ABSTRACT
The equal opportunities policies of the major examining and validating bodies are of course very similar to each other, and together reflect the concerns of educational institutions to provide ‘access to all’ regardless of age, gender, racial origin, religious persuasion, sexual orientation or disability. By this they mean essentially access to courses, examinations and assessment. The examining and validating bodies’ equal opportunities statements express a determination to avoid the creation of inequalities through the format and content of regulations, examinations and other assessment material. City and Guilds of London Institute (CGLI) make a commitment to ‘the relaxation of any conventional rules and regulations which serve to inhibit the performance of those candidates with special needs in relation to candidates not so disadvantaged, provided that such action does not have a deleterious effect on the standard, quality and integrity of the assessments’ (CGLI 1992).
