{ "vercy": "1.0-draft", "publication": { "status": "research-draft", "adjudicationStatus": "unreviewed", "publishableCanonical": false, "generatedAt": "2026-09-12T10:53:24Z", "providers": [ "Codex" ], "breadth": "recalled by Codex without web access - no source was read", "missingProviders": [], "pass": 2, "cost": { "grok": { "seconds": 19.6, "error": "Reading additional input from stdin...\nOpenAI Codex v0.153.4\n--------\nworkdir: R:\\02_PROJECTS\\02_Meta_Models_Platforms\\Ver.cy\\current\\thing-registry-backlog\nmodel: gpt-6-astra\nprovider: openai\napproval: never\nsandbox: read-only\nreasoning effort: none\nreasoning summaries: none\nsession id: 01a0953e-eb00-7b22-8aef-0cc3c9eea069\n--------\nuser\nDescribe what is already known about one registered thing. Answer as JSON only, no prose around it.\n\nThing: language school\nSense to describe: (none recorded)\nDomain code: SOC.ORG\nAlso known as: (none)\n\n\nContext for this batch of 1001 things:\n# Batch 044: 1001", "usd": 0.0, "recall": true }, "codex": { "seconds": 80.8, "error": "Reading additional input from stdin...\nOpenAI Codex v0.153.4\n--------\nworkdir: R:\\02_PROJECTS\\02_Meta_Models_Platforms\\Ver.cy\\current\\thing-registry-backlog\nmodel: gpt-6-astra\nprovider: openai\napproval: never\nsandbox: read-only\nreasoning effort: none\nreasoning summaries: none\nsession id: 01a0953e-eb00-7e31-88d4-93ce074a32a4\n--------\nuser\nYou are drafting a Vercy meta-model for one registered thing. Answer as JSON only, no prose around it.\n\nThing: language school\nRegistry id: vr.tr.language-school\nPlane / domain: SOC / SOC.ORG\nRegistry definition: (none recorded)\nNames folded into this entry: (" } }, "enrichment": { "pass": 3, "engine": "claude", "producedAt": "2026-10-06T11:00:00Z", "ingestedAt": "2026-10-06T07:51:44+00:00", "fields": [ "agent_conduct", "ethics", "failure_modes_and_hazards", "owners", "standards_and_regulation", "visual_identification" ] }, "revisions": [ { "at": "2026-10-07T11:41:19+00:00", "engine": "codex", "fields": [ "definition", "distinguishing_features", "scope_statement" ], "answering_review": "a5df233b11604f0d66e3dbaf76f6958d99741adf65c00454640774d16723a36f" } ], "gate": { "passed": true, "version": "1.0", "at": "2026-10-07T12:16:35+00:00", "evidence": [ "completeness 1.00", "sense: Wikidata description", "2 live sources", "review by codex: pass" ] } }, "metaModel": { "id": "THING-Q897403", "registryId": "vr.tr.language-school", "name": "language school", "version": "0.1.0-research.1", "entryKind": "thing", "family": "Thing Registry", "domain": [ "SOC.ORG" ], "status": "research-draft" }, "canonicalUrl": "https://ver.cy/models/thing/q897403/", "model": { "registry_id": "vr.tr.language-school", "name": "language school", "purpose": "Enable an agent to recognise a language school, assess its educational and operational state, and determine which enrolment, teaching, assessment and administrative actions it can support.", "definition": "A language school is an educational organisation, or a specialised unit within one, whose principal purpose is to provide organised instruction in one or more languages studied as foreign languages by its learners.", "scope_statement": "This model owns the organisational identity, authority, foreign-language learning provision, learner relationships, teaching capacity and quality oversight of a provider whose principal or explicitly constituted function is organised foreign-language instruction.", "in_scope": [ "Institutional identity, ownership, governance, jurisdiction and operating lifecycle", "Languages taught, learner populations, programme purposes and delivery modes", "Admission, placement, enrolment, progression and learner support", "Teacher assignment, instructional capacity and learning environments", "Assessment practices, credential claims and educational quality oversight", "Course commitments, fees, complaints and continuity of provision" ], "out_of_scope": [ "Language systems, grammar and vocabulary as bodies of knowledge", "Detailed lesson content and individual learning resources", "Buildings and digital platforms as independently managed assets", "A learner's complete educational, employment or immigration history", "External examination bodies and their qualification specifications", "Parent organisations' activities unrelated to the language school" ], "distinguishing_features": [ "It takes organisational responsibility for a sustained foreign-language teaching offer, rather than merely listing independent tutors or selling learning materials.", "Foreign-language instruction is a principal or explicitly constituted function; a general school offering language as one subject does not automatically qualify.", "Learners enter an organised instructional relationship with defined teaching arrangements, rather than only attending informal conversation exchanges.", "Its identity is distinguishable from a particular premises, website, brand or teacher; changes to those elements need not create a new school.", "It may operate independently or as a unit of another institution, so separate legal personality must be established rather than presumed." ], "characteristics": [ { "name": "Institutional identity and organisational form", "kind": "category", "unit_or_values": "Independent organisation; constituted unit of a parent; other documented arrangement; unresolved", "why_it_matters": "Identifies the entity responsible for instruction and prevents a branch, brand or department being mistaken for a separate legal person." }, { "name": "Responsible operator and parent", "kind": "relation", "unit_or_values": "Links to contracting operator, owner, parent institution and governing body, with effective dates", "why_it_matters": "Locates authority for enrolment contracts, academic decisions and operational changes." }, { "name": "Operating jurisdiction and authorisation", "kind": "relation", "unit_or_values": "Jurisdiction, relevant authority, authorisation scope, evidence and validity period; applicability unresolved where necessary", "why_it_matters": "Supports checks on whether a proposed activity falls within documented operating authority." }, { "name": "Languages and programme purposes", "kind": "category", "unit_or_values": "Named languages and varieties; general communication, academic preparation, professional use, examination preparation or other stated purpose", "why_it_matters": "Distinguishes the actual instructional offer from a broad claim to teach languages." }, { "name": "Proficiency coverage", "kind": "relation", "unit_or_values": "Programme links to named level frameworks or documented internal descriptors, including entry and intended exit levels", "why_it_matters": "Allows placement and progression to be interpreted without assuming equivalence between differently labelled levels." }, { "name": "Learner eligibility", "kind": "category", "unit_or_values": "Age bands, prerequisites, target populations and documented admission restrictions by programme", "why_it_matters": "Determines whether a particular learner can enter a suitable course." }, { "name": "Delivery configuration", "kind": "category", "unit_or_values": "In person, live online, blended or supported asynchronous; group or individual; scheduled or rolling entry", "why_it_matters": "Determines participation requirements and the resources needed to deliver the offer." }, { "name": "Instructional commitment", "kind": "measurement", "unit_or_values": "Teacher-led minutes per week and total programme hours, with independent study reported separately", "why_it_matters": "Makes course intensity comparable without conflating contact time and self-study." }, { "name": "Available teaching capacity", "kind": "measurement", "unit_or_values": "Available learner places by language, level, delivery mode and scheduled period", "why_it_matters": "Supports enrolment decisions against staffed provision rather than advertised capacity alone." }, { "name": "Assessment and credential authority", "kind": "relation", "unit_or_values": "Links to assessments, issuing bodies and documented approval for teaching, examination administration or credential issuance", "why_it_matters": "Separates examination preparation, examination delivery and qualification-awarding rights." }, { "name": "Operating state", "kind": "state", "unit_or_values": "Planned; enrolling; teaching; temporarily suspended; closing; closed; unknown, dated and scoped by branch where needed", "why_it_matters": "Determines whether new enrolments or continuity arrangements are appropriate." } ], "affordances": [ "Match a learner's language, proficiency, purpose and attendance constraints to an evidenced programme offer.", "Route admission and placement decisions to authorised staff using documented criteria.", "Check staffed class capacity before proposing enrolment or a timetable change.", "Verify the scope and currency of accreditation, examination-centre and credential claims.", "Compare promised instruction with delivered hours, progression evidence and learner feedback.", "Identify authorised remedies for complaints, cancelled classes or interrupted provision." ], "agent_conduct": { "may": [ "Report a school's courses, accreditation and fees from its official sources.", "Help learners compare courses and levels." ], "must_not": [ "Misrepresent accreditation, visa sponsorship or certificate value.", "Share students' personal or immigration data without consent.", "Issue or help forge certificates of language level.", "Enrol students or take payments on their behalf without authority." ], "requires_human": [ "Enrolling a learner or making payments." ] }, "ethics": { "considerations": [ "Students, often migrants, depend on schools for visas and jobs and are vulnerable to fraud.", "Language access shapes integration and opportunity." ], "affected_parties": [ "Students", "Teachers", "Migrant learners" ] }, "owners": { "steward": "The operator of the school; accreditation bodies inspect it.", "master_systems": [ "Accreditation and licensed sponsor registers" ] }, "visual_identification": [ "Classes grouped by language level.", "Certificates or level tests aligned to a stated framework." ], "failure_modes_and_hazards": [ "Sudden closure leaving students without courses or refunds.", "Visa fraud linked to bogus schools." ], "standards_and_regulation": [ "Common European Framework of Reference for Languages, Council of Europe." ], "what_it_is_for": [ "A language school provides organised language instruction through classroom, online or blended courses.", "Learners attend for purposes such as travel, migration, employment, academic study or personal interest.", "Its activities commonly include placement assessment, enrolment, teaching and evaluation of language proficiency." ] }, "sources": [ { "id": "wikidata", "title": "Wikidata item Q897403: language school", "url": "https://www.wikidata.org/wiki/Q897403", "url_status": "live", "what_it_supports": "identity and sense of the item", "checked_by": "wikidata-api" }, { "id": "wikipedia-en", "title": "Wikipedia: Language school", "url": "https://en.wikipedia.org/wiki/Language_school", "url_status": "live", "what_it_supports": "general description of the item", "checked_by": "wikidata-api sitelink" } ], "structure": { "bundles": [ { "id": "institutional-identity-and-authority", "name": "Institutional identity and authority", "description": "Establishes which organisation operates the language school and who can commit it to educational and contractual actions.", "rationale": "Language schools can be independent providers, franchises or institutional units, making the responsible entity a necessary starting point.", "layers": [ { "id": "operator-and-school-boundary", "name": "Operator and school boundary", "description": "Separates the school from its operator, parent, branches and trading names.", "findings": [ { "id": "documented-school-identity", "name": "Documented school identity", "description": "Record the school's identifiers and organisational boundary without presuming separate incorporation.", "questions": [ { "text": "Which founding, registration or parent-institution record establishes this language school and identifies its responsible operator?", "kind": "provenance", "id": "documented-school-identity-q01" }, { "text": "Which campuses, online offerings and trading names belong to this school, and which are separately governed providers?", "kind": "boundary", "id": "documented-school-identity-q02" } ] } ] }, { "id": "decision-rights-and-continuity", "name": "Decision rights and continuity", "description": "Records authority over the language-teaching offer and changes to the institution.", "findings": [ { "id": "authorised-school-decisions", "name": "Authorised school decisions", "description": "Identify who may approve programmes, enrolment terms, ownership changes and closure arrangements.", "questions": [ { "text": "Who can approve new language programmes, appoint academic leadership and bind the operator to learner contracts?", "kind": "action", "id": "authorised-school-decisions-q01" }, { "text": "What records establish continuity or succession when the school changes owner, merges, suspends teaching or dissolves?", "kind": "provenance", "id": "authorised-school-decisions-q02" } ] } ] } ] }, { "id": "language-programme-offer", "name": "Language programme offer", "description": "Describes what language learning the school undertakes to provide and the limits of each offer.", "rationale": "Language names alone cannot establish whether a school serves a learner's proficiency, goals or participation constraints.", "layers": [ { "id": "languages-purposes-and-levels", "name": "Languages, purposes and levels", "description": "Connects taught languages and varieties to learning purposes and proficiency descriptors.", "findings": [ { "id": "bounded-learning-offer", "name": "Bounded learning offer", "description": "Record each programme's intended audience, entry level and learning outcomes.", "questions": [ { "text": "Which languages or varieties are actively taught, for which learner purposes and at which entry and intended exit levels?", "kind": "definition", "id": "bounded-learning-offer-q01" }, { "text": "What evidence supports any mapping of internal course levels to an external proficiency framework?", "kind": "provenance", "id": "bounded-learning-offer-q02" } ] } ] }, { "id": "instruction-format-and-commitment", "name": "Instruction format and commitment", "description": "Makes programme duration, interaction and participation expectations explicit.", "findings": [ { "id": "defined-instructional-package", "name": "Defined instructional package", "description": "Distinguish scheduled teacher interaction, supervised practice and independent study within the advertised course.", "questions": [ { "text": "How many minutes of teacher-led instruction does the programme commit to, over what duration and with what class-size limit?", "kind": "measurement", "id": "defined-instructional-package-q01" }, { "text": "Which activities require attendance at a location or live session, and which are independent or optional?", "kind": "boundary", "id": "defined-instructional-package-q02" } ] } ] } ] }, { "id": "learner-entry-and-support", "name": "Learner entry and support", "description": "Covers admission, placement and support within the school's instructional relationship.", "rationale": "Appropriate placement and participation support directly affect whether language instruction is usable by an admitted learner.", "layers": [ { "id": "admission-and-placement", "name": "Admission and placement", "description": "Establishes eligibility and how learners enter an appropriate class.", "findings": [ { "id": "justified-entry-decision", "name": "Justified entry decision", "description": "Record admission requirements and placement evidence, including differences between language skills.", "questions": [ { "text": "What age, prior-learning or other documented criteria determine eligibility for each programme?", "kind": "definition", "id": "justified-entry-decision-q01" }, { "text": "How are listening, speaking, reading and writing considered in placement, and who may review or change a placement?", "kind": "action", "id": "justified-entry-decision-q02" } ] } ] }, { "id": "participation-and-learner-support", "name": "Participation and learner support", "description": "Identifies arrangements that enable attendance, access and appropriate support.", "findings": [ { "id": "supported-learning-relationship", "name": "Supported learning relationship", "description": "Record available support and responsibilities where learners require adjustments or age-specific arrangements.", "questions": [ { "text": "What process can arrange accessibility adjustments, literacy support or a class transfer when the current provision is unsuitable?", "kind": "action", "id": "supported-learning-relationship-q01" }, { "text": "If minors are enrolled or accommodation is arranged, which supervision and support responsibilities belong to the school and which to guardians or external providers?", "kind": "boundary", "id": "supported-learning-relationship-q02" } ] } ] } ] }, { "id": "teaching-capacity-and-delivery", "name": "Teaching capacity and delivery", "description": "Connects the advertised language offer to available teachers, class arrangements and delivery resources.", "rationale": "A programme is operationally credible only when suitable teaching and participation resources can support its commitments.", "layers": [ { "id": "teacher-suitability-and-assignment", "name": "Teacher suitability and assignment", "description": "Records the basis for assigning teachers to particular languages, levels and learner groups.", "findings": [ { "id": "supported-teacher-assignment", "name": "Supported teacher assignment", "description": "Link teaching assignments to evidenced language proficiency, pedagogical preparation and relevant experience.", "questions": [ { "text": "What evidence establishes each assigned teacher's suitability for the language, programme purpose and learner age group?", "kind": "provenance", "id": "supported-teacher-assignment-q01" }, { "text": "Who approves assignments and substitutes when a teacher is unavailable or a class requires specialist expertise?", "kind": "action", "id": "supported-teacher-assignment-q02" } ] } ] }, { "id": "class-capacity-and-delivery-resilience", "name": "Class capacity and delivery resilience", "description": "Assesses whether scheduled classes have the resources and contingency arrangements they require.", "findings": [ { "id": "deliverable-class-capacity", "name": "Deliverable class capacity", "description": "Determine available places from staffing, class limits and usable learning environments.", "questions": [ { "text": "How many additional learners can each language-and-level class accept within its staffing, room or online-session limits?", "kind": "measurement", "id": "deliverable-class-capacity-q01" }, { "text": "What authorised arrangements provide replacement instruction when staffing, premises or the teaching platform becomes unavailable?", "kind": "action", "id": "deliverable-class-capacity-q02" } ] } ] } ] }, { "id": "assessment-and-quality-evidence", "name": "Assessment and quality evidence", "description": "Examines learning progress, credential claims and the school's response to evidence about teaching quality.", "rationale": "Course attendance, demonstrated proficiency and externally recognised qualifications represent different outcomes.", "layers": [ { "id": "progress-and-credential-meaning", "name": "Progress and credential meaning", "description": "Clarifies what assessments and completion documents demonstrate.", "findings": [ { "id": "interpretable-learning-outcomes", "name": "Interpretable learning outcomes", "description": "Connect reported progress and issued documents to explicit assessment criteria and issuing authority.", "questions": [ { "text": "What assessment evidence supports progression or completion, and which language skills does it cover?", "kind": "measurement", "id": "interpretable-learning-outcomes-q01" }, { "text": "Does an issued document certify attendance, internal achievement or an external qualification, and what establishes the school's authority to issue it?", "kind": "provenance", "id": "interpretable-learning-outcomes-q02" } ] } ] }, { "id": "quality-review-and-external-claims", "name": "Quality review and external claims", "description": "Tracks review evidence and the exact scope of third-party recognition.", "findings": [ { "id": "bounded-quality-assurance", "name": "Bounded quality assurance", "description": "Record quality review mechanisms and distinguish accreditation from examination-centre approval or membership.", "questions": [ { "text": "Which current records substantiate each accreditation or examination-centre claim, including covered branches, programmes and validity dates?", "kind": "provenance", "id": "bounded-quality-assurance-q01" }, { "text": "How do learner feedback, teaching observations and assessment results trigger documented improvements?", "kind": "action", "id": "bounded-quality-assurance-q02" } ] } ] } ] }, { "id": "enrolment-commitments-and-remedies", "name": "Enrolment commitments and remedies", "description": "Records what the school promises learners and how changes or failures of provision are resolved.", "rationale": "Language courses combine instructional promises with dates, fees and conditions that determine appropriate administrative action.", "layers": [ { "id": "course-terms-and-fees", "name": "Course terms and fees", "description": "Makes the accepted enrolment offer and its conditions traceable.", "findings": [ { "id": "traceable-enrolment-commitment", "name": "Traceable enrolment commitment", "description": "Record the applicable course terms, included services and financial commitments.", "questions": [ { "text": "Which accepted offer records the language, level, dates, instructional hours, total fees and separately charged materials or examinations?", "kind": "provenance", "id": "traceable-enrolment-commitment-q01" }, { "text": "Under those terms, who may approve deferral, withdrawal, class changes or cancellation if minimum enrolment is not reached?", "kind": "action", "id": "traceable-enrolment-commitment-q02" } ] } ] }, { "id": "complaints-and-interrupted-study", "name": "Complaints and interrupted study", "description": "Identifies resolution routes and arrangements for learners whose instruction is disrupted.", "findings": [ { "id": "actionable-learner-remedy", "name": "Actionable learner remedy", "description": "Connect complaints and undelivered instruction to documented decision rights and available remedies.", "questions": [ { "text": "What documented process handles complaints about placement, teaching quality or undelivered hours, and who can authorise a remedy?", "kind": "action", "id": "actionable-learner-remedy-q01" }, { "text": "If the school closes or suspends a programme, what evidenced arrangements cover learner notification, records, transfers and any applicable refunds?", "kind": "provenance", "id": "actionable-learner-remedy-q02" } ] } ] } ] }, { "id": "evidence-and-external-alignment", "name": "Evidence and external alignment", "description": "What the world already says about this thing, gathered so the model can be checked against it.", "rationale": "A model that cannot be lined up against existing standards, identifiers and practice cannot be adopted by anyone who already uses them.", "layers": [ { "id": "reported-evidence", "name": "Reported evidence", "description": "Findings from the breadth pass, kept separate from the structural claims.", "findings": [ { "id": "evidence-confidence-notes", "name": "Check these first", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "This description uses general recall; no sources were consulted.", "Check the intended registry scope, particularly whether it includes organisational units and schools whose main role is heritage-language maintenance.", "Verify applicable regulations, accreditation claims and the current edition of any standard before applying them to a particular school." ], "questions": [ { "id": "evidence-confidence-notes-q01", "text": "Which of these check these first hold for the sense of language school this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-kinds", "name": "Kinds and varieties", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Private commercial language school", "Nonprofit language school", "University-affiliated language school", "Immersion language school", "Online language school" ], "questions": [ { "id": "evidence-kinds-q01", "text": "Which of these kinds and varieties hold for the sense of language school this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-identifiers", "name": "Identifiers and schemes", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ { "scheme": "National company, charity or educational institution register", "value_or_pattern": "Jurisdiction-specific registration number", "note": "Identifies the registered entity; a language school operating within a university may share its parent organisation's legal identity." } ], "questions": [ { "id": "evidence-identifiers-q01", "text": "Which of these identifiers and schemes hold for the sense of language school this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-standards-and-regulation", "name": "Standards and regulation", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Common European Framework of Reference for Languages (CEFR), Council of Europe: a reference framework for language learning, teaching and assessment, not an institutional licence or accreditation.", "ISO 29991, International Organization for Standardization: requirements for language learning services.", "Local education licensing, business registration and consumer protection requirements, administered by the competent authorities in the relevant jurisdiction." ], "questions": [ { "id": "evidence-standards-and-regulation-q01", "text": "Which of these standards and regulation hold for the sense of language school this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-real-world-use", "name": "Real-world use", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Teaching additional languages for everyday communication", "Preparing learners for language proficiency examinations", "Providing language instruction for academic study", "Delivering workplace and professional language training", "Supporting migrants' language learning and social participation" ], "questions": [ { "id": "evidence-real-world-use-q01", "text": "Which of these real-world use hold for the sense of language school this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-failure-modes-and-hazards", "name": "Failure modes and hazards", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Inaccurate placement into proficiency levels, leading to unsuitable instruction", "Misleading claims about accreditation, qualifications or guaranteed proficiency gains", "Poor alignment between teaching, learner goals and assessment", "Safeguarding failures where children or vulnerable learners attend", "Closure or insolvency interrupting courses and jeopardising prepaid fees" ], "questions": [ { "id": "evidence-failure-modes-and-hazards-q01", "text": "Which of these failure modes and hazards hold for the sense of language school this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-regional-variation", "name": "Regional variation", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ "Language schools may operate as independent legal entities or as units of universities, colleges or cultural organisations.", "Licensing, accreditation and permission to enrol international students vary by jurisdiction.", "Course levels may use CEFR descriptors or other national and institutional proficiency frameworks." ], "questions": [ { "id": "evidence-regional-variation-q01", "text": "Which of these regional variation hold for the sense of language school this model covers, and on what evidence?", "kind": "provenance" } ] }, { "id": "evidence-neighbours", "name": "Neighbouring kinds and how to tell them apart", "description": "Recalled without web access and unsourced; every item is a lead to verify.", "evidence": [ { "name": "Language course", "difference": "A course is a bounded programme of instruction; a school is the organisation or organisational unit providing it." }, { "name": "Language department", "difference": "A department may primarily conduct research or teach degree subjects; a language school primarily provides language instruction." }, { "name": "Language testing centre", "difference": "A testing centre administers assessments; it need not provide instruction." }, { "name": "School building", "difference": "The building is a physical facility; the language school can relocate or teach online while continuing as an organisation." }, { "name": "Language learning application", "difference": "An application is a software product; providing language exercises alone does not make it an educational organisation." } ], "questions": [ { "id": "evidence-neighbours-q01", "text": "Which of these neighbouring kinds and how to tell them apart hold for the sense of language school this model covers, and on what evidence?", "kind": "provenance" } ] } ] } ] } ] }, "openQuestions": [ "Does the registry intend this entry to include university language centres, individual tutoring businesses and providers offering only asynchronous instruction, or are some neighbouring concepts?", "Which existing world model, if any, already owns this concept and should be linked instead of creating a separate publication?", "Which operating jurisdictions and learner populations must researched examples cover to establish applicable registration, authorisation and safeguarding requirements?", "What evidence is sufficient to accept programme-level proficiency mappings and compare progress across different assessment methods?", "When a brand spans branches, franchises or several legal operators, which evidence determines whether it represents one registered school or multiple schools?" ], "statistics": { "bundles": 7, "layers": 13, "findings": 20, "questions": 32 } }