage is key to our Quality Assurance. With its Learning, Discovery and Engagement Plans, it creates a feeling of trust in us to build your potential as a professional coach. The core reason for the existence of the CE Advantage is to ensure transparency and excellence. All three Plans aim to facilitate effective learning through quality teaching, personal development and professional future focus, and accountability on all levels that affect the learner and the Academy as a collective.

learning plan

CE provides an outline of how it delivers learner support and positive learning outcomes. The quality of our teaching is at the forefront of shaping the best learner experience. It is a basic goal and is implemented through continuous professional and personal development of our academic staff since only by seeing their teachers as an example of professionalism and coaching experts will the learners be motivated and become more engaged. The Learning Plan defines actions in relation to: study outline, career path, research into further development, learning environment, attracting competent staff.

  • Action 1 - Enrich learning experiences through industry placements and other practical work-based coaching experiences.

  • Action 2 -Identify and implement ways (e.g. participation in relevant LinkedIn groups, NGOs, conferences) in which each course and CPD can provide opportunities for career development.

  • Action 3 - Recognise learner efforts in internationalization and coaching global awareness. CE commits to promoting opportunities for learners to gain international experiences and develop global perspectives on coaching practices.

  • Action 4 - Include global perspectives in the curriculum to equip the learners with the skills and knowledge to work in a global society.

  • Action 5 - Through the profiling interview retain high-achieving, committed individuals to increase retention and success rate.

  • Action 6 - Increase through relevant activities the participation of all learners.

  • Action 7 - Encourage and support high quality coaching qualification learners can apply for post-course.

  • Action 8 - Encourage and support the use of the CoachBoard provided via the e-learning coaching courses and the virtual learning platform.

  • Action 9 - Enhance the teaching quality by including assessment training in the induction phase.

  • Action 10 - Provide high quality and timely feedback.

Discovery plan

CE firmly supports the need for each of its learners to enhance their own self-development through the medium of self and peer coaching. In-depth self-discovery is an essential requirement and not just an optional requirement.

Self-discovery shall lead to a distinctive and high-level learning experience stemming from high impact training provided by the academy. High level performance is founded on effective analysis of the self and deep levels of awareness and self-awareness.

Self-discovery within the framework of the course can be established as follows:

  • Action 1 - Focus on the quality of outcomes of the personal work as measured by the ICF descriptors and the EMCC indicators.

  • Action 2 - Help participate in events and activities, both, within the school and the broader community that showcase personal development.

  • Action 3 - Pursue collaboration with the industry to enhance professional development and skills improvement.

  • Action 4 - Apply all theory learnt during the course to self first.

engagement plan

CE has focused its attention on improving student engagement. This means not only providing them with the right answers through the Learner Support system but by encouraging them to ask the right questions.  

In addition, CE supports actual engagement. Learners are required to act as coaches in their real life and within the classroom environment from their very first day. It allows them to start thinking and acting like coaches because it generates the right questions, conversation, ideas and issues that need to be solved.

  • Action 1- Promote CE Academy’s teaching and learning achievements to the broader community to increase inspiration and engagement.

  • Action 2 - Support the implementation of LEC&T and other formative course evaluation and feedback forms from the students and encourage the public sharing of views on the virtual learning platform CoachBoard.

  • Action 3 - Support the effective dissemination of the results of the CTQE and LEC&T.

  • Action 4 - Improve effective intervention and communication strategies.

  • Action 5 - Support networking, career development and ongoing activities for current learners and graduates to continue their connection to the Academy.

  • Action 6 - Enhance the Academy’s reputation through the learners' own activities as a leading source of coaching expertise at a local, national and international level.

Overall Quality Assurance processes

The overall quality assurance processes for the coaching courses are there to safeguard your investment in high quality course content, a transformative delivery and professional outcomes. The CE Int’l Academy Quality Assurance Policy enacts upon:

  • CE Int'l Academy Strategic Plan

  • Academic Executive Board (Responsibilities & Duties)

  • Teaching and Learning Enhancement Plan

  • Teaching and Learning Roles and Responsibilities

  • CE Advantage – Learning, Discovery & Engagement Plans

  • Learner Evaluation of Course and Trainer (LEC&T)

  • Curriculum and Teaching Quality Evaluation (CTQE)

  • Analytic Scale for Rating Coaching Competence & Performance

  • Teaching and Learning Award

  • Learner Support Framework

  • Complaints Management

  • Equality & Diversity