Accrediting veterinary qualifications

Why we set standards for veterinary programmes  

The RCVS has a statutory responsibility under the Veterinary Surgeons Act 1966 to regulate the professional education of veterinary surgeons and veterinary practitioners (including veterinary nurses). To protect the interests of the public and animals, we set the standards for veterinary education and ensure only those who have completed a recognised qualification are eligible to practise in the UK.

Our accreditation standards  

Our accreditation standards set out what we expect from veterinary education providers. We have designed them to ensure students receive an education that prepares them for their future careers as registered veterinary professionals.  

The standards against which we assess veterinary courses (or “programmes”) are set out in the accreditation standards.  

The accreditation standards cover:  

• Organisation and resources - the availability of adequate finances, physical facilities, equipment and academic staff to support the programme  
• Admission procedures and policies
• Curriculum design and delivery, ensuring compliance with the Veterinary Surgeons Act 1966 and relevant EU requirements  
• The provision, organisation and evaluation of extra-mural studies (EMS) to ensure students gain experience across a range of practice and working environments.  
• Library and learning resources.  
• RCVS Day-One Competences for newly qualified veterinary surgeons.  
• Veterinary degree examinations.

Accreditation standards domains

Our accreditation standards are separated into six domains to cover the full scope of a veterinary programme. These are:

Domain 1: The Learning Environment 

Focuses on the physical, digital and clinical spaces, equipment and animal resources needed to deliver safe, high-quality teaching and hands-on clinical experience. Emphasises suitable, well-maintained facilities (including isolation, diagnostic and ambulatory services), timely access to learning resources and records, and assurance that all learning sites (on and off-site) are safe, compliant, and quality-assured.

Domain 2: Organisation, Culture and Values 

Covers the school’s strategic and operational management, risk oversight and the organisational culture that underpins education. The emphasis is on inclusive, non-discriminatory practice, stakeholder engagement, a positive learning culture that learns from mistakes, and commitments such as environmental sustainability.

Domain 3: Educational Governance and Quality Improvement 

Relates to formal governance, leadership and the systems that assure and improve educational quality. It focuses on autonomy and accountable leadership, adequate finances and staffing, transparent recruitment and committee structures, robust quality assurance and data-driven continuous improvement, and processes that ensure only Day-One Competent individuals can graduate.

Domain 4: Supporting Students  

Focuses on student welfare, access and fairness throughout recruitment, progression and study. It requires effective pastoral and academic support, widening-participation strategies, clear information and selection criteria, timely feedback, mechanisms for the student voice, including complaints, promotion of resilience and professionalism, and assurance that students are prepared and safe for clinical placements.

Domain 5: Supporting Educators 

Covers the support, training and working conditions of staff and educators involved in teaching. Key elements are quality-assured teacher training, demonstrating ongoing competence, appraisal and career development, proportionate workloads and employment security, staff wellbeing and clear routes for staff feedback and concerns.

Domain 6: Curriculum and Assessment 

Defines the standards related to the design, delivery and evaluation of the curriculum and its assessment to ensure all students will have met the programme learning outcomes and RCVS Day-One Competences upon graduation. It details the minimum duration and hands-on clinical experience requirements of the programme, and ensures high-quality, effective teaching. There is a strong focus on general-practice casework, requirements for extramural studies (EMS) and the need for a comprehensive, valid and reliable assessment strategy. Record-keeping of clinical experience and research-led teaching are also key factors in this domain.

The accreditation standards process  

RCVS accreditation panel members visit all UK vet schools regularly through accreditation events. These visits assess whether programmes meet our accreditation standards and identify areas for improvement where necessary.  

Each programme undergoes an accreditation event every seven years, in line with the approved accreditation period. Visits may happen sooner if required by the annual monitoring process, notification of substantial changes to the programme, or if the RCVS Education Committee recommended a shorter accreditation period following the previous event.

Accreditation status of UK vet schools

Accreditation outside the UK  

We work with the following overseas accrediting bodies:  

• American Veterinary Medical Association (AVMA)
• South African Veterinary Council (SAVC)  
• European Association of Establishments for Veterinary Education (EAVE)  
• Australasian Veterinary Boards Council (AVBC)

Graduates from accredited programmes are permitted to register and work in the UK after graduation.