Study Progress

Students may study and progress as per they available time.

During each academic session students can elect to study modules to a minimum value of 40 credits and a maximum of 120 credits.

Therefore, a student may undertake a minimum of 600 hours of study in each year. Although students are given this flexibility in terms of duration of total study time, we expect the vast majority of students to complete the scheme in four or more years. The maximum duration allowed for completion of the scheme is eight years. (A further two years to complete may be granted)

Credit Hour Calculation

Statement of Policy

A credit hour (based on the Carnegie Unit) is defined as a minimum of 3 hours of student engagement per week for a 15 week course or a minimum of 6 hours for an 8 week course.

Engagement includes student activities such as discussion, reading, study time, and assignments.

Therefore, a student is expected to spend approximately 9 hours or more per week on a 3-credit, 15 week course (18 hours for per week or more for a 3-credit, 8 week course).

Students preparing for 3-credit exams are expected to spend approximately 135 hours or more in preparation.

To earn credit, students must demonstrate competency in the defined learning outcomes.


When designing examinations and courses faculty should use the above definition as a guideline to the minimum number of hours of student engagement.

Semester Calendar Credit Hours

Most Higher Education Institutions operate on an academic year divided into two equal semesters of 15-16 weeks duration, with a winter break of 2-3 weeks and a summer session of 10-12 weeks, plus additional shorter breaks.

The actual amount of academic work that goes into a single semester credit hour is often calculated as follows:

  • 1 lecture (taught) or seminar (discussion) credit hour represents 1 hour per week of scheduled class/seminar time and 2 hours of student preparation time. Most lecture and seminar courses are awarded 3 credit hours. Over an entire semester, this formula represents at least 45 hours of class time and 90 hours of student preparation.

  • 1 laboratory credit hour represents 1 hour per week of lecture or discussion time plus 1-2 hours per week of scheduled supervised or independent laboratory work, and 2 hours of student preparation time. Most laboratory courses are awarded up to 4 credit hours. This calculation represents at least 45 hours of class time, between 45 and 90 hours of laboratory time, and 90 hours of student preparation per semester.

  • 1 practice credit hour (supervised clinical rounds, visual or performing art studio, supervised student teaching, field work, etc.) represents 3-4 hours per week of supervised and /or independent practice. This in turn represents between 45 and 60 hours of work per semester. Blocks of 3 practice credit hours, which equate to a studio or practice course, represent between 135 and 180 total hours of academic work per semester.

  • One independent study (thesis or dissertation research) hour is calculated similarly to practice credit hours.

  • Internship or apprenticeship credit hours are determined by negotiation between the supervising faculty and the work supervisor at the cooperating site, both of whom must judge and certify different aspects of the student’s work. The credit formula is similar to that for practice credit.

A typical bachelor’s degree program of study on a semester calendar (15-16 weeks) requires at least 120 credit hours to be earned by the student.


Graduation qualification and professional membership opportunities

Career opportunities

Although the major focus of the school degree programs is on enabling you to begin a career in Health Care, graduates at the School can also go on to work in the following areas: as Teachers of Phyto-Pharmacology, Natural Health; founding or working within herbal product supply companies; as authors of books on medicinal plants; running their own medicinal plant product shops as well as clinics; and as consultants to the health care industry in various capacities.


There are different types and different levels of courses, a full list of Courses can be found on the COURSES tap on this School website portal.

Study Time

Student support

Distance learning schemes offer uniquely flexible study options for students who have existing work or other commitments but they lack the day-to-day contact with teachers and support services available from full time campus based studies. In order to cope effectively as a distance learning student you should be completely dedicated to this chosen course of study and be good at organising and motivating yourself. The School will do all that it can to support you in your studies, the specific support we offer includes:

  • the self-study course guides are designed to be accessible and easy to work with
  • secretarial staff are always available during working hours at the School to deal efficiently with any queries that you might have either by telephone, mail or electronic mail
  • own specialist herbal library at the School itself.

Code of Ethics & Conduct


1. Mission Statement
2. Student Applications & Selection Process
3. Equal Opportunity Policy
4. Insurance
5. Health and Safety Statement
6. Data Protection Policy
7. Educational Aims
8. Grievance Procedure
9. Disciplinary Rules and Disciplinary Procedure
10. Harassment and Bullying Prevention Policy
11. Whistleblowing
12. Malpractice and Maladministration
13. Complaints
14. Appeals

Mission Statement

Volksmed School of Health and Pharmacology (hereafter referred to only as “School”) aims to encourage and help all students to gain confidence and grow so that they may acquire the skills and knowledge needed to succeed in their chosen career.

Small class sizes ensure excellent personal tuition, assisting students to achieve a recognised and accredited qualification.

Student Applications & Selection Process

We strive to admit the academically brightest students to the School, regardless of background. We are looking for individuals who are enthusiastic and passionate about learning and who wish to take advantage of every opportunity that the School will offer them and gain the most from their years of study.

The School teaches mainly Clinical Practical Courses in an environment of health care and health care provision.

To assess the aptitude of any prospecting student to this professional field we require 3 references and a criminal record check, and a written application sent .

All prospecting students must have an interview where standard questions will be made. These questions serve the purpose of clarification of the student clarity on the course he or she is applying to and to assess if the prospecting student has the previous required instruction or training to successfully complete the course without detriment to his or her class mates.

Student selection

Entrance Examination

All students need to take part in an entrance examination before the final decisions are made.

What happens after the application period?

Once the application period has closed, the school start processing the applications. Only eligible candidates who have submitted all the required documents within the set application period are taken into consideration in the student selection process. A competitive process. Being an 'eligible applicant' is not in itself a guarantee of admission. The procedure of student selection can be quite competitive, and sometimes even a good candidate may eventually find that he/she is not among those admitted. This should not discourage you from applying, it’s just something that every applicant should be aware of.

How your application is considered

Fair admissions

The School is committed to providing a fair admissions system that admits

students of outstanding achievement and potential, irrespective of their background.

In so doing, we are committed to the 5 key principles of Fair Admissions: transparency, minimising barriers to entry, selecting for merit, potential and diversity, professionalism and using assessment methods that are reliable and valid.

Selection criteria

Application will be assessed against academic and non-academic selection criteria specific to the course of study for which an application has been made.

Applicants are advised to check information on course specific entry requirements which are published on the School website at www.volksmed.org

For many courses, these will exceed the general minimum institutional requirements which are:

  1. Applicants for all courses must normally demonstrate a broad general education.

  2. Applicants for taught postgraduate courses must normally possess or expect a relevant undergraduate degree.

  3. Applicants for research degrees must normally possess or expect a relevant undergraduate degree, Honours, or equivalent alternative qualifications or experience.

English language
(requirements for applicants whose first language is not English)

Teaching, assessment and student support will normally take place in English, unless otherwise stated.

Applicants must demonstrate English language proficiency in speaking, writing, reading and listening to the standard required by the School and the course to which an application is made

When will you know the result?

The exact timetable for announcing the final results should be 2 to 4 weeks.

If you are admitted

The School will eventually send out a letter of acceptance to those who have been admitted.

Unsuccessful Applications

If your application is not accepted, at any stage in the admissions process, we shall notify you by email. In the event that we do not have an email address for you, we shall send you a letter.

Equal Opportunity

The School is committed to Equal Opportunity, and exercises the School policy in relation to all admissions processes.

Equal Opportunity Policy

The objective of the School is to maintain operational standards so that all its employees and employment applicants are treated equally, irrespective of race, sex, sexual orientation, religion, disability, age, gender reassignment, marital status or ethnic origin.

School tutors are instructed to ensure the following:

  1. There shall be no discrimination in respect of race, sex, sexual orientation, religion, disability, age, gender reassignment, marital status or ethnic origin.

  2. Recruitment, promotion, training and development and redundancy shall be determined on capability and merit only.

  3. School's tutors have personal responsibility for the practical application of this Policy, which applies to the treatment of students and the general public as well as to each other.

  4. Any School tutor that is involved in recruitment, promotion or training has specific responsibility for the practical application of this Equal Opportunity Policy.

  5. In the event that someone considers that he/she has been the subject of unfair discrimination, or any form of harassment or victimisation, the employee should refer to the School Grievance Procedure.

  6. Anyone who has been determined to have committed an act of unlawful discrimination shall be subject to disciplinary action according to School’s Disciplinary Rules and Procedures.

  7. If there is any doubt about the terms of this Policy or the application thereof anyone should consult the School Registrar.


Upon successful completion of each course, a certificate or diploma is awarded, which entitles the therapist to apply for their own insurance.

Health and Safety Statement

At the beginning of each course information on fire and emergency drills are shown.

1. Introduction

We all have a legal and moral duty to make the School as safe and healthy a working environment as is reasonably practicable.

This document comprises School’s, organisation and arrangements
for the health, safety and welfare of
staff, students, contractors, visitors and others.

The policy communicates the beliefs, direction and commitment to health and safety within School.

Our primary aim is to manage the risks to those who may be affected by School’s actions or omissions. Such management will form part of the general operation of the School and assist in reducing losses resulting from failure to control.

The following is a general statement of policy and must be read in conjunction with all other relevant safety policies, procedures and rules.

2 . General Statement of Policy for Health & Safety

The School recognises that health and safety, as with any other corporate responsibility, has to be managed successfully at all levels.

All staff can make a valid contribution to achieving this objective and have a duty to take reasonable care of themselves and those affected by their actions or omissions.

The School is committed to improving performance in health and safety and is also committed to health promotion by encouraging the adoption of healthier lifestyles by its staff and students.

Statutory requirements and the general duty of care form the basis upon which School's health and safety commitment is built.

Data Protection Policy

School processes data relating to its students for the following purposes:

  • maintenance of the student record and management of academic processes

  • the management of School social events

  • alumni operations

  • the provision by School of advice and support to students

  • internal research into improving education and educational services and quality and performance monitoring

  • statutory requirements under various statutes, including the Further & Higher Education Act 1992

School, via the Student Registry, allows access to employees and agents of the School (on a need-to-know basis only).

Student information is disclosed to a variety of third parties or their agents, notably:

  • students’ sponsors (including LEAs, the Student Loan Company, and funding councils, other sponsors)

  • relevant government departments to whom we have a statutory obligation to release information (including the Higher Education Funding Council for Wales (HEFCW) the Higher Education Statistics Agency (HESA) and Council Tax officers)

  • current or potential employers of our students with the individual’s consent

  • current or potential providers of education to our students This covers Franchise and Associate Schools

NB. Disclosures to organisations not listed above will be made in specific legitimate circumstances. Consent from the student will be sought where necessary and students will be informed of such disclosures unless exceptional circumstances apply.

School undertakes to maintain student data in secure conditions and to process and disclose data only within the terms of its Data Protection notification. The details above indicate the nature of this notification but are not exhaustive.

Under the Data Protection Act 1998, you have a right to request and receive a copy of the current personal information held on you by the School and a right to object to data processing that is inaccurate or, causes substantial unwarranted damaged or substantial unwarranted distress.

Please note that we are reliant on you for much of the data we hold: help us keep your record up-to-date by notifying your School Office of any alterations to your address or other personal details.

Educational Aims

  1. The School is committed, both in teaching and research, to confront Intellectual and practical problems and Issues on an Inter-disciplinary and multi-disciplinary basis.

  2. School is a face to face-based school which aims for a relatively high degree of integration between the academic and the social/cultural experiences of its students.

    Whilst we may have some distance learning programmes, and also value collaborative work and partnerships, the education we provide is mainly face-to-face. As new techniques and new technology are employed. We do, however, continue to believe in the effectiveness of interactive learning based on discussion between tutors and students.

    The School encourages student-centred approaches to teaching and learning which aim to make students more responsible for their own education. This means that students must develop the capacity to:

  • acquire and apply knowledge in pursuit of independent study and research;

  • accept obligations to their fellow students and to their tutors;

  • communicate ideas and information;

  • listen to and collaborate with others in mutually planned activities;

  • set achievable and relevant goals;

  • be creative and honest in their thinking and actions;

  • assess the effectiveness of their actions.

Graduate expectations

We see it as good practice to express our educational aims in terms of 'expectations':

  1. the key abilities,

  2. skills and qualities our students can reasonably expect to achieve by the time they qualify.

The School identifies the development of the following key abilities, skills and qualities as its educational aims for all.

Academic Achievement

A substantial grounding in at least two academic disciplines, for example Anatomy & Physiology and Hydrotherapy or Lymphatic Manual Drainage which may be complementary, including subject knowledge, appropriate conceptual paradigms, an understanding of major theories, and practical skills as appropriate to the discipline.

The development of general academic skills necessary for independent research, for example:

  1. critical reasoning,

  2. conceptualisation,

  3. narrative exposition,

  4. analysis,

  5. synthesis,

  6. logical argument,

  7. creativity,

  8. evaluation of evidence.

Tests & Exams

For clarification and avoidance of any confusion the Schools as opted to use a multi-choice type of tests and exams. Thus avoiding any type of misunderstanding both: in the questions asked, the answer given and the marks obtained.

Test & Exams Marks

The Tests and Exams Marks are given in the same day. As they are a multi-choice.

Grievance Procedure

The grievance procedure enables School to ensure that any problems, complaints or concerns raised by its Tutors and students are dealt with in a fair, timely and consistent manner.

Any discrimination on the grounds of race, sex, sexual orientation, religion, disability, age, gender reassignment, marital status or ethnic origin should be countered and dealt with in an appropriate manner.

  1. Informal
    If you have a grievance or complaint regarding your course, or treatment by School Tutors, or if you are concerned about your health and safety you should first talk the matter over on an informal basis with your Tutor. He/she will discuss your concerns with you and attempt to resolve the matter within a reasonable timescale.

  1. Formal
    If you feel that your grievance has not been resolved or cannot be settled informally, you should write to School about the issue. You will then be invited to attend a meeting to discuss the grievance; you must take all reasonable steps to attend this meeting. School will consider the matter carefully and communicate the outcome to you in writing within 28 working days.

  1. Appeal
    If you feel that your grievance has not been satisfactorily resolved, you have the right to raise an appeal. Your request for an appeal should be submitted to School in writing within seven working days of you receiving written confirmation of the outcome of the formal grievance meeting. A further meeting will be arranged so that you can discuss your grievance appeal with School. The outcome will be communicated to you in writing within fourteen working days. Decisions made at this point are final and the grievance procedure is concluded.

You have the right to be accompanied, if you wish, by a colleague at any grievance and appeal meetings. If your chosen companion is not available at the proposed time, you may request that the meeting is postponed for up to five working days in order that they can accompany you.

Where possible, the different stages of the procedure will be handled by different School Tutor members (normally of increasing seniority).

However, where this is not practicable, the same person may handle the different stages and he/she will act as impartially as possible.

Grievances will be handled with as high a degree of confidentiality as is practicable, particularly when the issue is of a sensitive nature.

Confidential records of the grievance will be kept in the School archive in accordance with Data Protection legislation. Copies of meeting notes will be provided, although School reserves the right to withhold certain information (e.g. to protect a witness).

Please note that where timescales are specified in this procedure, they may be extended by mutual consent if necessary.

Disciplinary Rules and Disciplinary Procedure

  1. Introduction

    The purpose of the disciplinary procedure is to ensure that any concerns over School tutor and/or student conduct or performance are handled in a fair, consistent and timely manner with the intention of bringing about an improvement, and to protect the proper operation of School. This procedure may be reviewed and updated from time to time. Any amendments will be notified to School Tutors in writing, following consultation and/or notice where appropriate.

  1. Rules and Application
    The following are some examples of types of conduct that will normally be addressed through implementation of the Company’s disciplinary procedure:

  • Unsatisfactory teaching performance;

  • Breaches of School policies and procedures;

  • Inappropriate behaviour (e.g. fighting, drunkenness, etc.);

  • Bullying, harassment or victimisation;

  • Discrimination on any of the grounds listed in School’s Equal Opportunities Policy: e.g. race, sex, sexual orientation, religion, disability, age, gender reassignment, marital status or ethnic origin;

  • Serious or repeated failure to follow reasonable requests or instructions;

  • Abuse, misuse or neglect of School’s property or facilities.

  • Persistent lateness or poor timekeeping in tutored/tutoring situations

Where time limits are referred to in this procedure, they may be shortened or extended by mutual consent.

Disciplinary matters will be handled with as high a degree of confidentiality as is practicable, particularly when the issue is of a sensitive nature.

Confidential records of disciplinary matters will be kept in School’s archive in accordance with Data Protection legislation. Copies of meeting notes will be provided to the person, although School reserves the right to withhold certain information (e.g. to protect a witness).

School reserves the right to suspend a tutor, normally for no more than one month, while a disciplinary offence is investigated. Minor disciplinary offences and general issues of poor performance will be handled informally in the first instance, through discussion/ counselling and informal warning(s). Where an informal approach fails to bring about the desired improvement, or where the offence is more serious, the formal disciplinary procedure will be followed.

  1. Formal Disciplinary Procedure
    There will be a careful investigation of any alleged offence before disciplinary action is taken against a tutor or student. If School concludes that there are reasonable grounds to believe that the person may have committed an act of misconduct, he/she will be asked to attend a disciplinary hearing. In the event of poor performance by a tutor, disciplinary hearings will usually be undertaken only where informal approaches have failed to produce a satisfactory improvement.

In the event of a disciplinary hearing, School will:

  • give the person a minimum of 28 days advance notice of the meeting in writing, making it clear that the meeting is being held under School’s formal disciplinary procedure and detailing the alleged misconduct;

  • remind the person of their right to be accompanied at the meeting by a colleague

  • give the person, at the meeting, a full explanation of the case against them;

  • give the person, at the meeting, every opportunity to challenge allegations against them, state their case and put forward an explanation of their conduct and any mitigating factors;

  • take all relevant factors into account before reaching decisions about any disciplinary action;

  • confirm the outcome of the disciplinary hearing in writing within twenty eight days, specifying the reason for any disciplinary action, the standards of conduct, details of any objectives and timescales agreed, the consequence of failing to achieve acceptable improvements, and the period after which any warning will be disregarded for disciplinary purposes;

  • remind the person of their right to appeal against any disciplinary action;

  • maintain appropriate records in School’s Archive.

The stages of the formal disciplinary procedure shall be as follows:

  • Stage 1 – formal verbal warning

  • Stage 2 – first written warning

  • Stage 3 – final written warning

  • Stage 4 – dismissal

If a warning does not bring about the desired level of improvement in the person’s conduct or performance, or for repeated minor offences, then the person will normally progress to the next stage of the formal procedure. School reserves the right to implement the procedure at any stage, taking into account the nature and severity of the disciplinary offence.

For example, where conduct is sufficiently serious to justify only a single written warning but insufficiently serious to justify dismissal, a person may be given a final written warning for a first offence.

Where appropriate, School reserves the right to impose disciplinary penalties as an alternative to removal of a tutor or student.

  1. Gross Misconduct
    In the event that a person commits an act of gross misconduct, School is entitled to summarily terminate a tutor’s appointment or student’s attendance (as appropriate) without notice.

The following non-exhaustive list gives examples of offences that the Company will normally regard as gross misconduct:-

  • Theft, fraud, dishonesty or deliberate falsification of records;

  • Fighting, assault or other violent behaviour;

  • Deliberate damage to, or misuse of, School’s property;

  • Incapability at work due to the effect of alcohol or drugs;

  • Possession, custody or control of illegal drugs on School’s premises;

  • Serious breach of School’s rules, policies and procedures;

  • Serious negligence which causes loss, damage or injury;

  • Conduct likely to bring School’s name and reputation into disrepute;

  • Bullying, harassment, victimisation or discrimination;

  • Serious acts of insubordination.

  1. Appeal
    People have the right to appeal against any formal disciplinary action. An appeal should be made in writing within seven working days. An appeal meeting will be arranged and the outcome confirmed in writing within fourteen working days of the meeting. Decisions made at this stage will be final. Where possible, the appeal will be handled by a different (preferably more senior) School tutor other than the one involved in the disciplinary hearing. However, where this is not practicable, the same person may handle both the disciplinary and the appeal meetings and he/she will act as impartially as possible

Harassment and Bullying Prevention Policy - Policy Statement

1.1 School wishes to provide a stimulating and supportive learning environment which will enable its Tutors and their students to fulfil their personal potential and creativity. School accepts that such an environment cannot be created or sustained if anyone is subject to harassment, intimidation, aggression or coercion.

1.2 School is fully committed to the principles of equal opportunities in the workplace and regards personal harassment as a discriminatory and unacceptable form of behaviour.

1.3 Accordingly, School will treat any incident of harassment as a serious matter which may lead to disciplinary action according to the terms of Disciplinary Policy, up to and including termination of appointment or dismissal from a course, being taken against the perpetrator.

1.4 All School Tutors are responsible for ensuring that personal harassment of another person does not occur.

1.5 Harassment outside the teaching environment may nevertheless fall within the remit of this policy and its procedures.

1.6 In addition to any penalty imposed by the School, those responsible for harassing others may be subject to criminal and/or civil proceedings. Nothing in this policy and its procedures will prevent School Tutors and students from exercising their legal rights.

2. Policy Definition

2.1 Harassment may take many forms but essentially consists of behaviour, which is unacceptable to and diminishes the dignity of the recipient(s) and which creates an intimidating, hostile or offensive working environment for that individual.

2.2 Harassment may involve single, sporadic or continuing acts of intimidation, coercion, bullying, verbal or physical abuse, or the creation and/or maintenance of an offensive working environment for others. Harassment relating to another’s sex, sexual orientation, religion, disability, age, gender reassignment, marital status or ethnic origin is all included within this definition.

3. Types Of Personal Harassment

  • Sexual harassment

  • Racial harassment

  • Harassment on the basis of religion

  • Bullying

  • Other forms of harassment

3.1 Sexual harassment
Sexual harassment is a form of sex discrimination and involves unwanted and unwelcome attention of a sexual nature. This may be physical or verbal or involve the denigration of an individual on sexual grounds or by sexual means. Some examples of sexual harassment are:

  • indecent assault

  • deliberate physical contact to which the individual has not consented or had the opportunity to object to

  • offensive or derogatory language alluding to a person's private life or sexual behaviour or orientation by innuendo, jokes or remarks

  • provocative suggestions

  • pressing an individual to accept unwelcome invitations

  • the display of suggestive or pornographic material

  • unwelcome repeated telephone calls, letters or emails

These examples should not be seen as exhaustive: any unwelcome behaviour of a sexual nature which creates an intimidating, hostile or offensive environment for the recipient may be regarded as sexual harassment.

3.2 Racial harassment

Racial harassment is any behaviour, deliberate or otherwise, relating to race, colour, ethnic or national origin directed at an individual or group, which is found to be offensive or objectionable to the recipient and which creates an intimidating, hostile or offensive environment. Some examples include:

  • physical attack

  • verbal abuse, threats, derogatory name-calling, racist insults

  • ridicule of an individual on racial or cultural grounds

  • exclusion from normal workplace interactions or social events

  • unfair allocation of work and/or responsibilities

  • racist graffiti/insignia or display of racist material

  • inciting others to commit any of the above

3.3 Harassment on the basis of religion

Harassment on the basis of religion is any behaviour, deliberate or otherwise, relating to religion or religious persuasion directed at an individual or group, which is found to be offensive or objectionable to the recipient and which creates an intimidating, hostile or offensive environment. Some examples include:

  • physical attack

  • verbal abuse, threats, derogatory name-calling, religious insults

  • ridicule of an individual on grounds of religion or beliefs

  • exclusion from normal places of interaction or social events

  • unfair allocation of work and/or responsibilities

  • inciting others to commit any of the above

3.4 Bullying

Bullying in the workplace damages individuals’ health and lives and also undermines productivity and effective relationships. Bullying can occur when a superior uses the opportunity of position to intimidate a subordinate, in peer relationships or, in rare cases, may affect someone in a superior position.

Bullying can be broadly defined as behaviour which consistently undermines another's confidence, reducing feelings of self-esteem and self-worth.

Such behaviour may be deliberate, as in a planned campaign, or may arise out of the bully's own immaturity, lack of inter-personal skills and poor self-confidence.

It is generally psychological, rarely though sometimes physical, and may also be exacerbated by the bully's own susceptibility and reaction to stress. In a teaching environment bullying consists of the abuse of power and the regular use of inappropriate behaviours at the expense of another individual. Some examples of these behaviours include:

  • physical or verbal abuse, including threats

  • psychological intimidation, humiliation, excessive and/or unreasonable criticism

  • unjustifiable removal of areas of responsibility

  • ostracism (“sent to Coventry”)/exclusion

  • malicious lies

  • setting unreasonable and unrealistic goals/targets

  • “academic bullying”: i.e. asserting a position of intellectual superiority in an aggressive, abusive or offensive manner; threats of academic failure; public sarcasm and humiliation

Note: Legitimate, constructive and fair criticism of a someone’s performance or behaviour will not be considered to be bullying or harassment.

School will not condone bullying under the guise of “strong management” but, conversely, regards an assertive management style as acceptable provided that people are treated with respect and dignity.

3.5 Other forms of harassment

The following are further examples of specific types of harassment but, once again, should not be considered an exhaustive list:

  • homophobic harassment, i.e. harassment directed at homosexual persons or groups on the grounds of their sexual orientation (applying equally to homosexual men or women)

  • harassment in respect of a recipient’s disability or impairment

  • repeated gibes in respect of personal traits or appearance, practical jokes or invasions of privacy, any or all of which may cause physical or psychological distress

  • discrimination on the grounds of age. Harassment on the grounds of age is based on attitudes or assumptions and stereotyping which are prejudicial to older or younger people. Some examples of ageist harassment are derogatory remarks or behaviour, expressing prejudicial assumptions about abilities or excluding people from social activities.

Race Equality Scheme 2008-2009


To raise aspirations and achievement through excellence in teaching, training and learning.

Race Equality Commitment

The School celebrates and values the diversity brought by students and employees from a variety of racial, ethnic and national backgrounds. The School will treat all students and employees with respect and dignity, and seek to provide a positive working and learning environment free from racial discrimination, harassment or victimisation.

The School undertakes to provide training and support for staff and students, to consult about their experiences in the working and learning environment, and to provide diverse images in any material which it produces for learners and staff.

By respecting difference and diversity, we will develop a shared commitment to foster positive relationships and to challenge and prevent discrimination.

Race Equality Duty

Under the Race Relations Act 1976 (as amended by the Race Relations Amendment Act 2000), the School has a general duty to:

  • Eliminate unlawful race discrimination

  • Promote equality of opportunity

  • Promote good relations between people from different racial groups

It also has specific duties to:

  • Prepare and maintain a written race equality policy

  • Assess the impact of its policies on students and staff from different racial groups

  • Monitor the admission and progress of students and the recruitment and career progress of staff by racial groups

  • Set out the School’s arrangements for publishing the results of assessments and monitoring

  • Where reasonably practicable publish annually the results of assessments and monitoring.

Meeting Our Duties

We will seek to ensure that:

  • Governors, staff, learners and their sponsors (including work placement providers) are aware of our racial equality policy and the action needed for its implementation.

  • Staff learners and their sponsors (including work placement providers) are aware of the value placed upon equal opportunity and that action will be taken in the event of any breach of the policy.

  • Governors and staff have access to comprehensive information, which assists them to plan, implement and monitor actions to carry out their responsibilities under the policy.

  • The School’s publicity materials present appropriate and positive messages about minority racial groups.

Monitoring our Progress

We will consider the following information by racial group origin:

For Learners:

  • Racial group profiles of learners

  • Applications, success and failure rates for admission to programmes

  • Retention rates

  • Achievement rates

  • Disciplinary action

  • Complaints by learners or their sponsors

  • Student surveys

For Employees:

  • Racial group profiles of employees by grade/salary scales and type of work

  • Job application rates

  • Selection success rates

  • Type of contract (permanent, temporary)

  • Training/Staff Development

  • Promotion application and success rates

  • Disciplinary/capability proceedings

  • Grievances

Through the monitoring process the School will introduce targets to reduce any identified disadvantage.

Meeting our responsibilities

The Principal and Executive team are responsible for ensuring that: Taking the lead in creating a positive, inclusive ethos that challenges racist or inappropriate behaviour on the part of the managers, staff or learners.

School Managers are responsible for ensuring that:

  • They are aware of the School’s statutory duties in relation to race legislation.

  • All aspects of School policy and activity are sensitive to racial issues

  • When racial group monitoring information has been collected and analysed and indicates that action is required, setting appropriate targets for the recruitment, retention and achievement of learners based upon that analysis

  • The procedures for the recruitment and promotion of staff enshrine best practice in equal opportunities

  • When racial group monitoring information has been collected and analysed and indicates that action is required, appropriate targets will be set for the recruitment and promotion of staff based upon that analysis.

  • The School’s publicity materials present appropriate and positive messages about minority racial groups.

  • Learner induction programmes and tutorial programmes reflect the School’s commitment to promote equality of opportunity

  • Appropriate training and development is provided to support the appreciation and understanding of diversity.

Staff are responsible for ensuring that:

  • They are aware of the School’s statutory duties in relation to race legislation

  • Their schemes of work, lesson content and teaching resources demonstrate sensitivity to issues of cultural diversity

  • They challenge inappropriate behaviour by learners, work placement providers, outside contractors or other members of staff.

Handling Complaints

  • School will seek to provide a supportive environment for those who make claims of discrimination or harassment.

  • Acts of racial discrimination (direct or indirect), harassment, victimisation or abuse will be treated as a serious disciplinary offence.

  • Staff who feel they are being discriminated against on racial grounds by other members of staff should raise the matter under the Grievance Procedure.

  • If, in the course of their work, School staff suffer racial discrimination from members of the public, the School will take appropriate action and provide appropriate support.

  • Any student racist behaviour will be dealt with under the student disciplinary procedure.

Volksmed School of Health and Pharmacology 2016



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