IOSHQ Qualification Specification Standard
The institutional standard defining the minimum specification, curriculum, learning outcomes, assessment, completion, credential and quality requirements for IOSHQ Professional Qualifications.
A Common Standard for Professional Qualifications
The IOSHQ Qualification Specification Standard establishes the minimum institutional information and educational requirements that should be documented for an IOSHQ Professional Qualification.
Its purpose is to promote consistency, transparency and quality across qualification design, approval, delivery, assessment, credentialing, review and revision.
A qualification specification serves as the controlled reference describing the educational purpose of a qualification and the requirements that apply to its successful completion.
Consistency
A common specification structure helps ensure that Professional Qualifications are documented using consistent institutional requirements.
Transparency
Learners and stakeholders should be able to understand the purpose, scope, learning commitment, assessment and completion requirements of a qualification.
Quality Assurance
The specification provides a reference against which curriculum, assessment, delivery and subsequent revisions can be reviewed.
Required Elements of a Qualification Specification
An IOSHQ Professional Qualification specification should document the essential academic, assessment, credential and quality-control information necessary to define the qualification.
Qualification Identification
Official title, qualification reference, version, status and other information required to uniquely identify the qualification.
Purpose & Scope
A clear statement describing the qualification’s educational purpose, subject scope and intended professional-development context.
Target Learner Profile
A description of the learners or professional development needs for which the qualification has been designed.
Curriculum Structure
The subjects, courses, modules or other structured learning components forming the qualification.
Learning Hours
The documented expected learning commitment associated with the qualification and its constituent components.
Learning Outcomes
Defined statements describing what successful learners are expected to know, understand or be able to address.
Assessment Strategy
The methods and requirements used to evaluate achievement of applicable learning outcomes.
Completion Requirements
The conditions a learner must satisfy before the qualification can be recorded as successfully completed.
Credential Awarded
The applicable IOSHQ credential issued following successful completion and the basis upon which it is awarded.
Every Qualification Should Be Uniquely Identifiable
Controlled identification supports reliable curriculum management, credential records, public transparency and version control.
Official Qualification Title
The approved title used consistently across the specification, qualification page, learner records and applicable credential.
Qualification Reference
A unique institutional identifier assigned to distinguish the qualification within the IOSHQ qualification portfolio.
Version & Status
The specification should identify its current version, effective date and applicable qualification status.
Define Who the Qualification Is For and Why It Exists
A qualification should have a clearly documented educational purpose rather than relying only on its title, duration or subject area.
Qualification Purpose
Describe the principal educational purpose and professional-development context addressed by the qualification.
Target Learner
Identify the learner profile, professional context or development needs for which the qualification is intended.
Entry Requirements
Where prerequisites, prior knowledge, experience or other entry conditions apply, they should be clearly documented.
A Coherent and Documented Learning Structure
The curriculum should provide a logical body of learning aligned with the purpose and intended outcomes of the qualification.
Curriculum Content
The specification should identify the principal subjects, courses or modules included within the qualification.
Curriculum Coherence
Individual components should contribute logically to the overall educational purpose and learning outcomes of the qualification.
Progression
Where appropriate, learning should progress from foundational concepts toward more advanced analysis, application, supervision, management or professional practice.
Documenting the Expected Learning Commitment
The qualification specification should identify the expected learning commitment and explain how published hours relate to the curriculum structure.
Total Learning Hours
The specification should state the total expected learning hours assigned to the qualification.
Component Hours
Where applicable, learning hours should be allocated across courses, modules or other curriculum components.
No Automatic Credit Equivalence
IOSHQ learning hours should not automatically be represented as university credits, ECTS credits or national qualification credits unless an authorized body has separately established such equivalence.
Define What Successful Learners Are Expected to Achieve
Learning outcomes provide the connection between the qualification’s purpose, curriculum and assessment requirements.
Knowledge
Identify important concepts, principles, systems, requirements and subject knowledge addressed by the qualification.
Application
Where appropriate, outcomes should address the application of knowledge to occupational safety, health, quality, risk or related professional contexts.
Analysis & Professional Development
Advanced qualifications may include outcomes involving analysis, evaluation, planning, leadership, management or professional decision-making.
Assessment Should Support Evidence of Achievement
The assessment strategy should be appropriate to the qualification’s learning outcomes and clearly distinguish participation from successful achievement.
Assessment Methods
The specification should identify applicable assessment methods, which may include knowledge assessments, applied activities or other appropriate forms of evaluation.
Outcome Alignment
Assessment should provide appropriate evidence related to the learning outcomes the qualification claims to address.
Passing Requirements
Where scores, thresholds or other achievement requirements apply, they should be documented within the qualification requirements.
Learner Achievement
Successful completion should reflect satisfaction of applicable learning and assessment requirements, not registration or participation alone.
Assessment Integrity
Assessment processes should support consistency, reliability and appropriate controls for the educational context in which they are used.
Assessment Records
Applicable completion and assessment records should be maintained according to IOSHQ institutional recordkeeping requirements.
Clear Requirements Before a Credential Is Awarded
The qualification specification should establish the requirements that must be satisfied before successful completion is recorded and an applicable credential is issued.
Required Components
Identify the courses, modules, assessments or other components that must be successfully completed.
Completion Standard
Define the institutional conditions under which the learner is considered to have successfully achieved the qualification.
Credential
Identify the applicable credential awarded following successful completion and the official qualification title it records.
Map Qualifications to the IOSHQ Professional Competency Framework
Qualification specifications should identify relevant areas of alignment with the IOSHQ Professional Competency Framework where such mapping is applicable.
Competency Domains
Identify the professional competency domains to which the qualification’s curriculum and learning outcomes contribute.
Development Reference Point
Where appropriate, identify the developmental reference point or professional responsibilities the learning is designed to support.
Education Is Not Automatic Competency
Framework alignment describes educational development. It does not by itself establish practical workplace competency, authorization or professional licensure.
Qualifications Should Remain Controlled as They Evolve
Professional knowledge, standards, technologies and workplace practices change. Qualification specifications should therefore be subject to controlled review and revision.
Version Number
Each controlled specification should carry an identifiable version or revision reference.
Effective Date
The date from which the applicable specification or revision becomes effective should be recorded.
Periodic Review
Qualifications should be reviewed as appropriate for relevance, accuracy, educational coherence and continuing improvement.
Revision History
Material revisions should be controlled so the institution can distinguish current requirements from earlier versions where necessary.
Qualification Status
A qualification may be identified as current, under review, superseded or no longer available to new learners, as applicable.
Historical Records
Appropriate historical information should be retained to support the integrity of learner and credential records associated with previous versions.
Define What the Qualification Does — and Does Not — Establish
A qualification specification should avoid ambiguity about the relationship between education, professional development, workplace competency, authorization, licensure and external recognition.
Educational Achievement
The qualification documents successful completion of the applicable IOSHQ educational and assessment requirements.
Workplace Competency
Workplace competency may additionally require experience, practical demonstration, workplace assessment or employer evaluation.
Authorization
Authorization to perform specific work may be determined by employers, regulators, licensing authorities or other responsible organizations.
Licensure
An IOSHQ Professional Qualification does not itself constitute government licensure unless an applicable authority expressly establishes otherwise.
Academic Equivalence
No automatic equivalence to a degree, diploma, national qualification level or academic credit should be inferred.
External Recognition
External organizations determine acceptance or recognition according to their own requirements, policies and applicable jurisdiction.
Qualification Quality Across the Full Lifecycle
Qualification quality should be considered from initial design through approval, delivery, assessment, credentialing, monitoring and periodic review.
Design
Define purpose, curriculum, learning outcomes, hours and assessment.
Review
Review the proposed qualification against applicable institutional requirements.
Approval
Confirm the qualification satisfies the requirements for formal designation.
Delivery & Assessment
Deliver and assess the qualification according to its approved specification.
Monitor & Improve
Review performance, relevance and necessary curriculum improvements over time.
Standard Qualification Record
Each IOSHQ Professional Qualification should maintain a controlled specification containing, as applicable, the following core information.
IOSHQ Professional Qualification Specification
- Official qualification title
- Unique qualification reference
- Qualification version and effective date
- Current qualification status
- Purpose and scope
- Target learner profile
- Entry requirements or recommendations
- Total learning hours
- Curriculum and component structure
- Qualification learning outcomes
- Assessment methods
- Passing and completion requirements
- Credential awarded
- Competency Framework alignment
- Recognition and scope statement
- Review and revision information
From Program to Professional Qualification
A program should not be designated as an IOSHQ Professional Qualification solely because of its title, duration or number of courses.
Program
A structured educational pathway containing related learning intended to support a broader development purpose.
Qualification Review
The program is evaluated against the IOSHQ Qualifications Framework and Qualification Specification Standard.
Professional Qualification
Following applicable institutional approval, an eligible pathway may be formally designated and entered into the Professional Qualifications Register.
Frequently Asked Questions
It is the institutional standard defining the core information and educational requirements to be documented for an IOSHQ Professional Qualification.
No. This standard specifically addresses pathways designated or being considered for designation as IOSHQ Professional Qualifications. Other courses and programs may be governed by requirements appropriate to their educational purpose.
No. Duration alone does not establish qualification status. The pathway should satisfy the applicable requirements for curriculum, learning outcomes, assessment, completion, credentialing and quality control before formal designation.
Learning outcomes define the intended educational achievement and provide a basis for aligning curriculum and assessment with the qualification’s stated purpose.
Not automatically. Workplace competency may require relevant experience, practical demonstration, workplace assessment, employer evaluation or other applicable requirements in addition to education.
No automatic equivalence should be inferred. Academic credit or qualification equivalence must be separately determined by an authorized institution or applicable authority.
Yes. Specifications may be reviewed and revised to reflect changes in professional practice, curriculum, standards, technology or educational requirements. Revisions should be subject to appropriate version control.
Professional Qualifications formally designated under the IOSHQ institutional framework should be identified in the IOSHQ Professional Qualifications Register.
A Transparent Structure for Professional Education
Explore the IOSHQ Qualifications Framework, Professional Qualifications Register and Professional Competency Framework to understand how IOSHQ structures professional learning and educational achievement.