1. Positioning

1.1 Institutional Nature

The World Memory Level Certified Instructor Framework (the “Framework”) is a teaching qualification and implementation-support structure under the certification framework of WBO (World Brain Organization). It is used to confirm qualifications, manage authorization, and regulate teaching, training guidance, and implementation-support activities related to official memory certification programs.

The Framework is implemented and administratively managed by WBEO (World Brain Elite Organization). Its scope mainly includes instructor qualification certification, application review, capability assessment, record archiving, qualification status management, and related compliance procedures. These activities operate under the governance principles, capability framework, and certification standards established by WBO.

For clarity, instructor certification is a professional teaching and training-guidance qualification. It is not equivalent to standards-setting authority, certification-structure revision authority, assessment-review authority, or final result determination authority.

Obtaining instructor qualification means that the applicant is qualified to conduct teaching and training guidance for relevant memory certification programs within the prescribed scope. It does not grant authority to formulate, modify, or interpret certification standards, nor does it automatically grant authority to review assessments, determine results, or confirm certification outcomes.

WBO is responsible for the formulation of relevant standards, structural revisions, and governance oversight. WBEO is responsible for instructor authorization, implementation management, record maintenance, and qualification status management under the established system.

1.2 Scope of Application

This Framework applies to memory certification programs that are organized and implemented by WBEO under the WBO standards framework and included in official record management.

The current scope includes, but is not limited to:

· World Memory Level

· WBEO Memory Master Certification

As the WBO certification system develops, new memory certification programs may be included in the scope of this Framework in stages, according to the applicable institutional procedures.

Unless formally authorized by WBO and accompanied by the relevant structural revision, this Framework does not apply to capability programs outside the memory certification category.

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2. Instructor Levels

2.1 Level Structure

The World Memory Level Certified Instructor Framework adopts a three-level structure and uses Level I–III as the unified level coding system for certificate labeling, official records, instructor directories, qualification status management, and verification display.

This coding system is used to ensure consistency, identifiability, and traceability in instructor-level expression.

The instructor levels are as follows:

· World Memory Level Certified Instructor (Junior) | Level I

· World Memory Level Certified Instructor (Intermediate) | Level II

· World Memory Level Certified Instructor (Senior) | Level III

The descriptive title is used for public display and practical reference, while the Level code is used for institutional records, certificate fields, official directories, and verification-system display.

2.2 Dimensions of Level Differentiation

Differences among instructor levels are mainly reflected in the depth of teaching participation, certification-support responsibilities, endorsement capacity, review-support scope, and degree of participation in institutional development.

In general:

· Level I focuses primarily on foundational teaching implementation and training support;

· Level II further undertakes organizational coordination, training planning, and endorsement-support responsibilities on the basis of Level I;

· Level III focuses on higher-level quality assurance, review support, instructor development, and participation in institutional development.

Specific rights, applicable scope, and execution standards are governed by the current Instructor Certification Execution Requirements.

Instructor levels are differentiated mainly across the following dimensions.

2.2.1 Teaching Scope

Differences in the teaching scope, complexity of training organization, demonstration requirements, and depth of learner guidance that an instructor may undertake.

2.2.2 Certification Organization Support

Differences in responsibility boundaries related to certification activity organization, process assistance, material preparation, on-site support, and implementation coordination.

2.2.3 Nomination and Endorsement

Differences in applicable endorsement levels and responsibility intensity when serving as a recommender or provider of supporting materials for instructor advancement, qualification application, or related capability confirmation.

2.2.4 Review and Verification Support

Differences in authorization to participate in review support, case judgment, result-material verification, implementation consistency checks, and quality verification support.

2.2.5 Institutional Participation

Differences in the scope of participation in instructor development, experience archiving, execution feedback, standardized training support, implementation consistency maintenance, and system-development collaboration.

3. Eligibility Requirements

3.1 General Requirements

Applicants must meet the following basic requirements.

3.1.1 Identity and Age Requirements

Applicants should have full legal capacity and meet the minimum age requirements specified by the current system.

Where applications involving minors, preparatory training, or special pathway arrangements are concerned, the separate rules issued by WBEO shall apply.

3.1.2 Acceptance of Standards and Compliance Commitment

Applicants must accept the WBO standards framework and WBEO implementation requirements, and sign or confirm the relevant institutional documents as required.

Such documents may include, but are not limited to:

· Code of Conduct;

· Brand and Name Usage Guidelines;

· Data and Privacy Statement;

· Teaching and Implementation Support Guidelines;

· other applicable management documents.

Applicants must commit to conducting teaching, training guidance, and implementation support within the authorized scope. They must not interpret certification standards beyond authorization, publish unauthorized information, or make commitments beyond the scope of their instructor qualification.

3.1.3 Foundational Capability Threshold

The foundational capability threshold is the minimum teaching-demonstration requirement for instructor application. It is used to confirm that the applicant has the necessary project understanding, method mastery, demonstration ability, and basic communication ability.

This threshold is not equivalent to a high-level memory capability requirement and does not independently constitute the basis for granting instructor qualification.

Specific capability thresholds, applicable events, qualification methods, and assessment standards are governed by the current Instructor Certification Execution Requirements issued by WBEO and may be updated with execution versions.

3.1.4 No Major Misconduct Record

Applicants must not have major misconduct records within the WBO / WBEO system.

Major misconduct may include, but is not limited to:

· falsifying or altering certification records;

· false promotion or misleading public statements;

· assisting cheating or interfering with assessment order;

· unauthorized use of the WBO / WBEO name, logo, or certification information;

· malicious attacks on the system, disruption of certification order, or conduct causing significant negative impact;

· public communication sufficient to mislead the public.

If an applicant has historical abnormal records, dispute records, or other matters requiring verification, a special review must be completed before the applicant may proceed to the subsequent certification process.

3.1.5 Submission and Authenticity of Materials

Applicants must submit application materials that are true, complete, and verifiable.

Application materials may include, but are not limited to:

· identity information;

· descriptions of learning or training experience;

· descriptions of teaching, guidance, or assistant-instructor experience;

· relevant certification records;

· necessary supporting documents;

· other materials required by WBEO.

If materials are incomplete, inconsistent, unverifiable, or otherwise questionable, WBEO may require supplementary explanation, defer review, suspend review, or terminate the review process.

3.2 Level-Specific Entry Rules

The entry rules and basic requirements for different instructor levels are as follows.

3.2.1 Level I (Junior)

Level I is open to applicants who meet the general requirements.

This level focuses on reviewing the applicant’s foundational capability, methodology understanding, teaching expression, demonstration ability, and awareness of institutional compliance.

3.2.2 Level II (Intermediate)

Level II generally requires the applicant to already hold Level I qualification and to meet the relevant requirements for teaching-practice records, training-guidance experience, or implementation-support experience.

This level focuses on reviewing the applicant’s abilities in teaching organization, training planning, learner guidance, implementation coordination, and endorsement support.

Specific application requirements, practice-record requirements, and assessment standards are governed by the current execution requirements.

3.2.3 Level III (Senior)

Level III generally requires the applicant to already hold Level II qualification and to demonstrate a higher level of teaching organization ability, quality-assurance awareness, review-support capability, and institutional participation capacity.

This level focuses on reviewing the applicant’s abilities in instructor development, implementation consistency maintenance, case judgment, quality verification, and system-development collaboration.

Specific application requirements, practice-record requirements, and assessment standards are governed by the current execution requirements.

The detailed assessment content, advancement pathway, and evaluation methods for each level are described in the later chapters “Assessment Structure” and “Advancement Pathway.”

3.3 Fast-Track Pathway

To support a long-term and complete development pathway, this Framework may establish a Fast-Track Pathway for priority evaluation or fee reduction arrangements for selected outstanding applicants.

The Fast-Track Pathway may apply to:

· applicants who complete the full World Memory Level progression record from Level 1 to Level 10 before the prescribed age;

· applicants who have formed continuous, complete, and verifiable development records within the WBO / WBEO system;

· other applicants who meet the current WBEO Fast-Track rules.

Applicants who meet the conditions may apply to enter the instructor-assessment Fast-Track Pathway after reaching legal adulthood or meeting the application conditions specified by the current rules.

Fast-Track support may include:

· application-fee or certification-fee reduction;

· priority scheduling;

· priority entry into qualification review;

· other support forms specified by the current WBEO rules.

For clarity, the Fast-Track Pathway does not constitute direct granting of instructor qualification.

Applicants must still pass the relevant level of instructor assessment, material review, and institutional compliance review. The final certification result is subject to the official WBEO evaluation process, review conclusion, and record system.

4. Assessment Structure

4.1 Assessment Modules

Instructor certification assessment consists of four core modules. In principle, applicants must complete all modules and meet the passing requirements for the corresponding level.

4.1.1 Foundational Demonstration

Foundational Demonstration is used to confirm whether the applicant has the necessary event-demonstration ability, method-presentation ability, and training-guidance ability.

This module focuses on whether the applicant can complete foundational demonstration tasks and show clear method logic, step awareness, and basic correction ability during the demonstration process.

4.1.2 Methodology Understanding

Methodology Understanding is used to assess the applicant’s understanding of memory methods, training structures, capability-development pathways, and the logic for handling common problems.

Applicants should be able to explain:

· why a corresponding training method is used;

· how to design a foundational training pathway;

· how to identify and correct common training problems;

· how to transform a method into a repeatable and transferable teaching process.

This module does not focus on conceptual memorization alone. It focuses on whether the applicant can form stable, clear, and applicable methodological understanding.

4.1.3 Instructional Competency

Instructional Competency is used to assess whether the applicant can break down methods, explain them clearly, organize practice, and provide corrective feedback.

This module focuses on whether the applicant can transform personal understanding into a teachable, replicable, and standardized training process, including:

· whether the explanation structure is clear;

· whether the teaching steps are complete;

· whether practice organization is appropriate;

· whether feedback and correction are effective;

· whether the expression style is suitable for learner understanding.

4.1.4 Institutional Compliance

Institutional Compliance is used to assess whether the applicant understands and follows the boundaries, implementation requirements, and instructor conduct expectations of the WBO / WBEO system.

This module mainly includes:

· consistency with certification procedures;

· authenticity of records;

· brand and name usage requirements;

· data and privacy requirements;

· integrity requirements;

· scope of authorization and boundaries of public communication.

Applicants should be able to maintain clear institutional boundaries in teaching, promotion, organizational support, and implementation activities. They must not interpret standards beyond authorization, promise certification results, or publish unauthorized information.

4.2 Assessment Formats

Instructor certification assessment may be conducted online or offline. WBEO may combine the following assessment formats according to the current execution requirements.

4.2.1 Standardized Test

Multiple-choice questions, short-answer questions, situational questions, or structured Q&A may be used to assess the applicant’s methodology understanding, awareness of institutional requirements, and basic compliance judgment.

4.2.2 Demonstration Task

The applicant completes a foundational demonstration according to a specified task and submits verifiable demonstration records. This format is used to assess event understanding, method presentation, step control, and basic training-guidance ability.

4.2.3 Trial Teaching and Instructional Demonstration

The applicant completes a trial teaching session or instructional demonstration within a prescribed time. The content may include method explanation, practice organization, learner feedback, and correction demonstration.

This format is used to assess teaching expression, class organization, training breakdown, and on-site response ability.

4.2.4 Case Analysis or Structured Response

The applicant provides a solution or structured response to typical learner problems, training mistakes, implementation abnormalities, or compliance-boundary scenarios.

This format is used to assess problem identification, method adjustment, risk judgment, and awareness of institutional boundaries.

4.2.5 Interview (If Applicable)

WBEO may arrange an interview depending on the application level, material status, or assessment needs.

The interview is mainly used to assess communication ability, teaching maturity, professional conduct, boundary awareness, and implementation-support ability.

4.3 Pass Criteria

4.3.1 Teaching Competency and Implementation Support as the Core Standard

The pass decision for instructor certification is primarily based on whether the applicant has stable and repeatable teaching implementation ability, training-guidance ability, and institutional compliance ability.

Personal memory performance may serve as a capability reference, but it is not the sole basis for passing instructor certification.

4.3.2 Balanced Requirement Across Four Modules

Instructor certification assessment emphasizes basic balance across modules.

In principle, failure to meet the requirements in any single core module may not be replaced solely by high scores in other modules. Unless otherwise specified in the current Instructor Certification Execution Requirements, applicants must meet the basic requirements for the corresponding level in all core modules.

4.3.3 Traceability and Authenticity of Records

All materials, demonstration records, test results, and assessment-process information submitted by the applicant should be verifiable and traceable.

If false materials, impersonation, forged records, altered results, misleading presentation, or other circumstances affecting the authenticity of assessment are identified, they shall be treated as major misconduct. WBEO may directly determine the application as not approved and initiate follow-up procedures under the relevant disciplinary rules.

4.4 Level-Specific Assessment

As instructor levels increase, the assessment focus gradually shifts from foundational teaching implementation to organizational coordination, quality assurance, review support, and institutional participation.

The assessment focus for each level is as follows.

4.4.1 Level I (Junior)

Level I mainly assesses whether the applicant has the ability to conduct foundational teaching in a compliant manner.

Assessment focus includes:

· foundational demonstration ability;

· methodology understanding;

· standardized trial teaching;

· basic training organization;

· awareness of institutional compliance.

This level focuses on confirming whether the applicant can conduct foundational teaching and training guidance within the prescribed scope.

4.4.2 Level II (Intermediate)

On the basis of Level I, Level II further assesses the applicant’s organizational coordination ability, case-handling ability, and awareness of endorsement responsibility.

Assessment focus includes:

· intermediate teaching organization;

· training-planning ability;

· handling of learner problems;

· certification-activity support;

· responsibility awareness for endorsements and supporting materials;

· understanding of implementation procedures.

This level focuses on confirming whether the applicant can undertake more complex teaching-organization tasks and provide compliant support in certification activities.

4.4.3 Level III (Senior)

On the basis of Level II, Level III further assesses the applicant’s quality-assurance ability, judgment in handling abnormalities, review-support ability, and instructor-development ability.

Assessment focus includes:

· quality-verification awareness;

· judgment and advice for abnormal situations;

· support for review materials;

· implementation consistency maintenance;

· instructor development and experience archiving;

· system-development collaboration.

This level focuses on confirming whether the applicant can undertake higher-level institutional responsibilities and support implementation consistency, quality assurance, and instructor development.

4.5 Execution Requirements and Version Applicability

The specific assessment items, task lists, question types and duration, scoring standards, passing thresholds, sampling-review rules, and other execution details for each level are governed by the current Instructor Certification Execution Requirements issued by WBEO.

Relevant execution requirements may be adjusted through version updates. Actual certification implementation follows the officially released version in effect at the time.

5. Rights and Responsibilities

5.1 Common Rights (All Levels)

After obtaining instructor qualification, instructors may exercise the following common rights within their authorized scope.

5.1.1 Conduct Teaching and Training Guidance

Instructors may conduct teaching, training guidance, and learning-pathway guidance for relevant memory certification programs in accordance with the WBO standards framework, WBEO execution requirements, and official methodology framework.

5.1.2 Use Authorized Identity and Display Marks

Instructors may use the title “World Memory Level Certified Instructor (Level I–III)” and the corresponding badge within the authorized scope, including for professional profiles, official directories, certification-display settings, and permitted promotional materials.

Instructors must not exaggerate their authorization, impersonate another qualification, use a title beyond their level, or make statements beyond the authorized scope in the capacity of an instructor.

5.1.3 Participate in System Activities and Resource Support

Instructors may participate in instructor training, material support, teaching-research activities, experience sharing, and internal collaboration mechanisms organized or recognized by WBEO.

The specific scope of support, participation methods, and level of resource access are governed by the current execution arrangements.

5.1.4 Submit Teaching and Training Records

Instructors may submit learner training records, learning-process materials, teaching feedback, and necessary implementation-support information as required.

Such materials may be used for certification process management, quality sampling, archive filing, implementation review, and support for learner development records.

5.2 Common Responsibilities (All Levels)

Instructors must fulfill the following basic responsibilities.

5.2.1 Follow Standards and Material Versions

Instructors must follow the WBO standards framework, current WBEO institutional documents, official material versions, and execution requirements. They must not modify assessment structures, evaluation standards, core training materials, or publish unauthorized version documents.

5.2.2 Ensure Authenticity and Traceability

Teaching records, training records, learner materials, result-related materials, and implementation-support information submitted by instructors must be true, complete, and verifiable.

Instructors must not falsify materials, sign records on behalf of others, fabricate results, alter information, or present information in a misleading manner. Major inaccuracies may trigger investigation, suspension of rights, revocation of qualification, or other disciplinary measures.

5.2.3 Maintain Fairness and Integrity

Instructors must not assist cheating, disclose unpublished materials or assessment content, encourage improper competition, or improperly influence assessment results.

Where a conflict of interest exists or may affect fairness, the instructor must report or recuse in accordance with the rules.

5.2.4 Maintain Boundary Awareness and Consistent Public Communication

Instructors must not claim, in their personal capacity, to hold WBO standards-setting authority, certification-structure revision authority, official determination authority, final issuance authority, or result-confirmation authority.

Statements involving certification standards, level conclusions, result verification, certificate validity, or qualification boundaries must be based on official WBO / WBEO publications and verification-system records.

5.2.5 Follow Brand and Communication Rules

Instructors should remain professional, restrained, accurate, and verifiable in public communication.

They must not use exaggerated promises, misleading comparisons, false cases, or unverified results or honors for promotion, nor may they imply administrative authorization, academic credentialing, or official legal effect.

Without authorization, instructors must not use the WBO / WBEO name, logo, or certification information to create unofficial certificates, awards, authorization documents, plaques, or other derivative materials.

5.2.6 Protect Learner Information and Records

Instructors must follow data, privacy, and archive-management requirements, and properly handle learner identity information, training materials, result records, images, development portfolios, and other related materials.

Without authorization, instructors must not disclose sensitive learner information or use related materials for purposes unrelated to teaching, training, certification, or official records.

5.3 Level-Specific Scope

On the basis of common rights and responsibilities, instructor levels are further differentiated by implementation participation, collaboration scope, and institutional responsibility.

5.3.1 Level I (Junior)

Primary positioning: teaching implementation and foundational execution support.

Level I instructors mainly undertake foundational teaching, training guidance, and routine implementation-support responsibilities.

Key rights and responsibilities include:

· conducting standard teaching and foundational training guidance within the authorized scope;

· supporting foundational implementation arrangements for relevant certification activities;

· submitting teaching, training, and learner-process records as required;

· conducting teaching and record submission strictly according to official procedures;

· not interpreting standards, promising certification results, or organizing unauthorized certification activities beyond the authorized scope.

5.3.2 Level II (Intermediate)

Primary positioning: organizational coordination and endorsement support.

On the basis of Level I, Level II instructors may undertake a higher degree of teaching organization, training planning, and certification-support responsibilities.

Key rights and responsibilities include:

· participating in certification activity organization and process coordination within the scope authorized by WBEO;

· supporting intermediate training arrangements, learner-stage evaluation, and training-pathway planning;

· serving as one of the recognized endorsers for instructor advancement, qualification applications, or learner capability confirmation;

· bearing corresponding responsibility for the authenticity and prudence of endorsements, supporting materials, and collaboration records;

· maintaining clear boundaries in public communication, process support, and resource use.

5.3.3 Level III (Senior)

Primary positioning: quality assurance and institutional participation.

On the basis of Level II, Level III instructors may participate, within the authorized scope, in quality assurance, review support, abnormal-case handling advice, and instructor development.

Key rights and responsibilities include:

· participating in quality sampling, review support, and implementation consistency checks;

· providing advice for abnormal situations, dispute cases, or material issues;

· participating in instructor development, experience archiving, and execution-rule optimization;

· maintaining prudence, fairness, and traceability in dispute handling, review support, and institutional collaboration;

· not replacing the official determinations, standards publication, or final certification confirmation of WBO / WBEO by virtue of senior instructor status.

5.4 Prohibited Actions and Boundaries

To maintain the institutional boundaries, certification credibility, and implementation consistency of the instructor system, instructors must not engage in the following actions:

· issuing, producing, or promising any form of official certification certificate without authorization;

· announcing level conclusions, star-level conclusions, certification conclusions, or result confirmations in a personal capacity;

· privately setting assessment events, scoring rules, passing standards, or certification conditions;

· publishing unauthorized customized versions, internal versions, or unofficial execution rules;

· conducting unauthorized cooperation, fee collection, recruitment, or commitments in the name of WBO / WBEO;

· misusing, borrowing, transferring, or using instructor titles, badges, identifiers, or authorized identities beyond the authorized level;

· assisting cheating, falsifying records, altering materials, or bypassing official review procedures;

· disclosing unpublished assessment materials, question-bank content, evaluation materials, or internal process information;

· using the WBO / WBEO name, logo, certificate style, or certification fields without authorization to create unauthorized documents;

· making public conclusive statements inconsistent with the official record system, verification center, or formal documents;

· implying that an individual instructor holds standards-setting authority, final determination authority, certificate issuance authority, or administrative authorization effect.

Certification results, instructor qualification status, record information, and certificate validity are subject to the official record system and the information displayed in the WBO Verification Center.

6. Advancement Pathway

6.1 Principles

6.1.1 Advancement Is Not Automatic

Instructor-level advancement must be initiated by the instructor through an application and must pass the assessment and review for the corresponding level.

Instructor levels do not advance automatically based on length of service, personal statements, or informal teaching experience.

6.1.2 Teaching Practice and Records as Primary Evidence

Advancement assessment is mainly based on verifiable teaching, training, and implementation records.

Relevant materials may include:

· teaching hours and teaching sessions;

· learner training and development records;

· learner staged achievements;

· teaching-process materials;

· certification-activity collaboration records;

· compliance execution records.

6.1.3 Higher Levels Carry Greater Institutional Responsibility

As instructor levels increase, the assessment focus gradually shifts from foundational teaching ability to organizational coordination, quality assurance, review support, and maintenance of institutional boundaries.

Advancement assesses not only whether the applicant can teach, but also whether the applicant is capable of undertaking higher-level institutional responsibilities.

6.1.4 Advancement Qualification and Fee Policy Are Separate

Advancement qualification and fee reduction are separate dimensions.

Applicants who meet specific conditions may receive fee reduction, priority scheduling, or priority assessment support, but must still pass the formal assessment and review procedure for the corresponding level.

6.2 Pathway Overview

6.2.1 Level I → Level II

Applicants usually need to meet the following categories of conditions. Specific thresholds are governed by the current execution requirements:

· valid Level I qualification status, not under suspension, revocation, or restriction;

· a defined period of teaching practice and learner-guidance records;

· certification-activity implementation-support records, such as process coordination, record submission, material preparation, or compliance execution;

· no major misconduct record or adverse compliance record;

· passing the Level II advancement assessment.

6.2.2 Level II → Level III

Applicants usually need to meet the following categories of conditions. Specific thresholds are governed by the current execution requirements:

· valid Level II qualification status;

· higher-level teaching results and continuous, stable teaching records;

· experience related to organizational coordination, quality assurance, or review support;

· strong institutional-boundary awareness and compliance record;

· passing the Level III advancement assessment.

6.3 Endorsement Letters

To strengthen continuity and responsibility within the instructor development pathway, this Framework may include an endorsement-letter mechanism as one type of supporting material for advancement assessment.

Endorsement letters are used to support assessment of the applicant’s teaching ability, professional conduct, collaboration ability, and awareness of institutional boundaries.

6.3.1 Endorsement Letters Are Not the Sole Basis

An endorsement letter may serve as important supporting material for an advancement application, but it does not constitute the sole basis for advancement.

Whether advancement is approved remains subject to official WBEO evaluation, material review, and record-system results.

6.3.2 Endorsement Letters Should Use a Standard Template

Endorsement letters should use the standard template specified by WBEO and provide structured evaluation around the following dimensions:

· teaching performance;

· methodology understanding;

· compliance execution;

· integrity record;

· collaboration ability;

· institutional-boundary awareness.

Endorsement letters should be based on facts and verifiable experience, and should avoid emotional praise, exaggerated statements, or unsupported evaluations.

6.3.3 Responsibility and Authenticity of Endorsement

Endorsers bear corresponding responsibility for the authenticity, prudence, and appropriateness of the endorsement content.

If endorsement materials contain obvious inaccuracies, misuse of endorsement authority, or misleading statements, WBEO may initiate review under the relevant rules and take disciplinary measures where appropriate.

The required number of endorsements, eligible endorsement-source levels, template format, and applicable rules are governed by the current Instructor Certification Execution Requirements.

6.4 Advancement Assessment

Advancement assessment usually includes the following elements, with the focus adjusted according to the target level.

6.4.1 Teaching Cases and Outcome Review

Review of the applicant’s teaching records, learner progress, staged outcomes, and relevant supporting materials, with emphasis on authenticity, continuity, and traceability.

6.4.2 Structured Interview or Review Q&A

Assessment of the applicant’s institutional-boundary awareness, implementation understanding, communication ability, and problem-handling ability through structured interview, Q&A, or review communication.

6.4.3 Case Analysis and Situational Handling

Assessment of the applicant’s judgment and handling plan in relation to typical teaching problems, implementation abnormalities, dispute scenarios, or compliance-boundary situations.

6.4.4 Implementation Support and Quality Awareness

Assessment of the applicant’s performance in organizational coordination, process consistency, record standardization, quality assurance, and review support.

6.4.5 Supplementary Assessment (If Applicable)

If materials contain questions or require further verification, WBEO may require the applicant to submit supplementary materials or arrange supplementary trial teaching, review Q&A, or sampling review.

6.5 Contribution and Impact Consideration

In advancement assessment or special recognition settings, WBEO may take into account the applicant’s continuing contribution and social impact beyond teaching practice.

Reference factors may include:

· content development;

· public communication;

· academic or publishing achievements;

· organizational collaboration;

· professional endorsement;

· actual contributions to system development or outreach.

Such factors are used to supplement the assessment of the applicant’s long-term commitment, professional impact, and participation in the system. They do not replace required assessments, general qualification review, or compliance requirements, and do not constitute a single decisive basis.

Specific application methods, material scope, and verification standards are described in Chapter 7, “Contribution and Impact Consideration,” and are governed by the current Instructor Certification Execution Requirements.

6.6 Outcomes and Records

After the advancement assessment is completed, WBEO will notify the applicant of the result by written notice or system notification and complete record archiving in accordance with the applicable procedures.

6.6.1 Approved

After the applicant passes the advancement assessment, the instructor level update takes effect.

WBEO will update the instructor-level record according to procedure and issue the corresponding level certificate, identifier, or qualification record.

6.6.2 Not Approved

If the applicant does not pass the advancement assessment, the corresponding level certificate will not be issued.

WBEO may, depending on the circumstances, provide reasons for non-approval, improvement directions, and rules for future reapplication or review.

6.6.3 Supplementary Materials or Re-Evaluation Required (If Applicable)

If materials are incomplete, information is inconsistent, or further verification is required, WBEO may request supplementary materials or arrange re-evaluation, supplementary review, or sampling review.

Specific supplementary-material requirements, re-evaluation procedures, and reapplication rules are governed by the current Instructor Certification Execution Requirements.

7. Contribution and Impact Consideration

In instructor advancement, special recognition, and the development of the instructor talent pathway, WBEO may take into account public contribution, professional output, and system collaboration beyond teaching practice as supplementary references.

This mechanism is intended to encourage high-quality knowledge output, public communication, and system collaboration. It is supplementary in nature and does not constitute a fixed quantitative standard, automatic advancement basis, or public commitment.

Specific application methods, material requirements, evaluation standards, and execution arrangements are governed by the current Instructor Certification Execution Requirements issued by WBEO.

7.1 Positioning and Principles

7.1.1 Supplementary Reference Principle

Contribution and impact may serve as one of the reference factors in instructor advancement, special recognition, or talent-pipeline development. They help reflect the instructor’s long-term commitment, professional performance, and degree of participation in the system.

This factor does not replace required assessment, general qualification review, compliance requirements, or the formal advancement process.

7.1.2 Quality-First Principle

WBEO places greater emphasis on the professionalism, authenticity, reusability, compliance, and long-term value of contributions.

Low-quality repetitive publication, assembled reposting, exaggerated promises, misleading communication, or content inconsistent with official messaging is not treated as positive reference. Where necessary, it may trigger compliance review.

7.1.3 Verifiability Principle

Contributions included in consideration should, as far as possible, be supported by verifiable materials, public evidence, or traceable records.

Such materials may support evaluation judgment, but do not independently determine the result.

7.1.4 Stage-Based Adjustment Principle

WBEO may, according to the development stage of the system and actual institutional needs, provide special recognition, priority evaluation, Fast-Track opportunities, or fee-policy support to outstanding contributors.

Such arrangements are stage-based execution strategies and do not constitute fixed rule commitments.

7.2 Contribution Types That May Be Considered

The following types may serve as reference directions for comprehensive consideration, including but not limited to:

7.2.1 Content Output and Public Communication

High-quality articles, case reports, public videos, public lectures, teaching handouts, and related materials. Such content should help the public understand memory training, learning methods, and cognitive capability development, and should remain consistent with the professional communication standards of WBO / WBEO.

7.2.2 Academic and Publishing Achievements

Research reports, white paper chapters, professional publication content, and verifiable papers, conferences, citation records, or listings on professional platforms.

7.2.3 System Collaboration and Organizational Contribution

Instructor development, case archiving, material feedback, process collaboration, quality sampling support, abnormal-case handling assistance, and implementation-review suggestions.

7.2.4 Verifiable Social Impact and Professional Endorsement

Media reposts, institutional citations, recognition by professional organizations, external honors, and long-term verifiable achievements aligned with the direction of WBO / WBEO. Communication reach may be considered, but it is not the sole basis.

7.3 Compliance and Evidence Requirements

Content or achievements included in comprehensive consideration should meet the following requirements.

7.3.1 Compliance Requirement

There must be no false promises, exaggerated effects, misleading comparisons, or unauthorized use of the WBO / WBEO name, logo, certificate style, or related certification information.

7.3.2 Authenticity Requirement

There must be no plagiarism, ghostwriting, falsified data, fabricated impact, or artificially created false communication effects.

7.3.3 Verifiability Requirement

Where required, applicants should provide public links, publication information, citation information, organizer confirmation, platform backend data screenshots, or other verifiable materials.

7.3.4 Revocability Principle

If materials are later found to contain major inaccuracies, serious misleading content, or compliance issues, WBEO may revoke their reference effect and archive the relevant record. Where necessary, disciplinary procedures may be initiated.

7.4 Applicable Scenarios

Contribution and impact consideration may be used in the following internal scenarios:

· supplementary reference in instructor advancement assessment;

· comprehensive judgment under comparable conditions;

· reference for special recognition, Fast-Track opportunities, or fee-policy support;

· reference for annual instructor maintenance, quality evaluation, and observation of ongoing participation;

· reference for official acknowledgment, directory display, or contribution labels.

If labels such as “Content Contribution,” “Public Communication,” or “System Collaboration” are used, they should be based on officially confirmed records and should not be understood as level certification, instructor advancement, or qualification granting.

7.5 Anti-Abuse and Boundaries

To prevent this mechanism from becoming a competition for traffic, resource exchange, or a fixed advancement rule, the following boundaries apply:

· WBEO does not commit to a public unified quantitative standard or externally calculable rule;

· communication reach may only serve as one reference factor and must be based on compliance, quality, and authenticity;

· the use of this mechanism may be adjusted according to the stage of system development and execution needs;

· whether to adopt such references and to what extent is determined by WBEO according to current execution arrangements;

· any contribution or impact reference does not constitute granting of instructor qualification, level advancement, or confirmation of certification results.

7.6 Mentorship Network and Internal Linkage

WBEO supports professional exchange and collaboration among instructors within institutional boundaries, including teaching-experience sharing, case discussion, resource collaboration, instructor-development support, and implementation feedback.

This collaboration mechanism is used to improve teaching practice quality, implementation consistency, and instructor-talent development. It does not constitute a mandatory requirement for level advancement or a public commitment.

In advancement assessment and special recognition settings, the following may be used as supplementary references:

· participation in new instructor development, assessment-preparation support, teaching guidance, or experience transfer;

· participation in instructor-community collaboration, regional support, activity collaboration, or quality-assurance support;

· provision of verifiable collaboration records, development records, or implementation-support materials;

· professional evaluation and responsibility endorsement reflected in endorsement letters.

This section follows the principles below.

7.6.1 Non-Mandatory

Instructors may develop and advance independently. Collaboration participation is only one reference factor.

7.6.2 Verifiable

Collaboration and development-support activities included as references should, as far as possible, have records or explanations.

7.6.3 Clear Boundaries

Endorsement, collaboration, or development support does not constitute qualification granting, advancement confirmation, or result determination.

7.6.4 Anti-Abuse

If improper benefit exchange, exclusionary control, false endorsement, or misleading commitment occurs, WBEO may initiate review and disciplinary measures.

8. Maintenance and Discipline

Instructor qualification status is subject to the official record system. WBEO may, according to the current Instructor Certification Execution Requirements, conduct qualification maintenance, record verification, and quality sampling, and may take corresponding measures when violations, abnormalities, or failure to meet authorization requirements are identified.

8.1 Maintenance

Instructors should continue to follow the WBO standards framework, current WBEO institutional documents, official material versions, and execution requirements, and should cooperate with necessary record verification, quality sampling, and qualification status management.

Where any of the following circumstances arise, WBEO may take measures such as reminders, required supplementary action, suspension of display, or other management measures:

· long-term inactivity without completing required maintenance;

· refusal or failure to cooperate with record verification, quality sampling, or qualification review;

· repeated violation of execution requirements or material-use requirements;

· public display information inconsistent with official records;

· other circumstances affecting the validity of instructor qualification, accuracy of records, or consistency of system implementation.

Serious circumstances may enter disciplinary procedures.

8.2 Misconduct

The following actions may be treated as serious misconduct or may trigger disciplinary procedures.

8.2.1 Authenticity Misconduct

Falsifying or altering records, fabricating teaching or assessment processes, submitting false materials, signing records or handling procedures on behalf of others.

8.2.2 Assessment and Evaluation Misconduct

Assisting cheating, disclosing assessment materials, impersonation in assessment, manipulating results, interfering with procedures, or undermining assessment fairness.

8.2.3 Overreach and Misleading Conduct

Claiming standards-setting authority, final determination authority, or certificate issuance authority, or making public conclusive statements inconsistent with official records, the verification system, or formal documents.

8.2.4 Brand and Communication Misconduct

Exaggerated promises, misleading promotion, false cases, unauthorized use of the WBO / WBEO name or logo, and production or distribution of unauthorized certificates, awards, authorization documents, or other derivative materials.

8.2.5 Improper Benefit Conduct

Improper benefit exchange, exclusionary control, false endorsement, or other conduct that damages fairness under the name of endorsement, evaluation, collaboration, training, or advancement support.

8.2.6 Other Conduct Damaging System Credibility

Other conduct sufficient to affect the credibility of the instructor system, certification order, implementation consistency, or the reliability of official records.

8.3 Measures and Review

WBEO may take one or more of the following measures depending on the nature, scope, and severity of the violation:

· written reminder and required rectification within a specified period;

· request for supplementary explanation or verification materials;

· record notation, sampling review, or special review;

· suspension of qualification display, instructor directory display, or authorized activities;

· cancellation of current advancement eligibility, endorsement eligibility, or related application eligibility;

· revocation of instructor qualification with corresponding record retention;

· other management measures taken under the relevant system.

If the party concerned objects to the decision, an application may be submitted through the review and appeal mechanism published on the WBO / WBEO website.

Specific handling procedures, review methods, appeal periods, and record-management requirements are governed by the current Instructor Certification Execution Requirements and relevant policy documents.

9. Boundaries and Updates

9.1 Boundaries

9.1.1 Institutional Nature of Teaching Qualification

World Memory Level Certified Instructor is an implementation-oriented teaching qualification.

This qualification is used for teaching, training guidance, learner support, and certification implementation support related to memory certification programs within the authorized scope.

Instructor qualification does not constitute standards-setting qualification, certification-determination qualification, certificate-issuance qualification, or any administrative authorization.

9.1.2 Separation of Roles and Responsibilities

Instructor qualification remains separate from the standards-setting, certification governance, and result-confirmation functions of WBO / WBEO.

WBO is responsible for the formulation of certification standards, structural revisions, and governance oversight.
WBEO is responsible for instructor authorization, implementation management, record maintenance, and qualification status management under the established system.

Instructors must not formulate, modify, interpret, or publish certification standards in a personal capacity, nor may they make final certification determinations or result confirmations.

9.1.3 Authoritative Source of Certificates and Records

Certificate identifiers, record archiving, qualification status, and validity are subject to the official record system and the information displayed in the WBO Verification Center.

Instructors may participate in certification ceremonies, teaching demonstrations, or public presentations within the authorized scope, but must not issue, produce, or promise official certification certificates in a personal capacity.

Public statements made by instructors should remain consistent with official records, the verification center, and formal documents. Instructors must not issue conclusive statements inconsistent with official records.

9.2 Document Applicability and Update Rules

9.2.1 Separation Between Framework Document and Execution Requirements

This institutional document defines the basic structure, role boundaries, level relationships, qualification principles, and management rules of the World Memory Level Certified Instructor Framework.

Specific application thresholds, assessment content, material lists, process details, scoring standards, passing requirements, and execution parameters for each level are governed by the current Instructor Certification Execution Requirements issued by WBEO.

9.2.2 Versioned Updates of Execution Documents

The Instructor Certification Execution Requirements may be updated in versions according to execution feedback, program development, quality-management needs, and institutional optimization arrangements.

Updated execution documents may be archived as historical versions. Actual application, assessment, advancement, review, and qualification maintenance are governed by the current effective version.

9.2.3 Consistency Priority

If this institutional document and the current execution requirements differ in specific execution details, the specific execution standards set out in the current Instructor Certification Execution Requirements shall prevail.

For the interpretation of institutional boundaries, role principles, qualification nature, or the division of roles between WBO and WBEO, this institutional document shall prevail.