Time for change
Every year, emergency service training organisations spend thousands, even millions of dollars on an outdated accreditation model that continues to fail learners and provides poor return on investment for public funds. IPSQA revolutionizes public safety qualifications through a new model of certification, that reduces complexity, cost and improves recognition and collaboration.
Many competency systems have become so costly to implement and maintain, that agencies are looking at alternatives that also provide better value for public funds. For many agencies who have adopted state or national accreditation systems, the focus has moved from high impact training, to monotonous compliance box-ticking, often at the expense of learners who then dis-engage from such formal training.
These systems are also touted as nationally recognised, but often when practitioners move from one jurisdiction to another they are often not recognised and have to recomplete training; and the verification of such training is also not available real-time which is often useful in public safety emergency response.
The IPSQA certification scheme focuses on professional qualification standards for a specified public safety role.
Old School or New School?
Are you still using an Old School model? Maybe its time to switch to New School – IPSQA. Compare the tabs below to see the benefits.
- Bureaucratic and expensive internal quality management systems
- Significant training and time costs in developing new trainers and assessors
- Trainer and Assessor attrition due to demands and cost of upgrades (TAE)
- Examinations have to be developed and maintained, and not often not available translated creating barriers for learners
- Skills maintenance separate to achievement of competencies, meaning additional systems require to be developed
- Focus on administrative compliance, not quality learning
- No international transcript and real-time validation of qualifications
- Internally assessed that leads to silo thinking and reduces inter-agency collaboration and recognition
- Creates barriers to use guest international experts as trainers or assessors
- Significant volume of documentation required to be developed for each learning outcome or unit of competency
- Just holding the competency along with a teaching qualification is sufficient – meaning assessors are not neccessarily experts.
- Qualifications are not assessed as a whole, only unit by unit resulting in the student unable to demonstrate they can integrate all of these units proficiently.