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Universty Education

Curriculum Framework

The role of the BDA in education is to safeguard the role and identity of the dietitian. This includes articulating curriculum standards for education and training of dietitians, producing guidance for education providers and monitoring these standards. As part of this role, the BDA launched the updated Curriculum Framework for the Pre-Registration Education and Training of Dietitians in August 2013.

Ownership of the curriculum, quality assuring its implementation and the on-going quality of the provision of dietetic pre-registration education is fundamental to advancing the science and practice of dietetics.  The curriculum is how the Association describes a dietitian, and the accreditation process ensures that education in each university is designed to meet the profession specific standards. Upon graduation, students should hold the core understanding, knowledge, skills and capabilities of the profession.

This Framework forms the basis for the provision of pre-registration education in dietetics and the BDA has a responsibility to monitor and recognise those programmes which meet the requirements of the framework.

BDA Accredited Course

The accreditation process ensures that at entry level, all dietitians have a profession approved skill-set and knowledge base, providing confidence in the quality of training. The flexibility of the framework allows each Higher Education Institution to demonstrate innovation in its delivery.   

The BDA accreditation process enables engagement with universities and to raise the profile of the profession. Through its Quality Standards Committee, the BDA has developed services which offer support to accredited HEIs and which are financed through the accreditation process.

The BDA provides:

  • support to course development teams by identifying a suitably experienced dietitian to act as a critical friend and advise on curriculum and course development;

  • annual update based upon intelligence data supplied by accredited HEIs in order to identify key trends and themes;

  • accreditation of pre-registration education programmes at initial approval and revalidation;

  • knowledge of if there are any issues which affect the quality of provision, obtain information and make recommendations for improvement; and support individuals who wish to raise concerns about the quality of provision;

  • maintenance of a list of those able to act in the capacity of accreditation visitor or critical friend.  To maintain a current list of external examiners as well as details of BDA members who have expressed an interest in undertaking such a role.