BIFE POLICIES & PROCEDURES
Learner Code of Conduct 17
Policy on Conduct and Behaviour 18
Breaches of Behaviour
Procedures on the Breach of Behaviour 19
Policy on Punctuality & Attendance 20
Procedures for eliminating Attendance Problems
Payment of Maintenance Grant Policy
Policies on IT & Library Usage 21
IT Policy
Library Usage Policy
Policies on Assessment Evidence Submission 22
Assessment Deadline Policies
Policy on Non Return of Assessment 24
Policy & Procedure on Learner Review 24
Policy on Compassionate Consideration 25
Policy on Reasonable Accommodation 25
Equal Opportunity Statement
Reasonable Accommodation Policy
Policy & Procedure on Assessment Irregularity 26
Assessment Irregularity
Assessment Irregularity Policy
Assessment Irregularity Procedure
Policies on Repeats, Appeals & Referrals 28
Anti-Bullying Draft Policy & Procedure 30
Citing & Referencing 33
LEARNER CODE OF CONDUCT
Bray Institute of Further Education (BIFE) seeks to encourage all learners to fulfil their potential. This is achieved in an environment where all learners and staff show respect for each other. Mutual respect is the principle that underpins the Code of Conduct.
Professional Conduct
Learners are expected to develop a professional approach and attitude to their colleagues, Institute staff and visitors. Courtesy is essential when dealing with people, including their classmates. Learning to deal with stressful situations is an important skill. Learners should adhere to the following professional code of conduct:
Learners are expected to attend all classes and to be punctual. Continuous absences or late arrival will result in the activation of the Procedures on the Breach of Behaviour (See page 21).
Projects and assignments must be produced for the relevant teacher on or before the specified completion date. Failure to do so without reasonable grounds will result in the imposition of a penalty. (See Assessment Evidence Submission Policies on page 24.)
Smoking, vaping, eating and drinking in areas other than those designated is forbidden. Food is not to be consumed in classrooms.
Learners must at all times have respect for the property of the Institute. Others need it.
Learners should report damage and accidents promptly to teacher or email bifemaintenance@kwetb.ie.
Learners are fully responsible for property that they bring into the Institute and the Institute takes no responsibility for the care of such property.
Learners MUST make copies of all work which they hand up to teachers, and are responsible for having such copies if needed.
Learners may park their cars in the Institute car park at their own risk. Those who park a car must have a parking permit which must be displayed at all times, must not obstruct the entrances and exits from the Institute and must have regard for the safety of others.
The library is for study and research purposes only. Learners must comply with Library policy. (See page 23).
Learners must comply with IT Policy when using I.T. facilities. (See page 23).
Mobile phones, tablets etc must be on silent or switched off in all classrooms and studios.
Learners are expected to maintain high standards of personal hygiene.
Learners must not bring alcohol or any illegal substances into the Institute.
POLICY ON CONDUCT & BEHAVIOUR
Quality Statement
All policy decisions in Bray Institute of Further Education (BIFE) are based on the philosophy that the Institute exists to serve the needs of the learners. The work that is carried out in the classroom and studios by the subject teachers is the priority of this Institute.
BIFE is committed, within the resources at its disposal, to:
Ensuring that learners and staff feel valued, respected and successful.
Ensuring the safety and security of all its learners and staff.
Maintaining and enhancing high levels of expectation of study and teaching.
Providing a caring environment for learners and staff.
You as a learner are accepted onto this course on an understanding that you want to raise your achievement levels. The Staff is dedicated to achieving the best for all learners. We will set targets for you and we expect your full co-operation.
BIFE’s policies on conduct and behaviour strive for standards and practices complementary to the workplace, especially in the areas of attendance, punctuality, the submission of assignments/ projects and the overall quality of performance.
It is therefore in the interest of learners to read, understand and accept the policies and procedures of the Institute. This is done by signing the “Learner Contract” on Induction day at the beginning of the academic year.
Breaches of Behaviour
Learners are expected to attend all classes, be punctual and to conform to the directions of the staff member(s) responsible. Should any learner, during any timetabled activity, be responsible for a breach of behaviour or fail to obey an instruction from a staff member, such a staff member may require the learner to withdraw from that timetabled activity and bring the matter to the notice of the Course Co-ordinator for appropriate action to be taken. Disciplinary action may result in suspension for a fixed period or permanent expulsion from the Institute.
The following are examples of unacceptable behaviour that may result in disciplinary action:
Unsatisfactory attendance and/or punctuality at timetabled activities
Disruption of teaching, study or Institute activities
Plagiarism of assessments, assignments, projects etc
Possessing, selling, being under the influence of, or distributing controlled substances (i.e. “Drugs”) on the grounds of the Institute
Possessing alcohol or being under the influence of alcohol on the Institute grounds
Any form of harassment, bullying or intimidation of any member of the Institute body
Impersonation of another learner
Fabrication of evidence
Alteration of results
Wrongly obtaining secure assessment material e.g. examinations
Behaving in a way such as to undermine the integrity of the Assessment Process
Littering, defacing or destroying Institute property
Theft or attempted theft of personal or Institute property
Breaches of Institute fire and other health and safety regulations
Refusing to depart from the grounds of the Institute when instructed to do so by an authorised member of staff of the Institute
Actions other than those listed above that may be adjudged to be unacceptable behaviour
Academic & Disciplinary Council
The Academic and Disciplinary Council of the Institute have responsibility for disciplinary matters which arise in the Institute. In the interests of the highest standards of academic achievement the Council will monitor learner performance and take any appropriate action that is required.
PROCEDURES ON THE BREACH OF BEHAVIOUR
Teachers will liaise with the Course Co-ordinator/Head of Department on matters regarding general learning behaviour and conduct. The Institute will show no discrimination against any learner in relation to the implementation of this process.
If a learner breaches the code of behaviour, the following procedure, warnings, and sanctions apply:
Stage 1:
A verbal warning will be given by the Course Co-ordinator/Head of Department notifying the learner of the behaviour which is unacceptable and the action required of him/her. The learner is reminded of the Institute’s Policy on Conduct and Behaviour and is clearly advised of the Procedure on Breach of Behaviour. This verbal warning is clearly noted on the learners file.
In the event of verbal contact not being possible, there being insufficient improvement by the learner or the learner being in a subsequent breach of behaviour …
Stage 2:
(Letter 1) A Warning Letter will be sent out by Co-ordinator / Head of Department notifying the learner of the behaviour which is unacceptable and the action required by him/her. Once again, the implications of further disciplinary action are made clear to the learner. This written warning is noted on the learner’s record. The learner should contact the Co-ordinator to explain him/her self.
If poor behaviour continues…
Stage 3:
(Letter 2) The learner will receive a Second Letter calling him/her in front of the Academic & Disciplinary Council. The Academic & Disciplinary Council will deal with each case appropriately on a certain date each month. At this stage, suspension is likely unless the situation can be rectified. Depending on the severity of the case, a learner may be asked to leave the course.
There may be exceptional circumstances where the Institute immediately invokes Stage 3 of the procedures on Breach of Behaviour. The kinds of behaviour that might invoke the implementation of stage 3 may include:
A serious threat of violence against another learner or staff member
Actual violence or physical assault
Supplying illegal drugs to another learner in the Institute
Actions other than those listed above that may be adjudged to be of a serious nature
POLICY ON PUNCTUALITY & ATTENDANCE
Learners are expected to attend all classes and to be punctual. All absences must be explained and documented. If learners are absent, teachers are compromised in their ability to help learners achieve their potential and it is for this reason that the Institute is compelled to enforce this policy.
Late arrival to lectures will be recorded by teachers. As a matter of courtesy learners are expected to leave a message on their Co-ordinator’s/Head of Department’s email before 9:30 am on the morning of the absence explaining the reason for the absence and the expected number of days they will be absent. Learners should realise that missed classes, late mornings or afternoons and half days are all reckoned in calculating the number of days absent. (Missing one class is marked as a half day absent.)
Continuous unexplained absence or late arrival of 5 days or more will result in the activation of the Procedures on the Breach of Behaviour. (See Page 21).
Procedures for eliminating Attendance Problems
There are a number of cases where absences are unavoidable as follows:
1. Medically-certified illness
2. Family Bereavements
3. Accidents
4. Emergency medical treatments or tests
5. Other extenuating circumstances
Course Co-ordinators will excuse learners who are absent for any of the 5 reasons above providing the learner can produce documentary evidence attesting to the reason for their absence. In the case of extenuating circumstances, these must be explained to the Co-ordinator/Head of Department who will decide if the absence(s) is excusable.
Policy on Payment of Maintenance Grant
The payment of Maintenance Grants for learners attending Post Leaving Certificate courses operates within the DES & the “Student Universal Support Ireland (SUSI)” guidelines and requires satisfactory participation and attendance for payment to be made. SUSI shall pay the grant-holder’s maintenance grant in monthly instalments in arrears during the academic year.
Satisfactory attendance shall be deemed to be not less than 75% attendance at the prescribed classes and work experience placements. Absences which are due to certified sick leave or compassionate consideration shall not count towards satisfactory attendance except in the case of the first two weeks of certified attendance in an academic year. Medical Certificates should be stamped, dated and initialed.
Any Institute attendance/participation requirements are separate to the requirement above which is only for the purpose of payment of the PLC maintenance grant.
POLICIES ON I.T. & LIBRARY USAGE
I.T. Policy
BIFE is committed to providing the most up-to date and effective computing equipment to support our learners in their academic work while attending the Institute.
Learners will be issued with usernames and passwords in order to access computer facilities. These are for the exclusive use of the particular learner. Each learner is responsible for all activities that occur under their own username, and the password assigned to that username should never be revealed to another learner. No unauthorized access must be made on the network or computing resources assigned to another learner.
All learners can avail of network storage once assigned a username, however copies of assignments and project work must be maintained by learners independent of this facility. As part of standard Institute practice, access privileges are suspended at the end of May 2019. Learners are advised to take their own back-up copies of work before this time. Learners may use USB drives or external drives to backup any of the Institute work. No files should be stored on the hard drives of PCs as they will be deleted and the Institute cannot accept responsibility for the loss of any files stored locally.
WiFi access is currently available throughout the Institute.
Learners must not attempt to interfere with the integrity or reliability of the computer system or any information stored on it. They must not interfere in any way with information belonging to another user or make unauthorized copies of information belonging to another user. It is not acceptable for any learner to send via the computer system any materials that are offensive, obscene or abusive. IT facilities should not be used for any commercial or significant personal use.
IT resources must not be used to undertake any action that brings the name of the Institute into disrepute. Any persons breaking this code of conduct will be subject to Bray Institute of Further Education's procedures on the breach of behaviour. (See page 19.)
Library Usage Policy
The library is a place of study and research. Silence must be maintained at all times to allow users concentrate on their studies.
The following rules are designed to ensure the smooth operation of the library for all users; therefore any breach of these rules could result in the withdrawal of all library facilities:
The use of mobile phones is strictly forbidden and must be on silent mode at all times.
Learners must enter and leave quietly without disrupting others.
Food and drinks are strictly prohibited (apart from water).
Only BIFE Learner ID card holders are only allowed use the library.
Any place left unattended for longer than 15 minutes may be cleared by the Librarian for use by other Learners.
Property left unattended is at the owner’s risk.
Items must be returned on due date, failure to do so will result in a fine.
Theft or the defacing of Library property is an offence, and will be taken seriously.
Internet access is strictly for research purposes. Games, Chat Rooms, texting, etc. are forbidden.
POLICIES ON ASSESSMENT EVIDENCE SUBMISSION
FETAC & ITEC Assessment Deadlines Policies
(This policy relates only to QQI and ITEC learners but not to BTEC or C&G learners)
Learners at BIFE are assessed by the use of a number of assessment techniques. Assessment techniques are grouped into six broad categories – Assignment, Project, Portfolio, Skills Demonstration, Examination and Learner Record. All learners have an obligation to submit their assessment evidence by the due date.
Learners will present assessment evidence within the deadlines identified by the assessor.
The actual grades awarded are determined solely on the basis of the evidence submitted and will be assessed strictly in accordance with the module descriptor.
The responsibility and the consequences for the failure to present learner evidence within the specified deadlines are made clear to learners.
Where assessment evidence is not submitted by the deadline date, the Learner will receive a referral and warning from the assessor and a second deadline date will be issued. A record will be kept of all referrals. If the Learner fails to submit evidence by the second deadline date, the Learner will be referred to the Head of Dept. If the Learner consistently fails to submit evidence by the second deadline date across a number of units, the learner will be called in front of the Institute Academic and Disciplinary Council. (See Procedures on the Breach of Behaviour page 21).
There may be only one opportunity to complete specific assessment Techniques. This will be stated on the assessment brief.
Due consideration may be given to a learner who provides evidence of extenuating circumstances or requests compassionate consideration.
Where extenuating circumstances have been established, Learners will have an opportunity to resubmit at a deadline as determined by the assessor (See Compassionate Consideration Policy page 28).
Each application will be judged for compassionate consideration on its own merits.
BTEC HND/C&G Assessment Deadlines Policy
(This policy relate only to BTEC and C&G learners but not to QQI or ITEC learners)
Learners at BIFE are assessed by the use of a number of assessment techniques. Assessment techniques are grouped into three broad categories – Assignment, Project and Skills Demonstration. All learners have an obligation to submit their assessment evidence by the due date.
Learners will present assessment evidence within the deadlines identified by the Assessor.
The actual grades awarded are determined solely on the basis of the evidence submitted and will be assessed strictly in accordance with the unit descriptor.
The responsibility and the consequences for the failure to present learner evidence within the specified deadlines are made clear to learners.
Where assessment evidence is not submitted by the deadline date, the learner will receive a referral and warning from the assessor and a second deadline date will be issued. Learners who are referred can only achieve a pass grade for the referred work. Merit and distinctive grading descriptors do not apply to referred work. Referrals are recorded on the feedback to learners. If the Learner fails to submit evidence by the second deadline date, the Learner will be referred to the Head of Dept. If the Learner consistently fails to submit evidence by the second deadline date across a number of units, the learner will be called in front of the Institute Academic and Disciplinary Council. (See Procedures on the Breach of Behaviour page 21).
There may be only one opportunity to complete specific assessment Techniques. This will be stated on the assessment brief.
Due consideration may be given to a learner who provides evidence of extenuating circumstances or requests compassionate consideration.
Where extenuating circumstances has been established, Learners will have an opportunity to resubmit at a deadline as determined by the assessor. (See Compassionate Consideration Policy page 28).
Each application will be judged for compassionate consideration on its own merits.
BTEC National Diploma Assessment Deadlines Policy (Dance & DJ Level 3)
(This policy relate only to BTEC ND Level 3 learners: Dance and DJ Techniques)
Learners at BIFE are assessed by the use of a number of assessment techniques. Assessment techniques are grouped into three broad categories – Assignment, Project and Skills Demonstration. All learners have an obligation to submit their assessment evidence by the due date.
Learners will present assessment evidence within the deadlines identified by the Assessor.
The actual grades awarded are determined solely on the basis of the evidence submitted and will be assessed strictly in accordance with the unit descriptor.
The responsibility and the consequences for the failure to present learner evidence within the specified deadlines are made clear to learners.
Where assessment evidence is not submitted by the deadline date, the learner will receive a referral and warning from the assessor and a second deadline date will be issued. Referrals are recorded on the feedback to learners. If the Learner fails to submit evidence by the second deadline date, the Learner will be referred to the Head of Dept. If the Learner consistently fails to submit evidence by the second deadline date across a number of units, the learner will be called in front of the Institute Academic and Disciplinary Council. (See Procedures on the Breach of Behaviour page 21).Once evidence is accepted for assessment, learners cannot be penalised purely for submitting work late, unless this is explicitly included in the Merit or Distinction assessment criteria and/or the associated assessment guidance.
In certain circumstances it may be appropriate for the Lead Internal Verifier to authorise one opportunity for a learner to resubmit evidence to meet assessment criteria targeted by an assignment. The Lead Internal Verifier can only authorise a resubmission if all of the following conditions are met:
the learner has met initial deadlines set in the assignment, or has met an agreed deadline extension
the tutor judges that the learner will be able to provide improved evidence without further guidance
the assessor has authenticated the evidence submitted for assessment and the evidence is accompanied by a signed and dated declaration of authenticity by the learner.
Only one submission is allowed for each assignment.
Due consideration may be given to a learner who provides evidence of extenuating circumstances or requests compassionate consideration.
Where extenuating circumstances have been established, Learners will have an opportunity to resubmit at a deadline as determined by the assessor. (See Compassionate Consideration Policy Page 28).
Each application will be judged for compassionate consideration on its own merits.
Procedure for resubmission for BTEC ND in Dance and DJ Techniques
If the Lead Internal Verifier does authorise a resubmission, it must be:
recorded on the assessment form
given a deadline for resubmission within 10 working days* of the learner receiving the results of the assessment
undertaken by the learner with no further guidance.
* 10 working days must be within term time, in the same academic year as the original submission.
POLICY & PROCEDURE ON LEARNER REVIEW
Policy
The purpose of the learner reviews is to evaluate the learners’s overall work during the academic year and assess their progress in the completion of their award. These reviews:
Give the learner an opportunity to reflect on their work and how they have contributed to achieving identified goals
Provide a venue for the student to receive feedback and advice
Serve as a means for the Course Co-ordinator to assess the performance and development of the student.
Procedure
Step 1: All learners are informed via email that a review of their performance so far this year will take place in the months of December and January and that they are asked to reflect on what they have achieved so far this year.
Step 2: All teachers will input information relating to the performance of each learner onto e-portal prior to the review session detailing the following:
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Performance of student (both positive and negative)
Missed deadlines
Step 3: After input from teachers, the course co-ordinator (or relevant teacher) meets with learners to provide feedback. In the course of the review the teacher may make recommendations along the following lines:
1) The student’s work meets high standards of performance. The student is making satisfactory progress in preparing to meet the future challenges in the Award.
2) The student’s work generates some concerns regarding performance. The student needs to improve his/her progress in specified areas to meet the future challenges of the program.
3) The student’s work does not meet minimum standards of performance in numerous areas. The student’s progress is unsatisfactory and is unlikely to succeed with the award unless a major change in attitude occurs.
Step 4: Students are given an opportunity to provide feedback at the end of the review session.
POLICY ON NON RETURN OF ASSESSMENT
It is the practice of the Institute NOT to return assessment evidence post the assessment process. In this regard, learners are required to retain a hard/soft copy of all coursework prior to submission for assessment for their own personal use. In the case of Visual Arts Portfolios, ceramics, furniture, etc. learners may request to have such returned during last days of May each year, by arrangement with their Head of Department.
Learners collecting any such materials, before the opportunity to appeals date has expired MUST sign a ‘Forfeit the Opportunity to Appeal Form’. Learners must note that ALL assessment evidence is immediately disposed of once the closing date for Assessment Appeal has passed.
POLICY ON COMPASSIONATE CONSIDERATION
Learners may apply for an extension to the due date for the submission of assessment evidence in extenuating circumstances if there are circumstances for compassionate consideration as follows:
Learners who have been prevented from undertaking a specific assessment activity or who feel their performance is seriously impaired because of exceptional circumstances will have the opportunity to apply to defer the assessment and/or to extend the deadline for the assessment/submission of assessment materials. Be aware that long periods of absence may impact on students’ ability to achieve success.
The Learner will be required to provide supporting evidence or documentation for their application; and
The Institute will consider the severity of the circumstances, the nature of the assessment activity and the quality of past achievement of the Learner when making a decision to grant Compassionate Consideration.
Compassionate consideration can only be granted if requested before the due date. Compassionate Consideration forms are given to all Learners at induction.
The following are examples of circumstances under which the Institute may consider giving compassionate consideration to the learner:
A physical injury or trauma during a period of 4 to 6 weeks prior to assessment.
A physical disability, chronic or disabling condition.
Recent bereavement of close family member or friend.
Severe accident;
Terminal illness of a close family member; and/or
Other extenuating circumstances such as serious impairment of performance.
The following are NOT considered as extenuating circumstances
Other coursework due on or about the due date
Disk/USB failure or printer/computer failure
Disk/USB/coursework mislaid or lost etc.
POLICY ON REASONABLE ACCOMMODATION
Equal Opportunity Statement
BIFE is an equal opportunities Institute and is committed to ensuring that no one is discriminated against on the grounds of gender, age, marital status, family status, sexual orientation, religion, disability, race or membership of the travelling community.
The Institute will endeavour to ensure that appropriate facilities are available to allow full access and participation for all learners. Learners, on joining the Institute, are also expected to observe and adhere to the Institute’s Equal Opportunities Policy and Code of Practice.
Reasonable Accommodation Policy
The Institute will ensure:
That all learners are assessed equitably.
That the requirements of the Equal Status Acts, 2000 to 2004 will be fulfilled, where resources allow, to provide reasonable accommodation to meet the needs of learners with disabilities and other learners affected by equality legislation.
That reasonable accommodation in the context of assessment refers to the adaptation of assessment as necessary to cater for the needs of learners whose personal situation means that the assessment would otherwise be unfair.
That any adaptation of the assessment made by the assessor should facilitate the learner to demonstrate their achievement of the standards without altering the standard.
That these adaptations do not reduce the validity and reliability of the assessment or compromise the standard.
That the adaptations seek to amend the aspect of the assessment technique or instrument that restricts the learner’s participation in assessment.
That such adaptations should be used where the particular technique or instrument disadvantages the learner in assessment.
Adaptations of assessment may include the following and/or other reasonable adaptation:
Modified presentation of assignment/examination papers e.g. enlargements;
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Use of sign language;
Personal assistants;
Rest periods;
Adaptive equipment/software;
Use of assistive technology; and
Extra time.
QQI POLICIES ON REPEATS & APPEALS
The following policies relate only to QQI learners and not to BTEC, ITEC or C&G learners.
QQI Repeat Policy
BIFE is not in a position to facilitate repeat learners except in extenuating circumstances which will be adjudicated by the Principal and Senior Management.
QQI Appeals Policy
QQI learners are entitled to appeal their results. They must complete the “Learner Appeal Application Form” and return it within 5 days of the results being given to the candidate. A fee of €40 will apply per appeal and will be returned to the learner if the outcome of the appeal is successful.
Only evidence that has previously been presented by the learner, and has been retained in the Institute following the initial assessment can be considered as part of the appeal. No new evidence can be submitted. Candidates wishing to remove their work from the Institute before the Appeals Deadline forfeit the right to make an appeal of the result as the integrity of the assessment would be compromised.
BTEC AND CITY & GUILDS POLICIES ON REFERRALS/ REPEATS & APPEALS
The following policies relate only to BTEC and C&G learners but not to FETAC or ITEC learners
BTEC HND and C&G Referral/Repeat Policy (QCF BTEC Year 2 Units only)
Learners who submit work late throughout the year or who have not achieved a pass standard throughout the year may be referred. This is recorded on the Learner Feedback Form and learners are given a chance to resubmit.
Learners who have been referred at the end of the academic year are contacted by the Institute to inform them of this. Learners must submit all referred work by the last Friday in August.
There is a Referral Fee of €25 for each referred unit up to a maximum of €100. A learner can only be referred in no more than half of their units at the end of the academic year. A Learner who has been referred in more than half of the units may be given the opportunity to repeat the year. The Referral Fee is payable to the Institute when work is resubmitted. Work is then re-graded and if it has achieved all the required outcomes the learner will be deemed to have achieved a pass and the results are then adjusted accordingly.
It is the responsibility of the referred learner to ensure that all work that is required is resubmitted by the last Friday in August. Failure to meet this deadline may result in learners not meeting all the requirements of the course and thus not receiving their full award.
LEARNERS WHO ARE REFERRED CAN ONLY ACHIEVE A PASS GRADE FOR THE REFERRED WORK. MERIT AND DISTIINCTION GRADING DESCRIPTORS DO NOT APPLY TO REFERRED WORK.
BTEC POLICY ON RESUBMISSION AND REPEATS FOR NEW hnc/hnd RQF AWARDS FROM SEPT 2018
Where a student has failed to achieve a pass grade for the unit, on the first attempt, the exam board will decide if they may be given the opportunity for reassessment. An opportunity for reassessment will only be available if a student has failed to achieve a Pass. A student’s grade, through reassessment, will be capped at Pass unless there are extenuating circumstances agreed by the exam board in this case the cap may be removed.
In the case that a student has not passed or submitted a unit and does not qualify for Resubmission, the Exam Board may offer the student the opportunity to repeat a subject in the following academic year. This is at the discretion of the Exam Board.
COMPENSATION
On the new RQF awards from Sept 2018, students who do not achieve all of the units on the completion of their HND may be allowed to compensate where grades in other areas are high. Compensation does not apply to all units and works for a maximum of the two allowed units. Compensation does not apply in the case of unachieved core units.
BTEC Appeals Policy
All BTEC and C&G candidates have the right to appeal any end-of-year result
To appeal a grade a learner should complete the “Learner Appeal Application Form”. It must be submitted within three working days of the result being given to the candidate. The appeals form should be submitted to the Department Head and an official receipt should be given to the appellant.
A fee of €25 must be paid for each appeal. This is fully refundable if the appeal is upheld.
The appeal will be adjudicated on within fifteen working days
The appeal will be adjudicated by teachers who have not been involved in the initial assessment
The result of the appeal shall be final
Candidates wishing to remove their work from the Institute before the Appeals Deadline forfeit the right to make an appeal of the result as the integrity of the assessment would be compromised.
City & Guilds Appeals Policy
All BTEC and C&G candidates have the right to appeal any end-of-year result.
To appeal a grade a learner should complete the “Learner Appeal Application Form”. It must be submitted within three working days of the result being given to the candidate. The appeals form should be submitted to the Department Head and an official receipt should be given to the appellant.
A fee of €25 must be paid for each appeal. This is fully refundable if the appeal is upheld.
The appeal will be adjudicated on within fifteen working days.
The appeal will be adjudicated by teachers who have not been involved in the initial assessment.
The result of the appeal shall be final.
Candidates wishing to remove their work from the Institute before the Appeals Deadline forfeit the right to make an appeal of the result as the integrity of the assessment would be compromised.
If the appeal is unsuccessful candidates may appeal directly to City and Guilds following the City and Guilds policy and guidance document “Enquiries and Appeals Qualifications”. Deadline for appeal applications is 40 working days after release of results.
ITEC POLICIES ON REPEATS & APPEALS
The following policies relate only to ITEC learners but not to FETAC, BTEC or C&G learners.
ITEC Repeat Policy
Candidates who are unsuccessful in their ITEC Examinations (Practical & Theory) are entitled to re-sit. Requests for re-sits must be submitted within 5 working days of the result being given to the candidate. Where candidates are re-sitting examinations, these must be taken within 3 months of notification of results.
Candidates who are unsuccessful in their theory papers will have the opportunity to re-sit them in September of the following academic year. A minimum fee of €35 applies to a theory re-sit. This fee will increase depending on the number of theory papers being taken.
Candidates who are unsuccessful in their practical examinations are entitled to re-sit these examinations but are subject to another centre agreeing to accommodate them. The fee for practical re-sits can vary depending on the number of candidates taking the exam.
ITEC Appeals Policy
ITEC students are entitled to appeal their results. Appeals must be submitted within 5 working days of the result being given to the candidate. A fee of €60 will apply per appeal and will be returned to the student if the outcome of the appeal is successful. Appeals usually take approximately 20 days to process. Candidates wishing to remove their work from the institute before the Appeals Deadline forfeit the right to make an appeal of the result as the integrity of the assessment would be compromised.
Anti-Bullying POLICY & PROCEDURE
Anti-Bullying Policy
The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of students and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
A positive Institute culture and climate which-
is welcoming of difference and diversity and is based on inclusivity;
encourages students to disclose and discuss incidents of bullying behaviour in a non-threatening environment; and
promotes respectful relationships across the Institute community;
Effective leadership;
An Institute-wide approach;
A shared understanding of what bullying is and its impact;
Implementation of education and prevention strategies (including awareness raising measures) that-
build empathy, respect and resilience in students; and
explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic, transphobic and disablist bullyingincluding surdophobic bullying (Surdophobia is the hostility, intolerance or fear against Deaf people, Deaf culture and the Deaf Community).
Effective supervision and monitoring of students;
Supports for staff;
Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies); and
On-going evaluation of the effectiveness of the anti-bullying policy.
Definition of Terms
Bullying is unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or persons) and which is repeated over time.
The following types of bullying behaviour are included in the definition of bullying:
deliberate exclusion, malicious gossip and other forms of relational bullying,
cyber-bullying
Identity-based bullying such as homophobic bullying, racist bullying, bullying based on gender, civil status, family, status, age, a person’s membership of the Traveller community and bullying of those with disabilities or special educational needs.
Isolated or once-off incidents of intentional negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the Institute’s Code of Behaviour.
However, in the context of this policy, placing a once-off offensive or hurtful
public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour. This would also include the unauthorised capture/playing/posting of images/video footage or audio recording.
Procedure for Implementing this Policy
Responsibility for the implementation of this policy is vested in the Principal of the Institute or, in his absence, the Deputy Principals. This includes responsibility for the investigation of and the dealing with incidents of bullying. The Principal may delegate responsibility for investigating or dealing with a particular incident to a senior member of staff, taking into account the particular circumstances of the incident in question. The staff member to whom the investigation has been delegated would normally be the Deputy Principal / teacher who does not teach either the alleged victim or the alleged perpetrator.The Institute’s procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the Institute for dealing with cases of bullying behaviour are as follows:
In the event of a student feeling bullied they may approach any member of staff: teaching; maintenance or administrative staff.Should any member of staff be so approached they must bring it to the immediate attention of the Principal or, in his absence, the Deputy Principal.At this point the Principal will immediately commence an investigation.
If a student is experiencing bullying but does not feel able to approach a member of staff directly he/she could ask a friend or relative to contact the Institute on their behalf.He/she might prefer to ask their family doctor to make the initial contact.In some cases a student may wish to make the Institute aware of their situation through an advocacy agency, for example:
The Samaritans, tel. 116 123
BeLong To tel. 01-6706223
GLEN tel., 01-6728650
A student experiencing bullying may not wish to make a complaint but would like to talk to someone in confidence.The Guidance Counsellor, Mr. Matt Way is available for such conversations.
Informal Process
The first step in any informal resolution of a complaint should be to establish the facts of the complaint, the specific issues complained of, when they occurred and to consider whether or not they fall within the definition of bullying.
If bullying is established, the aim would be to eliminate it informally (if appropriate) with the consent of parties involved. This could include a non-judgemental (mediation) approach. This would include clarification of what constitutes bullying, agreement by the person complained of, that they accept that their behaviour was inappropriate and that the conduct will not be repeated, or an explanation to the complainant about what occurred from the point of view of the person complained about which disposes of the complaint.
Extensive efforts should be made at the informal process before proceeding to the formal process.
Formal process
This involves a formal complaint and a formal investigation. The purpose of the investigation is to determine the facts and to establish whether the complaint of bullying is well founded.
Key steps:
The complainant should make a formal complaint in writing, signed and dated, and give it to the Principal.
The complaint should provide precise details of alleged incidents of bullying, including dates and names of witnesses where possible.
Where this is not possible, a written account should be taken of the complaint and signed by the complainant. The Principal may assign a senior member of staff to conduct the investigation of the complaint.
The complainant should be assured of support and given a copy of the anti-bullying policy.
The person/persons against whom the complaint is made should be notified in writing that a formal allegation of bullying has been made. He/she should be advised of the aims/objectives of the formal process. He/she should be assured of the organisation’s commitment to investigating the matter in an objective and unbiased manner, with due regard to confidentiality, and the rights of all concerned. He/she should be given the opportunity to respond to the complaint in writing.
The investigation should be completed as quickly as possible. The investigator should investigate the complaint and the response to the complaint and present his/her findings to the Principal who will then issue preliminary findings to the complainant and the person(s) complained of for comment. Following receipt of such comments, the Principal will then make a decision as to whether or not the complaint of bullying has been established and will decide on appropriate action. The Principal’s decision should be communicated in writing to both parties.
Every effort will be made to complete the process within a 20 day period.
If the complaint is upheld, then it is a disciplinary matter and will be considered a serious breach of the Institute’s Code of Behaviour and dealt with at Stage 3 of the Disciplinary procedure by the Deputy Principal.
If a complaint is not upheld, no further action will be taken.
If a complaint is found to have been maliciously made, disciplinary procedures will be applied. This is also considered to be a serious breach of the College’s Code of Behaviour and dealt with at Stage 3 of the Disciplinary procedure by the Deputy Principal.
POLICY & PROCEDURE ON ASSESSMENT IRREGULARITY
Assessment Irregularity
Examples of assessment irregularity include Plagiarism and Collusion.
Plagiarism involves the learner taking someone else’s work or ideas and passing them off as one’s own. Plagiarism is using the work of others without acknowledging the source of information; for example, copying from the internet or any form of printed material and not attributing it to its author.
Collusion involves secret or illegal cooperation or conspiring, especially in order to cheat or deceive others. Examples of collusion involve impersonating another learner in a test or examination, copying from another learner during a test or examination, allowing a learner to copy your work, buying or selling of essays or assignments from whatever source.
Plagiarism or collusion is treated very seriously by the assessor and this work will be disqualified.
How can a learner avoid Assessment Irregularity?
When taking notes from sources, write in your own words.
Acknowledge information which is gained from any source (See pages 37 – 39 Citing & Referencing).
Remember that examiners can recognise plagiarism very easy as there are software packages designed to detect plagiarised work
Assessment Irregularity Policy
All formal allegations of assessment irregularity will be fully and impartially investigated by the Senior Management Team. (See page 21 – Procedure on the Breach of Behaviour)
All parties will be given a fair and equal opportunity to respond to any allegation of assessment irregularity.
The result of the investigation will be formally communicated to all parties within an appropriate time frame.
Appropriate sanctions may be applied where assessment irregularity has been adjudged to have occurred. These sanctions may include the refusal of Bray Institute of Further Education to accept learner evidence where assessment irregularity has occurred.
The following will be regarded as incidences of assessment irregularities:
Learner plagiarism.
Impersonation of another learner.
Fabrication of evidence.
Alteration of results.
Wrongly obtaining secure assessment material e.g. examinations.
Behaving in any way such as to undermine the integrity of the Assessment Process.
Actions other than those listed above may also be adjudged to constitute assessment irregularity.
Assessment Irregularity Procedure
Step 1
If a learner is accused of Assessment Irregularity the subject teacher and co-ordinator will invoke stage two of the “Procedures on the Breach of Behaviour”. (See page 19). The learner will have the opportunity to explain themselves. The subject teacher and course co-ordinator will decide whether the incident is serious enough to invoke stage 3 of the procedure. The learner will be informed of the decision and it is noted on the learner’s record.
Step 2
A second incidence of plagiarism will automatically invoke stage 3 of the “Procedures on the Breach of Behaviour” whereby the learner in question will be called in front of the Academic & Disciplinary Council. At this stage, suspension is likely unless the situation can be rectified. Depending on the severity of the case, a learner may be asked to leave the course.
CITING AND REFERENCING
Whenever a learner is preparing a piece of academic work, particularly an essay, assignment or project they should acknowledge information which is gained from any source.
The acknowledging of other people’s work is known as citing. The source of all documents that are quoted from, paraphrased, summarised or referred to in any way must be acknowledged regardless of the format (print, non printed, electronic, internet, powerpoint presentations)
Plagiarism
Plagiarism is one of the most serious problems in third level education today . Learners who produce academic work in any format must acknowledge the sources of the information that have used or knowledge that they have gained in order to produce the work.
Plaigiarism includes:
Submitting another persons work as your own
Copying and pasting words or phrases from the internet
Replacing selected words from a passage or sentence
Piecing together sentences and phrases from many sources
Buying assignments on the internet.
Referencing
References should be cited twice in any piece of work.
1. At the point in the document where another source of knowledge is relied upon. This is an in text citation.
2. In a bibliography or reference list at the end of your work.
The two most well known techniques of referencing correctly are the Harvard system and the APA system. The Harvard system is probably the most widely recognised.
The Harvard System
The Harvard System, also known as the name/date system, stipulates that, for every source used, you must cite it in two places:
1. In the body of the text of your essay/document. This is called in-text citation.
2. In the Reference List or Bibliography at the end of the document.
In-Text Citation
Direct Quotation:
This is where you take the words directly from a source, without changing anything, and where you must use quotation marks. When quoting directly from another author you must give the author, year and page and ensure that the full reference is given in the reference list. Normally quotations should be enclosed in single inverted commas in the text.
For example:
Kotler argues that 'reflective marketing is the essential key to lasting success' (1994, p.67).
When learners use quotes from texts or websites it is important that they comment on the quotes directly underneath. For example.
What Kotler seems to be saying is...
Paraphrase:
Paraphrasing involves restating the author’s idea in your own words. The ideas are not enclosed in quotation marks but must still be acknowledged. It is not essential to give page numbers when you paraphrase. However, where a paraphrase contains controversial viewpoints or a starting point for a detailed analysis, a page reference may be included following the author and date.
For example:
Mass marketing is an approach which aims to attract a wide spectrum of buyers through the mass production and distribution of one product (Kotler 1994, p.290).
OR
Kotler (1994) argues that mass marketing is an approach which aims to attract a wide spectrum of buyers through the mass production and distribution of one product.
In-Text Citation: Work Written by More Than One Author
If there are two or three authors, all are included in the citation.
For example: Ferguson and Clark (1990)
If there are four or more authors, the usual practice is to use et al. (the Latin abbreviation for “and others”).
For example: Murphy et al. (2000)
In-Text Citation: No Author Given
If the work is a newspaper article, the name of the newspaper replaces the author:
It was reported (Irish Times 8th June 2003, p.14)…
In-text Citation: Websites
DIT states that referencing lists should be in alphabetical order. (Dublin Institute of Technology 2012).
OR (when quoting from an online article or pdf file)
Cao states that ‘readers must have access to the most up to date information’ (Cao 2001, p14)
Compiling a Reference List or Bibliography
The in-text citations are simply abbreviated references and do not provide your reader with sufficient information to find the sources to which you are referring. For this reason, the Harvard System also requires that, for every source with an in-text citation, you must also provide a complete citation in the Reference List. (If you have simply read something as background, but have not used it in the body of your text then it should not appear in your reference list.)
Your reference list should be in alphabetical order by surname of the author, followed by the first name or initials as given in the work cited. The rules are outlined below along with a number of examples.
1. No punctuation after initials or date
2. Multiple authors are joined by and as opposed to &
3. Book and Journal names are in title case (i.e. Capitals are used for the first letters of the Key words of the title)
4. Book and Journal names are given in italics
5. Commas separate publishing elements
6. Edition is given without brackets or punctuation
7. Publisher is followed by place of publication
Referencing a Book:
Kotler, P (1994) Marketing Planning Management: Analysis Planning and Control, 8th ed, Prentice Hall, New York.
Where first edition, or none specified:
Tiernan, S (1996) Modern Management: Theory and Practice for Irish Learners, Gill and Macmillan, Dublin.
Referencing a Book with Multiple Authors:
Blattberg, R C, Glazer, R and Little, J D C (1994) The Marketing Information Revolution, Harvard Business Press, Boston.
Referencing an Article - Referencing an Article from a Print Journal:
An article reference should include the volume number, issue number and page numbers of the article. For example:
Marcus, A and Gould, E W (2000) Crosscurrents: Cultural Dimensions and Global Web User-Interface Design. ACM Interactions, 7(4), 33-46
Referencing an Article Retrieved Electronically:
Schoenberger, C H (2006) Trading Places. Forbes, 178(12), 174-76. Available from Business Source Premier [Accessed 7 December 2007].
Referencing a Newspaper Article:
Newspaper or magazine articles are treated similarly to periodicals except that it is normal to precede the page numbers with the abbreviation p. or pp. as appropriate. For example:
Myers, K (2000) The Youth of Today. Irish Times, 11th March, p.14.
Referencing Lecture Notes:
Many lecturers believe that you should not cite references from your lecture notes – you should instead consult sources such as textbooks, etc. However, if you are citing something from your lecture notes:
Duggan, R (2011) Motivational Theorists, Business Management, BIFE, Bray, on 4 December 2011.
Referencing Electronic Works - Referencing a Page on a Website:
Cao, L (2001) Designing for Overseas Chinese Readers: Some Guidelines [Online]. Available: http://eserver.org/courses/s01/tc510/adaptivity/cao/cao1.html [Accessed 29 November 2007]
Referencing an Email:
Jagielka, P (phil.jagielka@bife.ie), 8 December 2011. Re: Referencing and Citing. Email to Duggan, R (ron.dugg@bife.ie).
Reference:
Dublin Institute of Technology (2012) Mature Learners citing and Referencing (online), Available: http://www.dit.ie/study/mature/support/academic/citing/ (Accessed 21 August 2012)