ACCREDITATION

FAQs – Updated July 28, 2024

Accreditation Process Flowchart – Updated July 28, 2024

Self-Study Guides

Self-Study Guide 2024 (for programs applying for accreditation in September 2024)

Self-Study Guide 2023 (for programs applying for accreditation in September 2023)

Self-Study Guide 2022 (for programs applying for accreditation in September 2022)

Sample Documents

Sample Curriculum Alignment to Competency Framework

Sample Program Progress Report Summary

Sample Quality Enhancement Plan

Site Review Guides

Site Review Guide 2024 (for programs applying for accreditation in September 2024)

Site Review Guide 2023 (for programs applying for accreditation in September 2023)

Site Review Guide 2022 (for programs applying for accreditation in September 2022)

Progress Report on a Program’s Quality Enhancement Plan (two years post-accreditation)

Sample Sections from the Progress Report Submitted by the University of the Fraser Valley

Accreditation contributes to high quality education and consistently high standards of professional practice in a variety of manners through the potential functions it may perform including:

a vehicle for organizational change;

a method to achieve sound quality assurance practices;

a system for demonstrating accountability to a) children, youth, and families, b) students, and c) child and youth care educators;

a mechanism to create a community of practice among child and youth care education programs.

There are over 50 publicly funded post-secondary institutions offering Child and Youth Care (CYC) education in Canada. CYC educators believe quality of care and service to young people and their families will be enhanced by setting standards for educational programs, assuring both the public and aspiring professionals that graduates of those programs will have a common base of knowledge and skill that can be directly linked to a child and youth care competency document and the affiliated curriculum.

The CYCEAB uses a model that focuses on program outcomes with the intent that graduate outcomes will ultimately affect the quality of life and quality of care received by young people who are served by child and youth care practitioners. The specific standards and the model have undergone extensive and comprehensive review and adjustment based on the feedback of educators and professional associations across Canada. The model will be implemented in conjunction with existing provincial and institutional program approval and program review processes. As new CYC programs develop and as existing programs undertake their regular cycle of review and evaluation, the model is evolving.

The focus in this accreditation is on outcomes and the use of outcome results by programs. Programs must demonstrate that their institutions have plans in place for assessing educational outcomes. They must show evidence that the results of these assessments have led to the improvement of teaching and learning processes and improved preparation of program graduates to enter professional positions upon graduation.