IPACS prospectus EU 2014ACCREDITATION!!! *!

International Programme for Applied Canine Studies

Prospectus Austria 2015

Open College Network Accreditation at level 4 (optional)

© copyright Sheila Harper 2014 updated November 14

Sheila Harper Ltd, The Winding House, Walkers Rise, Hednesford Staffordshire, WS12 0QU. Tel: +44 (0) 1543 878989

Email: [email protected] Web: www.sheilaharper.co.uk. Registered in England No: 6069259 VAT Reg. No. 874 6082 96

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Contents Introduction................................................................................................................................................................................... 3

Why choose the IPACS?................................................................................................................................................................. 3

Format of the IPACS....................................................................................................................................................................... 3

Programme structure .................................................................................................................................................................... 4

Part 1: The IPACS programme.......................................................................................................................................... 4

Part 2: The accreditation.................................................................................................................................................. 4

International locations .................................................................................................................................................................. 5

Aims of the IPACS programme ...................................................................................................................................................... 5

Entry requirements........................................................................................................................................................................ 6

Expectations .................................................................................................................................................................................. 6

Student numbers ........................................................................................................................................................................... 6

Continuing support........................................................................................................................................................................ 6

Personal development................................................................................................................................................................... 7

Course tutors ................................................................................................................................................................................. 8

Ethos .............................................................................................................................................................................................. 9

Additional short courses.............................................................................................................................................................. 10

Foundation programme: course content .................................................................................................................................... 10

Practical work .............................................................................................................................................................................. 12

Applied practical training: Case studies....................................................................................................................................... 12

Dog welfare ............................................................................................................................................................................... 123

Venue........................................................................................................................................................................................... 13

Accreditation ............................................................................................................................................................................... 14

Accreditation in the EU .................................................................................................................................................. 14

The future for canine-‐related professionals................................................................................................................... 14




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Unique • dynamic • hands-‐on • holistic INTRODUCTION There has never been a more important time to find an independently accredited course to help you become a professional. With standardisation and regulation ever more likely across the animal-‐related industry in compliance with EU standards, all those wishing to work with dogs in any capacity are likely to be obliged to have relevant qualifications to enable them to be employed within this sector.

The International Programme for Applied Canine Study (formerly IDBTS) is a quality, professional course that can lead to accreditation by the Open College Network (WMR). Attendance-‐based, this part-‐time course leads to study at either Level 3 or 4 in order to fill the demand for an in-‐depth nationally recognised course, and especially one with a practical, hands-‐on bias. It was accepted by the British Veterinary Nursing Association in 2012 for continued professional development. Although dog-‐related courses are widely available, behaviour is often dealt with theoretically or through correspondence courses, and few address the implementation of practical skills in any detail. Many continue to advocate out-‐dated methods. Huge advances have been made in animal behaviour and psychology in recent years, including the understanding of the link between body

and mind, and physical and mental health. The whole approach of the IPACS is unlike any other: it is an up-‐to-‐date, applied educational programme which has at its core not the method, nor what the trainer or behaviourist “wants”, but the needs and individuality of each dog and owner. It is essential that behaviour, communication, handling and health go hand-‐in-‐hand, as often the indications of problem behaviour and stress are targeted for modification, ignoring the underlying causes. Students are given the opportunity to work hands-‐on with guidance in applied animal behaviour and training, applying the knowledge, processes and procedures taught during this course on a cumulative basis.

WHY CHOOSE THE IPACS? Through attending the IPACS you should gain insight into how dogs communicate and an understanding of their behaviour. Whether you wish to have a better relationship with your dog, gain tools for overcoming problem behaviour, whether you are active in handling dogs on a day to day basis, or wish to work towards a more professional approach to teaching or behaviour counselling, this course will give you sound information to help you achieve your goals, along with an independent accreditation.

This is an outstanding and unique course which is widely recognised as giving students a sound basis in applied canine behaviour.

FORMAT OF THE IPACS The IPACS is best known for its unique practical approach to handling and canine behaviour. However, theoretical aspects of behaviour and psychology form the basis before practical work is undertaken. It is a multi-‐disciplinary course normally taken over a 1 ½ year period, leading to an in-‐house certificate of attendance. Upon completion of the IPACS, students wishing to work towards a formally recognised Open College Network (WMR) accreditation may then attend four intensive two-‐day study blocks. Submission of a portfolio is required based upon the content of the IPACS course which is then assessed by an independent, impartial body. This intended to address the demand for course nationally recognised in the UK, and that also has standards that are identifiable within other EU countries.

IPACS -‐ The International Programme for Applied Canine Studies




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PROGRAMME STRUCTURE The programme is divided into two parts, and completion of both parts leads to accreditation if required.

Part 1: The IPACS programme Attendance: 10 areas of study each comprising 4 days, total 40 days (approx. one block every two months) Fees: see page 15 This part of the programme can be taken as a standalone course.

The programme comprises ten areas of study, each of specific subject content in its own right, with a strong behavioural emphasis. Areas of study are structured so that canine communication is studied at an early stage along with an introduction to health, and stress in particular, as these are all critical to student development and understanding. The programme then focuses on teaching awareness and competence in handling skills and moves into delivering a foundation of understanding canine behaviour and psychology, including learning theory and canine development. Following this the programme broadens into delivering knowledge to the public through teaching and concludes with a focus on behaviour counselling, requiring a thorough understanding of previous areas of study. Each area of study builds on knowledge and skills drawn from previous areas.

Although each area of study comprises self-‐contained topic areas there is a progression, building upon behaviour and training knowledge acquired. It is important that students complete the entire course in sequence and particularly the first two blocks which are mandatory. Students missing a particular area of study may have another opportunity to make up the gaps in their knowledge at a later date, but 85% attendance is required in order to receive a certificate of attendance. Wording on the final certificate may reflect which areas of study have been attended.

Current students come from a variety of backgrounds: from pet owners to professionals

working full time with dogs. As practical work is a fundamental part of the study, student numbers will be strictly limited in order to provide individual guidance. Where handling is required students without dogs may be able to handle the dogs of other students or those of the staff with adequate notice. Practical work will need to be applied between areas of study, including observation.

From personal experience we realise that a well-‐trained dog is not necessarily a well-‐behaved dog. We aim to build skills, trust and relationships in both dog and handler in order to ensure a better quality of life, and therefore superficial exercises such as the "sit, down, stay" or other traditional type of training are not a part of this course. Part 2: The Accreditation Attendance: 4 blocks of 2 days each, total 8 days (each block to be held approx. 3 months apart in order to allow for work to be completed)

Pre-‐requisite: Students must have completed the IPACS programme and gained a certificate of attendance in order to be eligible for OCN accreditation.

Fees: For details about fees please contact the office. Attendance is usually in the UK. However, if enough students from a specific country are interested in the accreditation then it may be possible to offer accreditation within that country. In this case, at least 12 participants are needed to make the OCN course viable. Teaching blocks for accreditation may be available in Switzerland, Austria and the Netherlands.




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INTERNATIONAL LOCATIONS

Courses proposed for 2013 / 14

UK, near Cannock Chase, Staffs Tel: +44 (0)1543 878989 Email: [email protected] Website: www.sheilaharper.co.uk Start date 2015: 8th – 11th January 2015 PLACES STILL AVAILABLE!

Austria, near Vienna Host: Susi Lehr Address: Kanonierweg 2, 2301 Gross-‐Enzersdorf, Austria Tel: +43 (0) 650 73 13 588. Email: office@hunde-‐forum.at Website: www.hunde-‐forum.at Start date: Spring 2015 PLACES STILL AVAILABLE!

AIMS OF THE IPACS PROGRAMME The programme aims to help provide students with a good understanding of dog behaviour, training and canine communication and to encourage an empathy for the dog. Handling and recognition of the dog’s needs are of paramount importance. Students will be encouraged to be creative and to develop critical analysis of research material including books, ideas and techniques.

Practical work does not exclusively imply working with dogs, and includes planning and working through case studies is a part of the majority of areas of study. Students will be expected to participate in group and pair assignments with or without dogs, along with discussion and the occasional short

presentation. However, there is no pressure on students to “perform” and tutors are particularly sensitive to both student and dog limitations.

There is an extensive reading list and students are encouraged to read as widely as possible. Many of the suggested books will provide facts and theories that can be used and adapted during this course.

The main aims of the programme are to get students to develop awareness, to think for themselves, to assess dogs, to question and analyse, to be logical and critical and to work on the premise that each dog, each situation and each scenario is different.

Students from the German programme 2005




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ENTRY REQUIREMENTS The key qualifications for entry are an open mind and a willingness to participate and to learn. Previous knowledge and experience will be beneficial but are not pre-‐requisites for admission. However, students must have read Turid Rugaas’ book “On Talking Terms with Dogs” and seen the accompanying DVD, Calming Signals (also available in German), along with Rosie Lowry’s “Understanding the Silent Communication of Dogs”, all of which are available by mail order from Sheila Harper Ltd (please contact our office for details).

EXPECTATIONS Each area of study will carry with it the expectation that students will be involved in research, observation and training in their own time. For those choosing to work towards OCN(WMR) accreditation, a portfolio of work should be kept and managed, including written work, summaries of class discussion along with some video or other photographic evidence, in which case access to a still and/or video camera is strongly recommended.

Students are encouraged to bring dogs as case studies for discussion in order to apply their knowledge in real behaviour counselling sessions to further individual development.

For further general information on expectations, pre-‐requisites and level criteria for this foundation course and other levels, please request document: Pre-‐requisites & level Criteria.

STUDENT NUMBERS It is likely that there will be about 16 paying students on the course although provision has been made for a maximum of 20 paying students according to demand.

CONTINUING SUPPORT An exceptional level of support is available for students attending the IPACS. Individual help is available throughout the IPACS, not only for course work but also for students’ dogs.

Students are encouraged to form support groups. Potential benefits include friendship, emotional support, experiential knowledge, identity, meaningful roles, and a sense of belonging.

Further support does not come to a halt once the course has been completed. Students are encouraged to update their knowledge regularly and opportunities for continuing professional development are provided through our International Academy for Ethical Canine Study. These sessions may offer the opportunity for further networking both nationally and internationally. In some countries CPD’s (Continuing Professional Development) of two – four days are held to help update knowledge. As many students wish to continue improving their knowledge a higher level of study is available in the UK through the Academy.




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PERSONAL DEVELOPMENT In addition to the extensive input into canine behaviour and psychology as outlined above, the IPACS is designed to support the student’s own personal development. The early blocks bring self-‐awareness and encourage reflection and emotional balance. In being mindful of health aspects students are asked to consider symptoms, reasons and solutions for their own stress issues as well as dogs’, and to assess stress levels whilst considering self-‐help strategies.

Along with growing awareness comes a realisation of an individual’s true levels of competence. Gaining knowledge along with building skills and strategies, the process moves towards greater competence and self-‐confidence.

Students are encouraged to think for themselves, rather than expecting easy answers or formulas that are unrealistic. They take increasing responsibility for the planning and flexible implementation of those plans and the reviewing of practical work.

Team building, based on trust, is another key part of the course. There is a strong element of group work in the majority of the blocks. Awareness of others’ responses, body language and attitudes are taken into account for effective communication. Students are guided to formulate relevant and mindful questions and to be aware of the impact of their wording during discussion and case study work.

Self-‐development continues further with guidance through the case studies, and students are encouraged to take the part of both counsellor and client. Basic counselling skills and in-‐depth problem solving are key features, and students are encouraged to consider carefully short-‐ mid-‐ & long-‐term strategies for overcoming problems based on information-‐gathering, realistic aims and time-‐scales through the insight they have gained during their attendance.

Throughout the course students will have opportunities to reflect upon their own strengths and weaknesses and to take account of their personal limitations when working in the areas of canine behaviour and human development. Many will go on to develop greater clarity in stressful situations and to face them with creativity, balance and improved confidence. Each component is a part of the whole encompassing compassion, spirituality and real ethical values. Further information about Sheila Harper Ltd and the International Academy for Ethical Canine Studies Providing education for all has always been our priority. Through looking at the root cause of behaviour and training problems our aim is to promote an holistic approach, including understanding of canine behaviour and language, kind dog training and humane, gentle methods of handling. We are working towards offering a network of support throughout Europe, extending worldwide.




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COURSE TUTORS Sheila Harper B.Ed, BA leads the IPACS course. She has a large amount of handling and behavioural experience as well as theoretical knowledge and has worked with dogs in a professional capacity since the late 1980s.

Sheila has lived with a number of rescue dogs where management and rehabilitation have been essential, and she has a great deal of hands-‐on experience of problem solving both individually and within a group. Before working as a full time professional behaviour counsellor, dog trainer and lecturer, Sheila taught in a middle school for over 20 years, bringing many skills to her work with dogs.

An international speaker lecturing extensively in a variety of countries, Sheila reaches audiences throughout Europe, the USA and New Zealand. In addition to international speaking a large part of her work involves counselling and teaching students and dog owners on a supportive, on-‐going basis. This ensures that she keeps her feet on the ground in the “real world”.

Sheila is supported by a team of highly qualified professionals and volunteers with interests in complementary therapies, most notably Bowen Therapy and Bach Flower remedies. All team members regularly update their knowledge of advanced pet behaviour therapy and related fields along with new training methods, thus ensuring they can offer the best possible guidance and teaching.

Brief history of membership of canine-‐related organisations: In the late 1990’s Sheila was invited to become an associate of Turid Rugaas. Sheila was a founder member of the Pet Dog Trainers of Europe (PDTE), having been granted honorary membership in 2006. Her membership of various organisations has included the UK Registry of Canine Behaviourists, APDT, NADOI and the International Association of Animal Behaviour Consultants. Today Sheila tends to go her own way, believing that it is most important to support those who live and breathe in accordance with the highest level of ethics.

Winny Boerman B.App.Sc takes an active role particularly in teaching practical work, and guidance throughout case studies. She is highly skilled, and provides direction and support in all aspects of the IPACS.

Formerly a research analyst in molecular biology, Winny is also qualified as a Veterinary Nurse and has a good understanding of health. She has been involved with dogs for more than 20 years, working in rescue shelters and spending over 3 years as a shelter manager. Of Dutch origin, she attended the first IPACS course (formerly IDBTS) in the Netherlands, subsequently moving to the UK to help Sheila and is Internal Verifier for our OCN(WMR) programme.

Winny has worked through many problems with rescue dogs. She has rehabilitated several dogs, her most challenging being a highly stressed crossbreed named Perry. Putting into practice the principles learned mostly through the IPACS in conjunction with her studies in animal welfare and nursing and her empathetic viewpoint, Winny has systematically applied theory to practical situations, and is completely committed to the ideals of living this philosophy.

Since 2006 Winny has become a key part of the team, not only counselling clients who have dogs with behaviour problems but also teaching students about behaviour. Her particular interests are in handling, problem solving and

working with natural abilities. Winny encourages dogs to regain their social skills through the mediums of quality socialisation, handling and life skills in order to help them better fit into society.




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Sheila and Winny are currently involved in delivering a high quality, practical in-‐depth “sister” course to the IPACS in Austria, specifically for rescue shelter staff.

With interests in complementary therapies, health and behaviour Sheila & Winny have a whole toolbox to draw on, along with a real empathy for dogs. We offer an holistic approach to living with dogs.

ETHOS One of our prime concerns is to promote a respectful and harmonious relationship between dog and owner and to encourage owners to increase their knowledge and experience. The welfare of animals is of paramount importance; through education dogs and other species in general will be better understood.

We have many aims including the following: • promoting respect and acceptance for the dog both as a species and as an

individual • furthering the understanding of the dog’s needs at all life stages and

how to achieve an appropriate balance • learning from the dog itself through observation and education,

thereby advancing knowledge of the species: their behaviour, communication and handling • improving mutual relationships between humans and dogs • advancing knowledge of dogs for their own benefit and safety, that of the owner and of society in general

We hope to promote the best possible practices in any canine-‐human relationship, thereby advancing the well-‐being of dogs. Through the International Programme for Applied Canine Study those involved will be encouraged to: • deepen and extend their understanding the canine species, not only developing excellent skills but adopting these

practices in everyday life • develop their powers of critical analysis to be able to question information and to make up their own minds as to

good practice • adopt an holistic approach to determine the underlying causes of behaviour problems • maintain a professional demeanour in any interaction with the general public and form networks of those promoting

good practice in related industries The IPACS offers students the opportunity to contribute towards promoting the highest ethical standards of welfare, handling and training of dogs. Educational opportunities include: • the chance to network with other students with varied experience and cultures, sharing ideas, information and

knowledge • support throughout the course with personal development, practical skills and educational studies • further support once students have completed their studies with regular Continued Professional Development and

networking

Sheila Harper Ltd. is privileged to have a unique insight into the canine species. The team’s philosophy is dog-‐centred,

encompassing kind, gentle methods with empathy for dog and owner.




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ADDITIONAL SHORT COURSES

Through the IAECS, Sheila Harper Ltd provides a variety of other (non-‐accredited) short courses and encourages IPACS students to attend these wherever possible ensuring that students have the opportunity to broaden their knowledge. These take place in several European countries. Topics are varied, encompassing many aspects of behaviour, training, rescue and related areas.

1 -‐ 3 day seminars: practical handling skills • aggression • problem dogs • fearful dogs • hyperactivity • nutrition • body language and communication

Dog-‐centred holidays: nose work • behaviour problems • socialisation • natural abilities

IPACS: FOUNDATION PROGRAMME Course Content To complete the whole course students must attend each area of study.

This is the proposed outline of the course; however the sequence may be flexible with changes made at our discretion.

1: Body Language & Communication (Study type: Theoretical bias) • Canine observation • Understanding the escalation towards signs of fear, defence &

“aggression” • An introduction to ethology and instincts

Main Tutor: Sheila Harper

2: Life Balance (Study type: Theoretical bias) • The physiology of stress • Recognition and causes of health & behaviour issues • Influences on physical & mental health • Getting back into balance

Main Tutor: Sheila Harper

3: Practical Handling Skills (Study type: Practical bias) • General handling and awareness • Lead work • Handling for problem solving • Preventing aggression & defensive behaviours

Tutors: Sheila Harper & Winny Boerman




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Course Content cont. 4: Relationships & Natural Abilities (Study type: Practical bias) • The dog’s senses • The dog’s viewpoint. Life rewards • Confidence building, creativity and environmental enrichment • Nose work and mental stimulation • Building relationships


5: The Holistic Approach (Study type: Theoretical & Practical) • Assessing dogs • Movement, nutrition, health issues • Complementary health • Handling for administering therapies & general care Tutors: Sheila Harper & Winny Boerman 6: Learning Principles (Study type: mixed, practical with case studies) • Questioning the purpose of training • Critical evaluation of what is really being learnt • Practical applications of learning theory • Understanding rewards: their use and abuse • Implications of operant conditioning

Tutors: Sheila Harper & Winny Boerman 7: Life Stages (Study type: mixed, practical with case studies) • The role of the breeder • Social and behavioural development • Associated issues • Puppies, adolescents, mature dogs, and older dogs • Programmes for quality socialisation


8: Teaching and Life Skills (Study type: mixed, practical with case studies) • Teaching and people skills • Curriculum content • Planning and running classes, expectations and compromise • Needs of dog and owner





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Course Content cont.

9: Behaviour Problems (Study type: mixed, practical with case studies) • Causes, indications and consequences of behaviour problems • First steps towards solving problems • Canine skills for conflict solving • Behaviour modification and the holistic approach • Therapy and rehabilitation


10: Behavioural Case Studies (Study type: mixed, practical with case studies) • Stopping techniques • Counselling skills and information gathering • Case histories and their systematic evaluation


PRACTICAL WORK Practical work includes observation, discussion, group and pair work, handling skills, training for good behaviour, planning for training and altering behaviour, and problem solving. The term “practical work” does not necessarily imply work with dogs, although there will be observation, handling or training sessions with dogs during the course of each seminar. The first two areas of work will mainly involve observation and assessment of dogs, and as the course progresses there will be opportunity for behavioural training. The handling and natural abilities blocks are devoted almost entirely to "hands on" work with dogs.

Handling incorporates a vast number of skills, amongst these being: • General handling skills and lead work • Activities for a balanced lifestyle: nose work, mental stimulation • Building relationships • Effective intervention and splitting up • Walks for quality socialisation • Practical stress reduction skills • Dealing with undesirable influences in a social environment • Applied behavioural training

APPLIED PRACTICAL TRAINING: Case studies This course is unique in its approach to practical work. Each student is given the opportunity to offer their dog as a case study in order to go through an in-‐depth behavioural / training review based on their needs and those of their dog. This is an excellent way of acquiring hands on experience and working as a group to problem solve, plan and review. Working in this way gives each student the security to know that their dog will be seen as an individual whose needs will be of paramount importance.

Each case study will require a unique approach and will be given individual attention. As a result, students will have an opportunity to understand and work with other individuals, giving a wider experience, opportunities for observation and assessment, enabling each student to practise information gathering and group counselling along with planning programmes of behaviour and training and working through issues as well as offering support. This gives each student an opportunity to be on the receiving and supportive ends, ensuring practical knowledge and experience can be gained.




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Case study work is led and guided by the course tutors with students working in groups to give the best possible care and practical help. As skills improve during the course, responsibility is gradually given over to each group, ensuring that students have every opportunity to complete real, valuable work. DOG WELFARE

Careful consideration has been paid to the way we work with dogs. Experience shows us that it is in the best interest of most dogs to be present for short, calm sessions. Students’ dogs may be introduced to new dogs, people and situations only if appropriate, according to each dog’s needs, and in a way with which he can best cope, and students will also be taught how to take responsibility for this. Dogs must be able to remain happily in the car between practical sessions in order that they can relax, and frequent breaks will be given for owners to see to their dogs’ needs.

For areas 1 and 2 dogs are not required, although they may be used for observation and assessment if appropriate. This avoids having several dogs attending at once, along with all the management and other issues this involves. Therefore it is discussed and agreed amongst students which of their dogs should attend particular areas of study to avoid the stress of having to be in attendance every day of the whole course.

Students may still attend the course even if they choose not to bring a dog at all although handling at some stage is highly recommended. For those without a dog or who are unable to bring their own dog it may be possible to provide one for you upon request. However, if a student does not participate in handling dogs, this will have implications in the wording on the final certificate of attendance. THE VENUE: IPACS -‐ AUSTRIA: Veranstaltungsort: Seminarraum des Bittermann – Vinarium Göttlesbrunn Abt Bruno Heinrich Platz 1 A—2464 Göttlesbrunn www.bittermann-‐vinarium.at Hundeplatz des HUNDE-‐FORUMs Gießhüblerweg A – 2372 Gießhübl/ Wien




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ACCREDITATION Accreditation is becoming increasingly important particularly for those wishing to work with dogs in a professional capacity. Studying an independently accredited programme ensures each student’s investment of resources is recognised, as course structure, material and moderation have to meet exacting educational standards.

In order to meet the requirements for entry to our OCN programme, students must have completed the IPACS. At this point, each student can decide whether or not they wish to work towards gaining an accreditation. There are no exams, but the portfolio undertaken by the students is assessed by Sheila Harper Ltd staff, reviewed by the OCN (WMR)) moderator and then submitted to the OCN (WMR) for issue of certificates.

The Open College Network (WMR) is a major awarding body providing national qualifications and a complementary range of national and local activities, including curriculum development and locally developed accreditation. The OCN (WMR) supports learning and widens opportunity by recognising achievement through credit based courses and accreditations.

An OCN (WMR) certificate will be issued upon successful completion of the units undertaken. A choice is available of two credit levels, 3 or 4 depending on the commitment and time available students have available. Within the UK, a Level 3 is broadly equivalent to an AS/A Level, BTEC National, Vocational A level, NVQ 3 or Advanced Diploma. Level 4 is equivalent to a first year degree course.

Achievement of a Level 3 or Level 4 is dependent upon achieving the given assessment criteria in each subject area. Students are free to choose the level for each subject area they wish to study and to be assessed. Assessment criteria are specific, detailed and available to all students. Upon completion of the course students would expect to gain up to 33 credits in total across the four units available.

Four units comprise the accreditation we offer through the OCN. A “unit” pulls together elements from various areas of study of the IPACS to form the basis for accreditation purposes.

Unit titles: Credits at Level 3 and Level 4 OCN (WMR) Canine Communication and Stress (9 credits) Behavioural Training Practice (9 credits) Canine Behaviour and Training (9 credits) Canine Handling Teaching Techniques (6 credits) Total: 33 credits For further information on the Open College Network, log on to the OCN (WMR) website at www.ocnwmr.org.uk ACCREDITATION in the EU EU countries vary greatly in their expectations or recommendations for working within the industry. However, there is a definite move towards standardisation across the EU. With so many educational programmes offering in-‐house certification, there are no clear standards and there is little impartiality. The IPACS is one of the few international programmes that offer independent accreditation: where a recognised third-‐party body moderates students’ progress. Although the OCN may not be internationally recognised in many countries, its standards are becoming well known, and its influence is spreading. The OCN now has partnerships in Scandinavia and centres in India. It is extending to include countries in Eastern Europe, the Middle East, and South Africa.

THE FUTURE FOR CANINE-‐RELATED PROFESSIONALS It is of increasing importance to us to keep up with current trends within the animal industry in order that our students have the best chance of being recognised if they plan to work professionally in this field. We are one of the first learning providers to have a canine-‐related programme accepted by the OCN to offer Level 4 accreditation, and we strive to maintain our position so that we will be able to comply with future recommendations by the industry. In addition, those students completing the IPACS will be in an excellent position to further their study as credits gained from our programme of OCN accreditation will be directly relevant. Any future developments on our part will be intended to coincide with further imminent standardisation in the UK’s animal-‐relat0.ed industry, along with potential changes within the EU.

Students from the Swiss programme 2012

Documents

IPACS prospectus EU 2014ACCREDITATION!!! *!