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ENROLL

ACCESSIBILITY

Accessibility Statement

APEX ED is committed to providing a website and digital learning environment that is accessible, inclusive, and usable for as many people as possible. We recognise that users may access our content with different devices, browsers, bandwidth conditions, and assistive technologies—and that accessibility is essential for equitable participation in digital education and services. This statement reflects our ongoing commitment to accessibility as a core part of how we design, publish, and maintain our online presence.

  • Our accessibility approach

We aim to align our website and key digital services with recognised international accessibility standards and good practice (including the Web Content Accessibility Guidelines, commonly referenced by universities and public institutions). Accessibility is treated as an ongoing process, supported by practical governance: internal guidance for content publishers, training where needed, and periodic reviews to identify and address issues over time.

  • Design and visibility

We design with accessibility and readability in mind, including visual clarity, consistent layout, and predictable interactions. Our approach includes:

  • Clear structure and navigation: consistent menus, logical page hierarchy, meaningful headings, and layouts that support scanning and comprehension.
  • Readable typography: legible font choices, appropriate sizing and spacing, and page layouts that remain usable when text is enlarged (for example, via browser zoom).
  • Colour and contrast considerations: visual design choices intended to support readability and reduce reliance on colour alone to communicate meaning.
  • Keyboard accessibility: ensuring key site journeys can be completed using a keyboard, with visible focus indicators for interactive elements (links, buttons, form fields).
  • Responsive design: content and interface elements that adapt across screen sizes and devices without losing essential functionality or clarity.

This aligns with common university guidance that accessibility depends not only on text, but also on images, colour, design, font, and formatting choices.

  • Iconography and visual cues

Where iconography is used to support navigation or highlight information (for example, call-to-action buttons, key programme features, alerts, or wayfinding elements), we aim to use it in ways that remain accessible:

  • Supportive (not essential) icons: icons are treated as supportive—not essential—information. Key meaning is provided in accompanying text, not conveyed by the icon alone.
  • Consistent icon use: the same icon is used for the same purpose across the site to reduce ambiguity and cognitive load.
  • Accessible naming: interactive icons (for example, icon-only buttons) are designed to have clear accessible names for assistive technologies.
  • Visibility and spacing: icons and labels are presented with sufficient spacing and clarity to support users with visual or motor accessibility needs.
  • Content, media, and learning resources

We work to ensure that content is published in formats that support accessibility across different user needs and technologies:

  • Images: we aim to provide appropriate alternative text where images convey meaning. Decorative images are treated so they do not create noise for screen-reader users.
  • Video and audio: where multimedia is used for learning or marketing content, we aim to provide captions and/or transcripts where appropriate, and present media in a way that supports user control (pause, replay, volume).
  • Documents: where we provide downloadable documents (such as PDFs or forms), we aim to use accessible document practices where feasible and to improve document accessibility over time, recognising that document accessibility can vary and needs specific attention.
  • Plain language where possible: we aim for clarity and readability, especially for high-importance pages (admissions, fees, programme pathways, policies), while maintaining accuracy.
  • Platforms and third-party services

Some services may be delivered through third-party platforms (for example, learning management systems, video platforms, application tools, or embedded content). While we seek to choose tools that support accessibility and configure them responsibly, third-party services may have limitations that are outside our direct control. Where practical, we aim to provide reasonable alternatives or support routes where accessibility barriers are identified.

  • Known limitations

We continue to improve accessibility across our digital estate. Some older content, archived pages, legacy documents, or third-party content may not yet fully meet accessibility expectations. This may include items such as older PDFs, externally sourced media, or embedded components that provide limited accessibility controls. We prioritise remediation based on impact and usage (for example, high-traffic pages and core learner journeys).

  • Feedback, support, and alternative formats

If you experience any difficulty accessing content on our website or digital learning resources, or if you require information in an alternative format, we encourage you to contact APEX ED through our official contact channels listed on the website. When reporting an accessibility issue, it helps if you include:

limited accessibility controls. We prioritise remediation based on impact and usage (for example, high-traffic pages and core learner journeys).

  • the page link (URL)
  • a brief description of the problem
  • the device, browser, and (if applicable) assistive technology you are using
  • what you were trying to do when the issue occurred

We will review accessibility feedback and consider appropriate improvements and reasonable adjustments where possible.

  • Review and continuous improvement

This accessibility statement is reviewed periodically to reflect changes to our website, platforms, and content. Our aim is continuous improvement through ongoing maintenance, content review, and periodic accessibility checks—approaches commonly referenced in university web governance and accessibility practices.