ATTI is a registered Training Provider incorporated in USA.
ATTI Programs are accredited by EDI UK, a leading National Awarding Body specializing in providing, quality assuring and certificating vocational learning program. Our TESOL, TEYL and TESL programs have been accredited at level 4 under the National Vocational Qualification (NVQ) framework in UK.
ATTI programs are endorsed by The Commission for Certified English Language Teachers (CCELT) under the certifying schemes of accreditation standards for ESL teachers.
ATTI Programs have achieved Quality Mark from QAC UK, a recognized accrediting bodies for vocational & higher education in UK.
ATTI is a Teacher Training provider of Asia-City Education Group (ACEG).
EDI UK
EDI (Education Development International) is a leading National Awarding Body specializing in providing, quality assuring and certificating vocational learning programs. EDI is recognized in the U.K. by the DfEs, LSC and the Qualifications & Curriculum Authority (QCA) and thus the qualification is accredited by the QCA in England, by the CCEA (Council for the Curriculum Examinations and Assessment) in Northern Ireland and by the ACCAC (The Qualifications, Curriculum and Assessment Authority) in Wales. EDI is recognized to provide awards to the NQF (National Qualifications Framework).
CCELT
The Commission for Certified English Language Teachers (CCELT) is an independent accrediting agency for English teachers and TESOL qualifying teaching professionals. Based on an expertly designed framework and standards, we accredit English language teachers with key focuses on leveled benchmarks and criteria. CCELT certifying schemes provide clear guidelines and requirements for assessment. Applicants are well informed of their skills and competencies before seeking for teaching posts. Schools and employers use CCELT¡¯s framework when acquiring new recruitments.
QAC UK
The QAC¡¯s mission is to instil confidence and safeguard with its public and the stakeholders interest in sound educational provision and academic standards in higher education. We do this by working with higher education institutions to define academic standards and quality, and we carry out and publish reviews against these standards
The importance of an Accredited TESOL Qualification
Accreditation is recognition from an external validating body that an organization and programs meets a particular standard.
Quality Assurance
Knowing that the TESOL qualification you seek to obtain is internationally recognized, and the course leading to that qualification is formally accredited by an external validating body is important.
At ATTI we are proud to:
- Provide courses which are submitted for external accreditation
- Use external moderators to assure: academic quality of materials; fair assessment and marking procedures; maintenance of the highest professional standards in both face to face and distance training
- Tell you as honest members of the profession that TESOL and TEFL mean the same thing and are used interchangeably
- Offer supervised teaching practice to our trainees
- Provide access to positions overseas through our placement scheme.
What does it mean by obtaining a TESOL award at NVQ Level 4?
By obtaining EDI award in TESOL, you receive a prestiguous qualification that brings specialized recognition in the arena of English Language Teaching. It shows that you:
1. Have attained an accredited qualification at Level 4, equated to the British National framework at the same study level as Higher National Diploma (HND) and National Vocational Qualification (NVQ) Level 4. NVQ qualifications are widely recognized in Scotland, Britain and the European Union.
2. Have attained an accredited qualification similar to high level showing you possess competence in professional work activities. Competence at level 4 involves the application of knowledge in a broad range of complex, technical or professional work activities performed in a variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.
National Vocational Qualifications (NVQS) and Scottish Vocational Qualifications (SVQS) were introduced in Great Britain in the 1980s because it was thought that increasing the skills of the workforce was the way to improve the economic health of the country; to redress the imbalance as compared to other developed countries; and to co-ordinate a growing number of "confusing" qualifications. The Department of Education and Science in the UK set up some 160 organizations called Lead Bodies to represent occupational sectors and to lead the way in developing S/NVQs with particular responsibility for developing the standards of work-based practice for the sector.
NVQs measure skills that are directly relevant to the everyday world of work. They are competence based and measure whether a person can carry out his or her work to the defined national standards of current best practice. They emphasize achievement rather than theory but candidates have to show both that they have the skills to do the job and that they have the necessary knowledge to do it well and in a range of circumstances.
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