I. General provisions

1.1. This policy defines the commitment of the "International School of Finance Technology and Science" (hereinafter referred to as the Institute) to provide inclusive, equitable, and sustainable access to lifelong learning opportunities for individuals from all backgrounds, including those who are not formally enrolled as students.

1.2. This policy is based on the Constitution of the Republic of Uzbekistan, the Law "On Education" (2020), and relevant regulations. It aligns with national and the Institute’s strategies aimed at promoting lifelong learning and developing human capital.

1.3. The Institute ensures that all individuals have access to lifelong learning activities, regardless of ethnicity, religion, disability, immigration status, or gender.

II. Key concepts

Lifelong learning: a continuous, self-motivated pursuit of knowledge for personal or professional development beyond formal education.

External learners: individuals who are not formally enrolled in the Institute but participate in public learning opportunities.

Open educational resources: digitally accessible materials freely available for learning purposes, including lectures, handbooks, and recorded sessions.

Vocational programs: targeted non-degree training initiatives aimed at enhancing employability and professional skills.

Upskilling and reskilling: specialised training programs designed to help individuals adapt to evolving industry demands and emerging technologies. 

Digital and hybrid learning: integrating online, blended, and technology-enhanced education to expand access to lifelong learning opportunities, including MOOCs (Massive Open Online Courses)

III. Goals and objectives

3.1. To promote access to lifelong learning for all individuals regardless of their formal affiliation with the Institute, ensuring equitable opportunities for participation in learning activities for everyone—irrespective of ethnicity, religion, disability, immigration status, or gender.

3.2. To organise educational events and provide resources that support career advancement, digital literacy, social inclusion, and lifelong personal development.

3.3. To expand access to lifelong learning, the Institute develops its digital education ecosystem through hybrid learning and distance learning tools.

3.4. External learners receive free access to the Institute’s libraries, computer labs, and learning spaces through a registration process. Open-access digital materials are available on the Institute’s official website.

3.5. The Institute offers non-degree certificate courses, recorded lectures, and short-term training modules that are freely accessible to the general public based on a registration process. Upon completion, participants receive formal certificates.

3.6. Free and public lectures and seminars are regularly held on scientific, social, and economic topics. These events are open to all and are advertised via channels.

3.7. Short-term vocational training and executive education programs are offered as part of initiatives designed to support upskilling and reskilling.

3.8. Faculty and student volunteers conduct educational workshops, training sessions, and school visits in local communities. These outreach programs foster lifelong learning and facilitate knowledge transfer beyond the campus.

IV. Implementation

4.1. The Academic Department is responsible for executing and coordinating the provisions of this policy.

4.2. The policy shall be reviewed every year or earlier if prompted by changes in national education strategy or international education standards.

4.3. Reports on lifelong learning initiatives will be submitted to the Institute's Council to inform policy refinement and strategic planning.

VI. Final provisions

5.1. This Policy shall be considered an official document of the Institute and is mandatory for implementation by all departments.

5.2. All updates and amendments to this policy must be approved by the Institute's Council and disseminated to all stakeholders through internal communication platforms.

5.3. The Institute affirms its commitment to increasing access to lifelong education as a core element of its mission in advancing social development and educational equality.

POLICY IN ACTION:

To learn more, browse the links to our events and initiatives:

1. SDG 4 Report
2. E-library of ISFT Institute
3. Emerald
4. Internal Library
5. Libraries of ISFT Institute
6. Guest lecture, Mikhail Tsarev
7. Guest Lecture, Habibullo Sadulloyev
8. Guest Lecture with Belinda Young and Bunyod Ramatov
9. Guest lecture by Dilnoza Khasilova
10. Guest lecture conducted by Dr. Chee
11. Lifelong Learning Access Policy

Chapter I. General Provisions

1. Academic processes at the Institute are organised in full-time, evening, part-time and distance-learning modes in accordance with approved educational programmes and applicable requirements.
2. The duration of study in the relevant modes is determined by the approved curriculum and educational programme for the programme concerned.
3. Academic processes for all modes and programmes are organised on the basis of curricula, academic calendars, schedules and other academic documents approved under the Institute’s established procedures.
4. The academic process is organised under the credit-module system, and student learning is assessed using the credit system.
5. A module is an individual academic subject, or a component thereof, covering academic and professional content and concluding with an appropriate form of assessment of the knowledge, skills and competencies acquired by the student.
6. The main objectives of monitoring and assessing student learning are to determine and analyse whether the required knowledge, skills and competencies have been formed in accordance with State educational standards; ensure assessment based on accuracy, fairness, reliability and transparency; encourage independent learning; ensure systematic and timely mastery of learning materials; develop analytical and critical thinking and independent-work skills; promote effective use of information resources; ensure objective and fair assessment and timely communication of results; ensure comprehensive and continuous preparation within the curriculum; and create conditions for digitalisation of academic administration.
7. At undergraduate level, the maximum standard credit load to be accumulated by a student during one academic year is 60 credits.
8. Final-year students undergo final State attestation in accordance with their mode and field of study.
9. Graduates of the Institute are awarded a diploma of the prescribed form recognised as a higher-education qualification in the Republic of Uzbekistan.
Chapter II. Procedure for Organising the Academic Process
10. The academic process begins after the Rector’s order enrolling applicants as students has been formally issued.
11. Academic activities are conducted according to class schedules prepared by the Academic Process Management Unit of the Academic Affairs and Registrar Department and approved by the relevant Vice-Rector.
12. The number of credits allocated to each module is specified in the duly approved educational programme.
13. Classes are delivered, depending on the mode and programme, either remotely and/or face-to-face. As a rule, full-time study is conducted in classrooms through lectures, seminars and other scheduled learning activities.
14. Classes are taught by academic staff of specialised departments and, where appropriate, by practitioners and national or international specialists engaged under contract.
15. During the first orientation week, Institute staff explain the organisation of the academic process, assessment criteria, types and procedures of assessment, organisational matters and procedures for using distance-learning platforms. Relevant presentations or handbooks are made available to students.
16. In part-time and distance-learning modes, academic activities are organised through a dedicated educational platform using content developed and uploaded in accordance with approved curricula and programmes, independent study of that content, and attendance at face-to-face sessions organised at the Institute at the end of the semester.
17. Classes organised by mode and programme are monitored and coordinated by the Academic Affairs and Registrar Department, the Part-Time Education Unit and the Quality Assurance Department.
Chapter III. Types of Assessment and Criteria for Assessing Student Learning
3.1. Student performance in each module is assessed under the established point-based system and converted to the corresponding grade. A student must achieve the prescribed minimum result in order to pass the relevant assessment stage.
Intermediate and final assessments are used to monitor student learning. Intermediate assessment tasks are developed by the academic staff of the relevant department and approved by the Head of Department. Depending on the nature of the subject, intermediate assessment may be conducted up to twice. Final assessment is conducted at the end of the semester to determine the extent to which the student has mastered theoretical knowledge and practical skills.
Final assessments are conducted according to a schedule prepared by the Academic Process Management Unit and the Examinations Unit and approved by the Vice-Rector for Academic Affairs. A teacher who taught the relevant subject may not conduct the final assessment. Final assessment and grading are carried out by a teacher who did not teach the course or by the Examinations Unit.
18. As a rule, current, intermediate and final assessments are conducted within each module to determine whether students’ knowledge and achievement comply with State educational standards. The type, format, number and organisational arrangements of assessments are reflected in the programme approved by the Institute Council, taking into account the characteristics of each module and the relevant mode of study.
19. The timetable and duration of assessments are prepared by the Academic Affairs and Registrar Department and the Examinations Unit, approved by the relevant Vice-Rector, and communicated electronically and/or through Institute notice boards. Each student is responsible for familiarising themselves with and complying with the timetable.
20. A student’s total module result during the semester is assessed on a 100-point scale in whole numbers. Intermediate assessment carries a maximum of 30 points and a minimum passing threshold of 12 points; final assessment carries a maximum of 70 points and a minimum passing threshold of 28 points. Where the syllabus provides for only one assessment, that assessment is graded on the 100-point scale.
21. Module achievement is reflected in the Institute grading and ECTS conversion system. The applicable point ranges, national grades and ECTS grades are used in accordance with the table established by this Regulation.
22. Assessment of module achievement should follow the model criteria established in this Regulation. Grade A reflects systematic, complete and deep knowledge, accurate use of scientific terminology, logical and well-supported responses, ability to identify and solve problems independently and creatively, mastery of core and supplementary literature, critical understanding of theories and concepts, and sustained independent and active participation. Grade B reflects strong and systematic knowledge, correct use of terminology, ability to resolve minor uncertainties independently, effective application of core concepts and active participation. Grade C reflects sufficient knowledge within State educational standards, generally correct use of terminology with some errors, partial command of core concepts and ability to solve standard tasks, including with teacher guidance. Grade D reflects fragmentary knowledge, serious difficulties with scientific terminology or logical presentation and low participation. Grade E reflects only limited fragmentary knowledge and low participation. Grade F reflects lack of the required module knowledge and practical skills and inability to correct errors even with teacher guidance.
23. A student must obtain at least 40 per cent of the total points allocated to assessments within a module. Where credits for modules not mastered by the end of a semester do not exceed one-fifth of the credits to be mastered in the following semester, the student may be permitted to take those modules additionally during the following semester.
Chapter IV. Conduct of Intermediate and Final Assessments
24. Intermediate assessment is conducted during the semester, generally after completion of the relevant part of the module programme, to determine and evaluate the student’s level of knowledge and practical skills.
25. Final assessment is a method of evaluating the extent to which students have mastered theoretical knowledge and practical skills upon completion of a particular module.
26. The procedure for intermediate and final assessment — including format, timing, requirements for questions and assessment criteria — is established in the syllabus at least two weeks before the start of the academic year on the proposal of the relevant department and is approved by the Institute Council, taking into account the characteristics and allocated hours of the subject. Intermediate assessment may be oral, test-based, written, individual or group work, project work or another format provided for by the syllabus.
27. Intermediate assessment may be conducted as independent work or as a written/test/oral assessment directly in the classroom in accordance with the approved syllabus.
28. Taking into account the specific characteristics of programmes, assessment formats may include practical tasks, projects, cases, presentations and other methods capable of demonstrating the intended learning outcomes.
29. Questions for intermediate and final assessments and topics for independent work, cases and projects are developed in accordance with the syllabus and intended learning outcomes and are submitted to the responsible academic unit within the established deadlines.
30. The question bank submitted to the Academic Process Management Unit is administered and used under the established examination procedure.
31. The Head of the Examinations Unit uses the designated electronic system to generate or allocate examination materials for the relevant assessment.
32. Students shall submit intermediate written assessment work within the established deadlines and in accordance with the requirements of the relevant subject.
33. Where intermediate and final examinations are conducted in writing, they are held in an examination room under the established supervision procedure.
34. Written intermediate and final assessments are prepared, submitted, coded where applicable, collected and processed in accordance with procedures intended to ensure objectivity and confidentiality.
35. Unauthorised use of another person’s authorship, plagiarism or other academic-integrity violations in written assessment work are handled in accordance with the Institute’s academic integrity requirements and may affect the assessment result.
36. For students with Group I or Group II disabilities, reasonable arrangements may be made for the assessment formats provided for in this Regulation, taking account of the student’s needs and the applicable rules.
37. Intermediate assessments conducted in a format other than written work are organised and documented according to the approved assessment procedure.
38. During final examinations conducted directly in classrooms, authorised Institute staff may supervise compliance with examination rules.
39. Students are admitted to the final-assessment room only upon presentation of their student ID or another document accepted under the Institute’s procedure.
40. Written assessments conducted directly in classrooms shall follow the established rules on seating, distribution of materials, permitted items, communication, submission of work and conduct during the examination.
41. Students shall comply with instructions of examination supervisors and with all academic-integrity and examination-discipline requirements.
42. Where examinations concern specialised subjects, relevant qualified specialists may be involved in accordance with the established procedure.
43. Examination time begins when the supervisor has completed the required instructions and formally announces the start of the examination.
44. Students must complete and submit assessment work within the allocated time and in the prescribed manner.
45. If it is established that another person has entered or attempted to take a final assessment in place of a student, the case is documented and handled under the Institute’s disciplinary and academic regulations.
46. Written work is checked in accordance with Chapter III and the other relevant provisions of this Regulation.
Chapter V. Ensuring Objectivity of Assessment
47. When intermediate and final assessments are conducted in written form, organisational and checking procedures shall be arranged so as to maximise objectivity and prevent improper influence on grading.
48. Where assessment examinations are held in a classroom, completed work is collected and transferred for processing/checking immediately after the examination under the established procedure.
49. Examination supervisors shall perform only the functions assigned to them and shall not interfere with the substantive assessment of students’ work.
50. Following the examination, submitted assessment work is transferred by the Head of the Examinations Unit to the relevant Heads of Department under an appropriate record. Heads of Department allocate the work for checking to academic staff who did not teach the relevant subject. Any interference with the checking process is prohibited.
51. Assessors who breach the deadlines for checking written work may be subject to disciplinary measures on the basis of a submission by the Academic Affairs and Registrar Department.
52. Results of intermediate and final assessments are transferred by the Examinations Unit to the Academic Process Management Unit in the approved record form. The Academic Process Management Unit prepares the consolidated rating record with students identified and submits it to the Database Unit for entry into the electronic learning platform.
53. Where incorrect entries are identified in a rating record, the employee responsible for entering grades into the electronic learning platform is accountable for the accuracy of the entry.
54. Results of intermediate and final assessments are communicated to students through the electronic rating system and, where necessary, through the Institute’s notice board.
55. A student who disagrees with a score awarded for an intermediate or final assessment may submit an appeal within the period and according to the procedure established by the Institute.
56. Appeals commissions are established to consider complaints concerning assessment work. Their composition and procedure are determined under the established rules, with safeguards against conflicts of interest.
57. An Appeals Commission may consider a matter when at least two-thirds of its members are present, unless a stricter requirement is established by the applicable procedure.
58. In considering an appeal, the Appeals Commission reviews the relevant assessment work and the application of approved criteria; it does not conduct an entirely new examination unless this is specifically provided for by the applicable procedure.
59. Appeal results are submitted to the Academic Unit within the established period and are reflected in the academic record where a change is required.
60. A further appeal against the result of the Appeals Commission is not permitted under this Regulation.
61. Checked written intermediate and final assessment work is retained for the period established by this Regulation and the Institute’s records-management requirements, after which it is disposed of or archived in the prescribed manner.
Chapter VI. Retaking Intermediate and Final Assessments
62. Assessment timetables are communicated to students at least one week before assessment examinations begin.
63. Students who fail to attend an assessment examination without a valid reason are treated in accordance with the retake rules of this Regulation. Where a valid reason is documented, an alternative assessment opportunity may be provided under the established procedure.
64. A student who fails to achieve the required minimum in an intermediate or final assessment for a module may retake the relevant assessment in accordance with the limits, deadlines and conditions established by this Regulation.
65. Retaking an unmastered subject/module is carried out on a paid basis where so provided by the Institute’s applicable rules and the student’s educational contract.
66. Retake results are recorded in the prescribed academic records and electronic systems.
67. Credits for modules not mastered during the course are retaken and paid for in accordance with the credit value and tuition calculation applicable to the relevant academic year.
Chapter VII. Registration and Analysis of Rating Results
68. Students’ overall ratings and the points/grades obtained for modules are registered in the Institute’s academic information and rating systems.
69. Where a module is taught over several semesters, the Academic Process Management Unit records and consolidates results in accordance with the approved curriculum and assessment scheme.
70. Academic results are analysed by the responsible academic units to identify achievement patterns, academic risks and areas requiring improvement.
71. At the end of the academic year, progression and the student’s academic status are determined taking into account the number of credits accumulated and the requirements of the educational programme.
Chapter VIII. Academic Mobility and Recognition of Credits
72. Academic mobility and recognition of credits are implemented on the basis of appropriate academic documents and agreements that allow the Institute to determine the learning undertaken and results achieved by the student.
73. Such documents reflect learning outcomes and provide the basis for recognition and transfer of credits by the Institute.
74. Credits accumulated by a student under the Institute’s educational programme are recognised in accordance with the curriculum, learning outcomes and applicable recognition rules.
75. On the Institute’s recommendation, a student may study at a receiving higher education institution under an academic mobility programme in accordance with an approved learning agreement.
76. Before mobility, the parties determine the planned modules, credits, learning outcomes and recognition arrangements.
77. Upon return/admission, the Institute determines the academic components to be recognised and, where necessary, the components still to be completed under the Institute’s programme.
78. The Institute coordinates the planned study period under an academic mobility programme and ensures that recognition arrangements are documented.
79. Academic mobility programmes may be developed jointly with partner universities, centres and organisations.
80. During academic mobility, the student studies in accordance with the learning agreement concluded for the mobility period.
81. An internship agreement is concluded among the student, the Institute and the receiving organisation where required.
82. Knowledge, skills and learning outcomes acquired by the student during an internship are assessed and recognised in accordance with the internship agreement and the Institute’s academic requirements.
Chapter IX. Assessment and Grade Conversion
83. Within an educational programme, students are assessed in accordance with the applicable national requirements and the Institute’s approved grading system regardless of the mode of study.
84. The assessment procedure and positive-grade thresholds specified in the syllabus are applied consistently to determine whether the intended learning outcomes have been achieved.
85. Assessment methods shall appropriately reflect the student’s achievements in the relevant subject or module and shall be aligned with the intended learning outcomes.
86. Credit transfer between higher education institutions is carried out by converting and recognising grades and credits in accordance with the applicable systems, documented learning outcomes and institutional recognition procedures.
87. Persons who violate the requirements of this Regulation bear responsibility in accordance with legislation and the Institute’s internal regulations.
88. Amendments and additions to this Regulation may be introduced in accordance with legislation and by decision of the Institute Council under the established procedure.
89. Persons dissatisfied with the application of this Regulation have the right to lodge an appeal in accordance with the established procedure.