{ "schemaVersion": "iceqc.research-report.reader.v1", "document": { "id": "doc-iceqc-r-2005-10", "slug": "literacy-system-quality-standard-scope-evidence-reporting-requirements", "documentNumber": "ICEQC-R-2005-10", "title": "Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements", "subtitle": "An interpretive study of public obligations, literacy constructs, assessment evidence and accountable national reporting", "family": "RESEARCH", "reportType": "THEMATIC_RESEARCH_REPORT", "researchCategory": "STANDARDS_INTERPRETATION", "reportArchetype": "STANDARDS_INTERPRETIVE_STUDY", "geographicScope": "Global", "ownerBody": "ICEQC Research and Policy Directorate", "publisher": "International Council for Education Quality Certification (ICEQC)", "publicIdentity": "ICEQC_ONLY" }, "version": { "id": "ver-iceqc-r-2005-10-en-2005-09-26", "edition": "2005", "versionLabel": "Published 2005-09-26", "language": "en", "authoritativeLanguage": "en", "status": "PUBLISHED", "publicationDate": "2005-09-26", "evidenceCutoffDate": "2005-09-26", "statusNotice": "This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.", "summary": "Literacy is both an outcome of education and a continuing capability through which children, young people and adults participate in learning, work, family and civic life. The Dakar Framework makes literacy an explicit international commitment, including a 50 per cent improvement in adult literacy levels by 2015, especially for women, and equitable access to basic and continuing education for all adults. The United Nations Literacy Decade places literacy within Education for All and calls for policy, capacity, participation, resources, research and monitoring." }, "publicationControl": { "matrixRecordId": "ICEQC-R-2005-10", "temporalBasis": "CONTEMPORANEOUS_AS_AT_PUBLICATION_DATE", "originalAuthorship": "ICEQC", "suggestedMainTextWords": 17000, "suggestedTechnicalAnnexWords": 7500, "suggestedTotalWords": 24500, "actualMainTextWords": 26947, "actualTechnicalAnnexWords": 0, "actualTotalWords": 26947 }, "frontMatter": { "executiveSummary": [ "Literacy is both an outcome of education and a continuing capability through which children, young people and adults participate in learning, work, family and civic life. The Dakar Framework makes literacy an explicit international commitment, including a 50 per cent improvement in adult literacy levels by 2015, especially for women, and equitable access to basic and continuing education for all adults. The United Nations Literacy Decade places literacy within Education for All and calls for policy, capacity, participation, resources, research and monitoring.", "These commitments cannot be governed by one undifferentiated literacy rate. A declared ability to read and write a short simple statement, functional participation in community activities, assessed proficiency on a continuum, completion of primary schooling and achievement of curriculum standards are related but different constructs. They use different populations, instruments and inference. A system may report high self-declared literacy while direct assessment identifies substantial difficulty with everyday texts; it may improve primary completion while adult opportunities remain limited; or it may expand classes without establishing durable use of literacy after participation.", "This report defines literacy as a system quality standard in three connected senses. First, the education system must enable every learner to acquire, use and sustain literacy of sufficient breadth for further learning and participation. Second, youth and adults denied an adequate earlier opportunity require accessible and effective routes to literacy. Third, public authorities must produce evidence capable of showing who is reached, what is learned, whether capability is retained and whether inequality is being reduced. The standard concerns rights, provision, learning and public account; none can be inferred safely from another.", "The 1978 UNESCO statistical recommendation remains an authoritative point of reference for international reporting. It distinguishes literacy from functional literacy, permits census or survey questions, direct testing and—where those are not possible—estimation from educational information, and calls for classification by sex, age and other relevant groups. Its definitions provide common ground, but measurement method remains decisive. A response to a household question and performance on a designed task do not produce interchangeable estimates.", "Direct adult assessments demonstrate the value of treating literacy as a distribution of proficiency rather than a simple division between literate and illiterate persons. They also show why a report must specify domain, task demand, scale, thresholds, sampling and uncertainty. Direct assessment is not automatically superior for every purpose: it is costly, depends on language and cultural design, can exclude persons whom the system most needs to understand, and cannot replace administrative evidence on provision and participation.", "For children in school, a literacy standard requires an explicit curriculum progression, adequate language policy, trained teachers, suitable materials, sufficient instructional opportunity and assessment aligned to what learners have had a fair opportunity to learn. Completion is an important system result but not proof of literacy. Conversely, one assessment score should not be treated as a complete measure of education quality or the purposes of education stated in human rights instruments.", "National reporting should therefore use an evidence set rather than a solitary headline. It should report participation in literacy-relevant provision, assessed learning or stated literacy according to clearly named measures, distribution across proficiency levels, inequality by sex and age and other lawful categories, language and disability coverage, retention or continued use where measured, programme completion, cost and data quality. Counts accompany rates; missing and excluded populations remain visible; changes in definitions or instruments are treated as breaks in series.", "The public-interest conclusion is bounded. Literacy should be treated as an indispensable standard of an effective education system, but not as a label that erases language, purpose, level or context. The credible public claim is the one supported by a defined construct, a fit-for-purpose measure, an identified population and a transparent account of uncertainty." ], "keyFindings": [ "Literacy is a continuing capability and a public entitlement, not a status safely inferred from school attendance or programme completion.", "Basic statistical literacy, functional literacy and directly assessed proficiency answer different questions and should not be merged into one series.", "A national literacy standard requires obligations for children, youth and adults, including those excluded from or underserved by formal schooling.", "Literacy performance should be interpreted as a distribution; a single threshold conceals learners just below it and substantial differences above it.", "Language of assessment is part of the construct. Results cannot be separated from the language opportunities and materials available to the population.", "Direct assessment, self-report, educational attainment, programme records and qualitative evidence each have legitimate but limited evidential roles.", "Completion, participation, assessed proficiency, continued use and social benefit require separate denominators and cannot substitute for one another.", "Equity reporting must retain sex, age, location and other relevant differences and must identify people omitted from household, school or programme frames.", "A system quality finding requires evidence from provision, teaching, learning, retention and use; no favourable input or outcome compensates for discriminatory exclusion.", "Public reports should distinguish observed results, estimates, projections, targets and administrative counts and should publish definitions and revisions." ], "scopeAndMethod": [ "The report interprets literacy policy, measurement and reporting requirements as at 26 September 2005. It draws on the Dakar Framework, the United Nations Literacy Decade instruments, the UNESCO statistical recommendation, the 2005 Education for All quality report, direct international adult literacy assessments available by the cut-off, contemporary comparative education indicators and established human rights instruments.", "The inquiry is standards-interpretive. It identifies the public claim supported by each evidence type, specifies conditions for valid interpretation and develops decision rules for national policy and reporting. It does not estimate a new global literacy rate, rank countries or prescribe one assessment instrument for all languages and contexts.", "Worked examples use hypothetical populations and values to expose denominator, threshold and reporting decisions. They are not observations about any country or institution. The technical appendices will retain the calculation path, data definitions and quality controls required for verification." ] }, "parts": [ { "id": "part-iceqc-r-2005-10-i", "number": "I", "title": "The public meaning of literacy", "anchor": "part-i-the-public-meaning-of-literacy", "sectionIds": [ "sec-iceqc-r-2005-10-1", "sec-iceqc-r-2005-10-2", "sec-iceqc-r-2005-10-3", "sec-iceqc-r-2005-10-4", "sec-iceqc-r-2005-10-5", "sec-iceqc-r-2005-10-6", "sec-iceqc-r-2005-10-7", "sec-iceqc-r-2005-10-8", "sec-iceqc-r-2005-10-9", "sec-iceqc-r-2005-10-10", "sec-iceqc-r-2005-10-11", "sec-iceqc-r-2005-10-12", "sec-iceqc-r-2005-10-13", "sec-iceqc-r-2005-10-14", "sec-iceqc-r-2005-10-15" ] }, { "id": "part-iceqc-r-2005-10-ii", "number": "II", "title": "Constructs and definitions", "anchor": "part-ii-constructs-and-definitions", "sectionIds": [ "sec-iceqc-r-2005-10-16", "sec-iceqc-r-2005-10-17", "sec-iceqc-r-2005-10-18", "sec-iceqc-r-2005-10-19", "sec-iceqc-r-2005-10-20", "sec-iceqc-r-2005-10-21", "sec-iceqc-r-2005-10-22", "sec-iceqc-r-2005-10-23", "sec-iceqc-r-2005-10-24", "sec-iceqc-r-2005-10-25", "sec-iceqc-r-2005-10-26", "sec-iceqc-r-2005-10-27", "sec-iceqc-r-2005-10-28", "sec-iceqc-r-2005-10-29", "sec-iceqc-r-2005-10-30", "sec-iceqc-r-2005-10-31" ] }, { "id": "part-iceqc-r-2005-10-iii", "number": "III", "title": "Measurement and inference", "anchor": "part-iii-measurement-and-inference", "sectionIds": [ "sec-iceqc-r-2005-10-32", "sec-iceqc-r-2005-10-33", "sec-iceqc-r-2005-10-34", "sec-iceqc-r-2005-10-35", "sec-iceqc-r-2005-10-36", "sec-iceqc-r-2005-10-37", "sec-iceqc-r-2005-10-38", "sec-iceqc-r-2005-10-39", "sec-iceqc-r-2005-10-40", "sec-iceqc-r-2005-10-41", "sec-iceqc-r-2005-10-42", "sec-iceqc-r-2005-10-43", "sec-iceqc-r-2005-10-44", "sec-iceqc-r-2005-10-45", "sec-iceqc-r-2005-10-46", "sec-iceqc-r-2005-10-47", "sec-iceqc-r-2005-10-48", "sec-iceqc-r-2005-10-49", "sec-iceqc-r-2005-10-50", "sec-iceqc-r-2005-10-51", "sec-iceqc-r-2005-10-52", "sec-iceqc-r-2005-10-53", "sec-iceqc-r-2005-10-54", "sec-iceqc-r-2005-10-55", "sec-iceqc-r-2005-10-56", "sec-iceqc-r-2005-10-57" ] }, { "id": "part-iceqc-r-2005-10-iv", "number": "IV", "title": "Literacy within a system quality standard", "anchor": "part-iv-literacy-within-a-system-quality-standard", "sectionIds": [ "sec-iceqc-r-2005-10-58", "sec-iceqc-r-2005-10-59", "sec-iceqc-r-2005-10-60", "sec-iceqc-r-2005-10-61", "sec-iceqc-r-2005-10-62", "sec-iceqc-r-2005-10-63", "sec-iceqc-r-2005-10-64", "sec-iceqc-r-2005-10-65", "sec-iceqc-r-2005-10-66", "sec-iceqc-r-2005-10-67", "sec-iceqc-r-2005-10-68", "sec-iceqc-r-2005-10-69", "sec-iceqc-r-2005-10-70", "sec-iceqc-r-2005-10-71", "sec-iceqc-r-2005-10-72", "sec-iceqc-r-2005-10-73", "sec-iceqc-r-2005-10-74", "sec-iceqc-r-2005-10-75", "sec-iceqc-r-2005-10-76", "sec-iceqc-r-2005-10-77", "sec-iceqc-r-2005-10-78", "sec-iceqc-r-2005-10-79", "sec-iceqc-r-2005-10-80", "sec-iceqc-r-2005-10-81" ] }, { "id": "part-iceqc-r-2005-10-v", "number": "V", "title": "Language, inclusion and fair assessment", "anchor": "part-v-language-inclusion-and-fair-assessment", "sectionIds": [ "sec-iceqc-r-2005-10-82", "sec-iceqc-r-2005-10-83", "sec-iceqc-r-2005-10-84", "sec-iceqc-r-2005-10-85", "sec-iceqc-r-2005-10-86", "sec-iceqc-r-2005-10-87", "sec-iceqc-r-2005-10-88", "sec-iceqc-r-2005-10-89", "sec-iceqc-r-2005-10-90", "sec-iceqc-r-2005-10-91", "sec-iceqc-r-2005-10-92", "sec-iceqc-r-2005-10-93", "sec-iceqc-r-2005-10-94", "sec-iceqc-r-2005-10-95", "sec-iceqc-r-2005-10-96", "sec-iceqc-r-2005-10-97", "sec-iceqc-r-2005-10-98", "sec-iceqc-r-2005-10-99", "sec-iceqc-r-2005-10-100", "sec-iceqc-r-2005-10-101", "sec-iceqc-r-2005-10-102", "sec-iceqc-r-2005-10-103", "sec-iceqc-r-2005-10-104", "sec-iceqc-r-2005-10-105" ] }, { "id": "part-iceqc-r-2005-10-vi", "number": "VI", "title": "Programme design and delivery", "anchor": "part-vi-programme-design-and-delivery", "sectionIds": [ "sec-iceqc-r-2005-10-106", "sec-iceqc-r-2005-10-107", "sec-iceqc-r-2005-10-108", "sec-iceqc-r-2005-10-109", 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"sec-iceqc-r-2005-10-200" ] }, { "id": "part-iceqc-r-2005-10-x", "number": "X", "title": "Interpretive conclusions", "anchor": "part-x-interpretive-conclusions", "sectionIds": [ "sec-iceqc-r-2005-10-201", "sec-iceqc-r-2005-10-202", "sec-iceqc-r-2005-10-203", "sec-iceqc-r-2005-10-204", "sec-iceqc-r-2005-10-205", "sec-iceqc-r-2005-10-206", "sec-iceqc-r-2005-10-207", "sec-iceqc-r-2005-10-208", "sec-iceqc-r-2005-10-209", "sec-iceqc-r-2005-10-210", "sec-iceqc-r-2005-10-211", "sec-iceqc-r-2005-10-212", "sec-iceqc-r-2005-10-213", "sec-iceqc-r-2005-10-214" ] }, { "id": "part-iceqc-r-2005-10-xi", "number": "XI", "title": "Evidence and implementation instrument A: Literacy indicator dictionary and worked national account", "anchor": "part-xi-evidence-and-implementation-instrument-a-literacy-indicator-dictionary-and-worked-national-account", "sectionIds": [ "sec-iceqc-r-2005-10-215", "sec-iceqc-r-2005-10-216", "sec-iceqc-r-2005-10-217", "sec-iceqc-r-2005-10-218", "sec-iceqc-r-2005-10-219", "sec-iceqc-r-2005-10-220", "sec-iceqc-r-2005-10-221", "sec-iceqc-r-2005-10-222", "sec-iceqc-r-2005-10-223", "sec-iceqc-r-2005-10-224", "sec-iceqc-r-2005-10-225", "sec-iceqc-r-2005-10-226" ] }, { "id": "part-iceqc-r-2005-10-xii", "number": "XII", "title": "Evidence and implementation instrument B: Direct literacy assessment protocol", "anchor": "part-xii-evidence-and-implementation-instrument-b-direct-literacy-assessment-protocol", "sectionIds": [ "sec-iceqc-r-2005-10-227", "sec-iceqc-r-2005-10-228", "sec-iceqc-r-2005-10-229", "sec-iceqc-r-2005-10-230", "sec-iceqc-r-2005-10-231", "sec-iceqc-r-2005-10-232", "sec-iceqc-r-2005-10-233", "sec-iceqc-r-2005-10-234", "sec-iceqc-r-2005-10-235", "sec-iceqc-r-2005-10-236", "sec-iceqc-r-2005-10-237", "sec-iceqc-r-2005-10-238", "sec-iceqc-r-2005-10-239", "sec-iceqc-r-2005-10-240", "sec-iceqc-r-2005-10-241", "sec-iceqc-r-2005-10-242" ] }, { "id": "part-iceqc-r-2005-10-xiii", "number": "XIII", "title": "Evidence and implementation instrument C: Programme cohort and attrition audit", "anchor": "part-xiii-evidence-and-implementation-instrument-c-programme-cohort-and-attrition-audit", "sectionIds": [ "sec-iceqc-r-2005-10-243", "sec-iceqc-r-2005-10-244", "sec-iceqc-r-2005-10-245", "sec-iceqc-r-2005-10-246", "sec-iceqc-r-2005-10-247", "sec-iceqc-r-2005-10-248", "sec-iceqc-r-2005-10-249", "sec-iceqc-r-2005-10-250", "sec-iceqc-r-2005-10-251", "sec-iceqc-r-2005-10-252", "sec-iceqc-r-2005-10-253", "sec-iceqc-r-2005-10-254", "sec-iceqc-r-2005-10-255" ] }, { "id": "part-iceqc-r-2005-10-xiv", "number": "XIV", "title": "Evidence and implementation instrument D: Language and accessibility decision record", "anchor": "part-xiv-evidence-and-implementation-instrument-d-language-and-accessibility-decision-record", "sectionIds": [ "sec-iceqc-r-2005-10-256", "sec-iceqc-r-2005-10-257", "sec-iceqc-r-2005-10-258", "sec-iceqc-r-2005-10-259", "sec-iceqc-r-2005-10-260", "sec-iceqc-r-2005-10-261", "sec-iceqc-r-2005-10-262", "sec-iceqc-r-2005-10-263", "sec-iceqc-r-2005-10-264", "sec-iceqc-r-2005-10-265" ] }, { "id": "part-iceqc-r-2005-10-xv", "number": "XV", "title": "Evidence and implementation instrument E: Public reporting casebook", "anchor": "part-xv-evidence-and-implementation-instrument-e-public-reporting-casebook", "sectionIds": [ "sec-iceqc-r-2005-10-266", "sec-iceqc-r-2005-10-267", "sec-iceqc-r-2005-10-268", "sec-iceqc-r-2005-10-269", "sec-iceqc-r-2005-10-270", "sec-iceqc-r-2005-10-271", "sec-iceqc-r-2005-10-272", "sec-iceqc-r-2005-10-273", "sec-iceqc-r-2005-10-274", "sec-iceqc-r-2005-10-275", "sec-iceqc-r-2005-10-276", "sec-iceqc-r-2005-10-277", "sec-iceqc-r-2005-10-278", "sec-iceqc-r-2005-10-279", "sec-iceqc-r-2005-10-280" ] }, { "id": "part-iceqc-r-2005-10-xvi", "number": "XVI", "title": "Evidence and implementation instrument F: Finance and resource-allocation workbook", "anchor": "part-xvi-evidence-and-implementation-instrument-f-finance-and-resource-allocation-workbook", "sectionIds": [ "sec-iceqc-r-2005-10-281", "sec-iceqc-r-2005-10-282", "sec-iceqc-r-2005-10-283", "sec-iceqc-r-2005-10-284", "sec-iceqc-r-2005-10-285", "sec-iceqc-r-2005-10-286", "sec-iceqc-r-2005-10-287", "sec-iceqc-r-2005-10-288", "sec-iceqc-r-2005-10-289", "sec-iceqc-r-2005-10-290" ] }, { "id": "part-iceqc-r-2005-10-xvii", "number": "XVII", "title": "Evidence and implementation instrument G: Data-quality and publication audit", "anchor": "part-xvii-evidence-and-implementation-instrument-g-data-quality-and-publication-audit", "sectionIds": [ "sec-iceqc-r-2005-10-291", "sec-iceqc-r-2005-10-292", "sec-iceqc-r-2005-10-293", "sec-iceqc-r-2005-10-294", "sec-iceqc-r-2005-10-295", "sec-iceqc-r-2005-10-296", "sec-iceqc-r-2005-10-297", "sec-iceqc-r-2005-10-298", "sec-iceqc-r-2005-10-299", "sec-iceqc-r-2005-10-300", "sec-iceqc-r-2005-10-301", "sec-iceqc-r-2005-10-302" ] }, { "id": "part-iceqc-r-2005-10-xviii", "number": "XVIII", "title": "Evidence and implementation instrument H: Methodological limitations and controlled terms", "anchor": "part-xviii-evidence-and-implementation-instrument-h-methodological-limitations-and-controlled-terms", "sectionIds": [ "sec-iceqc-r-2005-10-303", "sec-iceqc-r-2005-10-304", "sec-iceqc-r-2005-10-305", "sec-iceqc-r-2005-10-306", "sec-iceqc-r-2005-10-307", "sec-iceqc-r-2005-10-308", "sec-iceqc-r-2005-10-309", "sec-iceqc-r-2005-10-310", "sec-iceqc-r-2005-10-311", "sec-iceqc-r-2005-10-312", "sec-iceqc-r-2005-10-313", "sec-iceqc-r-2005-10-314", "sec-iceqc-r-2005-10-315", "sec-iceqc-r-2005-10-316", "sec-iceqc-r-2005-10-317", "sec-iceqc-r-2005-10-318", "sec-iceqc-r-2005-10-319", "sec-iceqc-r-2005-10-320", "sec-iceqc-r-2005-10-321", "sec-iceqc-r-2005-10-322", "sec-iceqc-r-2005-10-323", "sec-iceqc-r-2005-10-324", "sec-iceqc-r-2005-10-325", "sec-iceqc-r-2005-10-326" ] } ], "sections": [ { "id": "sec-iceqc-r-2005-10-1", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "1", "title": "Literacy within the right to education", "anchor": "1-literacy-within-the-right-to-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-1-b001", "type": "PARAGRAPH", "text": "comparability and indispensable, realising, rights in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 1. Literacy within the right to education to connect evidence with delivery, unequal effect and correction. Article 13 of the International Covenant on Economic, Social and Cultural Rights recognises education as directed to the full development of the human personality and effective participation in a free society and calls for fundamental education for persons who have not completed primary education. General Comment No. 13 describes education as a right in itself and an indispensable means of realising other rights.", "citationIds": [ "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2005-10-1-b002", "type": "PARAGRAPH", "text": "continuity and further, learning, participation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 1. Literacy within the right to education to connect evidence with delivery, unequal effect and correction. It is an indispensable enabling capability through which many educational purposes become usable. A system cannot claim satisfactory quality where learners attend for the expected duration yet leave unable to understand and produce written communication required for further learning and daily participation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-2", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "2", "title": "The child's entitlement", "anchor": "2-the-child-s-entitlement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-2-b001", "type": "PARAGRAPH", "text": "authority and respect, rights, cultures in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 2. The child's entitlement to connect evidence with delivery, unequal effect and correction. It also sets qualitative aims concerning the development of personality, talents, abilities and respect for rights and cultures.", "citationIds": [ "REF-11" ] }, { "id": "sec-iceqc-r-2005-10-2-b002", "type": "PARAGRAPH", "text": "distribution and educational, content, process in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 2. The child's entitlement to connect evidence with delivery, unequal effect and correction. General Comment No. 1 reinforces the qualitative dimension of educational content and process.", "citationIds": [ "REF-13" ] } ] }, { "id": "sec-iceqc-r-2005-10-3", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "3", "title": "Adult and youth entitlement", "anchor": "3-adult-and-youth-entitlement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-3-b001", "type": "PARAGRAPH", "text": "coverage and acquiring, adequate, learning in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 3. Adult and youth entitlement to connect evidence with delivery, unequal effect and correction. Dakar goal four calls for improved adult literacy, especially for women, and equitable access to basic and continuing education. The Decade plan includes non-literate youth and adults, out-of-school children and learners in school who are not acquiring adequate learning.", "citationIds": [ "REF-01", "REF-03" ] }, { "id": "sec-iceqc-r-2005-10-3-b002", "type": "PARAGRAPH", "text": "feasibility and school, learners, purposes in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 3. Adult and youth entitlement to connect evidence with delivery, unequal effect and correction. It requires coordinated provision without treating adult learners as failed children or assuming that a course designed for school-aged learners meets adult purposes.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-4", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "4", "title": "Literacy and human dignity", "anchor": "4-literacy-and-human-dignity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-4-b001", "type": "PARAGRAPH", "text": "remedy and demands, available, support in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 4. Literacy and human dignity to connect evidence with delivery, unequal effect and correction. The consequence is not an individual moral deficiency. It reflects an interaction among prior opportunity, language, disability, social conditions, institutional demands and available support.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-4-b002", "type": "PARAGRAPH", "text": "Public communication should avoid labels that diminish persons. Reporting identifies barriers and capabilities needed for action, not a lesser civic status.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-5", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "5", "title": "Literacy and participation", "anchor": "5-literacy-and-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-5-b001", "type": "PARAGRAPH", "text": "continuity and result, literacy, construct in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 5. Literacy and participation to connect evidence with delivery, unequal effect and correction. This breadth supports a functional view, but it should not turn every desirable life result into part of the literacy construct.", "citationIds": [ "REF-03" ] }, { "id": "sec-iceqc-r-2005-10-5-b002", "type": "PARAGRAPH", "text": "equity and caused, health, outcome in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 5. Literacy and participation to connect evidence with delivery, unequal effect and correction. The assessment may support a claim about understanding the text, not a claim that literacy alone caused a health outcome.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-6", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "6", "title": "Literacy and further learning", "anchor": "6-literacy-and-further-learning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-6-b001", "type": "PARAGRAPH", "text": "distribution and through, required, medium in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 6. Literacy and further learning to connect evidence with delivery, unequal effect and correction. At school, weakness in reading and writing can appear as low performance in science, history or vocational learning because the learner cannot gain or communicate subject knowledge through the required medium.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-6-b002", "type": "PARAGRAPH", "text": "timing and learner, access, curriculum in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 6. Literacy and further learning to connect evidence with delivery, unequal effect and correction. Remedial action should not reduce the learner's access to the wider curriculum.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-7", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "7", "title": "Literacy in more than one language", "anchor": "7-literacy-in-more-than-one-language", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-7-b001", "type": "PARAGRAPH", "text": "feasibility and language, performance, assessed in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 7. Literacy in more than one language to connect evidence with delivery, unequal effect and correction. National standards should state the language or languages in which learning is expected, the relationship between home language and instructional language, and the point at which additional-language performance is assessed.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-7-b002", "type": "PARAGRAPH", "text": "uncertainty and difference, learner, capability in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 7. Literacy in more than one language to connect evidence with delivery, unequal effect and correction. Reporting should not attribute the whole difference to learner capability.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-8", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "8", "title": "Literacy and culture", "anchor": "8-literacy-and-culture", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-8-b001", "type": "PARAGRAPH", "text": "capacity and further, learning, participation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 8. Literacy and culture to connect evidence with delivery, unequal effect and correction. A common public standard can identify essential capabilities while recognising legitimate variation in context and text. Cultural relevance does not justify tasks so narrow that they cannot support further learning or wider participation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-8-b002", "type": "PARAGRAPH", "text": "Community participation can identify meaningful uses and remove barriers. It should inform, but not replace, evidence that learners can perform the stated literacy tasks.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-9", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "9", "title": "Literacy and numeracy", "anchor": "9-literacy-and-numeracy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-9-b001", "type": "PARAGRAPH", "text": "equity and document, literacy, numeracy in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 9. Literacy and numeracy to connect evidence with delivery, unequal effect and correction. Adult assessments may distinguish prose literacy, document literacy and numeracy.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2005-10-9-b002", "type": "PARAGRAPH", "text": "authority and expression, document, calculation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 9. Literacy and numeracy to connect evidence with delivery, unequal effect and correction. A combined basic-skills rate conceals whether the observed difficulty concerns comprehension, written expression, document use or calculation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-10", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "10", "title": "Literacy as a continuum", "anchor": "10-literacy-as-a-continuum", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-10-b001", "type": "PARAGRAPH", "text": "timing and conditional, unfamiliar, information in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 10. Literacy as a continuum to connect evidence with delivery, unequal effect and correction. This is a better account of many real performances than a permanent binary status. People can manage familiar, short texts and encounter difficulty with dense, conditional or unfamiliar information.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "sec-iceqc-r-2005-10-10-b002", "type": "PARAGRAPH", "text": "coverage and uniform, identical, capability in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 10. Literacy as a continuum to connect evidence with delivery, unequal effect and correction. Its label, task meaning and uncertainty should be stated; persons below it are not a uniform group, and those above it do not have identical capability.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-11", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "11", "title": "Minimum and adequate standards", "anchor": "11-minimum-and-adequate-standards", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-11-b001", "type": "PARAGRAPH", "text": "uncertainty and learning, increasingly, complex in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 11. Minimum and adequate standards to connect evidence with delivery, unequal effect and correction. A system quality standard may require more for completion of basic education, because learners need to continue learning and use increasingly complex texts.", "citationIds": [ "REF-04" ] }, { "id": "sec-iceqc-r-2005-10-11-b002", "type": "PARAGRAPH", "text": "remedy and standard, assessment, distinctly in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 11. Minimum and adequate standards to connect evidence with delivery, unequal effect and correction. It identifies the national standard, age or stage and assessment basis distinctly.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-12", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "12", "title": "Sustained capability", "anchor": "12-sustained-capability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-12-b001", "type": "PARAGRAPH", "text": "comparability and expanded, recognised, decade in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 12. Sustained capability to connect evidence with delivery, unequal effect and correction. A successful end-of-course assessment establishes performance at that time; it does not establish indefinite retention. Literate environments, accessible texts and continuing opportunity support sustained and expanded use, as recognised in the Decade plan.", "citationIds": [ "REF-03" ] }, { "id": "sec-iceqc-r-2005-10-12-b002", "type": "PARAGRAPH", "text": "Where retention is a policy claim, follow-up evidence is required. Immediate completion rates cannot serve as its proxy.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-13", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "13", "title": "Public responsibility", "anchor": "13-public-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-13-b001", "type": "PARAGRAPH", "text": "authority and establish, served, achieved in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 13. Public responsibility to connect evidence with delivery, unequal effect and correction. It is shared across institutions but remains publicly accountable. Delegating classes to local organisations does not remove the duty to establish who is served and what is achieved.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-13-b002", "type": "PARAGRAPH", "text": "Individuals and communities exercise agency in literacy use. That agency should not be invoked to excuse inaccessible or ineffective provision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-14", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "14", "title": "Non-discrimination", "anchor": "14-non-discrimination", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-14-b001", "type": "PARAGRAPH", "text": "coverage and relevant, characteristics, applicable in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 14. Non-discrimination to connect evidence with delivery, unequal effect and correction. Literacy policy must examine exclusions associated with sex, race, language, disability, social origin, economic condition, location and other protected or relevant characteristics under applicable law.", "citationIds": [ "REF-14" ] }, { "id": "sec-iceqc-r-2005-10-14-b002", "type": "PARAGRAPH", "text": "Equal enrolment in an unsuitable language or inaccessible venue is not equal opportunity to learn.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-15", "partId": "part-iceqc-r-2005-10-i", "parentId": null, "number": "15", "title": "Public-interest standard", "anchor": "15-public-interest-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-15-b001", "type": "PARAGRAPH", "text": "remedy and purpose, learner, context in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 15. Public-interest standard to connect evidence with delivery, unequal effect and correction. It applies across formal, non-formal and adult provision while respecting differences of purpose and learner context.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-15-b002", "type": "PARAGRAPH", "text": "The standard is breached where a group is excluded, where the intended capability is not taught or assessed, or where favourable reporting cannot be traced to a defined measure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-16", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "16", "title": "Why the construct must precede the indicator", "anchor": "16-why-the-construct-must-precede-the-indicator", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-16-b001", "type": "PARAGRAPH", "text": "equity and supports, different, statement in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 16. Why the construct must precede the indicator to connect evidence with delivery, unequal effect and correction. The same label may be attached to a census declaration, years of schooling, reading a sentence aloud, understanding a document or performance across a scale of tasks. Each supports a different statement.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-16-b002", "type": "PARAGRAPH", "text": "National policy should decide the purpose and construct before selecting the most convenient available number.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-17", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "17", "title": "Basic statistical literacy", "anchor": "17-basic-statistical-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-17-b001", "type": "PARAGRAPH", "text": "timing and sentence, represent, construct in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 17. Basic statistical literacy to connect evidence with delivery, unequal effect and correction. The definition contains reading, writing and understanding; recognising a name or copying a sentence does not represent the full construct.", "citationIds": [ "REF-04" ] }, { "id": "sec-iceqc-r-2005-10-17-b002", "type": "PARAGRAPH", "text": "The term basic statistical literacy is used here to distinguish that reporting definition from broader functional or curriculum standards.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-18", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "18", "title": "Functional literacy", "anchor": "18-functional-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-18-b001", "type": "PARAGRAPH", "text": "uncertainty and capability, context, sustained in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 18. Functional literacy to connect evidence with delivery, unequal effect and correction. It connects capability with context and sustained use.", "citationIds": [ "REF-04" ] }, { "id": "sec-iceqc-r-2005-10-18-b002", "type": "PARAGRAPH", "text": "remedy and without, disclosing, choices in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 18. Functional literacy to connect evidence with delivery, unequal effect and correction. It should not be reported as universal without disclosing those choices.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-19", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "19", "title": "Prose literacy", "anchor": "19-prose-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-19-b001", "type": "PARAGRAPH", "text": "comparability and information, distracting, material in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 19. Prose literacy to connect evidence with delivery, unequal effect and correction. Task demand can vary with the location, integration and generation of information and with distracting material.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "sec-iceqc-r-2005-10-19-b002", "type": "PARAGRAPH", "text": "The domain does not encompass every quality of literary understanding or written composition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-20", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "20", "title": "Document literacy", "anchor": "20-document-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-20-b001", "type": "PARAGRAPH", "text": "authority and structured, rather, continuous in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 20. Document literacy to connect evidence with delivery, unequal effect and correction. It is practically important because public and workplace information is often structured rather than continuous prose.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "sec-iceqc-r-2005-10-20-b002", "type": "PARAGRAPH", "text": "A document task can require reading, navigation and matching conditions. Reporting should avoid describing it simply as form filling.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-21", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "21", "title": "Written production", "anchor": "21-written-production", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-21-b001", "type": "PARAGRAPH", "text": "coverage and produce, comprehensible, message in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 21. Written production to connect evidence with delivery, unequal effect and correction. Yet the basic statistical definition includes writing, and public participation often requires a person to produce a comprehensible message.", "citationIds": [ "REF-04" ] }, { "id": "sec-iceqc-r-2005-10-21-b002", "type": "PARAGRAPH", "text": "A reading-only estimate should be named accordingly. It cannot establish the complete read-and-write construct without separate evidence or a justified inference.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-22", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "22", "title": "Numeracy", "anchor": "22-numeracy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-22-b001", "type": "PARAGRAPH", "text": "remedy and assessed, distinct, domain in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 22. Numeracy to connect evidence with delivery, unequal effect and correction. It is connected to functional literacy in the 1978 recommendation but can be assessed as a distinct domain.", "citationIds": [ "REF-06", "REF-04" ] }, { "id": "sec-iceqc-r-2005-10-22-b002", "type": "PARAGRAPH", "text": "Systems should not infer numeracy from successful reading, nor should a combined score permit a severe difficulty in one domain to disappear within an average.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-23", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "23", "title": "School curriculum literacy", "anchor": "23-school-curriculum-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-23-b001", "type": "PARAGRAPH", "text": "continuity and belongs, authorised, curriculum in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 23. School curriculum literacy to connect evidence with delivery, unequal effect and correction. They may include decoding, fluency, vocabulary, comprehension, interpretation, critical response and writing for different purposes. The precise content belongs to the authorised curriculum.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-23-b002", "type": "PARAGRAPH", "text": "International statistical literacy and a school completion standard should not be given the same threshold label. The latter will ordinarily be more demanding and age-related.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-24", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "24", "title": "Literacy across subjects", "anchor": "24-literacy-across-subjects", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-24-b001", "type": "PARAGRAPH", "text": "distribution and vocabulary, representation, reasoning in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 24. Literacy across subjects to connect evidence with delivery, unequal effect and correction. Subject literacy combines general reading and writing processes with field-specific vocabulary, representation and reasoning.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-24-b002", "type": "PARAGRAPH", "text": "timing and weaken, evidence, meaningful in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 24. Literacy across subjects to connect evidence with delivery, unequal effect and correction. Moving every reading demand into one language examination can weaken evidence of meaningful use.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-25", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "25", "title": "Emergent literacy", "anchor": "25-emergent-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-25-b001", "type": "PARAGRAPH", "text": "feasibility and school, completion, literacy in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 25. Emergent literacy to connect evidence with delivery, unequal effect and correction. These capabilities support later learning but should not be classified as adult or school-completion literacy.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-25-b002", "type": "PARAGRAPH", "text": "Monitoring early provision may include them as developmental evidence without assigning a permanent literacy status to young children.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-26", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "26", "title": "Additional-language literacy", "anchor": "26-additional-language-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-26-b001", "type": "PARAGRAPH", "text": "capacity and curriculum, through, language in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 26. Additional-language literacy to connect evidence with delivery, unequal effect and correction. Assessment should determine whether its purpose is to measure literacy in any language, literacy in a named language or access to curriculum through that language.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-26-b002", "type": "PARAGRAPH", "text": "Translation cannot always preserve text difficulty, script demands or cultural reference. Comparable design requires documented adaptation and empirical testing.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-27", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "27", "title": "Braille, signing and accessible communication", "anchor": "27-braille-signing-and-accessible-communication", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-27-b001", "type": "PARAGRAPH", "text": "equity and construct, beyond, conventional in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 27. Braille, signing and accessible communication to connect evidence with delivery, unequal effect and correction. Braille reading and writing can satisfy a literacy purpose where the medium is appropriate; accessible formats can permit assessment of comprehension without testing sight. For some learners, communication needs require a carefully specified construct beyond conventional print.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-27-b002", "type": "PARAGRAPH", "text": "Adjustments should preserve the intended capability and be reported without diminishing the learner's result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-28", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "28", "title": "Digital and technical media", "anchor": "28-digital-and-technical-media", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-28-b001", "type": "PARAGRAPH", "text": "timing and intended, literacy, construct in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 28. Digital and technical media to connect evidence with delivery, unequal effect and correction. In 2005, access and familiarity with equipment vary markedly. A computer-delivered task can introduce navigation and equipment demands that are not part of the intended literacy construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-28-b002", "type": "PARAGRAPH", "text": "Where technology is essential to the purpose, it is included expressly. Otherwise, mode effects are tested and alternative administration is available.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-29", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "29", "title": "Critical use", "anchor": "29-critical-use", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-29-b001", "type": "PARAGRAPH", "text": "uncertainty and locating, evaluating, information in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 29. Critical use to connect evidence with delivery, unequal effect and correction. The Decade plan recognises expanding requirements for locating, evaluating and using information.", "citationIds": [ "REF-03" ] }, { "id": "sec-iceqc-r-2005-10-29-b002", "type": "PARAGRAPH", "text": "Critical use should be represented by tasks and criteria, not added as an unmeasured aspiration to a basic literacy rate.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-30", "partId": "part-iceqc-r-2005-10-ii", "parentId": null, "number": "30", "title": "Construct map", "anchor": "30-construct-map", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-30-b001-tbl-iceqc-r-2005-10-1", "type": "TABLE", "title": "Table 1. 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Construct conclusion to connect evidence with delivery, unequal effect and correction. The error lies in presenting unlike constructs as one trend or allowing the most favourable measure to stand for the entire public obligation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-31-b002", "type": "PARAGRAPH", "text": "The national account should retain a stable minimum series while developing richer assessment where policy requires it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-32", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "32", "title": "Measurement purpose", "anchor": "32-measurement-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-32-b001", "type": "PARAGRAPH", "text": "uncertainty and specific, reading, processes in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 32. Measurement purpose to connect evidence with delivery, unequal effect and correction. A method suited to one purpose can be harmful in another. A brief household question may support a population estimate but cannot diagnose specific reading processes.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-32-b002", "type": "PARAGRAPH", "text": "The purpose determines required precision, coverage, task breadth and consequence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-33", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "33", "title": "Census questions", "anchor": "33-census-questions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-33-b001", "type": "PARAGRAPH", "text": "comparability and interpretation, social, desirability in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 33. Census questions to connect evidence with delivery, unequal effect and correction. Literacy is commonly reported by a respondent for themselves or other household members, often through one or a few questions. The method is relatively economical within a census but vulnerable to differences in wording, interpretation and social desirability.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-33-b002", "type": "PARAGRAPH", "text": "Reports state whether responses were self-reported or supplied by another household member.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-34", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "34", "title": "Household surveys", "anchor": "34-household-surveys", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-34-b001", "type": "PARAGRAPH", "text": "authority and insecure, settings, omitted in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 34. Household surveys to connect evidence with delivery, unequal effect and correction. They still depend on the sampling frame and response. Persons in institutions, without stable housing, in remote areas or in insecure settings may be omitted.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-34-b002", "type": "PARAGRAPH", "text": "Weights correct known selection probabilities; they do not restore an excluded population for which no observations exist.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-35", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "35", "title": "Direct assessment", "anchor": "35-direct-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-35-b001", "type": "PARAGRAPH", "text": "coverage and scoring, analysis, controlled in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 35. Direct assessment to connect evidence with delivery, unequal effect and correction. It can describe a proficiency distribution and reduce reliance on self-classification. International adult studies demonstrate its comparative value when frameworks, translation, sampling, scoring and analysis are controlled.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "sec-iceqc-r-2005-10-35-b002", "type": "PARAGRAPH", "text": "Direct assessment remains an estimate affected by task selection, language, response, exclusions and sampling uncertainty.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-36", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "36", "title": "School assessment", "anchor": "36-school-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-36-b001", "type": "PARAGRAPH", "text": "remedy and producing, result, learner in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 36. School assessment to connect evidence with delivery, unequal effect and correction. Classroom evidence supports teaching and individual decisions; a sample assessment can monitor the system without producing a result for every learner.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-36-b002", "type": "PARAGRAPH", "text": "capacity and public, quality, question in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 36. School assessment to connect evidence with delivery, unequal effect and correction. Excluded and out-of-school children remain part of the public-quality question.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-37", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "37", "title": "Educational attainment as a proxy", "anchor": "37-educational-attainment-as-a-proxy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-37-b001", "type": "PARAGRAPH", "text": "continuity and region, school, quality in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 37. Educational attainment as a proxy to connect evidence with delivery, unequal effect and correction. The UNESCO recommendation permits estimates from educational data when preferable methods are not possible. The inference depends on actual learning associated with schooling and may vary by cohort, region and school quality.", "citationIds": [ "REF-04" ] }, { "id": "sec-iceqc-r-2005-10-37-b002", "type": "PARAGRAPH", "text": "Attainment should be labelled a proxy. Completion of a given grade is not identical to demonstrated literacy.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-38", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "38", "title": "Programme records", "anchor": "38-programme-records", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-38-b001", "type": "PARAGRAPH", "text": "distribution and completion, assessed, achievement in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 38. Programme records to connect evidence with delivery, unequal effect and correction. Definitions may vary by provider, and duplicate enrolments can inflate reach. Records should use stable participant identifiers under appropriate privacy controls and distinguish entry, active participation, completion and assessed achievement.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-38-b002", "type": "PARAGRAPH", "text": "A total of learning places is not a count of distinct learners.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-39", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "39", "title": "Self-assessment", "anchor": "39-self-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-39-b001", "type": "PARAGRAPH", "text": "feasibility and performance, themselves, differently in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 39. Self-assessment to connect evidence with delivery, unequal effect and correction. It is valuable for identifying situations avoided by learners and for understanding demand. It may also be influenced by expectations: two persons with similar performance can judge themselves differently.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-39-b002", "type": "PARAGRAPH", "text": "Self-assessment supports an experience claim, not a direct proficiency estimate unless validated for that purpose.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-40", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "40", "title": "Informant assessment", "anchor": "40-informant-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-40-b001", "type": "PARAGRAPH", "text": "capacity and observation, improve, consistency in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 40. Informant assessment to connect evidence with delivery, unequal effect and correction. Their evidence is close to use but can vary with opportunity, expectation and interest. Structured criteria and more than one observation improve consistency.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-40-b002", "type": "PARAGRAPH", "text": "Informant judgement should not be converted to a national scale without evidence of correspondence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-41", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "41", "title": "Task sampling", "anchor": "41-task-sampling", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-41-b001", "type": "PARAGRAPH", "text": "equity and format, dominate, result in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 41. Task sampling to connect evidence with delivery, unequal effect and correction. Items sample a defined domain. The blueprint should state text types, purposes, contexts, complexity and cognitive operations and should ensure that one familiar format does not dominate the result.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-41-b002", "type": "PARAGRAPH", "text": "Inference is confined to the represented domain.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-42", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "42", "title": "Person sampling", "anchor": "42-person-sampling", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-42-b001", "type": "PARAGRAPH", "text": "timing and changes, population, represented in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 42. Person sampling to connect evidence with delivery, unequal effect and correction. Samples should reflect age, sex, geography, language and other material variation. Replacement of hard-to-contact persons with convenient respondents changes the population represented.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-42-b002", "type": "PARAGRAPH", "text": "The final report gives unweighted and weighted counts and explains exclusions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-43", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "43", "title": "Language adaptation", "anchor": "43-language-adaptation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-43-b001", "type": "PARAGRAPH", "text": "uncertainty and testing, analysis, behaviour in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 43. Language adaptation to connect evidence with delivery, unequal effect and correction. Sentence structure, word frequency, script, layout and cultural knowledge can change the task. Adaptation requires expert review, field testing and analysis of item behaviour.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-43-b002", "type": "PARAGRAPH", "text": "Where equivalence is not established, results may still be useful within languages but should not be placed on one comparative scale without qualification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-44", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "44", "title": "Administration conditions", "anchor": "44-administration-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-44-b001", "type": "PARAGRAPH", "text": "comparability and adjustments, preserve, construct in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 44. Administration conditions to connect evidence with delivery, unequal effect and correction. Standard procedures should be accompanied by lawful, documented adjustments that preserve the construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-44-b002", "type": "PARAGRAPH", "text": "Non-completion caused by inaccessible administration is not evidence of low literacy.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-45", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "45", "title": "Scoring", "anchor": "45-scoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-45-b001", "type": "PARAGRAPH", "text": "authority and merely, administrative, convenience in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 45. Scoring to connect evidence with delivery, unequal effect and correction. Constructed responses require trained scoring and reliability checks. Machine-readable answer formats should not narrow the assessment merely for administrative convenience.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-45-b002", "type": "PARAGRAPH", "text": "Changes to scoring rules can create a break in trend even when items remain unchanged.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-46", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "46", "title": "Proficiency scales", "anchor": "46-proficiency-scales", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-46-b001", "type": "PARAGRAPH", "text": "coverage and percentages, correct, ordinary in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 46. Proficiency scales to connect evidence with delivery, unequal effect and correction. Its numerical values have meaning through the item framework and described levels, not as percentages correct in the ordinary sense.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "sec-iceqc-r-2005-10-46-b002", "type": "PARAGRAPH", "text": "feasibility and person, perform, estimated in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 46. Proficiency scales to connect evidence with delivery, unequal effect and correction.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-47", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "47", "title": "Thresholds", "anchor": "47-thresholds", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-47-b001", "type": "PARAGRAPH", "text": "remedy and should, disproportionate, consequence in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 47. Thresholds to connect evidence with delivery, unequal effect and correction. Its policy utility does not make it a natural division in the underlying capability. Measurement error near the boundary means that small differences should not carry disproportionate consequence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-47-b002", "type": "PARAGRAPH", "text": "Rates at the threshold should be accompanied by the distribution or adjacent bands where possible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-48", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "48", "title": "Reliability", "anchor": "48-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-48-b001", "type": "PARAGRAPH", "text": "continuity and consistently, measures, capability in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 48. Reliability to connect evidence with delivery, unequal effect and correction. It can be weakened by too few tasks, inconsistent administration, scorer variation or unstable classifications. A reliable measure can still be invalid if it consistently measures the wrong capability.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-48-b002", "type": "PARAGRAPH", "text": "Evidence should be reported at the level at which decisions are made; national reliability does not guarantee reliable small-area estimates.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-49", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "49", "title": "Validity", "anchor": "49-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-49-b001", "type": "PARAGRAPH", "text": "distribution and establish, complete, validity in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 49. Validity to connect evidence with delivery, unequal effect and correction. It includes content representation, response processes, internal structure, relationships with other evidence and consequences. A correlation with school attainment supports one aspect but does not establish complete validity.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-49-b002", "type": "PARAGRAPH", "text": "Validation is continuing because populations, languages and uses change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-50", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "50", "title": "Measurement error", "anchor": "50-measurement-error", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-50-b001", "type": "PARAGRAPH", "text": "feasibility and consider, uncertainty, estimates in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 50. Measurement error to connect evidence with delivery, unequal effect and correction. Estimates should carry standard errors or confidence intervals where applicable. Comparisons should consider the uncertainty of both estimates.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-50-b002", "type": "PARAGRAPH", "text": "Rounding a result to one decimal place does not make it precise to that degree.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-51", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "51", "title": "Non-response", "anchor": "51-non-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-51-b001", "type": "PARAGRAPH", "text": "capacity and greatest, policy, concern in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 51. Non-response to connect evidence with delivery, unequal effect and correction. A high overall response rate can still conceal differential non-response in the group of greatest policy concern.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-51-b002", "type": "PARAGRAPH", "text": "Reports compare respondents and non-respondents on available characteristics and state the likely direction of bias where it can be reasoned.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-52", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "52", "title": "Missing responses", "anchor": "52-missing-responses", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-52-b001", "type": "PARAGRAPH", "text": "equity and person, missing, overstate in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 52. Missing responses to connect evidence with delivery, unequal effect and correction. Scoring and imputation rules should distinguish what is known. Treating every omission as incorrect can understate performance; removing every person with missing items can overstate it.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-52-b002", "type": "PARAGRAPH", "text": "The rule is set before examining favourable consequences.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-53", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "53", "title": "Comparability over time", "anchor": "53-comparability-over-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-53-b001", "type": "PARAGRAPH", "text": "timing and underlying, literacy, changed in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 53. Comparability over time to connect evidence with delivery, unequal effect and correction. A revised definition, language expansion or improved coverage may change the estimate even when underlying literacy has not changed.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-53-b002", "type": "PARAGRAPH", "text": "The public series marks breaks and, where possible, reports old and new measures in an overlap period.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-54", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "54", "title": "Comparability across countries", "anchor": "54-comparability-across-countries", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-54-b001", "type": "PARAGRAPH", "text": "uncertainty and exclusions, technical, limitations in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 54. Comparability across countries to connect evidence with delivery, unequal effect and correction. International studies should publish exclusions and technical limitations.", "citationIds": [ "REF-06", "REF-07", "REF-08" ] }, { "id": "sec-iceqc-r-2005-10-54-b002", "type": "PARAGRAPH", "text": "Small numerical differences should not be turned into ranks without testing their statistical and substantive meaning.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-55", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "55", "title": "Triangulation", "anchor": "55-triangulation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-55-b001", "type": "PARAGRAPH", "text": "comparability and without, retained, capability in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 55. Triangulation to connect evidence with delivery, unequal effect and correction. Agreement strengthens a bounded conclusion. Disagreement may reveal a measurement problem or an important policy gap, such as school completion without retained capability.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-55-b002", "type": "PARAGRAPH", "text": "Triangulation does not authorise averaging unlike measures.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-56", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "56", "title": "Measurement comparison table", "anchor": "56-measurement-comparison-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-56-b001-tbl-iceqc-r-2005-10-2", "type": "TABLE", "title": "Table 2. Measurement methods and principal risks", "columns": [ { "key": "c1-method", "label": "Method", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-principal-strength", "label": "Principal strength", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-principal-limitation", "label": "Principal limitation", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-required-public-qualification", "label": "Required public qualification", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Population census question", "Broad coverage and small-area detail", "Proxy response, brief wording and self-presentation", "Exact question, respondent rule and census population" ], [ "Household survey question", "Rich contextual data and flexible detail", "Frame exclusion and self-report bias", "Target population, response, weighting and wording" ], [ "Direct adult assessment", "Proficiency distribution from observed tasks", "Cost, language adaptation, non-response and task sampling", "Domain, scale, uncertainty, exclusions and administration" ], [ "School assessment", "Alignment with curriculum and instructional action", "Excludes learners outside the assessed school population", "Grade, enrolled population, curriculum and coverage" ], [ "Educational attainment proxy", "Available from established records or surveys", "Schooling does not guarantee learning", "Proxy status, assumed threshold and validation evidence" ], [ "Programme record", "Continuous operational evidence", "Provider definitions, duplication and incentive effects", "Unique learners, participation state and assessment rule" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-2-table-2-measurement-methods-and-principal-risks.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-10-56-b002", "type": "PARAGRAPH", "text": "Source: ICEQC measurement comparison informed by,, and.", "citationIds": [ "REF-04", "REF-06", "REF-07", "REF-08" ] } ] }, { "id": "sec-iceqc-r-2005-10-57", "partId": "part-iceqc-r-2005-10-iii", "parentId": null, "number": "57", "title": "Measurement conclusion", "anchor": "57-measurement-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-57-b001", "type": "PARAGRAPH", "text": "feasibility and discloses, remains, unknown in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 57. Measurement conclusion to connect evidence with delivery, unequal effect and correction. A credible system uses the least burdensome method capable of supporting the required claim and discloses what remains unknown.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-57-b002", "type": "PARAGRAPH", "text": "Improvement in measurement should increase public accuracy rather than manufacture a favourable discontinuity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-58", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "58", "title": "Quality is wider than literacy", "anchor": "58-quality-is-wider-than-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-58-b001", "type": "PARAGRAPH", "text": "comparability and entire, quality, system in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 58. Quality is wider than literacy to connect evidence with delivery, unequal effect and correction. A literacy result should not be used to describe the entire quality of a system.", "citationIds": [ "REF-05", "REF-09", "REF-10", "REF-11" ] }, { "id": "sec-iceqc-r-2005-10-58-b002", "type": "PARAGRAPH", "text": "The stronger claim is narrower: a system that fails to secure adequate and equitable literacy cannot be judged effective in one of its central obligations.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-59", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "59", "title": "Results and conditions", "anchor": "59-results-and-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-59-b001", "type": "PARAGRAPH", "text": "authority and learning, fulfil, purpose in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 59. Results and conditions to connect evidence with delivery, unequal effect and correction. The Education for All quality framework draws attention to learner characteristics, context, enabling inputs, teaching and learning, and outcomes. These are analytically distinct. Inputs matter because they shape opportunity; outcomes matter because provision without learning does not fulfil the purpose.", "citationIds": [ "REF-05" ] }, { "id": "sec-iceqc-r-2005-10-59-b002", "type": "PARAGRAPH", "text": "Reporting one side without the other either excuses poor results or conceals the means needed to sustain improvement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-60", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "60", "title": "Learner characteristics", "anchor": "60-learner-characteristics", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-60-b001", "type": "PARAGRAPH", "text": "coverage and system, failure, learners in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 60. Learner characteristics to connect evidence with delivery, unequal effect and correction. These conditions should inform support and interpretation. They should not be used to lower the outcome expected or to attribute system failure to learners.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-60-b002", "type": "PARAGRAPH", "text": "Data collection should be proportionate and should not expose individuals to stigma or exclusion.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-61", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "61", "title": "Context", "anchor": "61-context", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-61-b001", "type": "PARAGRAPH", "text": "remedy and population, disappear, obligation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 61. Context to connect evidence with delivery, unequal effect and correction. Context can explain why implementation requires different resources and methods. It does not make an excluded population disappear from the obligation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-61-b002", "type": "PARAGRAPH", "text": "The public report separates contextual constraint from the action taken to address it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-62", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "62", "title": "Enabling inputs", "anchor": "62-enabling-inputs", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-62-b001", "type": "PARAGRAPH", "text": "continuity and within, effective, instruction in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 62. Enabling inputs to connect evidence with delivery, unequal effect and correction. Counts establish availability, not adequacy or use. One book per learner is favourable only if the book is in an appropriate language, arrives in time and is used within effective instruction.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-62-b002", "type": "PARAGRAPH", "text": "Input standards should therefore include fitness, distribution and operational condition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-63", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "63", "title": "Teaching and learning process", "anchor": "63-teaching-and-learning-process", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-63-b001", "type": "PARAGRAPH", "text": "distribution and intended, practice, occurs in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 63. Teaching and learning process to connect evidence with delivery, unequal effect and correction. Time on the timetable is not equivalent to engaged learning time. Observation, learner work and assessment can test whether intended practice occurs.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-63-b002", "type": "PARAGRAPH", "text": "No single pedagogy is mandated by the literacy standard; the chosen approach requires evidence of suitability to language, age, prior learning and outcome.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-64", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "64", "title": "Immediate outcomes", "anchor": "64-immediate-outcomes", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-64-b001", "type": "PARAGRAPH", "text": "feasibility and threshold, determine, meaning in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 64. Immediate outcomes to connect evidence with delivery, unequal effect and correction. They may be reported for course completion, a school stage or a population sample. The construct and threshold determine meaning.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-64-b002", "type": "PARAGRAPH", "text": "A favourable average should not conceal a large group below the minimum considered necessary for continued learning.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-65", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "65", "title": "Intermediate outcomes", "anchor": "65-intermediate-outcomes", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-65-b001", "type": "PARAGRAPH", "text": "capacity and institutional, barriers, reduced in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 65. Intermediate outcomes to connect evidence with delivery, unequal effect and correction. They test whether capability remains usable and whether institutional barriers have been reduced.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-65-b002", "type": "PARAGRAPH", "text": "They are influenced by more than instruction, so causal claims require appropriate design.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-66", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "66", "title": "Wider outcomes", "anchor": "66-wider-outcomes", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-66-b001", "type": "PARAGRAPH", "text": "equity and programme, produced, outcome in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 66. Wider outcomes to connect evidence with delivery, unequal effect and correction. Adult assessment reports examine such relationships. Associations can support policy relevance but do not establish that a literacy programme alone produced the outcome.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "sec-iceqc-r-2005-10-66-b002", "type": "PARAGRAPH", "text": "Reports should control for relevant background where possible and use restrained language where it is not.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-67", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "67", "title": "Standard for children in school", "anchor": "67-standard-for-children-in-school", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-67-b001", "type": "PARAGRAPH", "text": "timing and without, permanently, categorising in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 67. Standard for children in school to connect evidence with delivery, unequal effect and correction. The system monitors acquisition early enough to provide support without permanently categorising the child.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-67-b002", "type": "PARAGRAPH", "text": "The completion standard specifies the reading and writing required for further learning, not merely the minimum used in adult population statistics.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-68", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "68", "title": "Standard for out-of-school children", "anchor": "68-standard-for-out-of-school-children", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-68-b001", "type": "PARAGRAPH", "text": "uncertainty and access, suitable, provision in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 68. Standard for out-of-school children to connect evidence with delivery, unequal effect and correction. A school-based assessment frame cannot show their capability or remove them from the denominator relevant to universal learning. The system needs estimates of their number, circumstances and access to suitable provision.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-68-b002", "type": "PARAGRAPH", "text": "Alternative provision should lead to recognised learning and a route into continued education where appropriate.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-69", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "69", "title": "Standard for youth", "anchor": "69-standard-for-youth", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-69-b001", "type": "PARAGRAPH", "text": "comparability and content, without, diagnosis in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 69. Standard for youth to connect evidence with delivery, unequal effect and correction. Provision should recognise prior experience and avoid repeating years of school content without diagnosis.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-69-b002", "type": "PARAGRAPH", "text": "Certification should represent demonstrated capability and support progression rather than serve only as attendance recognition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-70", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "70", "title": "Standard for adults", "anchor": "70-standard-for-adults", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-70-b001", "type": "PARAGRAPH", "text": "authority and without, assuming, proficiency in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 70. Standard for adults to connect evidence with delivery, unequal effect and correction. Scheduling, location, childcare, transport and confidentiality can determine effective access. The curriculum should respect adult experience without assuming proficiency.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-70-b002", "type": "PARAGRAPH", "text": "Outcome assessment should be proportionate and useful to the learner, not imposed solely for aggregate reporting.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-71", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "71", "title": "Standard for women and girls", "anchor": "71-standard-for-women-and-girls", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-71-b001", "type": "PARAGRAPH", "text": "coverage and instructional, authority, literacy in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 71. Standard for women and girls to connect evidence with delivery, unequal effect and correction. Participation data should be accompanied by learning and continuation evidence. Equal numbers do not establish equal safety, instructional time or authority to use literacy.", "citationIds": [ "REF-01", "REF-03" ] }, { "id": "sec-iceqc-r-2005-10-71-b002", "type": "PARAGRAPH", "text": "Policies examine direct costs, household work, mobility, early marriage, programme location and the gender of personnel where these affect opportunity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-72", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "72", "title": "Standard for linguistic minorities", "anchor": "72-standard-for-linguistic-minorities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-72-b001", "type": "PARAGRAPH", "text": "remedy and transition, languages, supported in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 72. Standard for linguistic minorities to connect evidence with delivery, unequal effect and correction. A system should identify whether literacy is available in the language needed for initial learning and how transition to wider-use languages is supported.", "citationIds": [ "REF-03" ] }, { "id": "sec-iceqc-r-2005-10-72-b002", "type": "PARAGRAPH", "text": "Reporting the instructional language without the learner's language context is insufficient to interpret access and result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-73", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "73", "title": "Standard for persons with disabilities", "anchor": "73-standard-for-persons-with-disabilities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-73-b001", "type": "PARAGRAPH", "text": "continuity and outside, recorded, provision in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 73. Standard for persons with disabilities to connect evidence with delivery, unequal effect and correction. The system reports who is included in ordinary programmes, who receives specialised support and who remains outside all recorded provision.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-73-b002", "type": "PARAGRAPH", "text": "Exclusion from an assessment because an accessible form was unavailable is a system limitation, not a characteristic of the person.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-74", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "74", "title": "Standard in emergencies", "anchor": "74-standard-in-emergencies", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-74-b001", "type": "PARAGRAPH", "text": "distribution and standards, remain, applicable in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 74. Standard in emergencies to connect evidence with delivery, unequal effect and correction. Literacy provision may need flexible venues, condensed schedules and language support. Essential protection and educational standards remain applicable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-74-b002", "type": "PARAGRAPH", "text": "Emergency reporting identifies coverage and interruption and should not compare a partial temporary programme directly with complete ordinary provision without qualification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-75", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "75", "title": "Availability", "anchor": "75-availability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-75-b001", "type": "PARAGRAPH", "text": "feasibility and communities, reachable, suitable in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 75. Availability to connect evidence with delivery, unequal effect and correction. A national programme may exist in policy while communities have no reachable class or suitable book.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-75-b002", "type": "PARAGRAPH", "text": "The measure therefore uses operational places and sessions, geographic distribution and language coverage rather than budget authorization alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-76", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "76", "title": "Accessibility", "anchor": "76-accessibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-76-b001", "type": "PARAGRAPH", "text": "capacity and transport, materials, childcare in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 76. Accessibility to connect evidence with delivery, unequal effect and correction. Literacy programmes advertised as free can remain inaccessible because of transport, materials, lost work time or childcare.", "citationIds": [ "REF-12" ] }, { "id": "sec-iceqc-r-2005-10-76-b002", "type": "PARAGRAPH", "text": "Public monitoring should identify these conditions rather than recording only whether a formal fee is charged.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-77", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "77", "title": "Acceptability", "anchor": "77-acceptability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-77-b001", "type": "PARAGRAPH", "text": "equity and humiliating, discriminatory, treatment in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 77. Acceptability to connect evidence with delivery, unequal effect and correction. It includes respect for dignity and protection from humiliating or discriminatory treatment.", "citationIds": [ "REF-12" ] }, { "id": "sec-iceqc-r-2005-10-77-b002", "type": "PARAGRAPH", "text": "Learner satisfaction is useful evidence but does not alone establish that the programme meets the literacy outcome.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-78", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "78", "title": "Adaptability", "anchor": "78-adaptability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-78-b001", "type": "PARAGRAPH", "text": "timing and learning, remains, explicit in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 78. Adaptability to connect evidence with delivery, unequal effect and correction. Adult schedules, bilingual routes and accessible formats can adapt the means. The learning claim remains explicit.", "citationIds": [ "REF-12" ] }, { "id": "sec-iceqc-r-2005-10-78-b002", "type": "PARAGRAPH", "text": "Adaptation should be evaluated for participation and achievement, not praised solely as innovation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-79", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "79", "title": "Non-compensable conditions", "anchor": "79-non-compensable-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-79-b001", "type": "PARAGRAPH", "text": "uncertainty and denial, opportunity, another in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 79. Non-compensable conditions to connect evidence with delivery, unequal effect and correction. Nor can high performance among one group compensate for denial of opportunity to another.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-79-b002", "type": "PARAGRAPH", "text": "The reporting framework identifies these conditions before constructing any summary judgement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-80", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "80", "title": "System quality matrix", "anchor": "80-system-quality-matrix", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-80-b001-tbl-iceqc-r-2005-10-3", "type": "TABLE", "title": "Table 3. Literacy quality dimensions and evidence", "columns": [ { "key": "c1-dimension", "label": "Dimension", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-system-question", "label": "System question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-minimum-evidence", "label": "Minimum evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-insufficient-substitute", "label": "Insufficient substitute", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Entitlement", "Can every relevant person access a suitable route?", "Population, coverage, barriers and remedy", "Number of programmes announced" ], [ "Provision", "Are personnel, time and materials operational and fit for purpose?", "Distribution, language, accessibility and observed use", "National procurement total" ], [ "Learning", "Is the defined literacy capability achieved?", "Valid assessment with coverage and uncertainty", "Attendance or completion alone" ], [ "Equity", "Are opportunity and outcomes fairly distributed?", "Disaggregated counts, rates and missingness", "National average alone" ], [ "Sustainability", "Is capability retained and used?", "Follow-up, reported use or continuing participation", "Immediate post-course result" ], [ "Accountability", "Can public claims be verified and corrected?", "Definitions, sources, methods, revisions and responsibility", "Untraceable headline rate" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-3-table-3-literacy-quality-dimensions-and-evidence.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-10-80-b002", "type": "PARAGRAPH", "text": "Source: ICEQC system-quality interpretation informed by, and.", "citationIds": [ "REF-03", "REF-05", "REF-12" ] } ] }, { "id": "sec-iceqc-r-2005-10-81", "partId": "part-iceqc-r-2005-10-iv", "parentId": null, "number": "81", "title": "System conclusion", "anchor": "81-system-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-81-b001", "type": "PARAGRAPH", "text": "distribution and concealing, failure, another in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 81. System conclusion to connect evidence with delivery, unequal effect and correction. Separating them allows specific action; reconnecting them prevents a favourable measure in one domain from concealing failure in another.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-81-b002", "type": "PARAGRAPH", "text": "The standard is exacting because literacy is both an educational outcome and a means of exercising continuing opportunity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-82", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "82", "title": "Language policy as quality policy", "anchor": "82-language-policy-as-quality-policy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-82-b001", "type": "PARAGRAPH", "text": "uncertainty and support, teachers, learners in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 82. Language policy as quality policy to connect evidence with delivery, unequal effect and correction. It also affects access to wider education, administration and employment. A national policy should state the language sequence, material commitments and support for teachers and learners.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-82-b002", "type": "PARAGRAPH", "text": "Announcing a language without providing books and prepared personnel produces formal policy without usable opportunity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-83", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "83", "title": "Initial language of literacy", "anchor": "83-initial-language-of-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-83-b001", "type": "PARAGRAPH", "text": "comparability and should, confuse, demands in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 83. Initial language of literacy to connect evidence with delivery, unequal effect and correction. Where instruction begins in an unfamiliar language, the programme must address language acquisition as well as literacy. The assessment should not confuse those demands.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-83-b002", "type": "PARAGRAPH", "text": "The appropriate national arrangement depends on linguistic context, rights and available capacity; the evidence requirement applies in every case.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-84", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "84", "title": "Transition between languages", "anchor": "84-transition-between-languages", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-84-b001", "type": "PARAGRAPH", "text": "authority and another, language, required in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 84. Transition between languages to connect evidence with delivery, unequal effect and correction. Sudden replacement can interrupt comprehension, while indefinite separation can restrict access to later curriculum where another language is required.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-84-b002", "type": "PARAGRAPH", "text": "Monitoring follows cohorts through the transition rather than comparing unrelated grades at one point.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-85", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "85", "title": "Multilingual capability", "anchor": "85-multilingual-capability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-85-b001", "type": "PARAGRAPH", "text": "coverage and unless, stated, construct in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 85. Multilingual capability to connect evidence with delivery, unequal effect and correction. A literacy profile can therefore contain more than one domain-by-language result. The profile should not be collapsed into “literate in the national language” unless that is the stated construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-85-b002", "type": "PARAGRAPH", "text": "Survey questionnaires record which language was assessed and which languages the respondent uses for reading and writing.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-86", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "86", "title": "Script", "anchor": "86-script", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-86-b001", "type": "PARAGRAPH", "text": "remedy and original, script, contexts in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 86. Script to connect evidence with delivery, unequal effect and correction. A person literate in one script may need additional learning for another. Transliteration is not equivalent to reading the original script in all contexts.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-86-b002", "type": "PARAGRAPH", "text": "Assessment and programme records should specify the script where this affects interpretation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-87", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "87", "title": "Oral language", "anchor": "87-oral-language", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-87-b001", "type": "PARAGRAPH", "text": "continuity and should, distinguish, conditions in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 87. Oral language to connect evidence with delivery, unequal effect and correction. A learner can have rich oral knowledge and limited print experience, or decode print with weak comprehension. Diagnosis should distinguish these conditions.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-87-b002", "type": "PARAGRAPH", "text": "Oral performance is not reported as reading or writing unless the construct explicitly includes it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-88", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "88", "title": "Sign language", "anchor": "88-sign-language", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-88-b001", "type": "PARAGRAPH", "text": "distribution and literacy, response, required in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 88. Sign language to connect evidence with delivery, unequal effect and correction. Assessment arrangements should distinguish comprehension of the task instructions from the literacy response required.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-88-b002", "type": "PARAGRAPH", "text": "Access through signing does not invalidate a reading construct; requiring spoken response where unnecessary can introduce an unrelated barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-89", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "89", "title": "Braille", "anchor": "89-braille", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-89-b001", "type": "PARAGRAPH", "text": "feasibility and appropriate, medium, purpose in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 89. Braille to connect evidence with delivery, unequal effect and correction. A learner's capability to read and write Braille should be assessed using suitable material and administration where this corresponds to educational use. Speed expectations may need evidence appropriate to the medium and purpose.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-89-b002", "type": "PARAGRAPH", "text": "Reporting should identify the accessible form without treating it as a lower standard.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-90", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "90", "title": "Low vision and print access", "anchor": "90-low-vision-and-print-access", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-90-b001", "type": "PARAGRAPH", "text": "capacity and feature, justified, expressly in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 90. Low vision and print access to connect evidence with delivery, unequal effect and correction. Adjustment should remove the visual barrier while preserving comprehension and writing demand. If rapid visual scanning is essential to the stated purpose, that feature is justified expressly.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-90-b002", "type": "PARAGRAPH", "text": "An assessment that cannot be seen is not a valid test of reading comprehension.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-91", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "91", "title": "Intellectual and learning disabilities", "anchor": "91-intellectual-and-learning-disabilities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-91-b001", "type": "PARAGRAPH", "text": "equity and without, documented, learning in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 91. Intellectual and learning disabilities to connect evidence with delivery, unequal effect and correction. A common entitlement does not require identical pace or material. The programme should set meaningful outcomes and avoid indefinite participation without documented learning.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-91-b002", "type": "PARAGRAPH", "text": "Population reporting should not omit specialised provision or classify every participant by attendance rather than capability.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-92", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "92", "title": "Physical disability", "anchor": "92-physical-disability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-92-b001", "type": "PARAGRAPH", "text": "timing and prevents, assistance, content in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 92. Physical disability to connect evidence with delivery, unequal effect and correction. The arrangement records the learner's own language and decisions and prevents assistance with content.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-92-b002", "type": "PARAGRAPH", "text": "If handwriting itself is an authorised outcome, it is reported separately from composition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-93", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "93", "title": "Assessment accommodation", "anchor": "93-assessment-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-93-b001", "type": "PARAGRAPH", "text": "uncertainty and information, reading, incidental in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 93. Assessment accommodation to connect evidence with delivery, unequal effect and correction. Its validity depends on the construct. Reading a passage aloud would invalidate a decoding measure but could be appropriate where the task assesses reasoning from information and reading is incidental.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-93-b002", "type": "PARAGRAPH", "text": "The decision is made before results are known and is documented consistently.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-94", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "94", "title": "Alternative assessment", "anchor": "94-alternative-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-94-b001", "type": "PARAGRAPH", "text": "comparability and merely, because, accessible in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 94. Alternative assessment to connect evidence with delivery, unequal effect and correction. Comparability is established through expert judgement and empirical evidence proportionate to consequence. An easier task should not carry the same claim merely because it is accessible.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-94-b002", "type": "PARAGRAPH", "text": "If full comparability cannot be shown, the result is described accurately rather than withheld.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-95", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "95", "title": "Exemptions", "anchor": "95-exemptions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-95-b001", "type": "PARAGRAPH", "text": "authority and acceptable, learner, exemption in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 95. Exemptions to connect evidence with delivery, unequal effect and correction. Exemption should be exceptional, individually reasoned and reported by cause. Lack of accommodation is not an acceptable learner-based exemption.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-95-b002", "type": "PARAGRAPH", "text": "Excluded counts remain in the coverage statement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-96", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "96", "title": "Household frame exclusions", "anchor": "96-household-frame-exclusions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-96-b001", "type": "PARAGRAPH", "text": "coverage and narrows, target, population in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 96. Household frame exclusions to connect evidence with delivery, unequal effect and correction. These groups may have materially different literacy opportunities. Their absence narrows the target population.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-96-b002", "type": "PARAGRAPH", "text": "The report names the excluded population and seeks complementary evidence where public significance warrants.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-97", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "97", "title": "Remote communities", "anchor": "97-remote-communities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-97-b001", "type": "PARAGRAPH", "text": "remedy and patterns, inform, fieldwork in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 97. Remote communities to connect evidence with delivery, unequal effect and correction. Oversampling may be needed for reliable estimates, with weights restoring national representation. Travel and seasonal patterns inform fieldwork.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-97-b002", "type": "PARAGRAPH", "text": "Remote results should not be pooled away where service decisions are local.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-98", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "98", "title": "Migrants and refugees", "anchor": "98-migrants-and-refugees", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-98-b001", "type": "PARAGRAPH", "text": "continuity and because, documents, absent in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 98. Migrants and refugees to connect evidence with delivery, unequal effect and correction. Assessment separates prior literacy, new-language acquisition and recognition of existing capability. Programme entry should not assume no education because local documents are absent.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-98-b002", "type": "PARAGRAPH", "text": "Confidentiality and legal safety are essential to meaningful participation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-99", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "99", "title": "Indigenous communities", "anchor": "99-indigenous-communities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-99-b001", "type": "PARAGRAPH", "text": "distribution and inappropriate, national, categories in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 99. Indigenous communities to connect evidence with delivery, unequal effect and correction. Small populations require careful confidentiality and may need community-defined reporting units rather than inappropriate national categories.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-99-b002", "type": "PARAGRAPH", "text": "Participation in design does not remove the need to test learning and access fairly.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-100", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "100", "title": "Gender and assessment", "anchor": "100-gender-and-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-100-b001", "type": "PARAGRAPH", "text": "feasibility and prompts, investigation, automatic in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 100. Gender and assessment to connect evidence with delivery, unequal effect and correction. Blueprint review and item analysis examine differential performance after controlling for overall capability. An item difference prompts investigation; it is not automatic proof of bias.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-100-b002", "type": "PARAGRAPH", "text": "Gender reporting includes counts and proficiency distribution, not only a parity ratio.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-101", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "101", "title": "Age", "anchor": "101-age", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-101-b001", "type": "PARAGRAPH", "text": "capacity and require, accessible, administration in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 101. Age to connect evidence with delivery, unequal effect and correction. Direct comparison of scores requires a common framework demonstrably suitable across ages. Older adults may face sensory or health conditions that require accessible administration.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-101-b002", "type": "PARAGRAPH", "text": "Age groups remain visible because a national average can conceal cohort change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-102", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "102", "title": "Poverty and cost", "anchor": "102-poverty-and-cost", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-102-b001", "type": "PARAGRAPH", "text": "equity and demand, constrained, scheduling in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 102. Poverty and cost to connect evidence with delivery, unequal effect and correction. A programme recorded as available may not be economically accessible. Surveys should distinguish no demand from demand constrained by cost or scheduling.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-102-b002", "type": "PARAGRAPH", "text": "Financial support is evaluated by reach and continued participation, not allocation alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-103", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "103", "title": "Safety and dignity", "anchor": "103-safety-and-dignity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-103-b001", "type": "PARAGRAPH", "text": "timing and particularly, travel, creates in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 103. Safety and dignity to connect evidence with delivery, unequal effect and correction. Recruitment, assessment and reporting protect privacy. Classes should be safe in location and timing, particularly where travel creates risk.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-103-b002", "type": "PARAGRAPH", "text": "Humiliating testing can reduce participation and invalidate responses as well as violate dignity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-104", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "104", "title": "Inclusion reporting table", "anchor": "104-inclusion-reporting-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-104-b001-tbl-iceqc-r-2005-10-4", "type": "TABLE", "title": "Table 4. Inclusion condition, evidence and reporting response", "columns": [ { "key": "c1-condition", "label": "Condition", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-evidence-required", "label": "Evidence required", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-invalid-treatment", "label": "Invalid treatment", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-public-response", "label": "Public response", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Assessment language differs from strongest language", "Language profile and purpose-specific result", "Reporting all difficulty as inability to read", "Name language, construct and limitation" ], [ "Accessible form unavailable", "Required form, affected count and attempted remedy", "Coding the learner below threshold", "Record non-assessment and system failure" ], [ "Household frame excludes a group", "Population estimate and reason for exclusion", "Omitting the group from the target population silently", "Publish coverage and complementary evidence plan" ], [ "Programme cost restricts attendance", "Fees, indirect costs, withdrawals and learner evidence", "Reporting places offered as effective access", "Report participation and identified cost barrier" ], [ "Small group creates disclosure risk", "Cell size and aggregation options", "Publishing identifiable results", "Suppress or aggregate while retaining totals" ], [ "Translation changes task demand", "adaptation review and item evidence", "Assuming literal translation is equivalent", "Limit comparison or revise the item" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-4-table-4-inclusion-condition-evidence-and-reporting-response.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-10-104-b002", "type": "PARAGRAPH", "text": "Source: ICEQC inclusion and fair-assessment protocol informed by, and.", "citationIds": [ "REF-03", "REF-12", "REF-14" ] } ] }, { "id": "sec-iceqc-r-2005-10-105", "partId": "part-iceqc-r-2005-10-v", "parentId": null, "number": "105", "title": "Inclusion conclusion", "anchor": "105-inclusion-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-105-b001", "type": "PARAGRAPH", "text": "continuity and appropriate, transparent, limits in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 105. Inclusion conclusion to connect evidence with delivery, unequal effect and correction. It requires a common construct, appropriate means and transparent limits.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-105-b002", "type": "PARAGRAPH", "text": "The resulting data should make excluded people more visible to policy, not convert exclusion into apparently low performance.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-106", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "106", "title": "Programme purpose", "anchor": "106-programme-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-106-b001", "type": "PARAGRAPH", "text": "timing and support, curriculum, evaluation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 106. Programme purpose to connect evidence with delivery, unequal effect and correction. A general intention to improve literacy is too broad to support curriculum or evaluation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-106-b002", "type": "PARAGRAPH", "text": "Purpose is agreed before recruitment claims and outcome targets are set.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-107", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "107", "title": "Entry assessment", "anchor": "107-entry-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-107-b001", "type": "PARAGRAPH", "text": "uncertainty and replace, current, diagnosis in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 107. Entry assessment to connect evidence with delivery, unequal effect and correction. It should support placement and planning, not act as an unnecessary barrier. Prior schooling is evidence but does not replace current diagnosis.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-107-b002", "type": "PARAGRAPH", "text": "Results are explained privately and can be reconsidered where the assessment conditions were unsuitable.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-108", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "108", "title": "Grouping learners", "anchor": "108-grouping-learners", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-108-b001", "type": "PARAGRAPH", "text": "comparability and grouping, supports, progression in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 108. Grouping learners to connect evidence with delivery, unequal effect and correction. Excessive variation can make instruction ineffective; excessive sorting can restrict access and stigmatise learners. The programme records how grouping supports progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-108-b002", "type": "PARAGRAPH", "text": "Movement between groups remains possible on evidence of learning.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-109", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "109", "title": "Curriculum sequence", "anchor": "109-curriculum-sequence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-109-b001", "type": "PARAGRAPH", "text": "authority and limiting, learners, immediate in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 109. Curriculum sequence to connect evidence with delivery, unequal effect and correction. It balances decoding, fluency, vocabulary, comprehension and writing according to learner needs and language. Functional contexts are used without limiting learners to one immediate task.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-109-b002", "type": "PARAGRAPH", "text": "Sequence should be visible to facilitators and learners in usable terms.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-110", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "110", "title": "Reading instruction", "anchor": "110-reading-instruction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-110-b001", "type": "PARAGRAPH", "text": "coverage and silent, comprehension, itself in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 110. Reading instruction to connect evidence with delivery, unequal effect and correction. The balance depends on prior capability and language. Reading aloud can reveal some processes but does not establish silent comprehension by itself.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-110-b002", "type": "PARAGRAPH", "text": "Learners encounter increasingly varied texts and purposes rather than repeated practice on the assessment item format.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-111", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "111", "title": "Writing instruction", "anchor": "111-writing-instruction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-111-b001", "type": "PARAGRAPH", "text": "remedy and cannot, demonstrate, composition in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 111. Writing instruction to connect evidence with delivery, unequal effect and correction. It includes planning, production, revision and attention to audience. Copying can develop transcription but cannot demonstrate composition.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-111-b002", "type": "PARAGRAPH", "text": "Assessment samples writing sufficiently to support the intended claim.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-112", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "112", "title": "Vocabulary and comprehension", "anchor": "112-vocabulary-and-comprehension", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-112-b001", "type": "PARAGRAPH", "text": "continuity and purpose, suitable, levels in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 112. Vocabulary and comprehension to connect evidence with delivery, unequal effect and correction. Comprehension instruction includes locating information, making connections, drawing supported inference and evaluating purpose at suitable levels.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-112-b002", "type": "PARAGRAPH", "text": "Questions should distinguish memory of teaching from understanding of a new text.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-113", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "113", "title": "Numeracy relationship", "anchor": "113-numeracy-relationship", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-113-b001", "type": "PARAGRAPH", "text": "distribution and unrecognised, numeracy, result in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 113. Numeracy relationship to connect evidence with delivery, unequal effect and correction. Written problem contexts should not make reading difficulty the unrecognised cause of a low numeracy result.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-113-b002", "type": "PARAGRAPH", "text": "Integrated activities can be educationally valuable while assessment retains domain information.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-114", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "114", "title": "Relevant texts", "anchor": "114-relevant-texts", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-114-b001", "type": "PARAGRAPH", "text": "feasibility and overwhelms, intended, outcome in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 114. Relevant texts to connect evidence with delivery, unequal effect and correction. Relevance supports engagement and use. Accuracy and reading demand should be reviewed; an authentic document can be unsuitable if its layout overwhelms the intended early outcome.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-114-b002", "type": "PARAGRAPH", "text": "Learners also need texts beyond immediate survival tasks to support continuing education and cultural participation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-115", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "115", "title": "Materials supply", "anchor": "115-materials-supply", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-115-b001", "type": "PARAGRAPH", "text": "capacity and spaces, extend, access in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 115. Materials supply to connect evidence with delivery, unequal effect and correction. Procurement counts are reconciled with delivery, loss and actual use. Community libraries and reading spaces can extend access.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-115-b002", "type": "PARAGRAPH", "text": "Materials are revised when factual errors or harmful representations are identified.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-116", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "116", "title": "Instructional time", "anchor": "116-instructional-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-116-b001", "type": "PARAGRAPH", "text": "equity and learner, attending, sessions in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 116. Instructional time to connect evidence with delivery, unequal effect and correction. Attendance, cancellations, late starts and time spent on non-instructional administration determine delivered time. A 200-hour course does not provide 200 hours to a learner attending 70 per cent of sessions.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-116-b002", "type": "PARAGRAPH", "text": "The system reports planned, delivered and received time separately where each is material.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-117", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "117", "title": "Pace and intensity", "anchor": "117-pace-and-intensity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-117-b001", "type": "PARAGRAPH", "text": "timing and independent, attendance, progression in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 117. Pace and intensity to connect evidence with delivery, unequal effect and correction. Programme design tests the relation among session frequency, independent use, attendance and progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-117-b002", "type": "PARAGRAPH", "text": "Variation is permitted where the learning outcome and evidence remain clear.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-118", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "118", "title": "Facilitator knowledge", "anchor": "118-facilitator-knowledge", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-118-b001", "type": "PARAGRAPH", "text": "uncertainty and respect, learners, necessary in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 118. Facilitator knowledge to connect evidence with delivery, unequal effect and correction. Subject knowledge and respect for learners are both necessary.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-118-b002", "type": "PARAGRAPH", "text": "Training attendance is an input; observation and learner evidence test application.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-119", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "119", "title": "Facilitator conditions", "anchor": "119-facilitator-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-119-b001", "type": "PARAGRAPH", "text": "comparability and support, number, trained in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 119. Facilitator conditions to connect evidence with delivery, unequal effect and correction. Workforce reporting covers deployment, attendance, turnover and support, not only the number trained.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-119-b002", "type": "PARAGRAPH", "text": "Volunteer participation can be valuable but should not conceal the resources required for dependable public provision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-120", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "120", "title": "Attendance and continuity", "anchor": "120-attendance-and-continuity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-120-b001", "type": "PARAGRAPH", "text": "authority and reducing, population, represented in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 120. Attendance and continuity to connect evidence with delivery, unequal effect and correction. They should distinguish session cancellation from learner absence and record re-entry. A completion rule that excludes interrupted learners can improve the published completion rate while reducing the population represented.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-120-b002", "type": "PARAGRAPH", "text": "Programmes investigate absence and provide proportionate routes back.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-121", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "121", "title": "Formative assessment", "anchor": "121-formative-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-121-b001", "type": "PARAGRAPH", "text": "coverage and instruction, burden, learners in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 121. Formative assessment to connect evidence with delivery, unequal effect and correction. Tasks sample the taught capability and lead to action. Recording every exercise as a performance indicator can distort instruction and burden learners.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-121-b002", "type": "PARAGRAPH", "text": "Only measures with stable rules are aggregated for system reporting.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-122", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "122", "title": "Completion assessment", "anchor": "122-completion-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-122-b001", "type": "PARAGRAPH", "text": "remedy and usable, information, result in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 122. Completion assessment to connect evidence with delivery, unequal effect and correction. Where certification supports further education or employment, controls for consistency and identity are proportionate to consequence. Learners receive usable information about what the result means.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-122-b002", "type": "PARAGRAPH", "text": "Attendance may be recognised separately but should not be labelled literacy achievement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-123", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "123", "title": "Progression", "anchor": "123-progression", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-123-b001", "type": "PARAGRAPH", "text": "continuity and recognition, before, course in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 123. Progression to connect evidence with delivery, unequal effect and correction. The route, entry requirements and credit or recognition are known before the course ends.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-123-b002", "type": "PARAGRAPH", "text": "A programme with no progression route may repeatedly enrol the same learners without expanding capability.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-124", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "124", "title": "Literate environments", "anchor": "124-literate-environments", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-124-b001", "type": "PARAGRAPH", "text": "distribution and retain, extend, capability in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 124. Literate environments to connect evidence with delivery, unequal effect and correction. Libraries, newspapers, public information, workplace material and community writing can create reason to retain and extend capability.", "citationIds": [ "REF-03" ] }, { "id": "sec-iceqc-r-2005-10-124-b002", "type": "PARAGRAPH", "text": "Availability is monitored alongside accessibility, language and actual use.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-125", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "125", "title": "Community participation", "anchor": "125-community-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-125-b001", "type": "PARAGRAPH", "text": "feasibility and finance, learner, protection in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 125. Community participation to connect evidence with delivery, unequal effect and correction. Programme authority should remain clear, particularly for curriculum, staff support, finance and learner protection.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-125-b002", "type": "PARAGRAPH", "text": "Consultation is not a substitute for responding to evidence raised.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-126", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "126", "title": "Quality review", "anchor": "126-quality-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-126-b001", "type": "PARAGRAPH", "text": "capacity and learner, evidence, confidentially in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 126. Quality review to connect evidence with delivery, unequal effect and correction. It includes samples of ordinary and difficult sites and seeks learner evidence confidentially.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-126-b002", "type": "PARAGRAPH", "text": "Findings distinguish design, resource, delivery and measurement causes.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-127", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "127", "title": "Corrective action", "anchor": "127-corrective-action", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-127-b001", "type": "PARAGRAPH", "text": "equity and resolve, either, problem in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 127. Corrective action to connect evidence with delivery, unequal effect and correction. Low attendance caused by unsafe travel requires a different response from low attendance caused by cancelled classes. Revising publicity cannot resolve either problem.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-127-b002", "type": "PARAGRAPH", "text": "Affected learners receive an immediate remedy where delay would close a learning opportunity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-128", "partId": "part-iceqc-r-2005-10-vi", "parentId": null, "number": "128", "title": "Programme evidence table", "anchor": "128-programme-evidence-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-128-b001-tbl-iceqc-r-2005-10-5", "type": "TABLE", "title": "Table 5. 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Programme conclusion to connect evidence with delivery, unequal effect and correction. Its quality cannot be established by enrolment, expenditure or certification in isolation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-129-b002", "type": "PARAGRAPH", "text": "The programme record should make attrition and incomplete delivery visible so that improvement is directed to the actual point of loss.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-130", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "130", "title": "Reporting purpose", "anchor": "130-reporting-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-130-b001", "type": "PARAGRAPH", "text": "equity and learning, equity, sustained in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 130. Reporting purpose to connect evidence with delivery, unequal effect and correction. It is not a publicity record of activities. Each indicator is selected because it answers a defined question about entitlement, provision, learning, equity or sustained use.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-130-b002", "type": "PARAGRAPH", "text": "The report states who is responsible for the measure and which action follows an adverse finding.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-131", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "131", "title": "Indicator specification", "anchor": "131-indicator-specification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-131-b001", "type": "PARAGRAPH", "text": "timing and person, defined, operationally in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 131. Indicator specification to connect evidence with delivery, unequal effect and correction. Terms such as participant, completer and literate person are defined operationally.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-131-b002", "type": "PARAGRAPH", "text": "Without the complete specification, two agencies can publish the same label for different results.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-132", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "132", "title": "Population base", "anchor": "132-population-base", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-132-b001", "type": "PARAGRAPH", "text": "uncertainty and cohort, capability, stable in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 132. Population base to connect evidence with delivery, unequal effect and correction. The starting age and upper treatment should be explicit. A rate for persons aged 15 and over will change with population ageing even if each cohort's capability is stable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-132-b002", "type": "PARAGRAPH", "text": "Counts accompany rates to show the scale of unmet need.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-133", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "133", "title": "Youth and adult series", "anchor": "133-youth-and-adult-series", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-133-b001", "type": "PARAGRAPH", "text": "comparability and educational, opportunity, migration in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 133. Youth and adult series to connect evidence with delivery, unequal effect and correction. A youth measure may indicate the recent performance of schooling and transition, while an adult measure includes the accumulated effects of older educational opportunity, migration and skill use.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-133-b002", "type": "PARAGRAPH", "text": "The groups should not overlap ambiguously or be compared without noting their different cohort composition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-134", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "134", "title": "Literacy rate", "anchor": "134-literacy-rate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-134-b001", "type": "PARAGRAPH", "text": "authority and result, depending, missing in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 134. Literacy rate to connect evidence with delivery, unequal effect and correction. Unknown literacy status should remain visible. Removing unknown cases can raise or lower the result depending on who is missing.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-134-b002", "type": "PARAGRAPH", "text": "The method used to classify literacy is part of the indicator name or immediate note.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-135", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "135", "title": "Number of persons not meeting the standard", "anchor": "135-number-of-persons-not-meeting-the-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-135-b001", "type": "PARAGRAPH", "text": "coverage and number, requiring, opportunity in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 135. Number of persons not meeting the standard to connect evidence with delivery, unequal effect and correction. Population growth can produce a declining rate and a stable or increasing number requiring opportunity.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-135-b002", "type": "PARAGRAPH", "text": "Reports therefore present the rate and number together and explain population estimates used.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-136", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "136", "title": "Gender parity", "anchor": "136-gender-parity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-136-b001", "type": "PARAGRAPH", "text": "remedy and disparities, across, location in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 136. Gender parity to connect evidence with delivery, unequal effect and correction. Parity at a low level is not satisfactory quality, and a national ratio can conceal opposite disparities across age or location.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-136-b002", "type": "PARAGRAPH", "text": "The report supplies both group counts, both rates, the absolute gap and the ratio where used.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-137", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "137", "title": "Proficiency distribution", "anchor": "137-proficiency-distribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-137-b001", "type": "PARAGRAPH", "text": "continuity and needing, targeted, development in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 137. Proficiency distribution to connect evidence with delivery, unequal effect and correction. A single below-threshold percentage is insufficient where policy needs to distinguish persons requiring initial instruction from those needing targeted development.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-137-b002", "type": "PARAGRAPH", "text": "Plausible values or other uncertainty in individual score estimation should be handled according to the assessment design and disclosed technically.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-138", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "138", "title": "School-stage achievement", "anchor": "138-school-stage-achievement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-138-b001", "type": "PARAGRAPH", "text": "distribution and result, reported, separately in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 138. School-stage achievement to connect evidence with delivery, unequal effect and correction. If only attending learners are assessed, out-of-school children remain outside the result and are reported separately.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-138-b002", "type": "PARAGRAPH", "text": "Changes in promotion or repetition can alter the composition of grade samples.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-139", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "139", "title": "Entry to provision", "anchor": "139-entry-to-provision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-139-b001", "type": "PARAGRAPH", "text": "feasibility and correspond, access, obligation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 139. Entry to provision to connect evidence with delivery, unequal effect and correction. Its denominator may be the estimated eligible population, applicants or offered places; each has a different meaning. The chosen population should correspond to the access obligation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-139-b002", "type": "PARAGRAPH", "text": "Repeat participation is reported separately because it can represent persistence, progression or failure of the earlier programme.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-140", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "140", "title": "Attendance", "anchor": "140-attendance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-140-b001", "type": "PARAGRAPH", "text": "capacity and denominator, reported, independently in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 140. Attendance to connect evidence with delivery, unequal effect and correction. These measures should not share one label. Provider cancellations are removed from one denominator only if reported independently.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-140-b002", "type": "PARAGRAPH", "text": "Average attendance can conceal complete withdrawal among a substantial group.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-141", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "141", "title": "Completion", "anchor": "141-completion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-141-b001", "type": "PARAGRAPH", "text": "equity and threshold, reassessment, stated in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 141. Completion to connect evidence with delivery, unequal effect and correction. If that requirement is attendance, the indicator is attendance-based completion. If it includes assessed literacy achievement, the threshold and reassessment rule are stated.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-141-b002", "type": "PARAGRAPH", "text": "The denominator is normally a defined entry cohort, with transfers, deaths and unknown outcomes reported rather than removed silently.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-142", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "142", "title": "Achievement among completers", "anchor": "142-achievement-among-completers", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-142-b001", "type": "PARAGRAPH", "text": "timing and achievement, entrants, attrition in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 142. Achievement among completers to connect evidence with delivery, unequal effect and correction. A programme-effectiveness account should also report achievement among entrants and attrition.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-142-b002", "type": "PARAGRAPH", "text": "Selection through withdrawal should not be presented as improved teaching.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-143", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "143", "title": "Progression", "anchor": "143-progression", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-143-b001", "type": "PARAGRAPH", "text": "uncertainty and period, referral, progression in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 143. Progression to connect evidence with delivery, unequal effect and correction. Referral is not progression; an offer is not take-up.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-143-b002", "type": "PARAGRAPH", "text": "The receiving programme and entry requirements are identified so that progression has substantive meaning.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-144", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "144", "title": "Retention", "anchor": "144-retention", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-144-b001", "type": "PARAGRAPH", "text": "comparability and learners, harder, contact in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 144. Retention to connect evidence with delivery, unequal effect and correction. Loss to follow-up can seriously bias results because mobile or less successful learners may be harder to contact.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-144-b002", "type": "PARAGRAPH", "text": "The report presents the follow-up rate and baseline characteristics of persons not reassessed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-145", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "145", "title": "Reported use", "anchor": "145-reported-use", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-145-b001", "type": "PARAGRAPH", "text": "authority and establish, proficiency, quality in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 145. Reported use to connect evidence with delivery, unequal effect and correction. Self-reported frequency does not establish proficiency or quality of use.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-145-b002", "type": "PARAGRAPH", "text": "The questionnaire identifies language, medium and context and avoids treating lack of available material as lack of personal motivation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-146", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "146", "title": "Coverage of materials", "anchor": "146-coverage-of-materials", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-146-b001", "type": "PARAGRAPH", "text": "coverage and reconciled, location, condition in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 146. Coverage of materials to connect evidence with delivery, unequal effect and correction. National stock totals are reconciled with location and condition.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-146-b002", "type": "PARAGRAPH", "text": "Coverage is reported by language and programme type where unequal distribution is plausible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-147", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "147", "title": "Personnel indicators", "anchor": "147-personnel-indicators", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-147-b001", "type": "PARAGRAPH", "text": "remedy and remain, active, denominator in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 147. Personnel indicators to connect evidence with delivery, unequal effect and correction. Persons trained but no longer delivering should not remain in the active denominator.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-147-b002", "type": "PARAGRAPH", "text": "Ratios are interpreted alongside group size, contact hours and geographic travel.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-148", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "148", "title": "Expenditure", "anchor": "148-expenditure", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-148-b001", "type": "PARAGRAPH", "text": "continuity and should, labelled, accordingly in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 148. Expenditure to connect evidence with delivery, unequal effect and correction. Cost per entrant, completer or successful learner uses different outcome denominators and should be labelled accordingly.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-148-b002", "type": "PARAGRAPH", "text": "Low cost is not efficiency where learning or inclusion is inadequate.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-149", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "149", "title": "Data disaggregation", "anchor": "149-data-disaggregation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-149-b001", "type": "PARAGRAPH", "text": "distribution and necessary, equity, analysis in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 149. Data disaggregation to connect evidence with delivery, unequal effect and correction. Further categories are used where lawful, accurate and necessary for equity analysis.", "citationIds": [ "REF-04" ] }, { "id": "sec-iceqc-r-2005-10-149-b002", "type": "PARAGRAPH", "text": "Disaggregation is planned in sampling and records; it cannot be recovered reliably after groups were not identified.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-150", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "150", "title": "Intersection", "anchor": "150-intersection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-150-b001", "type": "PARAGRAPH", "text": "feasibility and confidentiality, avoiding, unstable in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 150. Intersection to connect evidence with delivery, unequal effect and correction. Intersectional analysis examines sufficient joint categories while protecting confidentiality and avoiding unstable small cells.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-150-b002", "type": "PARAGRAPH", "text": "The report chooses intersections from plausible policy mechanisms rather than publishing every possible cross-tabulation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-151", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "151", "title": "Small areas", "anchor": "151-small-areas", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-151-b001", "type": "PARAGRAPH", "text": "capacity and presented, direct, observations in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 151. Small areas to connect evidence with delivery, unequal effect and correction. Modelled small-area results state assumptions and uncertainty and should not be presented as direct observations.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-151-b002", "type": "PARAGRAPH", "text": "Administrative data can add coverage but require consistent definitions and checks for duplicate or missing learners.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-152", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "152", "title": "International aggregates", "anchor": "152-international-aggregates", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-152-b001", "type": "PARAGRAPH", "text": "equity and because, literacy, changes in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 152. International aggregates to connect evidence with delivery, unequal effect and correction. A regional average can improve because countries with data change, not because literacy changes.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-152-b002", "type": "PARAGRAPH", "text": "The publication identifies imputed and projected values and does not give them the same visual status as observations without a note.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-153", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "153", "title": "Baseline and target", "anchor": "153-baseline-and-target", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-153-b001", "type": "PARAGRAPH", "text": "timing and linking, documented, restart in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 153. Baseline and target to connect evidence with delivery, unequal effect and correction. A national target should specify the baseline year, population, measure and method. If the definition or instrument changes, the target series requires linking or a documented restart.", "citationIds": [ "REF-01" ] }, { "id": "sec-iceqc-r-2005-10-153-b002", "type": "PARAGRAPH", "text": "A target is a policy commitment, not a forecast and not evidence of progress.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-154", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "154", "title": "Observed, estimated and projected values", "anchor": "154-observed-estimated-and-projected-values", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-154-b001", "type": "PARAGRAPH", "text": "uncertainty and assumptions, future, period in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 154. Observed, estimated and projected values to connect evidence with delivery, unequal effect and correction. An imputed value fills missing data under a method; a projection extends assumptions into a future period.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-154-b002", "type": "PARAGRAPH", "text": "Tables identify these statuses cell by cell where they are mixed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-155", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "155", "title": "Reference years", "anchor": "155-reference-years", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-155-b001", "type": "PARAGRAPH", "text": "comparability and method, explains, adjustment in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 155. Reference years to connect evidence with delivery, unequal effect and correction. A table headed 2005 should not imply that every observation was made in 2005. Each value carries its reference year, and the aggregate method explains any adjustment.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-155-b002", "type": "PARAGRAPH", "text": "Old data may still be the best available evidence but cannot support a claim about current change without qualification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-156", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "156", "title": "Revision", "anchor": "156-revision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-156-b001", "type": "PARAGRAPH", "text": "authority and reason, effect, conclusions in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 156. Revision to connect evidence with delivery, unequal effect and correction. The publication identifies the original and revised value, reason, date and effect on conclusions.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-156-b002", "type": "PARAGRAPH", "text": "Quietly replacing a series prevents users from understanding decisions based on the earlier release.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-157", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "157", "title": "Data quality statement", "anchor": "157-data-quality-statement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-157-b001", "type": "PARAGRAPH", "text": "coverage and result, planned, improvement in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 157. Data quality statement to connect evidence with delivery, unequal effect and correction. It identifies the strongest limitation for each headline result and planned improvement.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-157-b002", "type": "PARAGRAPH", "text": "Quality is not conveyed by a general declaration that methods are rigorous.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-158", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "158", "title": "Reporting dashboard", "anchor": "158-reporting-dashboard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-158-b001-tbl-iceqc-r-2005-10-6", "type": "TABLE", "title": "Table 6. 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Public narrative to connect evidence with delivery, unequal effect and correction. It distinguishes evidence from explanation and identifies action without claiming that proposed action has already worked.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-159-b002", "type": "PARAGRAPH", "text": "Headlines use the same population and time basis as the supporting table.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-160", "partId": "part-iceqc-r-2005-10-vii", "parentId": null, "number": "160", "title": "Reporting conclusion", "anchor": "160-reporting-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-160-b001", "type": "PARAGRAPH", "text": "timing and evidence, remain, accessible in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 160. Reporting conclusion to connect evidence with delivery, unequal effect and correction. A shorter public summary may be provided, but definitions and detailed evidence remain accessible.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-160-b002", "type": "PARAGRAPH", "text": "Trust depends on reporting adverse and uncertain results with the same precision as favourable ones.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-161", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "161", "title": "National responsibility", "anchor": "161-national-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-161-b001", "type": "PARAGRAPH", "text": "remedy and fragmenting, public, account in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 161. National responsibility to connect evidence with delivery, unequal effect and correction. Responsibility should be assigned across education, statistics, finance, labour, local government and other relevant bodies without fragmenting the public account.", "citationIds": [ "REF-02" ] }, { "id": "sec-iceqc-r-2005-10-161-b002", "type": "PARAGRAPH", "text": "One body maintains the authoritative definitions and publication schedule.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-162", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "162", "title": "Legislative and policy basis", "anchor": "162-legislative-and-policy-basis", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-162-b001", "type": "PARAGRAPH", "text": "continuity and populations, actions, measures in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 162. Legislative and policy basis to connect evidence with delivery, unequal effect and correction. A time-bound plan translates general commitment into populations, actions and measures.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-162-b002", "type": "PARAGRAPH", "text": "Policy status is reported accurately; a draft strategy does not establish an operative right or funded programme.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-163", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "163", "title": "Coordination", "anchor": "163-coordination", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-163-b001", "type": "PARAGRAPH", "text": "distribution and programmes, allowing, adaptation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 163. Coordination to connect evidence with delivery, unequal effect and correction. It should resolve conflicting definitions and prevent duplicate programmes while allowing local adaptation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-163-b002", "type": "PARAGRAPH", "text": "Meeting frequency is not a result. Decisions, assigned action and resolved dependency provide the evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-164", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "164", "title": "Statistical independence", "anchor": "164-statistical-independence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-164-b001", "type": "PARAGRAPH", "text": "feasibility and findings, political, convenience in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 164. Statistical independence to connect evidence with delivery, unequal effect and correction. Programme managers supply data and explanation but should not suppress an adverse estimate. Pre-release access, where permitted, is controlled and does not change findings for political convenience.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-164-b002", "type": "PARAGRAPH", "text": "Method changes are documented before their effect on performance is known where possible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-165", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "165", "title": "Local government", "anchor": "165-local-government", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-165-b001", "type": "PARAGRAPH", "text": "capacity and whether, achievement, credible in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 165. Local government to connect evidence with delivery, unequal effect and correction. National standards establish minimum definitions, learner protection and reporting so that location does not determine whether achievement is credible.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-165-b002", "type": "PARAGRAPH", "text": "Funding formulas consider need and delivery cost, not only historic enrolment.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-166", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "166", "title": "Provider responsibility", "anchor": "166-provider-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-166-b001", "type": "PARAGRAPH", "text": "equity and assessment, safeguarding, continuity in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 166. Provider responsibility to connect evidence with delivery, unequal effect and correction. Contracts specify access, staff, assessment, data, safeguarding and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-166-b002", "type": "PARAGRAPH", "text": "Payment solely per enrolment can encourage duplicate or nominal registrations; payment solely per pass can encourage exclusion of learners with greater need.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-167", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "167", "title": "Community governance", "anchor": "167-community-governance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-167-b001", "type": "PARAGRAPH", "text": "timing and feedback, protected, retaliation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 167. Community governance to connect evidence with delivery, unequal effect and correction. Representatives should include intended learners and groups facing barriers, not only established local office-holders. Feedback is protected from retaliation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-167-b002", "type": "PARAGRAPH", "text": "Community contribution should not become an unofficial fee that excludes poorer learners.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-168", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "168", "title": "Learner voice", "anchor": "168-learner-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-168-b001", "type": "PARAGRAPH", "text": "uncertainty and safety, matters, immediately in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 168. Learner voice to connect evidence with delivery, unequal effect and correction. Anonymous routes may be necessary where facilitators control certification. Evidence is analysed by issue and site, with urgent safety matters acted upon immediately.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-168-b002", "type": "PARAGRAPH", "text": "Satisfaction is interpreted alongside learning and access.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-169", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "169", "title": "Planning population", "anchor": "169-planning-population", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-169-b001", "type": "PARAGRAPH", "text": "comparability and period, reasonably, served in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 169. Planning population to connect evidence with delivery, unequal effect and correction. The number is not the same as likely first-year demand. Plans identify outreach, capacity and the period over which unmet need can reasonably be served.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-169-b002", "type": "PARAGRAPH", "text": "Underestimating the population may produce full classes and a misleading claim of complete provision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-170", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "170", "title": "Cost categories", "anchor": "170-cost-categories", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-170-b001", "type": "PARAGRAPH", "text": "authority and disclosed, necessary, continuation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 170. Cost categories to connect evidence with delivery, unequal effect and correction. Capital and recurrent costs are separated. Volunteer time and donated space are valued or disclosed where they are necessary to continuation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-170-b002", "type": "PARAGRAPH", "text": "Omitted costs can make a pilot appear cheaper than an operational programme.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-171", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "171", "title": "Allocation", "anchor": "171-allocation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-171-b001", "type": "PARAGRAPH", "text": "coverage and materials, access, necessary in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 171. Allocation to connect evidence with delivery, unequal effect and correction. It does not establish release, procurement, delivery or result. Allocations should be shown by responsible level and intended population, including protected amounts for materials or access where necessary.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-171-b002", "type": "PARAGRAPH", "text": "In-year reallocation is recorded with the effect on planned learners.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-172", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "172", "title": "Release and expenditure", "anchor": "172-release-and-expenditure", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-172-b001", "type": "PARAGRAPH", "text": "remedy and received, sessions, operated in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 172. Release and expenditure to connect evidence with delivery, unequal effect and correction. Financial reporting therefore includes release date and delivery timing. Expenditure is reconciled with personnel paid, materials received and sessions operated.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-172-b002", "type": "PARAGRAPH", "text": "An unspent balance is interpreted with the cause; it may indicate efficiency, delay or absence of provision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-173", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "173", "title": "Distributional finance", "anchor": "173-distributional-finance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-173-b001", "type": "PARAGRAPH", "text": "continuity and multilingual, accessible, provision in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 173. Distributional finance to connect evidence with delivery, unequal effect and correction. Equal nominal amounts may be inequitable where remote, multilingual or accessible provision costs more.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-173-b002", "type": "PARAGRAPH", "text": "Conversely, higher spending does not prove adequate service; results and operational evidence remain necessary.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-174", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "174", "title": "Unit costs", "anchor": "174-unit-costs", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-174-b001", "type": "PARAGRAPH", "text": "distribution and learners, greater, initial in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 174. Unit costs to connect evidence with delivery, unequal effect and correction. Cost per completer and cost per learner meeting the outcome use progressively selected denominators. Comparing them shows attrition and effectiveness but can penalise programmes serving learners with greater initial need.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-174-b002", "type": "PARAGRAPH", "text": "Unit costs are accompanied by entry profiles, quality conditions and scale.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-175", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "175", "title": "Efficiency", "anchor": "175-efficiency", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-175-b001", "type": "PARAGRAPH", "text": "feasibility and improves, durable, capability in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 175. Efficiency to connect evidence with delivery, unequal effect and correction. Reducing course hours can lower cost but is not efficient if achievement or retention falls. Increasing support can be efficient where it prevents withdrawal and improves durable capability.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-175-b002", "type": "PARAGRAPH", "text": "Comparisons should use comparable programmes and populations.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-176", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "176", "title": "Procurement", "anchor": "176-procurement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-176-b001", "type": "PARAGRAPH", "text": "capacity and unusable, counted, supplied in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 176. Procurement to connect evidence with delivery, unequal effect and correction. Inspection at receipt and sampled use guard against unusable books being counted as supplied.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-176-b002", "type": "PARAGRAPH", "text": "Central purchasing benefits from scale but should not override demonstrated local language and context requirements.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-177", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "177", "title": "Workforce finance", "anchor": "177-workforce-finance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-177-b001", "type": "PARAGRAPH", "text": "equity and public, communities, frequently in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 177. Workforce finance to connect evidence with delivery, unequal effect and correction. Reliance on unpaid labour can create unstable delivery and shift public cost onto communities, frequently women.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-177-b002", "type": "PARAGRAPH", "text": "Workforce assumptions are stated in cost projections and tested in operation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-178", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "178", "title": "Sustainability", "anchor": "178-sustainability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-178-b001", "type": "PARAGRAPH", "text": "timing and records, external, support in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 178. Sustainability to connect evidence with delivery, unequal effect and correction. Scale plans identify recurrent national and local commitments and the treatment of staff and records after external support ends.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-178-b002", "type": "PARAGRAPH", "text": "Sustainability is assessed through finance and institutional capacity, not aspiration.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-179", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "179", "title": "External support", "anchor": "179-external-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-179-b001", "type": "PARAGRAPH", "text": "uncertainty and incompatible, learner, counts in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 179. External support to connect evidence with delivery, unequal effect and correction. Parallel reporting systems can burden providers and produce incompatible learner counts.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-179-b002", "type": "PARAGRAPH", "text": "Project results state the financed population and should not be presented as national coverage unless integrated evidence supports it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-180", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "180", "title": "Fraud and error", "anchor": "180-fraud-and-error", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-180-b001", "type": "PARAGRAPH", "text": "comparability and lacking, conventional, documents in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 180. Fraud and error to connect evidence with delivery, unequal effect and correction. Controls use separation of duties, unique records, sample verification and accessible complaint routes. Their burden should be proportionate and should not deter legitimate learners lacking conventional documents.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-180-b002", "type": "PARAGRAPH", "text": "Corrections protect learners whose results or identity records were affected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-181", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "181", "title": "Complaints and review", "anchor": "181-complaints-and-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-181-b001", "type": "PARAGRAPH", "text": "authority and consequence, missed, progression in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 181. Complaints and review to connect evidence with delivery, unequal effect and correction. Procedures are understandable without advanced literacy and permit oral or assisted submission. Time limits recognise the consequence of missed progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-181-b002", "type": "PARAGRAPH", "text": "Complaint patterns inform system improvement while personal information remains protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-182", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "182", "title": "Public accountability", "anchor": "182-public-accountability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-182-b001", "type": "PARAGRAPH", "text": "coverage and needed, complete, account in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 182. Public accountability to connect evidence with delivery, unequal effect and correction. They report material shortfalls and corrective action. Audit of finance cannot establish literacy outcome, and assessment cannot establish lawful spending; both are needed for the complete account.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-182-b002", "type": "PARAGRAPH", "text": "Responsible authorities respond publicly within a stated period.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-183", "partId": "part-iceqc-r-2005-10-viii", "parentId": null, "number": "183", "title": "Governance table", "anchor": "183-governance-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-183-b001-tbl-iceqc-r-2005-10-7", "type": "TABLE", "title": "Table 7. 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Governance conclusion to connect evidence with delivery, unequal effect and correction. Diffuse participation can strengthen provision, but responsibility for each public claim must remain identifiable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-184-b002", "type": "PARAGRAPH", "text": "The national account should reveal where the chain failed rather than attribute every shortfall to local implementation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-185", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "185", "title": "Improvement question", "anchor": "185-improvement-question", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-185-b001", "type": "PARAGRAPH", "text": "coverage and likely, mechanism, urgency in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 185. Improvement question to connect evidence with delivery, unequal effect and correction. “Raise literacy” is not an operational finding. The diagnosis identifies the population, construct, evidence, likely mechanism and urgency.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-185-b002", "type": "PARAGRAPH", "text": "Action is selected only after determining whether the principal failure concerns access, instructional opportunity, assessment, continued use or reporting.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-186", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "186", "title": "Baseline", "anchor": "186-baseline", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-186-b001", "type": "PARAGRAPH", "text": "remedy and reconstructing, favourable, baseline in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 186. Baseline to connect evidence with delivery, unequal effect and correction. Its definition and date remain fixed for the evaluation period. Where no valid result measure exists, establishing one is part of initial action rather than reconstructing a favourable baseline later.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-186-b002", "type": "PARAGRAPH", "text": "Baseline uncertainty is carried into the interpretation of change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-187", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "187", "title": "Theory of action", "anchor": "187-theory-of-action", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-187-b001", "type": "PARAGRAPH", "text": "continuity and learners, language, access in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 187. Theory of action to connect evidence with delivery, unequal effect and correction. Providing books may improve reading only if suitable books reach learners, facilitators use them and learners have time and language access.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-187-b002", "type": "PARAGRAPH", "text": "Each link has observable evidence and a plausible time period.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-188", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "188", "title": "Diagnostic review", "anchor": "188-diagnostic-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-188-b001", "type": "PARAGRAPH", "text": "distribution and variance, design, common in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 188. Diagnostic review to connect evidence with delivery, unequal effect and correction. Sites are selected to include strong, ordinary and adverse results. The inquiry distinguishes a local variance from a design common to all sites.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-188-b002", "type": "PARAGRAPH", "text": "Diagnosis should not delay immediate correction of a safety or exclusion failure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-189", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "189", "title": "Intervention selection", "anchor": "189-intervention-selection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-189-b001", "type": "PARAGRAPH", "text": "feasibility and chosen, merely, because in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 189. Intervention selection to connect evidence with delivery, unequal effect and correction. A familiar intervention should not be chosen merely because it is easy to count.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-189-b002", "type": "PARAGRAPH", "text": "Where evidence is uncertain, a bounded trial with decision criteria is preferable to unsupported national expansion.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-190", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "190", "title": "Pilot design", "anchor": "190-pilot-design", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-190-b001", "type": "PARAGRAPH", "text": "capacity and resources, recorded, assumed in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 190. Pilot design to connect evidence with delivery, unequal effect and correction. It specifies comparison, baseline, implementation evidence, outcome, duration and conditions for continuation. Exceptional staff and resources are recorded so they are not assumed at scale.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-190-b002", "type": "PARAGRAPH", "text": "Learners in a pilot retain the same protection and truthful information as other participants.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-191", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "191", "title": "Implementation fidelity and adaptation", "anchor": "191-implementation-fidelity-and-adaptation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-191-b001", "type": "PARAGRAPH", "text": "equity and adaptation, intervention, undefined in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 191. Implementation fidelity and adaptation to connect evidence with delivery, unequal effect and correction. Both are recorded. Treating every variation as failure can suppress necessary local response, while calling every omission adaptation makes the intervention undefined.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-191-b002", "type": "PARAGRAPH", "text": "The review identifies which elements are fixed by outcome and which are adaptable.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-192", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "192", "title": "Comparison", "anchor": "192-comparison", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-192-b001", "type": "PARAGRAPH", "text": "timing and provision, remains, concern in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 192. Comparison to connect evidence with delivery, unequal effect and correction. A comparison group, phased introduction or interrupted series can strengthen inference where ethical and feasible. Selection into provision remains a major concern.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-192-b002", "type": "PARAGRAPH", "text": "Descriptive monitoring should not be labelled impact evaluation when it cannot separate the programme contribution.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-193", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "193", "title": "Learner progression analysis", "anchor": "193-learner-progression-analysis", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-193-b001", "type": "PARAGRAPH", "text": "uncertainty and already, stronger, learners in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 193. Learner progression analysis to connect evidence with delivery, unequal effect and correction. Analysis protects confidentiality and reports missing links. It should examine whether gains differ by starting point rather than rewarding programmes that recruit already stronger learners.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-193-b002", "type": "PARAGRAPH", "text": "Movement on the scale is interpreted against measurement error and meaningful task change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-194", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "194", "title": "Distributional effect", "anchor": "194-distributional-effect", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-194-b001", "type": "PARAGRAPH", "text": "comparability and quantiles, proficiency, differences in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 194. Distributional effect to connect evidence with delivery, unequal effect and correction. Results therefore include selected quantiles or proficiency bands and group differences.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-194-b002", "type": "PARAGRAPH", "text": "Equity is judged through levels and changes, not parity alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-195", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "195", "title": "Unintended consequences", "anchor": "195-unintended-consequences", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-195-b001", "type": "PARAGRAPH", "text": "authority and accounts, detect, effects in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 195. Unintended consequences to connect evidence with delivery, unequal effect and correction. Monitoring uses independent samples, record checks and learner accounts to detect such effects.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-195-b002", "type": "PARAGRAPH", "text": "A result obtained by weakening coverage or the standard is not improvement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-196", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "196", "title": "Scale decision", "anchor": "196-scale-decision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-196-b001", "type": "PARAGRAPH", "text": "coverage and without, examining, conditions in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 196. Scale decision to connect evidence with delivery, unequal effect and correction. A positive result at a few supported sites is insufficient without examining those conditions.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-196-b002", "type": "PARAGRAPH", "text": "The decision states which features may change at scale and how risk will be tested.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-197", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "197", "title": "Stop or redesign decision", "anchor": "197-stop-or-redesign-decision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-197-b001", "type": "PARAGRAPH", "text": "remedy and preserve, useful, records in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 197. Stop or redesign decision to connect evidence with delivery, unequal effect and correction. Stopping should protect current learners and preserve useful records.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-197-b002", "type": "PARAGRAPH", "text": "Failure is reported accurately so that the same design is not repeated under a new name.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-198", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "198", "title": "Correction of assessment", "anchor": "198-correction-of-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-198-b001", "type": "PARAGRAPH", "text": "continuity and original, standard, changed in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 198. Correction of assessment to connect evidence with delivery, unequal effect and correction. Recalibration may preserve some information, but it should not be used to conceal that the original standard changed.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-198-b002", "type": "PARAGRAPH", "text": "The correction notice distinguishes data error from actual decline or improvement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-199", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "199", "title": "Improvement cycle", "anchor": "199-improvement-cycle", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-199-b001-tbl-iceqc-r-2005-10-8", "type": "TABLE", "title": "Table 8. Evidence gates in literacy improvement", "columns": [ { "key": "c1-gate", "label": "Gate", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-decision-question", "label": "Decision question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-evidence-required", "label": "Evidence required", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-reason-to-withhold-passage", "label": "Reason to withhold passage", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Define", "What public gap requires action?", "population, construct, result and inequality", "problem stated only as a slogan" ], [ "Diagnose", "What mechanism produces the gap?", "delivery, learner, language and contextual evidence", "cause inferred from one aggregate rate" ], [ "Select", "Why should this action address the mechanism?", "theory, prior evidence, feasibility and risk", "activity chosen because it is countable" ], [ "Test", "Does it operate and improve the intended outcome?", "baseline, implementation, comparison and distribution", "result lacks valid measure or coverage" ], [ "Scale", "Can benefit be sustained across intended settings?", "cost, workforce, materials, adaptation and monitoring", "pilot depended on exceptional conditions" ], [ "Verify", "Does operation continue to meet the standard?", "periodic assessment, access and correction", "success declared from initial adoption" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-8-table-8-evidence-gates-in-literacy-improvement.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-10-199-b002", "type": "PARAGRAPH", "text": "Source: ICEQC improvement decision framework informed by the system-quality relationships in.", "citationIds": [ "REF-05" ] } ] }, { "id": "sec-iceqc-r-2005-10-200", "partId": "part-iceqc-r-2005-10-ix", "parentId": null, "number": "200", "title": "Improvement conclusion", "anchor": "200-improvement-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-200-b001", "type": "PARAGRAPH", "text": "Quality improvement is a governed process of diagnosis, test, decision and verification. It should reduce uncertainty while improving literacy opportunity and capability.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-200-b002", "type": "PARAGRAPH", "text": "Activity volume is not a substitute for demonstrated change, and adverse evidence is a basis for correction rather than a reason to narrow reporting.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-201", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "201", "title": "Literacy standard rule", "anchor": "201-literacy-standard-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-201-b001", "type": "PARAGRAPH", "text": "continuity and limitations, reported, publicly in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 201. Literacy standard rule to connect evidence with delivery, unequal effect and correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-201-b002", "type": "PARAGRAPH", "text": "The claim is bounded to the age, stage, language and construct evidenced.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-202", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "202", "title": "Definition rule", "anchor": "202-definition-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-202-b001", "type": "PARAGRAPH", "text": "distribution and international, statistical, definition in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 202. Definition rule to connect evidence with delivery, unequal effect and correction. A national curriculum or direct-assessment threshold may add legitimate detail, provided it is not represented as the international statistical definition.", "citationIds": [ "REF-04" ] }, { "id": "sec-iceqc-r-2005-10-202-b002", "type": "PARAGRAPH", "text": "Every headline identifies the definition before comparison.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-203", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "203", "title": "Method rule", "anchor": "203-method-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-203-b001", "type": "PARAGRAPH", "text": "feasibility and overlap, linking, marked in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 203. Method rule to connect evidence with delivery, unequal effect and correction. Change in method creates a new measurement condition requiring overlap, linking or a marked break.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-203-b002", "type": "PARAGRAPH", "text": "The method should match the decision, not the desired result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-204", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "204", "title": "Population rule", "anchor": "204-population-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-204-b001", "type": "PARAGRAPH", "text": "The target and observed populations, age limits, residence rules and exclusions are stated. Persons outside a household or school frame do not cease to exist for policy purposes.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-204-b002", "type": "PARAGRAPH", "text": "Counts and rates use the same population basis or explain the difference.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-205", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "205", "title": "Language rule", "anchor": "205-language-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-205-b001", "type": "PARAGRAPH", "text": "Every assessment result identifies the language and relevant adaptation. A system claim across languages requires evidence that the construct and scale support that comparison.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-205-b002", "type": "PARAGRAPH", "text": "Where language access affects performance, the report states the combined interpretation rather than assigning all difference to literacy.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-206", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "206", "title": "Disability-access rule", "anchor": "206-disability-access-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-206-b001", "type": "PARAGRAPH", "text": "Assessment should remove barriers that are not part of the intended capability. Exclusion caused by unavailable access is reported as a system failure and included in coverage.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-206-b002", "type": "PARAGRAPH", "text": "Alternative forms support the same claim only where their demand is sufficiently comparable.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-207", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "207", "title": "Completion rule", "anchor": "207-completion-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-207-b001", "type": "PARAGRAPH", "text": "uncertainty and describes, participation, stated in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 207. Completion rule to connect evidence with delivery, unequal effect and correction. Otherwise, completion describes participation under the stated rule.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-207-b002", "type": "PARAGRAPH", "text": "Achievement among completers is accompanied by achievement among entrants and attrition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-208", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "208", "title": "Threshold rule", "anchor": "208-threshold-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-208-b001", "type": "PARAGRAPH", "text": "comparability and ranges, should, accompany in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 208. Threshold rule to connect evidence with delivery, unequal effect and correction. Results near it carry measurement uncertainty. Distribution and adjacent performance ranges should accompany the rate.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-208-b002", "type": "PARAGRAPH", "text": "Changing the threshold is a change of standard, not improvement in capability.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-209", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "209", "title": "Equity rule", "anchor": "209-equity-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-209-b001", "type": "PARAGRAPH", "text": "authority and intersections, evidence, permits in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 209. Equity rule to connect evidence with delivery, unequal effect and correction. Equity analysis reports group levels, counts, gaps and access conditions and investigates intersections where evidence permits.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-209-b002", "type": "PARAGRAPH", "text": "Remedy addresses opportunity and quality without lowering the outcome for the affected group.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-210", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "210", "title": "Trend rule", "anchor": "210-trend-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-210-b001", "type": "PARAGRAPH", "text": "coverage and likely, effect, examined in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 210. Trend rule to connect evidence with delivery, unequal effect and correction. Any material change is disclosed and its likely effect examined.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-210-b002", "type": "PARAGRAPH", "text": "Observed, imputed and projected values retain distinct status.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-211", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "211", "title": "Causation rule", "anchor": "211-causation-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-211-b001", "type": "PARAGRAPH", "text": "remedy and maturation, concurrent, change in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 211. Causation rule to connect evidence with delivery, unequal effect and correction. Causal language requires a design capable of addressing selection, maturation and concurrent change.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-211-b002", "type": "PARAGRAPH", "text": "Where that design is absent, the report states association, sequence or plausible contribution according to the evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-212", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "212", "title": "Finance rule", "anchor": "212-finance-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-212-b001", "type": "PARAGRAPH", "text": "Allocated, released and spent resources are different states. Efficiency relates cost to valid and equitable results, not to the cheapest reported place or certificate.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-212-b002", "type": "PARAGRAPH", "text": "Unit costs identify their outcome denominator and relevant learner profile.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-213", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "213", "title": "Public correction rule", "anchor": "213-public-correction-rule", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-213-b001", "type": "PARAGRAPH", "text": "Material data, method and record errors are corrected promptly with an explanation of their effect. Learner decisions affected by invalid assessment receive review and remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-213-b002", "type": "PARAGRAPH", "text": "Revision strengthens rather than weakens accountability when the original record remains traceable.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-214", "partId": "part-iceqc-r-2005-10-x", "parentId": null, "number": "214", "title": "Final finding", "anchor": "214-final-finding", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-214-b001", "type": "PARAGRAPH", "text": "feasibility and explanation, social, outcomes in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 214. Final finding to connect evidence with delivery, unequal effect and correction. It should be measured neither as an administrative label nor as an all-purpose explanation of social outcomes.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-214-b002", "type": "PARAGRAPH", "text": "uncertainty and distinct, together, action in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 214. Final finding to connect evidence with delivery, unequal effect and correction. The integrity of the public account lies in keeping these forms distinct while using them together for action.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-214-b003", "type": "PARAGRAPH", "text": "A national reporting cycle should therefore join measurement to an explicit response. It should identify populations for whom literacy status is unknown, examine whether assessment language and access arrangements are fair, and separate improvement among participants from changes in who was observed. Where provision is insufficient, the account should name the responsible authority, available resources and next review date. This approach makes literacy evidence useful without treating a single threshold as a complete account of educational quality.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-215", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "215", "title": "Function", "anchor": "215-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-215-b001", "type": "PARAGRAPH", "text": "continuity and creates, documented, version in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 215. Function to connect evidence with delivery, unequal effect and correction. It should be maintained by the responsible statistical authority and used across national and subnational reporting. A change to a numerator, denominator, age range or classification creates a documented new version.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-216", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "216", "title": "Population literacy rate", "anchor": "216-population-literacy-rate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-216-b001", "type": "PARAGRAPH", "text": "authority and residence, relevant, categories in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 216. Population literacy rate to connect evidence with delivery, unequal effect and correction. Numerator: persons in the target population classified as literate under the named definition and method. Denominator: all persons in the target population with known status, accompanied by the number and proportion with unknown status. Unit: per cent. Required dimensions: sex, age, residence and other relevant categories.", "citationIds": [ "REF-04" ] }, { "id": "sec-iceqc-r-2005-10-216-b002", "type": "PARAGRAPH", "text": "distribution and person, favourable, category in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 216. Population literacy rate to connect evidence with delivery, unequal effect and correction. If unknown status is material, a sensitivity range should show the result under plausible treatment rather than assigning every unknown person to the favourable category.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-217", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "217", "title": "Direct-assessment proficiency distribution", "anchor": "217-direct-assessment-proficiency-distribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-217-b001", "type": "PARAGRAPH", "text": "coverage and language, standard, points in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 217. Direct-assessment proficiency distribution to connect evidence with delivery, unequal effect and correction. Numerator: weighted persons assigned to each range under the scaling method. Denominator: represented target population. Unit: per cent and estimated number. Required notes: sample, response, exclusions, task domains, language, standard error and cut points.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "sec-iceqc-r-2005-10-217-b002", "type": "PARAGRAPH", "text": "feasibility and establish, written, production in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 217. Direct-assessment proficiency distribution to connect evidence with delivery, unequal effect and correction. A reading-only scale does not establish written production.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-218", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "218", "title": "Participation rate", "anchor": "218-participation-rate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-218-b001", "type": "PARAGRAPH", "text": "remedy and quality, population, denominator in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 218. Participation rate to connect evidence with delivery, unequal effect and correction. Numerator: distinct persons entering during the reference period who meet the stated programme-population rule. Denominator: estimated persons eligible or targeted at the start of the period. Repeat entrants are reported separately. The estimate is especially sensitive to the quality of the population denominator.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-218-b002", "type": "PARAGRAPH", "text": "An alternative applicant admission rate divides entrants by eligible applicants. It is useful for capacity analysis but should not be called population participation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-219", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "219", "title": "Received instructional time", "anchor": "219-received-instructional-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-219-b001", "type": "PARAGRAPH", "text": "continuity and provider, learner, absence in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 219. Received instructional time to connect evidence with delivery, unequal effect and correction. The record sums sessions attended, using actual delivered duration. It distinguishes planned hours, sessions cancelled by the provider and learner absence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-219-b002", "type": "PARAGRAPH", "text": "Received time supports an opportunity-to-learn finding; it is not a result measure. Reporting only the mean can conceal entrants who receive almost no instruction.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-220", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "220", "title": "Achievement among entrants", "anchor": "220-achievement-among-entrants", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-220-b001", "type": "PARAGRAPH", "text": "distribution and category, removed, stated in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 220. Achievement among entrants to connect evidence with delivery, unequal effect and correction. Denominator: all distinct entrants in that cohort. Deaths, verified permanent moves and other exclusions are shown by category and are removed only under a pre-stated rule.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-220-b002", "type": "PARAGRAPH", "text": "Achievement among assessed learners and achievement among completers are companion measures. Neither replaces the entrant-cohort result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-221", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "221", "title": "Progression rate", "anchor": "221-progression-rate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-221-b001", "type": "PARAGRAPH", "text": "feasibility and preceding, stages, relevant in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 221. Progression rate to connect evidence with delivery, unequal effect and correction. Denominator: cohort members eligible for that route. Offers, referrals and applications are reported as preceding stages where relevant.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-221-b002", "type": "PARAGRAPH", "text": "The next opportunity should have a defined educational status; occasional attendance at an unrelated meeting is not progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-222", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "222", "title": "Worked population account", "anchor": "222-worked-population-account", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-222-b001", "type": "PARAGRAPH", "text": "capacity and persons, target, population in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 222. Worked population account to connect evidence with delivery, unequal effect and correction. Status is available for 2,280,000; of these, 1,710,000 meet the stated question-based definition. The known-status literacy rate is 75. 0 per cent: `1,710,000 / 2,280,000 × 100`. Unknown status covers 120,000 persons, or 5. 0 per cent of the target population: `120,000 / 2,400,000 × 100`.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-222-b002", "type": "PARAGRAPH", "text": "comparability and stated, assumptions, uncertainty in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 222. Worked population account to connect evidence with delivery, unequal effect and correction. 25 per cent. If all were classified as meeting it, the rate would be 76. 25 per cent. Neither extreme is the reported estimate; together they show that missing status can move the apparent result across a five-point interval. A model-based adjustment would require stated assumptions and uncertainty.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-223", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "223", "title": "Worked programme cohort", "anchor": "223-worked-programme-cohort", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-223-b001", "type": "PARAGRAPH", "text": "equity and completion, assessment, outcome in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 223. Worked programme cohort to connect evidence with delivery, unequal effect and correction. Record matching identifies 16,900 distinct persons, including 1,250 who participated in the preceding year. New distinct entrants are therefore 15,650. Of these, 12,100 receive at least the defined minimum instructional exposure, 10,800 complete the programme rule, 9,900 undertake the completion assessment and 8,750 meet the outcome.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-223-b002", "type": "PARAGRAPH", "text": "authority and described, assessment, failure in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 223. Worked programme cohort to connect evidence with delivery, unequal effect and correction. 9 per cent: `8,750 / 15,650 × 100`. Achievement among assessed entrants is 88. 4 per cent: `8,750 / 9,900 × 100`. Reporting only the latter would omit non-participation, withdrawal and non-assessment affecting 5,750 entrants. The difference is operationally important and should not be described as assessment failure alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-224", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "224", "title": "Worked gender account", "anchor": "224-worked-gender-account", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-224-b001", "type": "PARAGRAPH", "text": "timing and estimated, numbers, standard in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 224. Worked gender account to connect evidence with delivery, unequal effect and correction. 0 per cent for women and 81. 0 per cent for men. The absolute gap is 12. 0 percentage points. The female-to-male ratio is approximately 0. 852: `69. 0 / 81. 0`. If the female population is 1,260,000 and the male population 1,140,000, the estimated numbers below the standard are 390,600 women and 216,600 men.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-224-b002", "type": "PARAGRAPH", "text": "The ratio describes relative parity; the counts describe the scale of required opportunity. Neither indicates why the gap exists.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-225", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "225", "title": "Indicator dictionary table", "anchor": "225-indicator-dictionary-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-225-b001-tbl-iceqc-r-2005-10-a1", "type": "TABLE", "title": "Table A.1. Controlled literacy indicators", "columns": [ { "key": "c1-indicator", "label": "Indicator", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-numerator", "label": "Numerator", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-denominator", "label": "Denominator", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-mandatory-companion", "label": "Mandatory companion", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Question-based literacy rate", "Persons classified as meeting the named definition", "Target population with known status", "unknown status, exact question and proxy-response rule" ], [ "Direct proficiency range", "Weighted persons estimated in the range", "represented target population", "standard error, language, exclusions and task description" ], [ "New-entry rate", "Distinct first entries in the period", "eligible or target population", "repeat participants and denominator method" ], [ "Achievement among entrants", "entrants meeting the valid outcome by closing date", "complete defined entry cohort", "completion, assessment coverage and attrition" ], [ "Programme progression", "eligible completers entering named next provision", "completers eligible for that route", "offers, applications and follow-up coverage" ], [ "Cost per successful entrant", "attributable expenditure", "entrants meeting the valid outcome", "cost scope, entry profile and quality conditions" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-9-table-a-1-controlled-literacy-indicators.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-10-225-b002", "type": "PARAGRAPH", "text": "Source: ICEQC indicator dictionary consistent with the statistical classifications in and the monitoring purposes in and.", "citationIds": [ "REF-04", "REF-01", "REF-03" ] } ] }, { "id": "sec-iceqc-r-2005-10-226", "partId": "part-iceqc-r-2005-10-xi", "parentId": null, "number": "226", "title": "Publication control", "anchor": "226-publication-control", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-226-b001", "type": "PARAGRAPH", "text": "continuity and replace, controlled, definition in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 226. Publication control to connect evidence with delivery, unequal effect and correction. Revisions retain a public explanation. National summaries link to the dictionary so that short language does not replace the controlled definition.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-226-b002", "type": "PARAGRAPH", "text": "The authority should test whether a competent external reader can reproduce rates from the published counts. Failure of reproduction triggers correction before the next release.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-227", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "227", "title": "Decision to assess directly", "anchor": "227-decision-to-assess-directly", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-227-b001", "type": "PARAGRAPH", "text": "timing and required, comparisons, supported in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 227. Decision to assess directly to connect evidence with delivery, unequal effect and correction. The decision specifies whether the intended result concerns adults, young people, enrolled learners or a complete age cohort; which languages and domains are required; and which comparisons must be supported.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-227-b002", "type": "PARAGRAPH", "text": "The instrument should not be expanded merely to collect every interesting characteristic. Respondent burden, non-response and field capacity are part of validity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-228", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "228", "title": "Assessment framework", "anchor": "228-assessment-framework", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-228-b001", "type": "PARAGRAPH", "text": "uncertainty and exclusively, binary, classification in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 228. Assessment framework to connect evidence with delivery, unequal effect and correction. It describes text forms, contexts, purposes, processes and complexity. The adult international assessments available in 2005 show the value of reporting applied proficiency on continua rather than relying exclusively on a binary classification.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "sec-iceqc-r-2005-10-228-b002", "type": "PARAGRAPH", "text": "The framework identifies what is outside scope. A reading assessment cannot support a complete read-and-write literacy rate without further evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-229", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "229", "title": "Target population", "anchor": "229-target-population", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-229-b001", "type": "PARAGRAPH", "text": "comparability and separate, limitation, required in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 229. Target population to connect evidence with delivery, unequal effect and correction. The sampling frame is compared with independent population totals. Where a material group is absent, a supplementary design or separate limitation is required.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-229-b002", "type": "PARAGRAPH", "text": "continuity and literacy, stable, residence in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 229. Target population to connect evidence with delivery, unequal effect and correction. Substitution changes selection probabilities and can exclude precisely those with weaker literacy or less stable residence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-230", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "230", "title": "Sample design", "anchor": "230-sample-design", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-230-b001", "type": "PARAGRAPH", "text": "authority and variance, reflected, estimation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 230. Sample design to connect evidence with delivery, unequal effect and correction. Oversampling can support estimates for smaller priority groups, with weights restoring their population contribution to national results. Clustering reduces field cost but increases sampling variance and must be reflected in estimation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-230-b002", "type": "PARAGRAPH", "text": "The design records every stage of selection and the probability associated with it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-231", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "231", "title": "Instrument development", "anchor": "231-instrument-development", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-231-b001", "type": "PARAGRAPH", "text": "coverage and ceiling, proficient, respondents in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 231. Instrument development to connect evidence with delivery, unequal effect and correction. They should cover a useful range of demand so that the instrument distinguishes early capability without producing a ceiling among more proficient respondents.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-231-b002", "type": "PARAGRAPH", "text": "Items are not selected solely because they yield an orderly statistical scale. The scale must retain the public meaning of the construct.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-232", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "232", "title": "Translation and adaptation", "anchor": "232-translation-and-adaptation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-232-b001", "type": "PARAGRAPH", "text": "remedy and familiarity, across, settings in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 232. Translation and adaptation to connect evidence with delivery, unequal effect and correction. Reviewers examine script, layout, word frequency, syntax, cultural knowledge and whether the correct response is located or generated in the same way. A common graphic can carry different familiarity across settings.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-232-b002", "type": "PARAGRAPH", "text": "capacity and empirical, evidence, demand in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 232. Translation and adaptation to connect evidence with delivery, unequal effect and correction. A declaration that translations are accurate is not empirical evidence of equal demand.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-233", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "233", "title": "Field trial", "anchor": "233-field-trial", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-233-b001", "type": "PARAGRAPH", "text": "continuity and language, access, barriers in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 233. Field trial to connect evidence with delivery, unequal effect and correction. It includes persons across the intended capability range and the groups most likely to face language or access barriers.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-233-b002", "type": "PARAGRAPH", "text": "Changes following the trial are recorded. If material, they require a further check rather than being treated as editorial corrections.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-234", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "234", "title": "Interviewer preparation", "anchor": "234-interviewer-preparation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-234-b001", "type": "PARAGRAPH", "text": "distribution and suspected, inability, ordinary in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 234. Interviewer preparation to connect evidence with delivery, unequal effect and correction. Practice includes refusal, proxy requests, low confidence, interrupted interviews and suspected inability to use the ordinary form.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-234-b002", "type": "PARAGRAPH", "text": "Performance is observed and corrected before field assignment. Attendance at training is not sufficient evidence of readiness.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-235", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "235", "title": "Participation and consent", "anchor": "235-participation-and-consent", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-235-b001", "type": "PARAGRAPH", "text": "feasibility and another, selected, person in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 235. Participation and consent to connect evidence with delivery, unequal effect and correction. Refusal does not affect access to public service. No household member should answer direct tasks for another selected person.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-235-b002", "type": "PARAGRAPH", "text": "Where a respondent needs communication assistance, the role is bounded so that the assessment response remains their own.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-236", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "236", "title": "Administration", "anchor": "236-administration", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-236-b001", "type": "PARAGRAPH", "text": "capacity and family, employer, officials in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 236. Administration to connect evidence with delivery, unequal effect and correction. Standard instructions govern timing, breaks, use of aids and interviewer assistance. Deviations are recorded. The instrument should not humiliate respondents or expose their performance to family, employer or local officials.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-236-b002", "type": "PARAGRAPH", "text": "A partial interview is retained under pre-established coding rather than completed from interviewer impression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-237", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "237", "title": "Accessible forms", "anchor": "237-accessible-forms", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-237-b001", "type": "PARAGRAPH", "text": "equity and respondent, controls, revision in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 237. Accessible forms to connect evidence with delivery, unequal effect and correction. The protocol distinguishes reading from general reasoning: reading a text to the respondent would change a reading assessment, while use of a scribe may preserve a composition task if the respondent controls every word and revision.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-237-b002", "type": "PARAGRAPH", "text": "Persons who cannot be assessed validly under available arrangements remain in the coverage statement with the reason.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-238", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "238", "title": "Scoring and quality control", "anchor": "238-scoring-and-quality-control", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-238-b001", "type": "PARAGRAPH", "text": "timing and systemic, ambiguity, review in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 238. Scoring and quality control to connect evidence with delivery, unequal effect and correction. Constructed responses are double-scored in a designed sample, including boundary cases. Disagreement is resolved and systemic ambiguity leads to rule or item review.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-238-b002", "type": "PARAGRAPH", "text": "Data checks examine range, routing, duplicate records, timing and logical consistency. Corrections retain an audit record.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-239", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "239", "title": "Scaling and proficiency description", "anchor": "239-scaling-and-proficiency-description", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-239-b001", "type": "PARAGRAPH", "text": "uncertainty and person, perform, easier in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 239. Scaling and proficiency description to connect evidence with delivery, unequal effect and correction. Model assumptions, item treatment and estimation of respondent proficiency are documented. Descriptions of proficiency ranges are based on the tasks that characterise them and avoid claims that every person at a level can perform every easier item.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-239-b002", "type": "PARAGRAPH", "text": "Cut points are policy and interpretive decisions supported by task evidence; they should not be chosen to reproduce a desired percentage.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-240", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "240", "title": "Non-response analysis", "anchor": "240-non-response-analysis", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-240-b001", "type": "PARAGRAPH", "text": "comparability and differences, cannot, remove in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 240. Non-response analysis to connect evidence with delivery, unequal effect and correction. Available frame and questionnaire characteristics are used to compare respondents with non-respondents. Weight adjustment addresses known differences but cannot remove all bias.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-240-b002", "type": "PARAGRAPH", "text": "Where language difficulty or low confidence is recorded as a reason, the likely direction of the national estimate is discussed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-241", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "241", "title": "Release table", "anchor": "241-release-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-241-b001-tbl-iceqc-r-2005-10-b1", "type": "TABLE", "title": "Table B.1. Direct-assessment release controls", "columns": [ { "key": "c1-control", "label": "Control", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-evidence-before-release", "label": "Evidence before release", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-failure-consequence", "label": "Failure consequence", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Population coverage", "frame comparison, exclusions and weighted population", "result cannot be attributed to the intended population" ], [ "Construct coverage", "blueprint, item sample and domain statement", "headline exceeds assessed capability" ], [ "Language comparability", "adaptation record, field trial and item analysis", "cross-language result requires limitation" ], [ "Administration", "monitoring, deviations and accessibility record", "performance may reflect field conditions" ], [ "Scoring", "scorer preparation, agreement and correction log", "boundary classifications are unreliable" ], [ "Estimation", "design weights, variance method and model checks", "rates and comparisons lack defensible uncertainty" ], [ "Non-response", "stage rates and bias analysis", "likely overstatement or understatement remains unknown" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-10-table-b-1-direct-assessment-release-controls.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-10-241-b002", "type": "PARAGRAPH", "text": "Source: ICEQC direct-assessment protocol informed by the methodological functions of and.", "citationIds": [ "REF-06", "REF-07" ] } ] }, { "id": "sec-iceqc-r-2005-10-242", "partId": "part-iceqc-r-2005-10-xii", "parentId": null, "number": "242", "title": "Release decision", "anchor": "242-release-decision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-242-b001", "type": "PARAGRAPH", "text": "feasibility and within, general, technical in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 242. Release decision to connect evidence with delivery, unequal effect and correction. A limitation affecting one language or subgroup should not be concealed within a general technical annex.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-242-b002", "type": "PARAGRAPH", "text": "uncertainty and design, information, analysis in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 242. Release decision to connect evidence with delivery, unequal effect and correction. Microdata access, where provided, protects respondents and preserves enough design information for valid analysis.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-243", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "243", "title": "Purpose", "anchor": "243-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-243-b001", "type": "PARAGRAPH", "text": "comparability and result, everyone, entered in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 243. Purpose to connect evidence with delivery, unequal effect and correction. It is designed to prevent a high pass rate among the remaining participants from being reported as the result for everyone who entered.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-243-b002", "type": "PARAGRAPH", "text": "The cohort is fixed by entry dates, programme version and learner identity rules before outcomes are known.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-244", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "244", "title": "Distinct learner count", "anchor": "244-distinct-learner-count", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-244-b001", "type": "PARAGRAPH", "text": "authority and entrants, repeat, entrants in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 244. Distinct learner count to connect evidence with delivery, unequal effect and correction. Suspected duplicates are reviewed; they are not deleted solely because names resemble one another. The published account reports registrations, distinct persons, new entrants and repeat entrants.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-244-b002", "type": "PARAGRAPH", "text": "Repeat entry can represent progression to a higher level, a return after interruption or repetition of an unsuccessful programme. Each category has a different policy meaning.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-245", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "245", "title": "Entry profile", "anchor": "245-entry-profile", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-245-b001", "type": "PARAGRAPH", "text": "coverage and teaching, equity, evaluation in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 245. Entry profile to connect evidence with delivery, unequal effect and correction. Data are limited to what supports teaching, equity and evaluation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-245-b002", "type": "PARAGRAPH", "text": "Unknown values remain explicit. A blank field should not be interpreted as absence of a barrier.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-246", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "246", "title": "Exposure ledger", "anchor": "246-exposure-ledger", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-246-b001", "type": "PARAGRAPH", "text": "remedy and method, sufficiently, reliable in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 246. Exposure ledger to connect evidence with delivery, unequal effect and correction. Received hours are calculated from delivered sessions attended. Independent practice may be recorded separately where the method is sufficiently reliable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-246-b002", "type": "PARAGRAPH", "text": "The ledger enables a distinction between withdrawal and failure of the provider to deliver the promised course.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-247", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "247", "title": "Exit categories", "anchor": "247-exit-categories", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-247-b001", "type": "PARAGRAPH", "text": "continuity and controlled, optional, narrative in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 247. Exit categories to connect evidence with delivery, unequal effect and correction. Reasons for withdrawal use a controlled list with optional narrative.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-247-b002", "type": "PARAGRAPH", "text": "Categories are not reordered to improve the completion denominator.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-248", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "248", "title": "Assessment coverage", "anchor": "248-assessment-coverage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-248-b001", "type": "PARAGRAPH", "text": "distribution and causes, reported, separately in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 248. Assessment coverage to connect evidence with delivery, unequal effect and correction. Non-assessment may arise from withdrawal, absence, inaccessible form, administrative failure or refusal. These causes are reported separately.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-248-b002", "type": "PARAGRAPH", "text": "Assessment coverage among completers does not describe coverage among all entrants.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-249", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "249", "title": "Outcome decision", "anchor": "249-outcome-decision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-249-b001", "type": "PARAGRAPH", "text": "feasibility and remain, available, planning in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 249. Outcome decision to connect evidence with delivery, unequal effect and correction. Reassessment and alternative forms are identified. Where a learner meets reading but not writing, the complete literacy outcome is not awarded if both are required, though domain achievements remain available for planning.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-249-b002", "type": "PARAGRAPH", "text": "Provider discretion at the boundary is subject to recorded criteria and review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-250", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "250", "title": "Worked cohort reconciliation", "anchor": "250-worked-cohort-reconciliation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-250-b001", "type": "PARAGRAPH", "text": "capacity and assessment, complete, standard in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 250. Worked cohort reconciliation to connect evidence with delivery, unequal effect and correction. Providers deliver the full planned course to 6,840; provision ceases early for 190; 570 entrants receive a partial but continuing programme. At closing, 5,920 satisfy the participation completion rule, 5,510 undertake a valid outcome assessment and 4,740 meet the complete standard.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-250-b002", "type": "PARAGRAPH", "text": "comparability and completers, achievement, entrants in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 250. Worked cohort reconciliation to connect evidence with delivery, unequal effect and correction. 0 per cent: `6,840 / 7,600 × 100`. Participation completion is 77. 9 per cent: `5,920 / 7,600 × 100`. Assessment coverage among completers is 93. 1 per cent: `5,510 / 5,920 × 100`. Achievement among assessed completers is 86. 0 per cent: `4,740 / 5,510 × 100`; achievement among all entrants is 62. 4 per cent: `4,740 / 7,600 × 100`.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-250-b003", "type": "PARAGRAPH", "text": "All five measures are correct for their denominators. Only the last describes the proportion of the entry cohort known to have achieved the outcome.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-251", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "251", "title": "Attrition by stage", "anchor": "251-attrition-by-stage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-251-b001", "type": "PARAGRAPH", "text": "authority and assessment, learning, result in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 251. Attrition by stage to connect evidence with delivery, unequal effect and correction. Group differences are calculated at each transition. A final gap can arise from unequal entry capability, interrupted delivery, withdrawal, non-assessment or learning result.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-251-b002", "type": "PARAGRAPH", "text": "Intervention should target the stage supported by evidence rather than treating every difference as an instructional defect.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-252", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "252", "title": "Missing outcome sensitivity", "anchor": "252-missing-outcome-sensitivity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-252-b001", "type": "PARAGRAPH", "text": "coverage and replace, analysis, unassessed in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 252. Missing outcome sensitivity to connect evidence with delivery, unequal effect and correction. If all 270 unassessed completers had met the standard, achievement among entrants would be 65. 9 per cent; if none had, it remains 62. 4 per cent. The interval does not replace analysis of why they were unassessed.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-252-b002", "type": "PARAGRAPH", "text": "Imputation may be appropriate for statistical estimation, but administrative certification still requires individual evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-253", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "253", "title": "Progression follow-up", "anchor": "253-progression-follow-up", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-253-b001", "type": "PARAGRAPH", "text": "remedy and rather, classified, progressing in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 253. Progression follow-up to connect evidence with delivery, unequal effect and correction. Records show application, offer and enrolment within a specified period. Where matching depends on another system, unmatched learners remain unknown rather than classified as not progressing.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-253-b002", "type": "PARAGRAPH", "text": "Learner interviews can explain barriers but should not be converted into administrative enrolment without verification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-254", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "254", "title": "Cohort table", "anchor": "254-cohort-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-254-b001-tbl-iceqc-r-2005-10-c1", "type": "TABLE", "title": "Table C.1. Cohort transition audit", "columns": [ { "key": "c1-transition", "label": "Transition", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-numerator", "label": "Numerator", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-denominator", "label": "Denominator", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-required-adverse-case-review", "label": "Required adverse-case review", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Entry to adequate exposure", "entrants receiving the defined minimum delivered instruction", "all distinct entrants", "provider cessation, schedule and attendance barriers" ], [ "Exposure to completion", "exposed entrants satisfying completion rule", "entrants with adequate exposure", "withdrawal, support and rule clarity" ], [ "Completion to valid assessment", "completers with a valid outcome decision", "all completers", "access form, invitation, absence and administration" ], [ "Assessment to achievement", "assessed completers meeting standard", "validly assessed completers", "domain and boundary performance" ], [ "Entry to achievement", "entrants meeting standard", "all distinct entrants", "cumulative loss across every preceding stage" ], [ "Eligibility to progression", "eligible achievers entering named next provision", "achievers eligible for that route", "information, cost, place and selection" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-11-table-c-1-cohort-transition-audit.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-10-254-b002", "type": "PARAGRAPH", "text": "Source: ICEQC cohort audit. Calculations retain the population and reporting distinctions required by this report.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-255", "partId": "part-iceqc-r-2005-10-xiii", "parentId": null, "number": "255", "title": "Audit finding", "anchor": "255-audit-finding", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-255-b001", "type": "PARAGRAPH", "text": "timing and record, correction, sample in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 255. Audit finding to connect evidence with delivery, unequal effect and correction. Material unexplained differences trigger record correction and a wider sample.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-255-b002", "type": "PARAGRAPH", "text": "coverage and achievement, learner, experience in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 255. Audit finding to connect evidence with delivery, unequal effect and correction. Learners can remain in ineffective provision, so cohort evidence is interpreted with valid achievement and learner experience.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-256", "partId": "part-iceqc-r-2005-10-xiv", "parentId": null, "number": "256", "title": "Purpose", "anchor": "256-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-256-b001", "type": "PARAGRAPH", "text": "remedy and individual, programme, decisions in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 256. Purpose to connect evidence with delivery, unequal effect and correction. It applies to curriculum design, survey assessment and individual programme decisions.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-256-b002", "type": "PARAGRAPH", "text": "It does not prescribe one national language arrangement. It requires the selected arrangement to be explicit, resourced, non-discriminatory and supported by evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-257", "partId": "part-iceqc-r-2005-10-xiv", "parentId": null, "number": "257", "title": "Learner language profile", "anchor": "257-learner-language-profile", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-257-b001", "type": "PARAGRAPH", "text": "continuity and household, member, language in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 257. Learner language profile to connect evidence with delivery, unequal effect and correction. Capability should not be inferred from ethnic identity or a household member's language.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-257-b002", "type": "PARAGRAPH", "text": "For young children, family and community information is combined with developmentally appropriate observation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-258", "partId": "part-iceqc-r-2005-10-xiv", "parentId": null, "number": "258", "title": "Programme-language decision", "anchor": "258-programme-language-decision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-258-b001", "type": "PARAGRAPH", "text": "distribution and sustainable, literacy, programme in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 258. Programme-language decision to connect evidence with delivery, unequal effect and correction. Where learners share no common strong language with the facilitator, interpretation support does not by itself constitute a sustainable literacy programme.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-258-b002", "type": "PARAGRAPH", "text": "The decision explains how understanding will be secured while wider-language opportunity is developed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-259", "partId": "part-iceqc-r-2005-10-xiv", "parentId": null, "number": "259", "title": "Assessment-language decision", "anchor": "259-assessment-language-decision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-259-b001", "type": "PARAGRAPH", "text": "feasibility and explicitly, testing, transition in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 259. Assessment-language decision to connect evidence with delivery, unequal effect and correction. A national-language certification legitimately assesses that language; a population estimate of literacy in any language requires a different design. A curriculum assessment should use the authorised instructional language unless it is explicitly testing transition.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-259-b002", "type": "PARAGRAPH", "text": "Results are labelled so that readers can distinguish inability to perform in the assessed language from evidence about literacy in all languages.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-260", "partId": "part-iceqc-r-2005-10-xiv", "parentId": null, "number": "260", "title": "Accessible presentation", "anchor": "260-accessible-presentation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-260-b001", "type": "PARAGRAPH", "text": "capacity and additional, changes, intended in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 260. Accessible presentation to connect evidence with delivery, unequal effect and correction. Adjustments such as large print, Braille or adapted equipment are selected for the individual or population need. The construct owner decides whether additional time changes the intended claim.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-260-b002", "type": "PARAGRAPH", "text": "No person should receive a failing literacy classification solely because the planned form could not be provided.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-261", "partId": "part-iceqc-r-2005-10-xiv", "parentId": null, "number": "261", "title": "Scribe and reader rules", "anchor": "261-scribe-and-reader-rules", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-261-b001", "type": "PARAGRAPH", "text": "equity and textual, instructions, authorised in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 261. Scribe and reader rules to connect evidence with delivery, unequal effect and correction. A reader cannot be used where decoding or reading comprehension is being assessed, but may communicate non-textual instructions where authorised.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-261-b002", "type": "PARAGRAPH", "text": "The assistance used is recorded with the result and reviewed for consistency.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-262", "partId": "part-iceqc-r-2005-10-xiv", "parentId": null, "number": "262", "title": "Comparability finding", "anchor": "262-comparability-finding", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-262-b001", "type": "PARAGRAPH", "text": "timing and performance, evidence, available in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 262. Comparability finding to connect evidence with delivery, unequal effect and correction. The finding uses framework analysis, expert review and performance evidence where available.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-262-b002", "type": "PARAGRAPH", "text": "Small samples may prevent statistical confirmation. In that case, uncertainty is reported rather than resolved by assumption.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-263", "partId": "part-iceqc-r-2005-10-xiv", "parentId": null, "number": "263", "title": "Worked decision", "anchor": "263-worked-decision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-263-b001", "type": "PARAGRAPH", "text": "uncertainty and population, coverage, materially in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 263. Worked decision to connect evidence with delivery, unequal effect and correction. Thirty per cent of the intended population uses Language C most strongly, but only an oral interpreter is available. Administering the written Language A form through oral interpretation would remove the reading demand and cannot yield a comparable reading score. Excluding Language C users would narrow population coverage materially.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-263-b002", "type": "PARAGRAPH", "text": "remedy and without, construct, validity in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 263. Worked decision to connect evidence with delivery, unequal effect and correction. Coding interpreted responses onto the same scale would create apparent completeness without construct validity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-264", "partId": "part-iceqc-r-2005-10-xiv", "parentId": null, "number": "264", "title": "Decision table", "anchor": "264-decision-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-264-b001-tbl-iceqc-r-2005-10-d1", "type": "TABLE", "title": "Table D.1. Language and access decisions", "columns": [ { "key": "c1-situation", "label": "Situation", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-purpose-question", "label": "Purpose question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-valid-response", "label": "Valid response", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-prohibited-inference", "label": "Prohibited inference", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Learner literate in a non-assessment language", "Is the claim language-specific or general?", "assess in relevant language or qualify result", "not literate in any language" ], [ "Braille reader", "Is visual print essential to the construct?", "provide equivalent Braille form where not essential", "exclusion represents low literacy" ], [ "Physical difficulty in handwriting", "Is composition or handwriting assessed?", "permit controlled alternative response for composition", "adapted response lowers language standard" ], [ "Interpreter requested for reading text", "Does reading itself form the construct?", "interpreter may explain procedure, not the assessed text", "interpreted oral access yields reading score" ], [ "Translation changes item demand", "Is common-scale comparison required?", "revise, remove or limit comparison", "literal translation guarantees equivalence" ], [ "Accessible form not available", "Can a valid alternative be prepared?", "record non-assessment and system responsibility", "assign below-standard result" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-12-table-d-1-language-and-access-decisions.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-10-264-b002", "type": "PARAGRAPH", "text": "Source: ICEQC language and accessibility record consistent with the equality and adaptability principles in and.", "citationIds": [ "REF-12", "REF-14" ] } ] }, { "id": "sec-iceqc-r-2005-10-265", "partId": "part-iceqc-r-2005-10-xiv", "parentId": null, "number": "265", "title": "Public reporting", "anchor": "265-public-reporting", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-265-b001", "type": "PARAGRAPH", "text": "distribution and separately, refusal, response in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 265. Public reporting to connect evidence with delivery, unequal effect and correction. Exclusions caused by unavailable language or form are shown separately from refusal and other non-response.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-265-b002", "type": "PARAGRAPH", "text": "This disclosure prevents a technically precise estimate for a restricted population from being misrepresented as a complete national result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-266", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "266", "title": "Purpose", "anchor": "266-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-266-b001", "type": "PARAGRAPH", "text": "uncertainty and evidence, needed, conclusion in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 266. Purpose to connect evidence with delivery, unequal effect and correction. Each case separates a defensible statement from an overstatement and identifies the additional evidence needed for a wider conclusion.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-266-b002", "type": "PARAGRAPH", "text": "The values are hypothetical. They illustrate reporting judgement and do not represent any country or programme.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-267", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "267", "title": "Case 1: census literacy improvement", "anchor": "267-case-1-census-literacy-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-267-b001", "type": "PARAGRAPH", "text": "comparability and individual, responses, available in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 267. Case 1: census literacy improvement to connect evidence with delivery, unequal effect and correction. The resulting rate is 78. 2 per cent, compared with 74. 6 per cent ten years earlier. Question wording is unchanged, but the earlier census accepted a household head's response for every member while the current census sought individual responses where available.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-267-b002", "type": "PARAGRAPH", "text": "continuity and higher, proficiency, improved in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 267. Case 1: census literacy improvement to connect evidence with delivery, unequal effect and correction. A statement that literacy increased by 3. 6 percentage points requires qualification because respondent procedure changed. The authority should compare results for cases using the same response mode and examine changes in age structure, coverage and unknown status. It should not use the census result as evidence that functional literacy or higher proficiency improved.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-268", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "268", "title": "Case 2: school completion", "anchor": "268-case-2-school-completion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-268-b001", "type": "PARAGRAPH", "text": "authority and national, reading, standard in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 268. Case 2: school completion to connect evidence with delivery, unequal effect and correction. No common literacy assessment covers those cohorts, but a sample of grade completers in the final year shows 58 per cent meeting the national reading standard.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-268-b002", "type": "PARAGRAPH", "text": "distribution and explicit, combination, evidence in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 268. Case 2: school completion to connect evidence with delivery, unequal effect and correction. The report cannot say that 70 per cent of children became literate, because completion and achievement use different evidence and the sample excludes non-completers. A population learning estimate would need appropriate coverage of enrolled and out-of-school children or an explicit combination of evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-269", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "269", "title": "Case 3: programme pass rate", "anchor": "269-case-3-programme-pass-rate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-269-b001", "type": "PARAGRAPH", "text": "coverage and before, record, uncertainty in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 269. Case 3: programme pass rate to connect evidence with delivery, unequal effect and correction. Cohort reconciliation shows that 64 per cent of entrants completed, 90 per cent of completers were assessed and records for 6 per cent of entrants cannot be matched. The pass rate may be correct, but it describes a selected group representing approximately 58 per cent of entrants before record uncertainty.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-269-b002", "type": "PARAGRAPH", "text": "feasibility and success, materially, misleading in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 269. Case 3: programme pass rate to connect evidence with delivery, unequal effect and correction. It may state that 92 per cent of validly assessed completers met the standard, followed immediately by achievement among all entrants and the unknown group. “The programme achieved a 92 per cent literacy success rate” would be materially misleading.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-270", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "270", "title": "Case 4: direct assessment below threshold", "anchor": "270-case-4-direct-assessment-below-threshold", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-270-b001", "type": "PARAGRAPH", "text": "remedy and reading, written, production in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 270. Case 4: direct assessment below threshold to connect evidence with delivery, unequal effect and correction. 4 per cent of the represented population performs below a policy threshold. The standard error is 1. 1 percentage points. The instrument assesses prose and document reading but not written production.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-270-b002", "type": "PARAGRAPH", "text": "capacity and useful, information, threshold in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 270. Case 4: direct assessment below threshold to connect evidence with delivery, unequal effect and correction. It should not label all persons in that range illiterate under the international read-and-write definition. The proficiency distribution and task descriptions provide more useful information than the threshold alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-271", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "271", "title": "Case 5: language exclusion", "anchor": "271-case-5-language-exclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-271-b001", "type": "PARAGRAPH", "text": "continuity and geographic, coverage, universal in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 271. Case 5: language exclusion to connect evidence with delivery, unequal effect and correction. Most excluded persons live in areas with limited schooling. The technical report describes geographic coverage as near universal.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-271-b002", "type": "PARAGRAPH", "text": "equity and before, making, national in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 271. Case 5: language exclusion to connect evidence with delivery, unequal effect and correction. Language exclusion is likely related to the outcome and cannot be treated as random non-response. The headline must identify the represented language population, and the authority should develop supplementary evidence before making a national claim.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-272", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "272", "title": "Case 6: gender parity", "anchor": "272-case-6-gender-parity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-272-b001", "type": "PARAGRAPH", "text": "distribution and levels, groups, regions in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 272. Case 6: gender parity to connect evidence with delivery, unequal effect and correction. Among persons aged 45 and over, the rates are 49 and 68 per cent; among youth, women have a small advantage. A national statement that gender inequality has been eliminated would conceal the older cohort gap and low levels for both groups in some regions.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-272-b002", "type": "PARAGRAPH", "text": "timing and uniform, national, condition in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 272. Case 6: gender parity to connect evidence with delivery, unequal effect and correction. Policy follows the affected cohorts rather than treating disparity as one uniform national condition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-273", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "273", "title": "Case 7: rural programme cost", "anchor": "273-case-7-rural-programme-cost", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-273-b001", "type": "PARAGRAPH", "text": "feasibility and population, higher, proficiency in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 273. Case 7: rural programme cost to connect evidence with delivery, unequal effect and correction. The rural sites serve dispersed multilingual communities and include transport, accessible material and mobile facilitators; the urban programme recruits from a compact population with higher entry proficiency.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-273-b002", "type": "PARAGRAPH", "text": "uncertainty and reduce, equitable, access in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 273. Case 7: rural programme cost to connect evidence with delivery, unequal effect and correction. Comparison requires entry profiles, complete cost scope, delivery conditions and valid learning gain or outcome. Removing rural support to equalise cost could reduce equitable access.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-274", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "274", "title": "Case 8: target projection", "anchor": "274-case-8-target-projection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-274-b001", "type": "PARAGRAPH", "text": "capacity and country, achieving, literacy in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 274. Case 8: target projection to connect evidence with delivery, unequal effect and correction. The current observed estimate is 76 per cent. A policy statement says the country “is achieving 84 per cent literacy”.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-274-b002", "type": "PARAGRAPH", "text": "comparability and design, prevents, confusion in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 274. Case 8: target projection to connect evidence with delivery, unequal effect and correction. The projection is conditional on demographic and capability assumptions and should be labelled future and modelled. Reporting it beside the observed result is legitimate only when visual and textual design prevents confusion.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-275", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "275", "title": "Case 9: revised population estimates", "anchor": "275-case-9-revised-population-estimates", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-275-b001", "type": "PARAGRAPH", "text": "equity and denominator, decline, literacy in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 275. Case 9: revised population estimates to connect evidence with delivery, unequal effect and correction. The revision reflects a larger population denominator, not a decline in literacy.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-275-b002", "type": "PARAGRAPH", "text": "authority and interpret, observed, capability in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 275. Case 9: revised population estimates to connect evidence with delivery, unequal effect and correction. Trend narrative should not interpret the extra 60,000 as newly observed loss of capability.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-276", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "276", "title": "Case 10: reading frequency", "anchor": "276-case-10-reading-frequency", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-276-b001", "type": "PARAGRAPH", "text": "timing and higher, scores, respondents in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 276. Case 10: reading frequency to connect evidence with delivery, unequal effect and correction. Only 54 per cent of completers respond to follow-up, and respondents had higher exit scores than non-respondents.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-276-b002", "type": "PARAGRAPH", "text": "coverage and possibility, continued, remains in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 276. Case 10: reading frequency to connect evidence with delivery, unequal effect and correction. It cannot infer the same increase for all completers. Weighting may reduce known differences, but the possibility of continued bias remains.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-277", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "277", "title": "Case 11: international rank", "anchor": "277-case-11-international-rank", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-277-b001", "type": "PARAGRAPH", "text": "uncertainty and supported, uncertainty, coverage in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 277. Case 11: international rank to connect evidence with delivery, unequal effect and correction. Standard errors are 1. 8 and 1. 6, and exclusions differ. Publishing a definite first and second place attributes meaning not supported by the uncertainty and coverage.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-277-b002", "type": "PARAGRAPH", "text": "remedy and population, performance, exactly in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 277. Case 11: international rank to connect evidence with delivery, unequal effect and correction. Where the difference is not statistically or substantively clear, the countries should not be ordered as if their population performance were known exactly.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-278", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "278", "title": "Case 12: corrected certificate", "anchor": "278-case-12-corrected-certificate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-278-b001", "type": "PARAGRAPH", "text": "comparability and assessment, evidence, remainder in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 278. Case 12: corrected certificate to connect evidence with delivery, unequal effect and correction. Eighty-seven holders have valid assessment evidence; the remainder do not.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-278-b002", "type": "PARAGRAPH", "text": "continuity and separate, outcome, certification in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 278. Case 12: corrected certificate to connect evidence with delivery, unequal effect and correction. The public authority examines whether the error extends beyond the sample and corrects aggregate achievement data. It should not withdraw attendance recognition, but it must separate it from outcome certification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-279", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "279", "title": "Statement test", "anchor": "279-statement-test", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-279-b001-tbl-iceqc-r-2005-10-e1", "type": "TABLE", "title": "Table E.1. Public-statement tests", "columns": [ { "key": "c1-proposed-statement", "label": "Proposed statement", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-evidence-test", "label": "Evidence test", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-required-revision-where-test-fails", "label": "Required revision where test fails", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "“The population is literate”", "Does the measure cover the population, languages, reading and writing under the named standard?", "state rate, method, population and excluded capability" ], [ "“Schooling produced the improvement”", "Does the design distinguish schooling from cohort and contextual change?", "describe association or plausible contribution" ], [ "“Programme success was 92 per cent”", "Is the denominator all entrants and are records complete?", "name assessed-completer rate and report cohort result" ], [ "“Gender parity has been achieved”", "Are group levels adequate and disparities absent across material cohorts and areas?", "bound claim to aggregate ratio and show remaining gaps" ], [ "“The target will be met”", "Is the value observed or conditional on assumptions?", "label projection and state scenario" ], [ "“Country A outperforms Country B”", "Does the difference exceed uncertainty and coverage limitations?", "publish estimates without definitive rank" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-13-table-e-1-public-statement-tests.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-10-279-b002", "type": "PARAGRAPH", "text": "Source: ICEQC public reporting casebook.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-280", "partId": "part-iceqc-r-2005-10-xv", "parentId": null, "number": "280", "title": "Casebook conclusion", "anchor": "280-casebook-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-280-b001", "type": "PARAGRAPH", "text": "feasibility and complete, sentence, arithmetic in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 280. Casebook conclusion to connect evidence with delivery, unequal effect and correction. Review should therefore test the complete sentence, not only the arithmetic.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-280-b002", "type": "PARAGRAPH", "text": "Public confidence is better served by a bounded finding that can be verified than by an emphatic conclusion that later requires retreat.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-281", "partId": "part-iceqc-r-2005-10-xvi", "parentId": null, "number": "281", "title": "Scope", "anchor": "281-scope", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-281-b001", "type": "PARAGRAPH", "text": "comparability and learners, communities, personnel in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 281. Scope to connect evidence with delivery, unequal effect and correction. It separates allocation, release, obligation and expenditure and identifies contributions borne by learners, communities and personnel.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-281-b002", "type": "PARAGRAPH", "text": "It is not a uniform costing formula. National accounting rules remain applicable, and every comparative unit cost carries its coverage and price year.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-282", "partId": "part-iceqc-r-2005-10-xvi", "parentId": null, "number": "282", "title": "Population and capacity", "anchor": "282-population-and-capacity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-282-b001", "type": "PARAGRAPH", "text": "authority and expressed, demand, estimated in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 282. Population and capacity to connect evidence with delivery, unequal effect and correction. Suppose 320,000 adults are estimated below the policy standard, 180,000 express likely near-term demand and existing annual capacity is 48,000 distinct entrants. Even if every place operates, first-year coverage of expressed demand is 26. 7 per cent and of estimated unmet need 15. 0 per cent.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-282-b002", "type": "PARAGRAPH", "text": "The estimates show scale; they do not assume that one course is sufficient for every learner.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-283", "partId": "part-iceqc-r-2005-10-xvi", "parentId": null, "number": "283", "title": "Cost centre", "anchor": "283-cost-centre", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-283-b001", "type": "PARAGRAPH", "text": "coverage and treatment, appropriate, stated in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 283. Cost centre to connect evidence with delivery, unequal effect and correction. Shared costs use a disclosed allocation rule. Capital items are annualised only where that treatment is appropriate and stated.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-283-b002", "type": "PARAGRAPH", "text": "Donated labour and space remain visible because expansion may require them to be financed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-284", "partId": "part-iceqc-r-2005-10-xvi", "parentId": null, "number": "284", "title": "Worked budget flow", "anchor": "284-worked-budget-flow", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-284-b001", "type": "PARAGRAPH", "text": "remedy and expenditure, allocation, release in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 284. Worked budget flow to connect evidence with delivery, unequal effect and correction. 0 million currency units. The finance authority releases 21. 6 million; providers receive 20. 8 million by the date required for the teaching cycle; verified expenditure is 19. 5 million. Release is 90. 0 per cent of allocation. Timely provider receipt is 86. 7 per cent of allocation and 96. 3 per cent of released funds. Expenditure is 81. 25 per cent of allocation and 90. 3 per cent of release.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-284-b002", "type": "PARAGRAPH", "text": "Each denominator answers a separate control question. Describing 90.3 per cent as budget execution would conceal the 2.4 million never released.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-285", "partId": "part-iceqc-r-2005-10-xvi", "parentId": null, "number": "285", "title": "Worked unit costs", "anchor": "285-worked-unit-costs", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-285-b001", "type": "PARAGRAPH", "text": "continuity and currency, reporting, convention in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 285. Worked unit costs to connect evidence with delivery, unequal effect and correction. 5 million produces costs of 464. 29 per entrant, 619. 05 per completer and 792. 68 per successful entrant. Rounding follows the currency's reporting convention.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-285-b002", "type": "PARAGRAPH", "text": "These figures do not show learning gain or equity and should be compared only with programmes using equivalent cost and outcome definitions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-286", "partId": "part-iceqc-r-2005-10-xvi", "parentId": null, "number": "286", "title": "Distributional allocation", "anchor": "286-distributional-allocation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-286-b001", "type": "PARAGRAPH", "text": "distribution and driver, results, achieved in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 286. Distributional allocation to connect evidence with delivery, unequal effect and correction. 8 million for 12,000 entrants and urban sites 11. 7 million for 30,000. Costs per entrant are 650 and 390. The difference may reflect travel, smaller groups, multilingual material and venue supply. Review tests each cost driver and the results achieved.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-286-b002", "type": "PARAGRAPH", "text": "timing and necessarily, equity, opportunity in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 286. Distributional allocation to connect evidence with delivery, unequal effect and correction. 12 million from the rural service and could make the planned form impossible. Equality of nominal unit allocation is not necessarily equity of opportunity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-287", "partId": "part-iceqc-r-2005-10-xvi", "parentId": null, "number": "287", "title": "Learner costs", "anchor": "287-learner-costs", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-287-b001", "type": "PARAGRAPH", "text": "feasibility and accompanied, distribution, differences in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 287. Learner costs to connect evidence with delivery, unequal effect and correction. A learner-cost survey reports each category and the proportion withdrawing or missing sessions because of it. Average cost is accompanied by the upper distribution and group differences.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-287-b002", "type": "PARAGRAPH", "text": "Support should be designed against the identified barrier and monitored for receipt, not only eligibility.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-288", "partId": "part-iceqc-r-2005-10-xvi", "parentId": null, "number": "288", "title": "Cost-effectiveness", "anchor": "288-cost-effectiveness", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-288-b001", "type": "PARAGRAPH", "text": "capacity and costing, incremental, effectiveness in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 288. Cost-effectiveness to connect evidence with delivery, unequal effect and correction. It requires an appropriate estimate of what would have occurred without the additional action. Dividing total cost by total passes is descriptive unit costing, not proof of incremental effectiveness.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-288-b002", "type": "PARAGRAPH", "text": "Where programmes serve different entry levels or languages, adjusted and unadjusted results should be shown.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-289", "partId": "part-iceqc-r-2005-10-xvi", "parentId": null, "number": "289", "title": "Finance table", "anchor": "289-finance-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-289-b001-tbl-iceqc-r-2005-10-f1", "type": "TABLE", "title": "Table F.1. Literacy finance reconciliation", "columns": [ { "key": "c1-financial-state", "label": "Financial state", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-value-in-worked-example", "label": "Value in worked example", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-rate-and-denominator", "label": "Rate and denominator", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-public-meaning", "label": "Public meaning", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Authorised allocation", "24.0 million", "100.0% of allocation", "maximum authorised annual provision" ], [ "Released funds", "21.6 million", "90.0% of allocation", "funds made available by finance authority" ], [ "Timely provider receipt", "20.8 million", "86.7% of allocation", "funds available when delivery required them" ], [ "Verified expenditure", "19.5 million", "81.25% of allocation", "recorded use under verified scope" ], [ "Unreleased allocation", "2.4 million", "10.0% of allocation", "authorised resources not made available" ], [ "Released but unspent", "2.1 million", "9.7% of release", "requires timing and cause analysis" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-14-table-f-1-literacy-finance-reconciliation.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-10-289-b002", "type": "PARAGRAPH", "text": "Source: ICEQC worked financial example. Values are illustrative.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-290", "partId": "part-iceqc-r-2005-10-xvi", "parentId": null, "number": "290", "title": "Finance conclusion", "anchor": "290-finance-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-290-b001", "type": "PARAGRAPH", "text": "A defensible account traces finance through time and location to actual learning opportunity. It does not infer quality from absorption or efficiency from low cost.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-290-b002", "type": "PARAGRAPH", "text": "feasibility and hidden, learners, communities in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 290. Finance conclusion to connect evidence with delivery, unequal effect and correction.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-291", "partId": "part-iceqc-r-2005-10-xvii", "parentId": null, "number": "291", "title": "Audit objective", "anchor": "291-audit-objective", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-291-b001", "type": "PARAGRAPH", "text": "capacity and otherwise, misunderstand, result in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 291. Audit objective to connect evidence with delivery, unequal effect and correction. It also examines whether limitations are visible at the point where a reader could otherwise misunderstand the result.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-291-b002", "type": "PARAGRAPH", "text": "Financial and programme audit evidence is considered where it supports the reported service, but it does not replace validation of the literacy measure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-292", "partId": "part-iceqc-r-2005-10-xvii", "parentId": null, "number": "292", "title": "Source register", "anchor": "292-source-register", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-292-b001", "type": "PARAGRAPH", "text": "equity and retained, controlled, access in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 292. Source register to connect evidence with delivery, unequal effect and correction. Derived and modelled datasets identify their input versions. Superseded files are retained under controlled access.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-292-b002", "type": "PARAGRAPH", "text": "Unlabelled spreadsheets or manually copied totals are not accepted as authoritative sources.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-293", "partId": "part-iceqc-r-2005-10-xvii", "parentId": null, "number": "293", "title": "Definition audit", "anchor": "293-definition-audit", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-293-b001", "type": "PARAGRAPH", "text": "timing and described, current, values in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 293. Definition audit to connect evidence with delivery, unequal effect and correction. Particular attention is given to read-only measures described as literacy, completion described as achievement and projections described as current values.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-293-b002", "type": "PARAGRAPH", "text": "Definitions in narrative, tables and notes should agree.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-294", "partId": "part-iceqc-r-2005-10-xvii", "parentId": null, "number": "294", "title": "Population audit", "anchor": "294-population-audit", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-294-b001", "type": "PARAGRAPH", "text": "uncertainty and external, demographic, controls in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 294. Population audit to connect evidence with delivery, unequal effect and correction. Age, residence, language and institutional exclusions are tested. Weighted totals are compared with external demographic controls by major group.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-294-b002", "type": "PARAGRAPH", "text": "A close national total does not rule out offsetting group errors.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-295", "partId": "part-iceqc-r-2005-10-xvii", "parentId": null, "number": "295", "title": "Record audit", "anchor": "295-record-audit", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-295-b001", "type": "PARAGRAPH", "text": "comparability and performing, reporting, providers in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 295. Record audit to connect evidence with delivery, unequal effect and correction. Duplicate identity, impossible dates, excessive session hours and altered results are investigated. Samples include high-performing and late-reporting providers.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-295-b002", "type": "PARAGRAPH", "text": "The audit distinguishes clerical error, ambiguous rule and intentional misstatement because the corrective response differs.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-296", "partId": "part-iceqc-r-2005-10-xvii", "parentId": null, "number": "296", "title": "Calculation audit", "anchor": "296-calculation-audit", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-296-b001", "type": "PARAGRAPH", "text": "authority and receive, independent, checks in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 296. Calculation audit to connect evidence with delivery, unequal effect and correction. Weighting, standard errors, suppression and rounding are reproduced. Spreadsheet formulas and manual transfers receive independent checks.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-296-b002", "type": "PARAGRAPH", "text": "The auditor verifies that totals include suppressed cells where stated and that percentages sum within rounding tolerance.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-297", "partId": "part-iceqc-r-2005-10-xvii", "parentId": null, "number": "297", "title": "Time audit", "anchor": "297-time-audit", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-297-b001", "type": "PARAGRAPH", "text": "coverage and tested, crossing, boundary in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 297. Time audit to connect evidence with delivery, unequal effect and correction. A late release should not be assigned to its publication year if the statistic describes an earlier population. Cohort closing rules are tested for cases crossing the year boundary.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-297-b002", "type": "PARAGRAPH", "text": "Historical comparisons use the version actually applicable to each period.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-298", "partId": "part-iceqc-r-2005-10-xvii", "parentId": null, "number": "298", "title": "Classification audit", "anchor": "298-classification-audit", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-298-b001", "type": "PARAGRAPH", "text": "remedy and treated, possible, series in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 298. Classification audit to connect evidence with delivery, unequal effect and correction. “Other” and unknown are quantified. A coding revision that moves persons between categories is treated as a possible break in series.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-298-b002", "type": "PARAGRAPH", "text": "Small-cell suppression is checked for confidentiality and analytic consequence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-299", "partId": "part-iceqc-r-2005-10-xvii", "parentId": null, "number": "299", "title": "Narrative audit", "anchor": "299-narrative-audit", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-299-b001", "type": "PARAGRAPH", "text": "continuity and difference, numbers, correct in Literacy as a System Quality Standard: Scope, Evidence and Reporting Requirements require ### 299. Narrative audit to connect evidence with delivery, unequal effect and correction. 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Audit conclusion to connect evidence with delivery, unequal effect and correction. A qualified release may be appropriate for a bounded limitation when the affected claim is restricted and the limitation is prominent.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-302-b002", "type": "PARAGRAPH", "text": "The audit record itself should not contain confidential respondent or assessment material; it identifies controlled evidence sufficient for authorised verification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-303", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "303", "title": "Evidential scope", "anchor": "303-evidential-scope", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-303-b001", "type": "PARAGRAPH", "text": "This report interprets official instruments and comparative evidence available by 26 September 2005. It does not use the Education for All Global Monitoring Report devoted specifically to literacy that is due after this cut-off. 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It conceals the distribution of performance, uncertainty near a threshold and differences among persons classified on the same side.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-305-b002", "type": "PARAGRAPH", "text": "Policy should use proficiency and diagnostic evidence where the intervention requires it without discarding a stable population series solely because it is simpler.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-306", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "306", "title": "Limits of direct assessment", "anchor": "306-limits-of-direct-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-306-b001", "type": "PARAGRAPH", "text": "Direct tasks observe performance more closely than self-declaration, but they sample domains and occasions. Language, familiarity, fatigue, field conditions, accessibility and non-response affect inference. International comparability is a methodological achievement with stated limits, not an automatic property of common administration.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "sec-iceqc-r-2005-10-306-b002", "type": "PARAGRAPH", "text": "No direct survey proves permanent capability for every individual.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-307", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "307", "title": "Limits of self-report", "anchor": "307-limits-of-self-report", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-307-b001", "type": "PARAGRAPH", "text": "Self-report can cover large populations and reveal perceived use or difficulty. Expectations, proxy response and social presentation affect classification. 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Inconsistent identities and provider definitions affect counts.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-308-b002", "type": "PARAGRAPH", "text": "Independent validation and cohort reconciliation are necessary for public outcome claims.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-309", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "309", "title": "Limits of causal inference", "anchor": "309-limits-of-causal-inference", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-309-b001", "type": "PARAGRAPH", "text": "Literacy is associated with education, work, health and participation, but these relationships involve selection and wider conditions. The comparative reports cited provide important evidence of association and distribution. A national programme account should not transfer those relationships into a guaranteed individual benefit.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "sec-iceqc-r-2005-10-309-b002", "type": "PARAGRAPH", "text": "Causal conclusions require a design suited to the particular intervention and population.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-310", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "310", "title": "Temporal limitation", "anchor": "310-temporal-limitation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-310-b001", "type": "PARAGRAPH", "text": "All targets, plans and projections are reported from the 2005 position. The year 2015 appears only as a future target established in the Dakar Framework. No subsequent achievement or revision is assumed.", "citationIds": [ "REF-01" ] }, { "id": "sec-iceqc-r-2005-10-310-b002", "type": "PARAGRAPH", "text": "Later evidence may require a new edition rather than silent alteration of the historical account.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-311", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "311", "title": "Controlled term: literacy rate", "anchor": "311-controlled-term-literacy-rate", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-311-b001", "type": "PARAGRAPH", "text": "Literacy rate means the proportion of a stated population classified as literate under a named definition and method. The term is incomplete unless age, population, reference date and measurement method are available.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-311-b002", "type": "PARAGRAPH", "text": "A proficiency threshold rate should carry the threshold in its title.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-312", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "312", "title": "Controlled term: functional literacy", "anchor": "312-controlled-term-functional-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-312-b001", "type": "PARAGRAPH", "text": "Functional literacy concerns effective engagement in activities requiring literacy and continued use of reading, writing and calculation for individual and community development under the UNESCO statistical recommendation.", "citationIds": [ "REF-04" ] }, { "id": "sec-iceqc-r-2005-10-312-b002", "type": "PARAGRAPH", "text": "It is not synonymous with employment capability or economic productivity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-313", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "313", "title": "Controlled term: proficiency", "anchor": "313-controlled-term-proficiency", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-313-b001", "type": "PARAGRAPH", "text": "Proficiency denotes demonstrated performance in a defined domain represented on a scale or in ordered categories. It is conditional on the assessment framework, language and administration.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-313-b002", "type": "PARAGRAPH", "text": "It does not assign worth, intelligence or civic status to a person.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-314", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "314", "title": "Controlled term: achievement", "anchor": "314-controlled-term-achievement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-314-b001", "type": "PARAGRAPH", "text": "Achievement means meeting an authorised outcome through valid assessment. Programme participation, attendance and completion are distinct unless the completion rule explicitly requires that outcome.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-314-b002", "type": "PARAGRAPH", "text": "System achievement rates identify the population to which decisions or estimates apply.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-315", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "315", "title": "Controlled term: coverage", "anchor": "315-controlled-term-coverage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-315-b001", "type": "PARAGRAPH", "text": "Coverage describes the extent to which the intended population, programme, language or record universe is represented. Geographic reach is only one component. A survey can visit every region while excluding a language group or persons outside households.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-315-b002", "type": "PARAGRAPH", "text": "Coverage rates require a named universe and cause for omission.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-316", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "316", "title": "Controlled term: equity", "anchor": "316-controlled-term-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-316-b001", "type": "PARAGRAPH", "text": "Equity concerns fair opportunity, provision and result in light of differing barriers and public obligation. Equality of an average resource or parity of a rate may contribute evidence but does not settle the judgement.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-316-b002", "type": "PARAGRAPH", "text": "Non-discrimination is an indispensable condition and is not balanced by aggregate performance.", "citationIds": [ "REF-14" ] } ] }, { "id": "sec-iceqc-r-2005-10-317", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "317", "title": "Controlled term: projection", "anchor": "317-controlled-term-projection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-317-b001", "type": "PARAGRAPH", "text": "A projection is a modelled future value conditional on assumptions. It is distinct from a target, which expresses intended policy, and from an observed estimate, which describes a measured reference period.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-317-b002", "type": "PARAGRAPH", "text": "Public tables should mark the status of every mixed series.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-318", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "318", "title": "Controlled term: improvement", "anchor": "318-controlled-term-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-318-b001", "type": "PARAGRAPH", "text": "Improvement is a supported favourable change in the intended capability, opportunity or quality condition under a sufficiently comparable measure. Increased activity is not improvement unless activity itself is the defined condition and has been delivered.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-318-b002", "type": "PARAGRAPH", "text": "A change obtained through narrowed coverage or reduced standard is not substantive improvement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-319", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "319", "title": "Controlled distinctions", "anchor": "319-controlled-distinctions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-319-b001-tbl-iceqc-r-2005-10-h1", "type": "TABLE", "title": "Table H.1. 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They require more than one measure because literacy policy contains more than one public question. The resulting account remains coherent by assigning every measure a controlled purpose.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-320-b002", "type": "PARAGRAPH", "text": "The decisive test is whether the public can understand who had an opportunity to learn, what capability was demonstrated, who remains unrepresented and what action follows.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-321", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "321", "title": "Source authority and attribution", "anchor": "321-source-authority-and-attribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-321-b001", "type": "PARAGRAPH", "text": "Sources have different authority for different propositions. Human rights treaties and their competent interpretations establish normative context; intergovernmental frameworks establish collective commitments; the UNESCO recommendation establishes international statistical definitions; assessment reports provide methodological and empirical evidence.", "citationIds": [ "REF-01", "REF-04", "REF-06", "REF-10", "REF-12" ] }, { "id": "sec-iceqc-r-2005-10-321-b002", "type": "PARAGRAPH", "text": "An empirical association in an assessment report should not be described as a legal duty, and a policy commitment should not be described as an observed result. Where the report develops its own analytical protocol, the source note identifies it as an ICEQC method and cites the governing principles rather than attributing the entire construction to another body.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-321-b003", "type": "PARAGRAPH", "text": "The title, date and document symbol in the reference record permit readers to locate the version available at the evidence cut-off. A current web location does not alter the historical publication date or status of the underlying instrument.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-322", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "322", "title": "Treatment of missing evidence", "anchor": "322-treatment-of-missing-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-322-b001", "type": "PARAGRAPH", "text": "Missing evidence is classified by the claim affected. Absence of a direct assessment may prevent a proficiency estimate while leaving a census-based statistical rate available. Missing programme identities may invalidate a distinct-learner count without invalidating verified expenditure. Lack of follow-up prevents a retention claim but does not erase a valid exit assessment.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-322-b002", "type": "PARAGRAPH", "text": "The report should state whether the consequence is no conclusion, a narrower conclusion or increased uncertainty. It should not fill the gap with attainment, attendance or professional opinion unless the substituted measure is expressly labelled and its validity for the purpose is supported.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-322-b003", "type": "PARAGRAPH", "text": "Requests for further data should identify the decision they will improve. Collecting more fields from every learner is not a proportionate response to a specific uncertainty that can be resolved through a small verification sample.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-323", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "323", "title": "Contrary evidence", "anchor": "323-contrary-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-323-b001", "type": "PARAGRAPH", "text": "Evidence inconsistent with the principal finding is examined rather than averaged away. A high national self-reported literacy rate alongside low direct performance may indicate different constructs, response bias or population coverage. A high exit score alongside poor follow-up use may indicate loss of capability or an environment that offers little reason to use it. A high programme pass rate alongside severe attrition changes the population represented.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-323-b002", "type": "PARAGRAPH", "text": "The report identifies which explanation is supported and which remains possible. Contrary evidence can narrow a claim without proving that every component of the original measure is wrong.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-323-b003", "type": "PARAGRAPH", "text": "Where an outlying region or language group is small nationally but faces a serious access failure, size does not make the finding immaterial to the public duty.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-324", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "324", "title": "Replication record", "anchor": "324-replication-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-324-b001", "type": "PARAGRAPH", "text": "A reproducible statistical result preserves the source version, population filters, weight, missing-value rule, numerator, denominator, variance method, suppression and rounding. A reproducible interpretive judgement also preserves the construct, governing source, evidence examined, contrary cases and reason for the conclusion.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-324-b002", "type": "PARAGRAPH", "text": "Independent replication need not reveal confidential records. It can be undertaken within controlled access and reported through verification totals, discrepancies and resolutions. Public-use data should include enough design information to prevent analysts from treating a complex sample as a simple random sample.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-324-b003", "type": "PARAGRAPH", "text": "If replication produces a materially different result, release is paused or corrected. The authority records whether the difference arose from data version, code, definition or judgement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-325", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "325", "title": "Review and expiry", "anchor": "325-review-and-expiry", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-325-b001", "type": "PARAGRAPH", "text": "Definitions and core series should remain stable long enough for comparison, but their fitness should be reviewed when literacy uses, languages, population coverage or policy purposes change. A review date does not imply that the standard expires automatically. It initiates evidence-based consideration of continuation, revision or replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-325-b002", "type": "PARAGRAPH", "text": "A revised instrument should overlap with the former one where practicable. The published record explains whether results can be linked and which comparisons should cease. Learners and programme holders should not have prior achievement retrospectively downgraded merely because a later standard is more demanding.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-325-b003", "type": "PARAGRAPH", "text": "The historical edition remains an account of the evidence and policy position at its date. Subsequent review belongs to a later controlled edition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-10-326", "partId": "part-iceqc-r-2005-10-xviii", "parentId": null, "number": "326", "title": "Proportionality of evidence", "anchor": "326-proportionality-of-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-10-326-b001", "type": "PARAGRAPH", "text": "The depth of evidence should correspond to the consequence of the decision. A national prevalence estimate, an individual certificate and a local diagnostic review require different precision, coverage and safeguards. Proportionality does not permit an essential element to be omitted: every claim still needs a defined construct, population and evidential basis.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-326-b002", "type": "PARAGRAPH", "text": "Low-consequence formative work may rely on facilitator judgement and immediate learner response. Public allocation decisions require stable and comparable records. A national statement about achievement requires representative, valid assessment and an account of uncertainty. Individual denial of progression requires evidence suitable to that learner and an accessible review route.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-10-326-b003", "type": "PARAGRAPH", "text": "Using a national survey to decide individual entitlement would exceed its design; requiring a full national survey before correcting an observed inaccessible class would be unnecessary. The responsible body records why the chosen evidence is sufficient for the stated action and what wider question remains unanswered.", "citationIds": [] } ] } ], "technicalAppendices": [], "notes": [], "references": [ { "id": "REF-01", "authoringBody": "World Education Forum", "title": "The Dakar Framework for Action: Education for All — Meeting Our Collective Commitments", "year": 2000, "publicationDate": "2000-04-28", "sourceType": "INTERGOVERNMENTAL_FRAMEWORK_FOR_ACTION", "url": "https://sdgs.un.org/publications/dakar-framework-action-17848", "evidenceRole": "The six Education for All goals, including adult literacy, equitable access to learning and measurable learning outcomes, and the commitment to accountable national action." }, { "id": "REF-02", "authoringBody": "United Nations General Assembly", "title": "United Nations Literacy Decade: Education for All", "year": 2001, "publicationDate": "2001-12-19", "documentSymbol": "A/RES/56/116", "sourceType": "UNITED_NATIONS_RESOLUTION", "url": "https://digitallibrary.un.org/record/454946/files/A_RES_56_116-EN.pdf", "evidenceRole": "The proclamation and public mandate for the United Nations Literacy Decade and national efforts toward literacy and Education for All." }, { "id": "REF-03", "authoringBody": "United Nations Secretary-General and UNESCO Director-General", "title": "United Nations Literacy Decade: Education for All — International Plan of Action", "year": 2002, "publicationDate": "2002-07-16", "documentSymbol": "A/57/218", "sourceType": "UNITED_NATIONS_REPORT", "url": "https://documents.un.org/api/symbol/access?l=en&s=A%2F57%2F218&t=pdf", "evidenceRole": "The contemporary vision, priority groups, expected outcomes, policy requirements and monitoring principles for literacy action." }, { "id": "REF-04", "authoringBody": "UNESCO General Conference", "title": "Revised Recommendation concerning the International Standardization of Educational Statistics", "year": 1978, "publicationDate": "1978-11-27", "sourceType": "UNESCO_RECOMMENDATION", "url": "https://www.unesco.org/en/legal-affairs/revised-recommendation-concerning-international-standardization-educational-statistics", "evidenceRole": "The international statistical definitions of literacy and functional literacy, permitted measurement methods and recommended classifications." }, { "id": "REF-05", "authoringBody": "Education for All Global Monitoring Report Team", "title": "Education for All: The Quality Imperative — EFA Global Monitoring Report 2005", "year": 2004, "publicationDate": "2004-11-09", "sourceType": "GLOBAL_MONITORING_REPORT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000137333", "evidenceRole": "The quality framework linking learner characteristics, context, enabling inputs, teaching and learning, and outcomes, together with the policy importance of measurable learning." }, { "id": "REF-06", "authoringBody": "OECD and Statistics Canada", "title": "Learning a Living: First 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assessment." }, { "id": "REF-08", "authoringBody": "OECD", "title": "Education at a Glance 2005: OECD Indicators", "year": 2005, "publicationDate": "2005-09-13", "sourceType": "INTERNATIONAL_INDICATOR_REPORT", "url": "https://www.oecd.org/en/publications/education-at-a-glance-2005_eag-2005-en.html", "evidenceRole": "Contemporary principles and evidence for comparable education indicators, learning results and adult literacy skills." }, { "id": "REF-09", "authoringBody": "United Nations General Assembly", "title": "Universal Declaration of Human Rights", "year": 1948, "publicationDate": "1948-12-10", "documentSymbol": "A/RES/217(III)", "sourceType": "UNITED_NATIONS_DECLARATION", "url": "https://www.ohchr.org/en/UDHR/Documents/60UDHR/DECLARATION.pdf", "evidenceRole": "The universal right to education and its purposes." }, { "id": "REF-10", "authoringBody": "United Nations General Assembly", "title": "International Covenant on Economic, Social and Cultural Rights", "year": 1966, "publicationDate": "1966-12-16", "documentSymbol": "A/RES/2200A(XXI)", "sourceType": "INTERNATIONAL_TREATY", "url": "https://www.ohchr.org/sites/default/files/Documents/ProfessionalInterest/cescr.pdf", "evidenceRole": "The right to education, fundamental education for persons who have not completed primary education and the public purposes of education." }, { "id": "REF-11", "authoringBody": "United Nations General Assembly", "title": "Convention on the Rights of the Child", "year": 1989, "publicationDate": "1989-11-20", "sourceType": "INTERNATIONAL_TREATY", "url": "https://www.ohchr.org/sites/default/files/crc.pdf", "evidenceRole": "The rights of the child concerning education, regular attendance, reduction of drop-out, the aims of education and international cooperation to eliminate illiteracy." }, { "id": "REF-12", "authoringBody": "United Nations Committee on Economic, Social and Cultural Rights", "title": "General Comment No. 13: The Right to Education", "year": 1999, "publicationDate": "1999-12-08", "documentSymbol": "E/C.12/1999/10", "sourceType": "UNITED_NATIONS_GENERAL_COMMENT", "url": "https://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=3xzt7CmFe%2FJkW7QsMKDng6WuiwwtycWfpUodRp9niskzc89zXXVTD2%2Bd39MyHe%2B0zPiGQM7jcZ%2F%2B3XZUH25OAQ%3D%3D", "evidenceRole": "The normative interpretation of education as a right and an enabling right and the requirements of availability, accessibility, acceptability and adaptability." }, { "id": "REF-13", "authoringBody": "United Nations Committee on the Rights of the Child", "title": "General Comment No. 1: The Aims of Education", "year": 2001, "publicationDate": "2001-04-17", "documentSymbol": "CRC/GC/2001/1", "sourceType": "UNITED_NATIONS_GENERAL_COMMENT", "url": "https://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=gDl%2F2Kc7jmtIIuacDEEdSDY50OZPTO5RUKc4RgUwdnVAzJmSxoDroyYZnUiQfMBcr0%2FbkU58KYtzUn3npfG8Vw%3D%3D", "evidenceRole": "The qualitative dimension of the child's right to education and 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