Child care center accreditation: Accreditation | NAEYC

Child Care Reporting–Accreditation – Child Development (CA Dept of Education)

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Important Notice: Programs Moved to CDSS

While the California Department of Education continues to operate the California State Preschool Program, the Early Childhood Development Act of 2020 (Senate Bill (SB) 98, Chapter 24, Statutes of 2020) authorized the transfer of many childcare programs from the California Department of Education to the California Department of Social Services (CDSS) effective July 1, 2021. The content on this page may include programs that have moved to CDSS. For additional assistance you can either visit the CDSS Child Care Transition web page
or call 1-833-559-2420 for more information.

The Accreditation Status information field indicates the level of quality whereby the service provider demonstrates the capacity, commitment, and competence to support high-quality learning and ongoing program improvement.

Accreditation is another way to judge the quality of a child care program. Any child care program can get accredited. Child care centers, FCCHs, school-age child care programs, and after school programs may apply for and receive national accreditation from a variety of different accrediting associations. The accreditation guidelines vary but are generally higher than those required by local or state regulations and licensing. Each accrediting process includes a self-study, an application (and fees), a validation visit to verify information, and yearly certification through written documentation. Upon receiving official accreditation, the provider receives a certificate that verifies its status. A list of accrediting associations is provided below:

• National Association for the Education of Young Children (NAEYC)
  
• National Accreditation Commission (NAC)
  
• National Early Childhood Program Accreditation (NECPA)
  
• National Association for Family Child Care (NAFCC)
  
• American Camp Association (ACA)

Note: The above list is an example of some of the child care accrediting associations. Agencies are responsible for obtaining information regarding accreditation options and resources available to them.

Where to Find It

For agencies operating center-based programs (i.e., CCTR, CFCC, CMIG, CHAN, and CSPP), contact the program director of an agency to determine whether the agency is accredited by an accrediting association.

For agencies operating AP programs (i.e., C2AP, C3AP, CAPP, CMAP), contact the service provider to determine if an agency is accredited. Documentation of accreditation is typically provided in the form of an accreditation certificate provided by the accrediting association.

Rules and Guidelines

• This information field is required.
• Indicate the Accreditation Status based on the choices below:
• 0 – No
• 1 – Yes. National Accreditation
• 2 – Yes. State Accreditation
• 3 – Yes. Other Accreditation (not National or State Level)
• 4 – Yes. Level/Type of Accreditation Unavailable
• 9 – Not Applicable. Information Currently Unavailable

Error Messages and Solutions

• The Accreditation Status is required. [801A Electronic File Transfer], [801A Input/Edit], [801B]

Problem: The information on the Accreditation status is missing.

Solution: Confirm that one of the choices indicated in the Rules and Guidelines section is selected.

• “Accreditation Status” must be a valid one digit accreditation code: 0, 1, 2, 3, 4, or 9. [801A Electronic File Transfer only]

Problem: The Accreditation Status in the electronic file is not one of the valid choices indicated in the Rules and Guidelines section.

Solution: Confirm that the electronic file contains one of the codes listed above.

Frequently Asked Questions

• My site where all our children receive services is accredited by the National Association for the Education of Young Children. How do I report this in my electronic file?

Since the National Association for the Education of Young Children is a nationally accreditation association, enter a “1” in the appropriate field within the electronic file to indicate the site is nationally accredited.

• How do I know if our agency has been accredited?

Each accrediting association will provide each agency with a certificate that verifies their status upon receiving official accreditation.

Return to Appendix A: Data Definitions

Questions:  
CDMIS Office | [email protected] | 916-445-1907

Last Reviewed: Monday, June 21, 2021

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Does Daycare Accreditation Matter for Your Child’s Care?

As parents, you always want what’s best for your child. From nutritious food to nurturing relationships, there are endless ways to support and shape your child’s world—and your choice in child care is no different. The benefits of a quality childcare program are well-researched, but with so many options, it can be a challenge to come to your decision.

When considering your options, having a solid understanding of daycare accreditation is a crucial piece of the puzzle. Accredited daycare centers are nationally recognized for their level of quality—so families know their children are receiving the best possible care and education.

To help you make an informed decision, we’ve outlined the basics of daycare accreditation, with an overview of some of the common accreditations you may want to look for.

What to Know About Daycare Accreditation

Accredited vs. Non-accredited: What’s the Difference?

The goal of national accreditation is to improve the quality of early learning and child care programs in our country while ensuring that families have access to those that meet their high standards. Each program must provide an exceptional level of care based on the standards set by early learning organizations, such as the National Association for Education of Young Children (NAEYC) and the National Accreditation Commission for Early Care and Education Programs (NAC).

While it varies based on the accrediting body, the process towards accreditation typically involves an evaluation of the program’s curriculum and care with an emphasis on self-study for the staff.

One of the main characteristics of accredited daycare centers is a commitment to continuous improvement. From their environment and educators to their curriculum and care, accredited daycare centers are always working to improve all aspects of their program and practice. The accrediting organization provides a platform for daycares to improve and grow.

Non-accredited child care programs must still meet their state’s minimum licensing requirements; however, that does not always set the bar very high.

Is Daycare Accreditation Required?

Daycare accreditation is not a requirement—but rather a voluntary process that centers can choose to participate in. All daycare centers must adhere to the minimum licensing requirements mandated by their state, which focus on compliance as opposed to quality. Licensing regulations vary state-by-state but include general guidelines for the supervision and safety of child care programs.

However, daycare accreditation is an extra step that many programs will take to go above and beyond the minimum requirements. It allows a daycare to demonstrate their professionalism and receive validation for best practices. Although many daycares opt for national accreditation, it is not a requirement mandated by the local government.

Why Daycare Accreditation Matters

At the end of the day, you may still be wondering: What does daycare accreditation mean for your family? Here are the top reasons why the recognition by a national accrediting system is meaningful:

1. It acknowledges and improves the quality of early learning programs.
2. It provides families with a platform to access the highest quality programs.
3. It encourages the professional development of educators and staff.

What Does Accreditation Look Like With Cadence Education

Every daycare has a different path for accreditation. Some may opt for certain accreditations over others, depending on their needs. The programs in Cadence Education schools value accreditation, and their quality has been recognized by many accrediting organizations nationwide.

Here are a few examples of the many accreditations that have been awarded to Cadence Education programs.

• NECPA
  • The National Early Childhood Program Accreditation (NECPA) was created with the intent of “Encouraging Quality and Recognizing Excellence.” NECPA operates on a framework of standards created by the American Academy of Pediatrics and the American Public Health Association for the National Health and Safety Performance Standards.
  • The NECPA Standards evaluate certain factors, such as adult and child relationships, environmental health and safety concerns, and interpersonal dynamics within the organization and community.
• NAC Accreditation
  • The National Accreditation Commission (NAC) offers accreditation to early childhood programs that follow their evidence-based practices and research-based criteria.
  • Through an ongoing process of assessment and improvement, the NAC accreditation focuses on six core areas. These include administration, family engagement, health and safety, curriculum, interactions between teachers and children, and classroom health and safety.
• Advanced Ed/Cognia
  • Cognia, formerly known as AdvancedEd, offers a holistic approach to accreditation and certification with the intent of empowering its educators and children. Through a standards-based process, Cognia seeks to improve early child care and education practices nationwide. Through a supportive process of evaluation and engagement, accreditation with Cognia ensures the programs are safe, nurturing, and meeting the needs of every child.

Broaden Your Child’s Horizons at Cadence Education

Daycare accreditation offers early learning programs endless opportunities for professional development, progress, and growth. They ensure that quality programs are recognized for their efforts while supported to always strive for more. They provide a platform for families to understand and access the highest quality early education and care programs available.

Accredited daycare centers like those at Cadence Education understand the importance of excellence in their practices and programs. As a leading childcare provider for the last 20 years, Cadence Education strives to exceed expectations and push progress. The educators are committed to cultivating a community that is safe, stimulating, and supportive for each child.

As a family at Cadence, you will value the peace of mind you get each day. Knowing that your child is in a nurturing environment with qualified professionals who truly care is simply priceless. If you’re ready to broaden your child’s horizons in an exceptional early care and education program, find a Cadence facility near you—and get ready to watch your child thrive.

Accreditation Overview – Association for Early Learning Leaders

National Accreditation Commission

• 1,300 Programs Participating in Accreditation
• 35 States, the District of Columbia, and the Department of Defense Overseas

The National Accreditation Commission for Early Care and Education Programs offers early childhood leaders the opportunity to demonstrate and document quality performance using research-based criteria and evidence-based practices. The National Accreditation Commission provides a comprehensive, ongoing quality improvement system that recognizes the inherent diversity among programs through the self-study and award process. Over 1,300 early learning programs in 35 states, the District of Colombia, and overseas participate, including university and college campus-based programs, private child care, faith-based preschools, Head Start, public PreK, corporate centers, DoD programs, employer-sponsored programs, and Montessori programs.

National Accreditation Commission Key Factors

• Promotes professionalism and program quality in early care and education programs across the nation.
• Aligned with state early learning outcomes and quality improvement initiatives.
• Respects individual program autonomy and philosophy.
• Included in government-funded quality enhancement initiatives, including the Department of Defense Military and Families Program.

Self Study

During the self-study phase, parents, staff, and administrators evaluate the strengths and weaknesses of the program based on the study of National Accreditation Commission Standards. The program has a minimum of six months and a maximum of two years to complete the self-study process and to request an onsite visit.

Upon enrollment, programs receive the National Accreditation Commission Manual which they will use throughout the self-study process and once the accreditation is awarded.

ENROLL IN SELF STUDY

Validation Visit

Programs request a Validation Visit (onsite visit) only when satisfied that improvements have been made and National Accreditation Commission Standards are met. To be considered for a Validation Visit, certain requirements must be verified through the Validation Visit paperwork and all mandatory documents related to the request must be submitted.

Commission Review and Decision

The Administrator’s Report, each Classroom Observation, written validator comments, and recorded director responses from the onsite visit are mailed to the National Accreditation Commission’s office by the validator. Early childhood professionals with extensive expertise and experience in the field of child development, program administration, and early childhood research and practices closely review all documentation. Commission rules are applied to determine the award, deferral, or denial of accreditation. It may take up to four months after the validation visit for the program to receive the accreditation decision.

Maintaining Accreditation Compliance

Adherence to Commission Standards must become a habit. It falls on the shoulders of the onsite director to assure that Commission Standards are consistently maintained after an award of accreditation.

Annual Reports

During the four-year award period, accredited programs are required to submit annual reports. The reports are due on the anniversary date of accreditation. Failure to submit an Annual Report is grounds for withdrawal of accreditation. Incomplete or unacceptable annual reports will result in temporary suspension of accreditation until all required information has been received.

Unannounced Visits

In granting an award of accreditation, the National Accreditation Commission retains the right to evaluate the program at any time. Unannounced visits by Accreditation Commission representatives may be made to accredited centers at any time to determine ongoing compliance with Commission Standards. Unannounced visits may be made randomly or based on evidence of non-compliance, such as written complaints, licensing reports, or annual reports.

Reporting Changes to the National Accreditation Commission

Current contact information is needed by the National Accreditation Commission to provide programs with notices, reminders, changes in Commission policies and procedures, and other essential communication. The program will be held accountable for the content of all communication sent to the contact information on file in the National Accreditation Commission office. The National Accreditation Commission must also be notified immediately of any change in director/ administration, ownership, relocation or expansion, significant licensing non-compliance, loss or suspension of license, or criminal conviction of a staff member. To notify the National Accreditation Commission of any changes, submit the Initial Notification Form, found on the Accreditation Forms page, as the first step in the notification process.

Withdrawal of Accreditation

The award of accreditation may be withdrawn if it is determined that the program:

– is no longer in compliance with Commission standards
– has failed to comply with Commission procedures
– has failed to submit required documentation
– has reported false information

Use of Logos

The Association for Early Learning Leaders logo, the National Accreditation Commission logo, and other indications of accreditation are reserved for limited use by accredited programs only. A program may not use these symbols if it has not yet been accredited, if accreditation has lapsed, or if accreditation has been withdrawn. Never-awarded programs still in the self-study process may not use the logos or give any implication of accreditation by the National Accreditation Commission. A penalty and/or legal action may result from unauthorized use of the logos or false claims of holding accreditation.

Commission Standards

The Administrator’s Report and Classroom Observation consist of organized groups of Standards and Indicators. Standards are the criteria used to identify high-quality outcomes for young children. Each standard is labeled with a letter and a number (A1, F6). Most standards have indicators listed below the standard. Indicators are the specific requirements used to verify compliance with that standard.

Verification of Commission Standards

Certain validation methods have been identified to confirm compliance with Standards and Indicators. These are [D] Document Review, [O] Observation, [PS] Parent Survey, [SS] Staff Survey, and [I] Interview. Validation methods that will be used for a specific Standard are listed following each Indicator or Standard. All methods used to verify a Standard are listed in the box labeled, “For Validator’s Use Only” below each Standard.

Forms

A number of forms are provided for gathering, organizing, and reporting required information. The forms are located in relevant places in the National Accreditation Commission Manual, along with corresponding instructions for their completion. Follow the instructions exactly, as no other formats will be acceptable. All paperwork submitted to the Accreditation Office requires a submission form. Since reports can require similar documentation, paperwork that does not include the identifying form can be sent to an incorrect reviewer. This can delay or prevent processing and review.

Additional submission forms are also found on the Accreditation Forms page.

Glossary of Terms

The Glossary of Terms is included to provide clarification of terms used in Commission Standards. Refer to these definitions during the self-study in order to better understand the expectations of The National Accreditation Commission. Answers to common questions and details related to compliance for specific standards can be found in the glossary.

Bibliography

Revision of National Accreditation Commission Standards involved a thorough review of literature and tools, including early care and education rating scales, state quality rating systems and early learning guidelines, and research reports of recognized authorities to ensure that current evidence-based practices were used as identifiers of quality outcomes for young children.

NOTE: Programs sometimes choose to work with an outside consultant or mentor while participating in the self-study process. Directors should be aware that only National Accreditation Commission staff can clarify standards and indicators with complete accuracy.

Using a consultant/mentor does not lessen the need for the onsite director to read and understand the Accreditation Manual, as the director is the person held accountable for implementing and maintaining standards and procedures. Outside consultants/mentors are not allowed in the center at any time during the validation visit.

• Accreditation Overview
• Self-Study
• Accreditation Process
• Accreditation Fees
• Accreditation Forms
• Frequently Asked Questions

• Standards Overview
• Administration
• Teacher & Children Interactions
• Family Engagement
• Curriculum
• Health & Safety

ENROLL IN SELF STUDY

Preparing preschool educational institutions for certification and accreditation

P
E C O V E T
Topic
“Preparation of preschool educational institutions for certification and accreditation”

Date
of the event: November 23, 2006

PLAN :

1.Solution
the previous teachers’ council (head of preschool educational institution No. 1 Smirnova T.S.)
2. Results of morbidity for 3 months (senior m / sister Kiseleva E. V.)
3. Opening remarks by the head of the preschool educational institution “Certification and accreditation
Preschool education as a means of improving the quality of preschool education “
4. Pedagogical piggy bank (educators’ answers to questions)
5. Development of measures aimed at eliminating problems
in preparation for certification;
6. Acquaintance
with the message of the President of the Russian Federation to the Federal Assembly;
7. Acceptance
Regulations “On the Pedagogical Council of Preschool Educational Institution No. 1 “Dandelion””

1.Solution
previous teachers’ council

1.1.
In the decision of the previous teachers’ council, a proposal was made to
organizations in the preschool educational institution lecture hall “Culture of communication of the teacher”.

In the kindergarten, such a lecture hall began to function, in which
Thematic conversations about the culture of speech are held once a month
teacher.
At the first lesson, the material of the urban methodologist was used
Department of Culture Ashcheulova S.N.
1.2. The senior educator compiled a questionnaire for parents
about the activities of the DOE. 82 parents participated in the survey.
It is clear from the survey that parents are interested in the life of their
children in kindergarten, receive information about the goals and objectives
preschool institution; (yes – 75 answers don’t know 7 answers)
Parents know about the working hours of the kindergarten and its days off
(82 – yes)
Parents know about the menu in kindergarten from the posted menus.
But there were suggestions to diversify the menu. (9)
Parents are satisfied with the work of the preschool educational institution during adaptation (positive
answers 79) Parents have information about the past day, success
his child in the group mainly from conversations with the teacher.
76 responses.
Parents consider the work of the preschool educational institution to be satisfactory 75 answers

2.
On the second question, senior m/sister E.V. Kiseleva spoke. about the Outcomes
morbidity for 3 months of 2006-2007 academic year.

3.Introductory
the word of the head of the preschool educational institution Smirnova T.S.
It is quite obvious that today, every preschool educational
the institution must constantly prove its attractiveness
and the need to take their place in the general educational
space. And this is achieved by the quality of educational
process, including components such as:
– compliance of the subject-developing environment with the needs of children
preschool age;
– the value of the content of preschool education;
– the dignity of teaching staff;
– technologies for organizing the educational process;
– the effectiveness of education, upbringing and development of preschoolers,
as well as their evaluation.
The state has established technologies for managing all of the above
components. These primarily include the state
certification and accreditation of kindergartens. It is the certification
one of the main forms of control allows you to draw a conclusion about the effectiveness of
The work of a particular educational institution: to identify factors:
negatively affecting its quality, determine the strategy for its
improvements. Certification allows you to regulate these factors more
effectively.
Evidence of this is the development of the system of preschool education
in our republic, city. All preschool educational institutions
passed the certification and accreditation procedure. Some preschool
institutions (including ours) go through this procedure again.
And our institution will have
Confirm your category.
– When assessing from 1.5 to 1.8 points – DOW is assigned the third
category, activity meets the requirements of the temporary
state educational standard of preschool education;
– From 1.9 to 2.4 points – preschool educational institution of the second category; – for their activities
exceeds the educational standard in one or more
directions;
– From 2. 5 to 3 points – preschool educational institution of the first category, activity exceeds
state standard in all areas of the first section.
During the certification and accreditation of the preschool educational institution, important issues are resolved,
improving the quality of the educational process in preschool educational institutions:
– the subject-developing environment in the preschool educational institution is enriched;
– the content of preschool education is updated through the use of
new technologies, developments, etc.;
– the educational process is built taking into account the characteristics of the physical,
mental and intellectual development
children;
– special programs are being developed for the development of kindergartens
“Development”, “Health” “Educational
program”, etc.
All this is changing the face of preschool educational institutions,
improves their image and the quality of preschool education.
Educators improve their professionalism. Improve their qualifications
in specialized courses, through self-education, introspection
during the certification process.
Therefore, the certification and accreditation procedure is an impetus for improvement
educational process in the preschool educational institution.

4. Pedagogical
piggy bank

For caregivers
envelopes are distributed with questions on the types of activities for which
they should answer:

1.
Interaction of employees with children
– what is a person-centered model of interaction
an adult with children?
– What methods do you save children from negative experiences?
How do you develop positive attitudes in preschoolers?
peers?
– By what means do you support the emotional comfort of the unpopular
in a group of children?
– Why you can not compare the achievements of the child with the achievements
other children, but only with his own?
2. Development of play activities
– What time in the mode of the age group of the preschool educational institution is given to games?
– How do you enrich the experience of children in order to develop the game?
– What types of gaming activities do you prefer to organize?
– Do you regulate the relationship of children during the game? What
ways to resolve conflicts;
– What classifications of games do you know?
3 Physical development and health
– How do you implement an individual approach to children in terms of their
physical development?
– How do you regulate the workload of children in the classroom?
– Do you know children with poor health, poor posture,
flat feet? How do you work with them in class?
– What kind of work are you doing to promote a healthy lifestyle?
How do you work with teachers? Can the teacher replace
specialist during class?
– How often do you use non-traditional forms of physical education
classes?
– What kind of work on the physical education of preschoolers do
with parents?
4. Speech development
– What conditions are necessary for the development of speech skills in children?
What is created for this in the group?
– Features of the development of children’s vocabulary?
– What is grammar?
– What methods do you use to form children grammatically
correct speech?
– List the types and types of children’s stories?
5. Development of musical activities
– What conditions do you create for the development of musical skills in children?
abilities?
– How do you develop musical abilities in children?
– What means do you use to get children to the national
musical culture?
– What methods do you teach children to play children’s musical
tools?
– How do you evaluate the musical environment in the preschool educational institution?
6 Development of elementary mathematical concepts
– What are the age-related features of children’s assimilation of the concepts of
number, size, shape of an object, temporal and spatial
orientations?
– What conditions are created for the formation of elementary mathematical
representations of children in the classroom and outside of them?
– What are the methods of teaching children to compare objects by size?
– How do you form children’s ideas about time, space?
– What methods and means do you develop independence
and creative activity of children in teaching elementary mathematics?
7. Development of elementary natural-scientific ideas
– What is included in the content of elementary natural science
representations of preschoolers?
– What conditions are created in the group for the development of elementary
natural-scientific ideas of children?
– How to introduce children to various natural and climatic
zones?
– How do you introduce children to your native land?
– Name the artistic and methodological literature used
for the development of elementary natural science ideas in children
8. Development of ecological culture of children
– what conditions are created in the group for the development of biological
representations?
– What is child experimentation?
– How do you introduce children to the values ​​\u200b\u200bof a healthy lifestyle
life?
– What conditions are created for independent activities of children
to preserve and improve the environment?

5. Output
measures aimed at eliminating problems in the preparation
to certification
Teachers read out their plans
General recommendations are being developed.

6. Acquaintance
with a message from the President of the Russian Federation to the State Assembly

7. Approval
Regulations on the pedagogical council.

Article 92. State accreditation of educational activities \ ConsultantPlus

• Main
• Documents
• Article 92. State accreditation of educational activities

Versions of the document prepared with changes that have not entered into force

Federal Law of December 29, 2012 N 273-FZ
(as amended on 09/24/2022)
“On Education in the Russian Federation”

Article 92. State accreditation of educational activities

(as amended by Federal Law No. 170-FZ of June 11, 2021)

(see the text in the previous edition)

with the exception of educational programs for preschool education, programs for the training of scientific and scientific-pedagogical personnel in graduate school (adjuncture), educational programs implemented in accordance with the federal state educational standard for the education of students with intellectual disabilities, and basic professional training programs.

2. The purpose of state accreditation is to confirm by the accreditation body the conformity of the quality of education in an organization carrying out educational activities according to the educational programs declared for state accreditation, established accreditation indicators.

3. Accreditation indicators are a set of mandatory requirements that are established in accordance with this Federal Law for the quality of education.

4. Accreditation indicators can be established for basic educational programs related to one level of education, one field of study, specialty, profession, one field of education, field and type of professional activity, an enlarged group of professions, specialties and areas of training. Accreditation indicators for the main general education programs of primary, basic and secondary general education and educational programs of secondary vocational education are approved by the federal executive body responsible for the development and implementation of state policy and legal regulation in the field of general education, in agreement with the federal executive body exercising the functions of control and supervision in the field of education. Accreditation indicators for educational programs of higher education are established by the federal executive body responsible for the development and implementation of state policy and legal regulation in the field of higher education, in agreement with the federal executive body responsible for control and supervision in the field of education.

5. State accreditation is carried out by an accreditation body – a federal executive body exercising the functions of control and supervision in the field of education, or an executive body of a constituent entity of the Russian Federation exercising the powers transferred by the Russian Federation in the field of education, in accordance with the powers established by Article 6 and 7 of this Federal Law, at the request of organizations engaged in educational activities.

6. The executive authority of the constituent entity of the Russian Federation exercising the powers transferred by the Russian Federation in the field of education, in the event of state accreditation of the educational activities of an organization engaged in educational activities and having branches located in other constituent entities of the Russian Federation, as well as in the event of state accreditation of the educational activities of an individual entrepreneur, registered in the territory of one constituent entity of the Russian Federation and carrying out educational activities in the territory of other constituent entities of the Russian Federation, organizes the state accreditation of educational activities in cooperation with the executive authorities of the relevant constituent entities of the Russian Federation.

accreditation of basic general education programs.

8. When conducting state accreditation for basic professional educational programs, the accreditation body makes a decision on state accreditation or on refusal of state accreditation for the specified educational programs in relation to each level of vocational education, or to each area of ​​training, specialty, profession, or an enlarged group of professions , specialties and areas of training, or the field of education or the type of professional activity, which include the main professional educational programs declared for state accreditation, in accordance with the application of the organization engaged in educational activities.

9. Application forms for state accreditation and the list of documents attached to it, requirements for their completion and execution and the procedure for submitting them to the accreditation body, the procedure for their acceptance by the accreditation body, cases and grounds, in the presence of which the accreditation body decides to return the application for state accreditation and the documents attached to it are approved by the federal executive body exercising the functions of control and supervision in the field of education.

availability of a license to carry out educational activities or simultaneously with an application for a license to carry out educational activities under these programs (amending the register of licenses).

11. Organizations engaged in educational activities have the right to apply for state accreditation of basic professional educational programs if the organization engaged in educational activities has students who have passed intermediate certification in the relevant educational programs for at least one year of study in these educational programs. programs.

Consultant Plus: note.

Programs accredited as of 03/01/2022, related to the corresponding level of education or an enlarged group of professions, specialties and areas, are considered to have accreditation indefinitely, with the exception of the Federal Law of 06/11/2021 N 170-FZ.

12. When making a decision on state accreditation, the accreditation body issues a certificate of state accreditation. The certificate of state accreditation is valid for an indefinite period, except for the case specified in this part. The term of the certificate of state accreditation issued to foreign educational organizations carrying out educational activities located outside the territory of the Russian Federation is:

1) six years for an organization carrying out educational activities on basic professional educational programs;

2) twelve years for an organization carrying out educational activities on basic general education programs.

13. For the issuance of a certificate of state accreditation, reissuance of a certificate of state accreditation and the issuance of a temporary certificate of state accreditation, a state fee is paid in the manner and amount established by the legislation of the Russian Federation on taxes and fees.

14. An organization that carries out educational activities and has arisen as a result of reorganization in the form of separation or separation is issued a temporary certificate of state accreditation for educational programs, the implementation of which was carried out by the reorganized organization and which had state accreditation, without conducting an accreditation examination specified in part 17 of this article. The period of validity of a temporary certificate of state accreditation is one year.

90 147 Federation and local budgets, a temporary certificate of state accreditation is issued for a period of one year for these professions, specialties and areas of training or enlarged groups of professions, specialties and areas of training without an accreditation examination specified in part 17 of this article.

16. Upon termination of the license to carry out educational activities, the state accreditation is terminated from the date of making the corresponding entry in the register of licenses to carry out educational activities.

Consultant Plus: note.

In 2022, the authorized body may decide to conduct accreditation examinations using remote technologies without visiting educational organizations (Decree of the Government of the Russian Federation of 03.04.2020 N 440).

17. State accreditation is carried out based on the results of an accreditation examination, which is based on the principles of objectivity of its conduct and the responsibility of experts for the quality of its conduct.

18. The subject of the accreditation examination is confirmation of the conformity of the quality of education in an organization carrying out educational activities, according to the educational programs declared for state accreditation, to the established accreditation indicators.

19. The accreditation body involves experts and (or) expert organizations in the accreditation examination. Experts, expert organizations, including experts of such organizations, cannot be in civil law relations (experts, including experts of expert organizations, also in labor relations) with an organization engaged in educational activities, while participating in an accreditation examination in relation to such organizations. The procedure for accreditation, engagement, selection of experts and expert organizations involved in the accreditation examination, as well as maintaining a register of experts and expert organizations, including qualification requirements for experts and expert organizations, is established by the federal executive body exercising the functions of control and supervision in the field of education. Payment for the services of experts and expert organizations and reimbursement of expenses incurred by them in connection with participation in the accreditation examination are made in the manner and in the amount established by the Government of the Russian Federation.

20. Information about the accreditation examination, including the conclusion drawn up based on the results of the accreditation examination, is posted by the accreditation body on its official website on the Internet.

21. The accreditation body makes a decision on state accreditation within a period not exceeding one hundred and five days from the date of receipt of the application for state accreditation and the documents attached to this application, provided that these applications and documents comply with the requirements in accordance with Part 9of this article.

type of professional activity, which include the main professional educational programs declared for state accreditation, in accordance with the application of the organization carrying out educational activities, if such basic educational programs do not correspond to accreditation indicators.

23. The regulation on state accreditation of educational activities is approved by the Government of the Russian Federation.

24. Regulations on state accreditation of educational activities, among other things, establish:

1) the procedure for developing, agreeing and approving accreditation indicators;

2) the procedure for conducting an accreditation examination;

3) the procedure for making a decision on state accreditation, refusal of state accreditation or deprivation of state accreditation, including with the participation of the collegial body of the accreditation body;

4) the procedure for the provision by the accreditation body of a duplicate of the certificate of state accreditation;

5) grounds for and procedure for reissuing a certificate of state accreditation;

6) specifics of conducting an accreditation examination during state accreditation:

a) educational activities in professional educational programs containing information constituting a state secret and professional educational programs in the field of information security;

b) educational activities for educational programs implemented through the use of a network form for the implementation of educational programs;

c) educational activities organized in the form of practical training of students;

d) educational activities in educational programs implemented using exclusively e-learning, distance learning technologies;

e) educational activities of educational organizations whose founders are religious organizations, in terms of confirming the educational qualification of teachers of such educational organizations;

f) educational activities of foreign institutions of the Ministry of Foreign Affairs of the Russian Federation;

7) the procedure for recording information about the results of monitoring in the education system, an independent assessment of the quality of education and the quality of training of students, an independent assessment of the conditions for the implementation of educational activities, professional and public accreditation, information from the reports of an organization engaged in educational activities, on self-examination, used when conducting state accreditation of educational activities.

Article 91. Licensing of educational activities
Article 93. State control (supervision) in the field of education

MAOU Zarechenskaya secondary school – preschool department

EDUCATION