{ "schemaVersion": "iceqc.research-report.reader.v1", "document": { "id": "doc-iceqc-r-2006-11", "slug": "institutional-strategies-sustained-literacy-improvement-low-participation-communities", "documentNumber": "ICEQC-R-2006-11", "title": "Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities", "subtitle": "A global quality-improvement study of institutional reach, continuity, learning conditions, participation, accountability and durable capability", "family": "RESEARCH", "reportType": "THEMATIC_RESEARCH_REPORT", "researchCategory": "QUALITY_IMPROVEMENT_METHODS", "reportArchetype": "QUALITY_IMPROVEMENT_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-2006-11-en-2006-11-27", "edition": "2006", "versionLabel": "Published 2006-11-27", "language": "en", "authoritativeLanguage": "en", "status": "PUBLISHED", "publicationDate": "2006-11-27", "evidenceCutoffDate": "2006-11-27", "statusNotice": "This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.", "summary": "Low participation in literacy provision is seldom explained by an absence of interest in learning. It more often reflects an institutional failure to make a credible offer: provision is distant or irregular; teaching times conflict with paid and unpaid work; the language of instruction is unfamiliar; materials bear little relation to the texts adults need to use; disability access is absent; previous attendance brought no visible progress; or learners reasonably fear exposure, embarrassment or social sanction. A programme that counts places without examining these conditions may be available while remaining inaccessible in practice." }, "publicationControl": { "matrixRecordId": "ICEQC-R-2006-11", "temporalBasis": "CONTEMPORANEOUS_AS_AT_PUBLICATION_DATE", "originalAuthorship": "ICEQC", "suggestedMainTextWords": 24000, "suggestedTechnicalAnnexWords": 7000, "suggestedTotalWords": 31000, "actualMainTextWords": 26343, "actualTechnicalAnnexWords": 7000, "actualTotalWords": 33343 }, "frontMatter": { "executiveSummary": [ "Low participation in literacy provision is seldom explained by an absence of interest in learning. It more often reflects an institutional failure to make a credible offer: provision is distant or irregular; teaching times conflict with paid and unpaid work; the language of instruction is unfamiliar; materials bear little relation to the texts adults need to use; disability access is absent; previous attendance brought no visible progress; or learners reasonably fear exposure, embarrassment or social sanction. A programme that counts places without examining these conditions may be available while remaining inaccessible in practice.", "This report examines how public authorities, local institutions and providers can replace intermittent literacy campaigns with a sustained improvement strategy. Its central proposition is that participation, learning and continued use form one institutional problem. Recruitment without dependable teaching produces early withdrawal. Completion without demonstrated capability produces an inflated result. Initial achievement without opportunities to read, write and use numeracy allows capability to weaken. Sustainable improvement therefore requires a chain running from population diagnosis and accessible entry through instructional continuity, observed progression, further learning and supportive literacy environments.", "The evidence available by 27 November 2006 supports a broad conception of literacy as a continuum of capabilities applied in social, civic and economic life rather than a permanent binary attribute. It also demonstrates the limitations of relying on educational attainment, self-declaration or programme completion as substitutes for observed performance. An institutional strategy must consequently protect several distinct claims: whom provision reached; who participated with sufficient continuity; what instruction was actually received; what learners could do at successive points; whether differences between groups narrowed; and whether capability was maintained.", "The term “low-participation community” is used analytically, not as a label for a population. It denotes a locality or social group in which eligible persons enter, attend or remain in suitable literacy learning at rates materially below need. The designation belongs to a defined period, denominator and form of provision. It must not imply cultural deficiency, indifference or inability. Communities may sustain rich oral, linguistic and written practices that official programmes fail to recognise. A responsible diagnosis asks which institutional arrangements exclude participation and whose knowledge is missing from the design.", "The improvement model advanced here has six linked duties. First, establish a defensible population account that distinguishes unmet need, expressed demand, prior provision and the limits of available data. Secondly, identify participation barriers through evidence from intended learners, including those who did not enrol or who left early. Thirdly, design a reliable learning offer: adequate language, accessible premises and materials, competent facilitators, protected instructional time, continuity of staffing and a sequence matched to learner purposes. Fourthly, maintain an individual progression record that serves teaching rather than selection. Fifthly, connect learning to libraries, public information, workplaces, family practices, further education and other opportunities for regular use. Sixthly, govern finance, evidence and correction openly enough to maintain public confidence.", "No single delivery form is prescribed. Fixed centres, mobile teaching, workplace groups, family-literacy arrangements, radio-supported study and combinations of these may be warranted in different settings. The decisive question is whether the arrangement protects learning time, instructional quality, access and continuity for the population concerned. Small, remote or mobile populations may require higher unit costs. Equal treatment of unequal access conditions can reproduce exclusion; distributional finance should respond to the cost of reaching learners without reducing the quality of their learning.", "Participation must be interpreted as a sequence. Registration is an expression of initial contact, not evidence of meaningful attendance. Attendance is not a sufficient result unless scheduled sessions occurred and learners received a coherent instructional sequence. Completion is an administrative event, not proof of literacy. Progression should be observed with tasks that represent the intended capability and are available in an appropriate language and accessible form. Continued use and entry into further learning provide important evidence of sustainability, although they are influenced by opportunities beyond the programme.", "Institutions require explicit decision rules. A fall in attendance should trigger enquiry into timing, safety, care responsibilities, migration, facilitator continuity and perceived instructional value before it is attributed to learner motivation. An apparent rise in completion should be checked against entry cohorts, attrition, assessment participation and unchanged standards. A programme that improves the average while leaving the least-served group unchanged has not resolved the distributional problem. Monitoring should therefore combine reach, continuity, learning and equity measures and should preserve missing observations rather than treating them as successful or unsuccessful outcomes.", "Community participation is necessary but does not transfer the public duty to unpaid local actors. Intended learners should influence location, timing, language, materials, safeguards and review. Their participation must include people who are least likely to attend meetings, and their disagreement must remain visible. Public institutions retain responsibility for adequate finance, trained personnel, accessible materials, data protection, fair assessment and corrective action. Community contribution can strengthen relevance and trust; it cannot compensate indefinitely for absent public provision.", "The report concludes that sustained literacy improvement is best judged by institutional reliability under difficult participation conditions. Reliable institutions know the population they intend to serve, make an accessible and dignified offer, deliver the promised learning time, observe capability without distorting it, act on unequal participation, support continued use and disclose the limits of their evidence. Scale should follow demonstrated capability to maintain these conditions. Short-lived expansion that exhausts personnel, weakens instruction or abandons learners after initial mobilisation is not sustained improvement." ], "keyFindings": [ "Low participation is an institutional diagnostic signal. It should prompt examination of access, trust, timing, language, disability, cost, safety, relevance and prior programme experience before conclusions are drawn about learner demand.", "A participation denominator must be explicit. Registrants, attendees, completers and assessed learners answer different questions and must not be treated as one cohort.", "Recruitment cannot compensate for unreliable delivery. Interrupted staffing, cancelled sessions, inadequate materials and inaccessible teaching conditions convert initial demand into withdrawal.", "Literacy improvement requires observed progression across a defined continuum. Self-report, schooling and completion records remain useful contextual evidence but are not interchangeable with demonstrated capability.", "The language and script of learning and assessment are conditions of validity and participation. Failure in an unavailable or unfamiliar language cannot establish absence of literacy in every language.", "The least-participating groups should be represented in diagnosis and review through arrangements that do not depend on confident attendance at formal meetings.", "Scheduled hours, delivered hours and hours received by the learner should be recorded separately. Each reveals a different institutional weakness.", "Facilitator competence, preparation, employment continuity and supervision are core quality conditions, not secondary administrative matters.", "Progress measures should inform instruction and programme correction. High-stakes use of narrow tasks encourages exclusion, coaching and premature completion.", "A credible strategy joins entry, attendance, learning, transition and continued use. Improvement at one stage should not conceal loss at another.", "Distributional finance should recognise the additional cost of reaching remote, mobile, poor, linguistically excluded and disabled learners while preserving common expectations for instructional quality.", "Community participation strengthens relevance and accountability but does not displace the duty of public authorities to finance and assure suitable provision.", "Adaptation is warranted when evidence shows that an operating assumption is false; changes to population, construct, measure or threshold must be disclosed as possible breaks in comparison.", "Expansion should proceed only when the institution can preserve competent staffing, materials, supervision, assessment integrity and routes for learner continuation.", "Sustainability is demonstrated by maintained capability, continued opportunities for use, stable institutional responsibility and recurrent finance, not by the duration of a project title." ], "scopeAndMethod": [ "The report is a global quality-improvement study stated as at 27 November 2006. It concerns adolescents, youth and adults who have not acquired or maintained adequate literacy through initial schooling, while recognising that age boundaries and institutional responsibilities differ between systems. It examines national policy, local administration and provider practice, with particular attention to communities experiencing persistently low entry, attendance or retention.", "The evidence base comprises the Education for All commitments; the United Nations Literacy Decade and its International Plan of Action; international human-rights instruments and interpretations; contemporary global monitoring of literacy and educational quality; international adult-literacy assessment; international statistical definitions; and contemporary guidance on inclusion, results-based monitoring and public-service accountability.", "Recorded fact, inference and policy consideration are distinguished. The report does not present new national estimates. Worked numerical examples in the technical appendices are illustrative and are not attributed to an identified country or community. The institutional method follows an improvement sequence: define the public problem; test causal assumptions; specify the learning offer and the conditions required for implementation; monitor reach, continuity, learning and distribution; apply evaluation thresholds; correct or stop ineffective action; and establish durable responsibility.", "“Sustained improvement” means a supported increase in relevant literacy capability that is maintained beyond initial instruction and is accompanied by institutional capacity to continue suitable provision. “Participation” includes entry, attendance, continuity and meaningful engagement with instruction; the precise measure is stated whenever a rate is used. “Institution” includes the public authority, local administrative body or provider carrying a defined responsibility. “Community” identifies a population connected by locality, language, livelihood, social relationship or shared condition; it does not imply homogeneity. “Strategy” means a bounded set of responsibilities, resources, actions, evidence and decision rules rather than a statement of aspiration." ] }, "parts": [ { "id": "part-iceqc-r-2006-11-i", "number": "I", "title": "The public purpose of sustained literacy improvement", "anchor": "part-i-the-public-purpose-of-sustained-literacy-improvement", "sectionIds": [ "sec-iceqc-r-2006-11-1", "sec-iceqc-r-2006-11-2", "sec-iceqc-r-2006-11-3", "sec-iceqc-r-2006-11-4", "sec-iceqc-r-2006-11-5", "sec-iceqc-r-2006-11-6", "sec-iceqc-r-2006-11-7", "sec-iceqc-r-2006-11-8", "sec-iceqc-r-2006-11-9", "sec-iceqc-r-2006-11-10", "sec-iceqc-r-2006-11-11", "sec-iceqc-r-2006-11-12", "sec-iceqc-r-2006-11-13", "sec-iceqc-r-2006-11-14", "sec-iceqc-r-2006-11-15" ] }, { "id": "part-iceqc-r-2006-11-ii", "number": "II", "title": "Defining capability and diagnosing low participation", "anchor": "part-ii-defining-capability-and-diagnosing-low-participation", "sectionIds": [ "sec-iceqc-r-2006-11-16", "sec-iceqc-r-2006-11-17", "sec-iceqc-r-2006-11-18", "sec-iceqc-r-2006-11-19", "sec-iceqc-r-2006-11-20", "sec-iceqc-r-2006-11-21", "sec-iceqc-r-2006-11-22", "sec-iceqc-r-2006-11-23", "sec-iceqc-r-2006-11-24", "sec-iceqc-r-2006-11-25", "sec-iceqc-r-2006-11-26", "sec-iceqc-r-2006-11-27", "sec-iceqc-r-2006-11-28", "sec-iceqc-r-2006-11-29", "sec-iceqc-r-2006-11-30", "sec-iceqc-r-2006-11-31" ] }, { "id": "part-iceqc-r-2006-11-iii", "number": "III", "title": "Baseline evidence, measurement and inference", "anchor": "part-iii-baseline-evidence-measurement-and-inference", "sectionIds": [ "sec-iceqc-r-2006-11-32", "sec-iceqc-r-2006-11-33", "sec-iceqc-r-2006-11-34", "sec-iceqc-r-2006-11-35", "sec-iceqc-r-2006-11-36", "sec-iceqc-r-2006-11-37", "sec-iceqc-r-2006-11-38", "sec-iceqc-r-2006-11-39", "sec-iceqc-r-2006-11-40", "sec-iceqc-r-2006-11-41", "sec-iceqc-r-2006-11-42", "sec-iceqc-r-2006-11-43", "sec-iceqc-r-2006-11-44", "sec-iceqc-r-2006-11-45", "sec-iceqc-r-2006-11-46", "sec-iceqc-r-2006-11-47", "sec-iceqc-r-2006-11-48", "sec-iceqc-r-2006-11-49", "sec-iceqc-r-2006-11-50", "sec-iceqc-r-2006-11-51", "sec-iceqc-r-2006-11-52", "sec-iceqc-r-2006-11-53", "sec-iceqc-r-2006-11-54", "sec-iceqc-r-2006-11-55", "sec-iceqc-r-2006-11-56", "sec-iceqc-r-2006-11-57" ] }, { "id": "part-iceqc-r-2006-11-iv", "number": "IV", "title": "The institutional quality framework", "anchor": "part-iv-the-institutional-quality-framework", "sectionIds": [ "sec-iceqc-r-2006-11-58", "sec-iceqc-r-2006-11-59", "sec-iceqc-r-2006-11-60", "sec-iceqc-r-2006-11-61", "sec-iceqc-r-2006-11-62", "sec-iceqc-r-2006-11-63", "sec-iceqc-r-2006-11-64", "sec-iceqc-r-2006-11-65", "sec-iceqc-r-2006-11-66", "sec-iceqc-r-2006-11-67", "sec-iceqc-r-2006-11-68", "sec-iceqc-r-2006-11-69", "sec-iceqc-r-2006-11-70", "sec-iceqc-r-2006-11-71", "sec-iceqc-r-2006-11-72", "sec-iceqc-r-2006-11-73", "sec-iceqc-r-2006-11-74", "sec-iceqc-r-2006-11-75", "sec-iceqc-r-2006-11-76", "sec-iceqc-r-2006-11-77", "sec-iceqc-r-2006-11-78", "sec-iceqc-r-2006-11-79", "sec-iceqc-r-2006-11-80", "sec-iceqc-r-2006-11-81" ] }, { "id": "part-iceqc-r-2006-11-v", "number": "V", "title": "Language, inclusion and fair participation", "anchor": "part-v-language-inclusion-and-fair-participation", "sectionIds": [ "sec-iceqc-r-2006-11-82", "sec-iceqc-r-2006-11-83", "sec-iceqc-r-2006-11-84", "sec-iceqc-r-2006-11-85", "sec-iceqc-r-2006-11-86", "sec-iceqc-r-2006-11-87", "sec-iceqc-r-2006-11-88", "sec-iceqc-r-2006-11-89", "sec-iceqc-r-2006-11-90", "sec-iceqc-r-2006-11-91", "sec-iceqc-r-2006-11-92", "sec-iceqc-r-2006-11-93", "sec-iceqc-r-2006-11-94", "sec-iceqc-r-2006-11-95", "sec-iceqc-r-2006-11-96", "sec-iceqc-r-2006-11-97", "sec-iceqc-r-2006-11-98", "sec-iceqc-r-2006-11-99", "sec-iceqc-r-2006-11-100", "sec-iceqc-r-2006-11-101", "sec-iceqc-r-2006-11-102", "sec-iceqc-r-2006-11-103", "sec-iceqc-r-2006-11-104", "sec-iceqc-r-2006-11-105" ] }, { "id": "part-iceqc-r-2006-11-vi", "number": "VI", "title": "Designing and delivering a reliable learning offer", "anchor": "part-vi-designing-and-delivering-a-reliable-learning-offer", "sectionIds": [ "sec-iceqc-r-2006-11-106", "sec-iceqc-r-2006-11-107", "sec-iceqc-r-2006-11-108", "sec-iceqc-r-2006-11-109", "sec-iceqc-r-2006-11-110", "sec-iceqc-r-2006-11-111", "sec-iceqc-r-2006-11-112", "sec-iceqc-r-2006-11-113", "sec-iceqc-r-2006-11-114", "sec-iceqc-r-2006-11-115", "sec-iceqc-r-2006-11-116", "sec-iceqc-r-2006-11-117", "sec-iceqc-r-2006-11-118", "sec-iceqc-r-2006-11-119", "sec-iceqc-r-2006-11-120", "sec-iceqc-r-2006-11-121", "sec-iceqc-r-2006-11-122", "sec-iceqc-r-2006-11-123", "sec-iceqc-r-2006-11-124", "sec-iceqc-r-2006-11-125", "sec-iceqc-r-2006-11-126", "sec-iceqc-r-2006-11-127", "sec-iceqc-r-2006-11-128", "sec-iceqc-r-2006-11-129" ] }, { "id": "part-iceqc-r-2006-11-vii", "number": "VII", "title": "Following reach, continuity, progression and use", "anchor": "part-vii-following-reach-continuity-progression-and-use", "sectionIds": [ "sec-iceqc-r-2006-11-130", "sec-iceqc-r-2006-11-131", "sec-iceqc-r-2006-11-132", "sec-iceqc-r-2006-11-133", "sec-iceqc-r-2006-11-134", "sec-iceqc-r-2006-11-135", "sec-iceqc-r-2006-11-136", "sec-iceqc-r-2006-11-137", "sec-iceqc-r-2006-11-138", "sec-iceqc-r-2006-11-139", "sec-iceqc-r-2006-11-140", "sec-iceqc-r-2006-11-141", "sec-iceqc-r-2006-11-142", "sec-iceqc-r-2006-11-143", "sec-iceqc-r-2006-11-144", "sec-iceqc-r-2006-11-145", "sec-iceqc-r-2006-11-146", "sec-iceqc-r-2006-11-147", "sec-iceqc-r-2006-11-148", "sec-iceqc-r-2006-11-149", "sec-iceqc-r-2006-11-150", "sec-iceqc-r-2006-11-151", "sec-iceqc-r-2006-11-152", "sec-iceqc-r-2006-11-153", "sec-iceqc-r-2006-11-154", "sec-iceqc-r-2006-11-155", "sec-iceqc-r-2006-11-156", "sec-iceqc-r-2006-11-157", "sec-iceqc-r-2006-11-158", "sec-iceqc-r-2006-11-159", "sec-iceqc-r-2006-11-160" ] }, { "id": "part-iceqc-r-2006-11-viii", "number": "VIII", "title": "Governance, finance and accountable responsibility", "anchor": "part-viii-governance-finance-and-accountable-responsibility", "sectionIds": [ "sec-iceqc-r-2006-11-161", "sec-iceqc-r-2006-11-162", "sec-iceqc-r-2006-11-163", "sec-iceqc-r-2006-11-164", "sec-iceqc-r-2006-11-165", "sec-iceqc-r-2006-11-166", "sec-iceqc-r-2006-11-167", "sec-iceqc-r-2006-11-168", "sec-iceqc-r-2006-11-169", "sec-iceqc-r-2006-11-170", "sec-iceqc-r-2006-11-171", "sec-iceqc-r-2006-11-172", "sec-iceqc-r-2006-11-173", "sec-iceqc-r-2006-11-174", "sec-iceqc-r-2006-11-175", "sec-iceqc-r-2006-11-176", "sec-iceqc-r-2006-11-177", "sec-iceqc-r-2006-11-178", "sec-iceqc-r-2006-11-179", "sec-iceqc-r-2006-11-180", "sec-iceqc-r-2006-11-181", "sec-iceqc-r-2006-11-182", "sec-iceqc-r-2006-11-183", "sec-iceqc-r-2006-11-184" ] }, { "id": "part-iceqc-r-2006-11-ix", "number": "IX", "title": "Evaluation and corrective decision rules", "anchor": "part-ix-evaluation-and-corrective-decision-rules", "sectionIds": [ "sec-iceqc-r-2006-11-185", "sec-iceqc-r-2006-11-186", "sec-iceqc-r-2006-11-187", "sec-iceqc-r-2006-11-188", "sec-iceqc-r-2006-11-189", "sec-iceqc-r-2006-11-190", "sec-iceqc-r-2006-11-191", "sec-iceqc-r-2006-11-192", "sec-iceqc-r-2006-11-193", "sec-iceqc-r-2006-11-194", "sec-iceqc-r-2006-11-195", "sec-iceqc-r-2006-11-196", "sec-iceqc-r-2006-11-197", "sec-iceqc-r-2006-11-198", "sec-iceqc-r-2006-11-199", "sec-iceqc-r-2006-11-200" ] }, { "id": "part-iceqc-r-2006-11-x", "number": "X", "title": "Strategic conclusions", "anchor": "part-x-strategic-conclusions", "sectionIds": [ "sec-iceqc-r-2006-11-201", "sec-iceqc-r-2006-11-202", "sec-iceqc-r-2006-11-203", "sec-iceqc-r-2006-11-204", "sec-iceqc-r-2006-11-205", "sec-iceqc-r-2006-11-206", "sec-iceqc-r-2006-11-207", "sec-iceqc-r-2006-11-208", "sec-iceqc-r-2006-11-209", "sec-iceqc-r-2006-11-210", "sec-iceqc-r-2006-11-211", "sec-iceqc-r-2006-11-212", "sec-iceqc-r-2006-11-213", "sec-iceqc-r-2006-11-214" ] }, { "id": "part-iceqc-r-2006-11-xi", "number": "XI", "title": "Participation, representation and public accountability", "anchor": "part-xi-participation-representation-and-public-accountability", "sectionIds": [ "sec-iceqc-r-2006-11-215", "sec-iceqc-r-2006-11-216", "sec-iceqc-r-2006-11-217", "sec-iceqc-r-2006-11-218", "sec-iceqc-r-2006-11-219", "sec-iceqc-r-2006-11-220", "sec-iceqc-r-2006-11-221", "sec-iceqc-r-2006-11-222", "sec-iceqc-r-2006-11-223", "sec-iceqc-r-2006-11-224", "sec-iceqc-r-2006-11-225", "sec-iceqc-r-2006-11-226", "sec-iceqc-r-2006-11-227", "sec-iceqc-r-2006-11-228", "sec-iceqc-r-2006-11-229", "sec-iceqc-r-2006-11-230", "sec-iceqc-r-2006-11-231", "sec-iceqc-r-2006-11-232", "sec-iceqc-r-2006-11-233", "sec-iceqc-r-2006-11-234", "sec-iceqc-r-2006-11-235", "sec-iceqc-r-2006-11-236", "sec-iceqc-r-2006-11-237", "sec-iceqc-r-2006-11-238", "sec-iceqc-r-2006-11-239", "sec-iceqc-r-2006-11-240", "sec-iceqc-r-2006-11-241" ] }, { "id": "part-iceqc-r-2006-11-xii", "number": "XII", "title": "Monitoring, review and corrective decisions", "anchor": "part-xii-monitoring-review-and-corrective-decisions", "sectionIds": [ "sec-iceqc-r-2006-11-242", "sec-iceqc-r-2006-11-243", "sec-iceqc-r-2006-11-244", "sec-iceqc-r-2006-11-245", "sec-iceqc-r-2006-11-246", "sec-iceqc-r-2006-11-247", "sec-iceqc-r-2006-11-248", "sec-iceqc-r-2006-11-249", "sec-iceqc-r-2006-11-250", "sec-iceqc-r-2006-11-251", "sec-iceqc-r-2006-11-252", "sec-iceqc-r-2006-11-253", "sec-iceqc-r-2006-11-254", "sec-iceqc-r-2006-11-255", "sec-iceqc-r-2006-11-256", "sec-iceqc-r-2006-11-257", "sec-iceqc-r-2006-11-258", "sec-iceqc-r-2006-11-259", "sec-iceqc-r-2006-11-260", "sec-iceqc-r-2006-11-261", "sec-iceqc-r-2006-11-262", "sec-iceqc-r-2006-11-263", "sec-iceqc-r-2006-11-264", "sec-iceqc-r-2006-11-265", "sec-iceqc-r-2006-11-266", "sec-iceqc-r-2006-11-267", "sec-iceqc-r-2006-11-268", "sec-iceqc-r-2006-11-269", "sec-iceqc-r-2006-11-270", "sec-iceqc-r-2006-11-271", "sec-iceqc-r-2006-11-272", "sec-iceqc-r-2006-11-273", "sec-iceqc-r-2006-11-274", "sec-iceqc-r-2006-11-275", "sec-iceqc-r-2006-11-276", "sec-iceqc-r-2006-11-277" ] }, { "id": "part-iceqc-r-2006-11-xiii", "number": "XIII", "title": "Contribution, uncertainty and sustainability", "anchor": "part-xiii-contribution-uncertainty-and-sustainability", "sectionIds": [ "sec-iceqc-r-2006-11-278", "sec-iceqc-r-2006-11-279", "sec-iceqc-r-2006-11-280", "sec-iceqc-r-2006-11-281", "sec-iceqc-r-2006-11-282", "sec-iceqc-r-2006-11-283", "sec-iceqc-r-2006-11-284", "sec-iceqc-r-2006-11-285", "sec-iceqc-r-2006-11-286", "sec-iceqc-r-2006-11-287", "sec-iceqc-r-2006-11-288", "sec-iceqc-r-2006-11-289", "sec-iceqc-r-2006-11-290", "sec-iceqc-r-2006-11-291", "sec-iceqc-r-2006-11-292", "sec-iceqc-r-2006-11-293", "sec-iceqc-r-2006-11-294", "sec-iceqc-r-2006-11-295", "sec-iceqc-r-2006-11-296", "sec-iceqc-r-2006-11-297", "sec-iceqc-r-2006-11-298", "sec-iceqc-r-2006-11-299", "sec-iceqc-r-2006-11-300", "sec-iceqc-r-2006-11-301", "sec-iceqc-r-2006-11-302", "sec-iceqc-r-2006-11-303", "sec-iceqc-r-2006-11-304", "sec-iceqc-r-2006-11-305", "sec-iceqc-r-2006-11-306", "sec-iceqc-r-2006-11-307", "sec-iceqc-r-2006-11-308", "sec-iceqc-r-2006-11-309", "sec-iceqc-r-2006-11-310" ] }, { "id": "part-iceqc-r-2006-11-xiv", "number": "XIV", "title": "Institutional priorities for sustained literacy", "anchor": "part-xiv-institutional-priorities-for-sustained-literacy", "sectionIds": [ "sec-iceqc-r-2006-11-311", "sec-iceqc-r-2006-11-312", "sec-iceqc-r-2006-11-313", "sec-iceqc-r-2006-11-314", "sec-iceqc-r-2006-11-315", "sec-iceqc-r-2006-11-316", "sec-iceqc-r-2006-11-317", "sec-iceqc-r-2006-11-318", "sec-iceqc-r-2006-11-319", "sec-iceqc-r-2006-11-320", "sec-iceqc-r-2006-11-321", "sec-iceqc-r-2006-11-322", "sec-iceqc-r-2006-11-323", "sec-iceqc-r-2006-11-324", "sec-iceqc-r-2006-11-325", "sec-iceqc-r-2006-11-326", "sec-iceqc-r-2006-11-327", "sec-iceqc-r-2006-11-328", "sec-iceqc-r-2006-11-329", "sec-iceqc-r-2006-11-330", "sec-iceqc-r-2006-11-331", "sec-iceqc-r-2006-11-332", "sec-iceqc-r-2006-11-333", "sec-iceqc-r-2006-11-334", "sec-iceqc-r-2006-11-335", "sec-iceqc-r-2006-11-336", "sec-iceqc-r-2006-11-337", "sec-iceqc-r-2006-11-338", "sec-iceqc-r-2006-11-339", "sec-iceqc-r-2006-11-340", "sec-iceqc-r-2006-11-341", "sec-iceqc-r-2006-11-342", "sec-iceqc-r-2006-11-343", "sec-iceqc-r-2006-11-344", "sec-iceqc-r-2006-11-345", "sec-iceqc-r-2006-11-346" ] } ], "sections": [ { "id": "sec-iceqc-r-2006-11-1", "partId": "part-iceqc-r-2006-11-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-2006-11-1-b001", "type": "PARAGRAPH", "text": "The right to education includes access, but it also concerns the purposes and substance of education. 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-2006-11-1-b002", "type": "PARAGRAPH", "text": "Literacy is not stated as the entire content of this right. 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-2006-11-2", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "2", "title": "The child's entitlement", "anchor": "2-the-child-s-entitlement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-2-b001", "type": "PARAGRAPH", "text": "The Convention on the Rights of the Child connects the right to education with equal opportunity, attendance, reduction of drop-out and international cooperation toward the elimination of ignorance and illiteracy. 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-2006-11-2-b002", "type": "PARAGRAPH", "text": "Literacy instruction should therefore be judged by whether it develops the learner rather than merely securing compliance with a narrow exercise. General Comment No. 1 reinforces the qualitative dimension of educational content and process.", "citationIds": [ "REF-13" ] } ] }, { "id": "sec-iceqc-r-2006-11-3", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "3", "title": "Adult and youth entitlement", "anchor": "3-adult-and-youth-entitlement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-3-b001", "type": "PARAGRAPH", "text": "Adults and young people who did not acquire sustainable literacy in childhood remain within the public concern of Education for All. 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-2006-11-3-b002", "type": "PARAGRAPH", "text": "The standard cannot be confined to the formal school system. 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-2006-11-4", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "4", "title": "Literacy and human dignity", "anchor": "4-literacy-and-human-dignity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-4-b001", "type": "PARAGRAPH", "text": "Inability to use written information can restrict independent access to public services, health information, employment conditions, legal rights and continuing education. 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-2006-11-4-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-2006-11-5", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "5", "title": "Literacy and participation", "anchor": "5-literacy-and-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-5-b001", "type": "PARAGRAPH", "text": "The Decade plan places literacy in personal, family, workplace, community and societal contexts and connects it to participation and development. 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-2006-11-5-b002", "type": "PARAGRAPH", "text": "Reading a health instruction can be a literacy task; improved health depends on many further conditions. 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-2006-11-6", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "6", "title": "Literacy and further learning", "anchor": "6-literacy-and-further-learning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-6-b001", "type": "PARAGRAPH", "text": "Literacy supports access to curriculum, independent study and continuing education. 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-2006-11-6-b002", "type": "PARAGRAPH", "text": "Systems should examine both general literacy capability and the literacy demands embedded in subjects. Remedial action should not reduce the learner's access to the wider curriculum.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-7", "partId": "part-iceqc-r-2006-11-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-2006-11-7-b001", "type": "PARAGRAPH", "text": "Literacy is practised in languages and scripts, not in an abstract medium. 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-2006-11-7-b002", "type": "PARAGRAPH", "text": "A low result in an unfamiliar assessment language can reflect language access as well as the underlying reading process. Reporting should not attribute the whole difference to learner capability.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-8", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "8", "title": "Literacy and culture", "anchor": "8-literacy-and-culture", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-8-b001", "type": "PARAGRAPH", "text": "Materials, genres and uses of writing differ across communities. 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-2006-11-8-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-2006-11-9", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "9", "title": "Literacy and numeracy", "anchor": "9-literacy-and-numeracy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-9-b001", "type": "PARAGRAPH", "text": "The functional-literacy definition in the UNESCO recommendation includes the continued use of reading, writing and calculation for individual and community development. Adult assessments may distinguish prose literacy, document literacy and numeracy.", "citationIds": [ "REF-04", "REF-06" ] }, { "id": "sec-iceqc-r-2006-11-9-b002", "type": "PARAGRAPH", "text": "National reporting should name the domains separately. A combined basic-skills rate conceals whether the observed difficulty concerns comprehension, written expression, document use or calculation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-10", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "10", "title": "Literacy as a continuum", "anchor": "10-literacy-as-a-continuum", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-10-b001", "type": "PARAGRAPH", "text": "Direct assessments describe literacy as a continuum of proficiency. 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-2006-11-10-b002", "type": "PARAGRAPH", "text": "A threshold may still be required for a policy purpose. 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-2006-11-11", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "11", "title": "Minimum and adequate standards", "anchor": "11-minimum-and-adequate-standards", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-11-b001", "type": "PARAGRAPH", "text": "The 1978 statistical definition of a literate person sets a simple minimum concerning reading and writing with understanding. 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-2006-11-11-b002", "type": "PARAGRAPH", "text": "The report must not call a more demanding curriculum threshold the international statistical definition. It identifies the national standard, age or stage and assessment basis distinctly.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-12", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "12", "title": "Sustained capability", "anchor": "12-sustained-capability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-12-b001", "type": "PARAGRAPH", "text": "Literacy can weaken when it is not used. 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-2006-11-12-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-2006-11-13", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "13", "title": "Public responsibility", "anchor": "13-public-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-13-b001", "type": "PARAGRAPH", "text": "Responsibility includes coherent policy, finance, suitable provision, trained personnel, materials, assessment, information 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-2006-11-13-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-2006-11-14", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "14", "title": "Non-discrimination", "anchor": "14-non-discrimination", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-14-b001", "type": "PARAGRAPH", "text": "The Convention against Discrimination in Education prohibits distinctions that impair equality of treatment in education. 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-2006-11-14-b002", "type": "PARAGRAPH", "text": "Equal enrolment in an unsuitable language or inaccessible venue is not equal opportunity to learn.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-15", "partId": "part-iceqc-r-2006-11-i", "parentId": null, "number": "15", "title": "Public-interest standard", "anchor": "15-public-interest-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-15-b001", "type": "PARAGRAPH", "text": "Literacy as a system standard means that public authorities can demonstrate an adequate, equitable and sustainable opportunity to acquire literacy and can account for resulting capability. It applies across formal, non-formal and adult provision while respecting differences of purpose and learner context.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-15-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-2006-11-16", "partId": "part-iceqc-r-2006-11-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-2006-11-16-b001", "type": "PARAGRAPH", "text": "An indicator cannot be interpreted until the capability it represents is defined. 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-2006-11-16-b002", "type": "PARAGRAPH", "text": "National policy should decide the purpose and construct before selecting the most convenient available number.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-17", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "17", "title": "Basic statistical literacy", "anchor": "17-basic-statistical-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-17-b001", "type": "PARAGRAPH", "text": "For international statistical purposes, the UNESCO recommendation defines a literate person as one able, with understanding, both to read and write a short simple statement on everyday life. 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-2006-11-17-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-2006-11-18", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "18", "title": "Functional literacy", "anchor": "18-functional-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-18-b001", "type": "PARAGRAPH", "text": "The recommendation defines functional literacy through effective functioning in activities requiring literacy and continued use of reading, writing and calculation for individual and community development. It connects capability with context and sustained use.", "citationIds": [ "REF-04" ] }, { "id": "sec-iceqc-r-2006-11-18-b002", "type": "PARAGRAPH", "text": "Because required activities differ, a functional standard must identify the population and contexts considered. It should not be reported as universal without disclosing those choices.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-19", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "19", "title": "Prose literacy", "anchor": "19-prose-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-19-b001", "type": "PARAGRAPH", "text": "Prose literacy concerns knowledge and skills needed to understand and use information from texts such as editorials, news accounts, brochures and instructions. 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-2006-11-19-b002", "type": "PARAGRAPH", "text": "The domain does not encompass every quality of literary understanding or written composition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-20", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "20", "title": "Document literacy", "anchor": "20-document-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-20-b001", "type": "PARAGRAPH", "text": "Document literacy concerns the use of information in formats such as forms, schedules, tables, charts and maps. 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-2006-11-20-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-2006-11-21", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "21", "title": "Written production", "anchor": "21-written-production", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-21-b001", "type": "PARAGRAPH", "text": "Some assessment systems emphasise reading because it is easier to administer at scale. 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-2006-11-21-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-2006-11-22", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "22", "title": "Numeracy", "anchor": "22-numeracy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-22-b001", "type": "PARAGRAPH", "text": "Numeracy involves managing mathematical demands in varied situations. 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-2006-11-22-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-2006-11-23", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "23", "title": "School curriculum literacy", "anchor": "23-school-curriculum-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-23-b001", "type": "PARAGRAPH", "text": "School literacy standards describe expected progression at specified ages or stages. 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-2006-11-23-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-2006-11-24", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "24", "title": "Literacy across subjects", "anchor": "24-literacy-across-subjects", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-24-b001", "type": "PARAGRAPH", "text": "Learners encounter explanations, evidence, diagrams, instructions and arguments across the curriculum. Subject literacy combines general reading and writing processes with field-specific vocabulary, representation and reasoning.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-24-b002", "type": "PARAGRAPH", "text": "The system should decide what the general literacy assessment covers and what subject assessments must retain. Moving every reading demand into one language examination can weaken evidence of meaningful use.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-25", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "25", "title": "Emergent literacy", "anchor": "25-emergent-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-25-b001", "type": "PARAGRAPH", "text": "Before conventional reading and writing, children develop oral language, familiarity with print, sound awareness, vocabulary and understanding that marks carry meaning. These capabilities support later learning but should not be classified as adult or school-completion literacy.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-25-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-2006-11-26", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "26", "title": "Additional-language literacy", "anchor": "26-additional-language-literacy", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-26-b001", "type": "PARAGRAPH", "text": "A learner may be literate in one language while still acquiring the instructional language. 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-2006-11-26-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-2006-11-27", "partId": "part-iceqc-r-2006-11-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-2006-11-27-b001", "type": "PARAGRAPH", "text": "The capability standard should be separated from an avoidable delivery barrier. 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-2006-11-27-b002", "type": "PARAGRAPH", "text": "Adjustments should preserve the intended capability and be reported without diminishing the learner's result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-28", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "28", "title": "Digital and technical media", "anchor": "28-digital-and-technical-media", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-28-b001", "type": "PARAGRAPH", "text": "Written information may be presented through electronic as well as paper media. 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-2006-11-28-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-2006-11-29", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "29", "title": "Critical use", "anchor": "29-critical-use", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-29-b001", "type": "PARAGRAPH", "text": "Advanced literacy can include evaluating source, purpose, evidence and competing accounts. The Decade plan recognises expanding requirements for locating, evaluating and using information.", "citationIds": [ "REF-03" ] }, { "id": "sec-iceqc-r-2006-11-29-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-2006-11-30", "partId": "part-iceqc-r-2006-11-ii", "parentId": null, "number": "30", "title": "Construct map", "anchor": "30-construct-map", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-30-b001-tbl-iceqc-r-2006-11-1", "type": "TABLE", "title": "Table 1. 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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-2006-11-31-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-2006-11-32", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "32", "title": "Measurement purpose", "anchor": "32-measurement-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-32-b001", "type": "PARAGRAPH", "text": "Measurement may estimate population prevalence, diagnose learner needs, monitor programme performance, certify achievement or evaluate policy. 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-2006-11-32-b002", "type": "PARAGRAPH", "text": "The purpose determines required precision, coverage, task breadth and consequence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-33", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "33", "title": "Census questions", "anchor": "33-census-questions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-33-b001", "type": "PARAGRAPH", "text": "A population census can provide wide coverage and small-area estimates. 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-2006-11-33-b002", "type": "PARAGRAPH", "text": "Reports state whether responses were self-reported or supplied by another household member.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-34", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "34", "title": "Household surveys", "anchor": "34-household-surveys", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-34-b001", "type": "PARAGRAPH", "text": "Household surveys can ask more detailed questions, connect literacy to demographic and social information and use trained interviewers. 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-2006-11-34-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-2006-11-35", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "35", "title": "Direct assessment", "anchor": "35-direct-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-35-b001", "type": "PARAGRAPH", "text": "Direct assessment asks respondents to perform designed literacy tasks. 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-2006-11-35-b002", "type": "PARAGRAPH", "text": "Direct assessment remains an estimate affected by task selection, language, response, exclusions and sampling uncertainty.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-36", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "36", "title": "School assessment", "anchor": "36-school-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-36-b001", "type": "PARAGRAPH", "text": "School assessment can be classroom-based, nationally administered or conducted through a sample. 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-2006-11-36-b002", "type": "PARAGRAPH", "text": "The report distinguishes assessments of enrolled learners from estimates for the complete age population. Excluded and out-of-school children remain part of the public-quality question.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-37", "partId": "part-iceqc-r-2006-11-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-2006-11-37-b001", "type": "PARAGRAPH", "text": "Years or levels of schooling are sometimes used to estimate literacy where no direct measure exists. 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-2006-11-37-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-2006-11-38", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "38", "title": "Programme records", "anchor": "38-programme-records", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-38-b001", "type": "PARAGRAPH", "text": "Registers can show enrolment, attendance, completion and sometimes assessment results in literacy programmes. 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-2006-11-38-b002", "type": "PARAGRAPH", "text": "A total of learning places is not a count of distinct learners.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-39", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "39", "title": "Self-assessment", "anchor": "39-self-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-39-b001", "type": "PARAGRAPH", "text": "Self-assessment can describe confidence, perceived difficulty and reported use. 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-2006-11-39-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-2006-11-40", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "40", "title": "Informant assessment", "anchor": "40-informant-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-40-b001", "type": "PARAGRAPH", "text": "Teachers, facilitators or employers can report observed capability in authentic settings. 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-2006-11-40-b002", "type": "PARAGRAPH", "text": "Informant judgement should not be converted to a national scale without evidence of correspondence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-41", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "41", "title": "Task sampling", "anchor": "41-task-sampling", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-41-b001", "type": "PARAGRAPH", "text": "No practical assessment observes every literacy task a person may face. 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-2006-11-41-b002", "type": "PARAGRAPH", "text": "Inference is confined to the represented domain.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-42", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "42", "title": "Person sampling", "anchor": "42-person-sampling", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-42-b001", "type": "PARAGRAPH", "text": "Population inference requires a defined target population, a suitable frame, known selection probabilities and sufficient response. 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-2006-11-42-b002", "type": "PARAGRAPH", "text": "The final report gives unweighted and weighted counts and explains exclusions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-43", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "43", "title": "Language adaptation", "anchor": "43-language-adaptation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-43-b001", "type": "PARAGRAPH", "text": "Literal translation does not guarantee equivalent difficulty. 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-2006-11-43-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-2006-11-44", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "44", "title": "Administration conditions", "anchor": "44-administration-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-44-b001", "type": "PARAGRAPH", "text": "Lighting, noise, time, interviewer conduct, privacy and access arrangements can affect performance. Standard procedures should be accompanied by lawful, documented adjustments that preserve the construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-44-b002", "type": "PARAGRAPH", "text": "Non-completion caused by inaccessible administration is not evidence of low literacy.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-45", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "45", "title": "Scoring", "anchor": "45-scoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-45-b001", "type": "PARAGRAPH", "text": "Scoring rules specify acceptable evidence and treatment of partial responses, spelling, language variation and omitted items. 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-2006-11-45-b002", "type": "PARAGRAPH", "text": "Changes to scoring rules can create a break in trend even when items remain unchanged.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-46", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "46", "title": "Proficiency scales", "anchor": "46-proficiency-scales", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-46-b001", "type": "PARAGRAPH", "text": "A scale orders performance across tasks of differing demand. 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-2006-11-46-b002", "type": "PARAGRAPH", "text": "Reports should provide examples or descriptions sufficient to explain what persons at different ranges are generally able to do, while avoiding a claim that every person can perform every task below an estimated score.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-47", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "47", "title": "Thresholds", "anchor": "47-thresholds", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-47-b001", "type": "PARAGRAPH", "text": "A threshold may identify persons needing priority support or learners meeting a curriculum requirement. 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-2006-11-47-b002", "type": "PARAGRAPH", "text": "Rates at the threshold should be accompanied by the distribution or adjacent bands where possible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-48", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "48", "title": "Reliability", "anchor": "48-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-48-b001", "type": "PARAGRAPH", "text": "Reliability concerns the consistency of measurement under defined conditions. 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-2006-11-48-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-2006-11-49", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "49", "title": "Validity", "anchor": "49-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-49-b001", "type": "PARAGRAPH", "text": "Validity concerns whether evidence and theory support the proposed interpretation and use. 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-2006-11-49-b002", "type": "PARAGRAPH", "text": "Validation is continuing because populations, languages and uses change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-50", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "50", "title": "Measurement error", "anchor": "50-measurement-error", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-50-b001", "type": "PARAGRAPH", "text": "Observed performance includes uncertainty from sampling persons and tasks, scaling and administration. Estimates should carry standard errors or confidence intervals where applicable. Comparisons should consider the uncertainty of both estimates.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-50-b002", "type": "PARAGRAPH", "text": "Rounding a result to one decimal place does not make it precise to that degree.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-51", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "51", "title": "Non-response", "anchor": "51-non-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-51-b001", "type": "PARAGRAPH", "text": "Literacy surveys face a serious risk when persons with lower proficiency are less likely to participate because of language, confidence, mobility or distrust. A high overall response rate can still conceal differential non-response in the group of greatest policy concern.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-51-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-2006-11-52", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "52", "title": "Missing responses", "anchor": "52-missing-responses", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-52-b001", "type": "PARAGRAPH", "text": "An omitted item may reflect time, refusal, misunderstanding, accessibility or inability. 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-2006-11-52-b002", "type": "PARAGRAPH", "text": "The rule is set before examining favourable consequences.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-53", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "53", "title": "Comparability over time", "anchor": "53-comparability-over-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-53-b001", "type": "PARAGRAPH", "text": "Trend measurement requires stable constructs, common items or defensible linking, comparable populations and administration. A revised definition, language expansion or improved coverage may change the estimate even when underlying literacy has not changed.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-53-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-2006-11-54", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "54", "title": "Comparability across countries", "anchor": "54-comparability-across-countries", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-54-b001", "type": "PARAGRAPH", "text": "Common frameworks and methods improve comparison, but language, schooling, migration, assessment familiarity and population coverage remain relevant. International studies should publish exclusions and technical limitations.", "citationIds": [ "REF-06", "REF-07", "REF-08" ] }, { "id": "sec-iceqc-r-2006-11-54-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-2006-11-55", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "55", "title": "Triangulation", "anchor": "55-triangulation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-55-b001", "type": "PARAGRAPH", "text": "Direct assessment, self-report, schooling, programme data and reported use can be compared to identify consistent and conflicting evidence. 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-2006-11-55-b002", "type": "PARAGRAPH", "text": "Triangulation does not authorise averaging unlike measures.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-56", "partId": "part-iceqc-r-2006-11-iii", "parentId": null, "number": "56", "title": "Measurement comparison table", "anchor": "56-measurement-comparison-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-56-b001-tbl-iceqc-r-2006-11-2", "type": "TABLE", "title": "Table 2. 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A credible system uses the least burdensome method capable of supporting the required claim and discloses what remains unknown.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-57-b002", "type": "PARAGRAPH", "text": "Improvement in measurement should increase public accuracy rather than manufacture a favourable discontinuity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-58", "partId": "part-iceqc-r-2006-11-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-2006-11-58-b001", "type": "PARAGRAPH", "text": "Literacy is indispensable, but education quality also concerns numeracy, knowledge, judgement, values, physical and creative development, safety and the aims of education. 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-2006-11-58-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-2006-11-59", "partId": "part-iceqc-r-2006-11-iv", "parentId": null, "number": "59", "title": "Results and conditions", "anchor": "59-results-and-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-59-b001", "type": "PARAGRAPH", "text": "A system standard connects results to the conditions that make them possible. The Education for All quality framework draws attention to learner characteristics, context, enabling inputs, teaching and learning, and outcomes. These are analytically distinct. 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It does not make an excluded population disappear from the obligation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-61-b002", "type": "PARAGRAPH", "text": "The public report separates contextual constraint from the action taken to address it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-62", "partId": "part-iceqc-r-2006-11-iv", "parentId": null, "number": "62", "title": "Enabling inputs", "anchor": "62-enabling-inputs", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-62-b001", "type": "PARAGRAPH", "text": "Teachers, facilitators, books, accessible material, suitable venues, time and finance are necessary inputs. Counts establish availability, not adequacy or use. 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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-2006-11-72-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-2006-11-73", "partId": "part-iceqc-r-2006-11-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-2006-11-73-b001", "type": "PARAGRAPH", "text": "Literacy opportunity includes accessible materials, communication, facilities, assessment and trained personnel. 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-2006-11-73-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-2006-11-74", "partId": "part-iceqc-r-2006-11-iv", "parentId": null, "number": "74", "title": "Standard in emergencies", "anchor": "74-standard-in-emergencies", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-74-b001", "type": "PARAGRAPH", "text": "Displacement and conflict can interrupt schooling, destroy records and restrict safe participation. Literacy provision may need flexible venues, condensed schedules and language support. 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Nor can high performance among one group compensate for denial of opportunity to another.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-79-b002", "type": "PARAGRAPH", "text": "The reporting framework identifies these conditions before constructing any summary judgement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-80", "partId": "part-iceqc-r-2006-11-iv", "parentId": null, "number": "80", "title": "System quality matrix", "anchor": "80-system-quality-matrix", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-80-b001-tbl-iceqc-r-2006-11-3", "type": "TABLE", "title": "Table 3. 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Separating them allows specific action; reconnecting them prevents a favourable measure in one domain from concealing failure in another.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-81-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-2006-11-82", "partId": "part-iceqc-r-2006-11-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-2006-11-82-b001", "type": "PARAGRAPH", "text": "The language of instruction determines whether learners can understand teaching and develop literacy from an established linguistic base. It also affects access to wider education, administration and employment. 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The assessment should not confuse those demands.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-83-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-2006-11-84", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "84", "title": "Transition between languages", "anchor": "84-transition-between-languages", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-84-b001", "type": "PARAGRAPH", "text": "A planned transition identifies when and how reading and writing capability developed in one language will support another. 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The profile should not be collapsed into “literate in the national language” unless that is the stated construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-85-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-2006-11-86", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "86", "title": "Script", "anchor": "86-script", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-86-b001", "type": "PARAGRAPH", "text": "Different scripts introduce distinct symbol, direction and layout demands. 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-2006-11-86-b002", "type": "PARAGRAPH", "text": "Assessment and programme records should specify the script where this affects interpretation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-87", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "87", "title": "Oral language", "anchor": "87-oral-language", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-87-b001", "type": "PARAGRAPH", "text": "Oral vocabulary, comprehension and expressive capability support literacy learning. 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-2006-11-87-b002", "type": "PARAGRAPH", "text": "Oral performance is not reported as reading or writing unless the construct explicitly includes it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-88", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "88", "title": "Sign language", "anchor": "88-sign-language", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-88-b001", "type": "PARAGRAPH", "text": "For deaf learners, a sign language may be the strongest language for explanation and learning while literacy concerns written language. Assessment arrangements should distinguish comprehension of the task instructions from the literacy response required.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-88-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-2006-11-89", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "89", "title": "Braille", "anchor": "89-braille", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-89-b001", "type": "PARAGRAPH", "text": "Braille is a literacy medium. 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-2006-11-89-b002", "type": "PARAGRAPH", "text": "Reporting should identify the accessible form without treating it as a lower standard.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-90", "partId": "part-iceqc-r-2006-11-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-2006-11-90-b001", "type": "PARAGRAPH", "text": "Font size, contrast, spacing, lighting and optical support can determine access to text. 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-2006-11-90-b002", "type": "PARAGRAPH", "text": "An assessment that cannot be seen is not a valid test of reading comprehension.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-91", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "91", "title": "Intellectual and learning disabilities", "anchor": "91-intellectual-and-learning-disabilities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-91-b001", "type": "PARAGRAPH", "text": "Learners require appropriately sequenced teaching, sufficient time and valid means of demonstrating progress. 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-2006-11-91-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-2006-11-92", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "92", "title": "Physical disability", "anchor": "92-physical-disability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-92-b001", "type": "PARAGRAPH", "text": "Writing may be produced by hand, keyboard, adapted equipment or a scribe where physical execution is not the intended construct. The arrangement records the learner's own language and decisions and prevents assistance with content.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-92-b002", "type": "PARAGRAPH", "text": "If handwriting itself is an authorised outcome, it is reported separately from composition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-93", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "93", "title": "Assessment accommodation", "anchor": "93-assessment-accommodation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-93-b001", "type": "PARAGRAPH", "text": "An accommodation changes access, timing, setting, response mode or presentation to remove a barrier. 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-2006-11-93-b002", "type": "PARAGRAPH", "text": "The decision is made before results are known and is documented consistently.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-94", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "94", "title": "Alternative assessment", "anchor": "94-alternative-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-94-b001", "type": "PARAGRAPH", "text": "Where an ordinary form cannot preserve access, an alternative task may assess the same intended capability. 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-2006-11-94-b002", "type": "PARAGRAPH", "text": "If full comparability cannot be shown, the result is described accurately rather than withheld.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-95", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "95", "title": "Exemptions", "anchor": "95-exemptions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-95-b001", "type": "PARAGRAPH", "text": "Exempting learners from literacy assessment can conceal whether the system provides suitable teaching and can remove them from accountability. 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-2006-11-95-b002", "type": "PARAGRAPH", "text": "Excluded counts remain in the coverage statement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-96", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "96", "title": "Household frame exclusions", "anchor": "96-household-frame-exclusions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-96-b001", "type": "PARAGRAPH", "text": "Household surveys can omit persons living in institutions, temporary accommodation, camps or without a conventional household address. These groups may have materially different literacy opportunities. Their absence narrows the target population.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-96-b002", "type": "PARAGRAPH", "text": "The report names the excluded population and seeks complementary evidence where public significance warrants.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-97", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "97", "title": "Remote communities", "anchor": "97-remote-communities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-97-b001", "type": "PARAGRAPH", "text": "Sparse populations can receive little representation in national samples and face distinct programme conditions. Oversampling may be needed for reliable estimates, with weights restoring national representation. Travel and seasonal patterns inform fieldwork.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-97-b002", "type": "PARAGRAPH", "text": "Remote results should not be pooled away where service decisions are local.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-98", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "98", "title": "Migrants and refugees", "anchor": "98-migrants-and-refugees", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-98-b001", "type": "PARAGRAPH", "text": "Migrants and refugees may be literate in other languages and unfamiliar with the survey language or national certification. 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-2006-11-98-b002", "type": "PARAGRAPH", "text": "Confidentiality and legal safety are essential to meaningful participation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-99", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "99", "title": "Indigenous communities", "anchor": "99-indigenous-communities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-99-b001", "type": "PARAGRAPH", "text": "Literacy policy should be developed with affected communities, respect language and culture and provide accurate materials. 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An item difference prompts investigation; it is not automatic proof of bias.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-100-b002", "type": "PARAGRAPH", "text": "Gender reporting includes counts and proficiency distribution, not only a parity ratio.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-101", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "101", "title": "Age", "anchor": "101-age", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-101-b001", "type": "PARAGRAPH", "text": "Literacy measures for children, youth and adults have different curricula, contexts and purposes. 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-2006-11-101-b002", "type": "PARAGRAPH", "text": "Age groups remain visible because a national average can conceal cohort change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-102", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "102", "title": "Poverty and cost", "anchor": "102-poverty-and-cost", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-102-b001", "type": "PARAGRAPH", "text": "Fees, materials, transport and lost earnings can restrict literacy participation. 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-2006-11-102-b002", "type": "PARAGRAPH", "text": "Financial support is evaluated by reach and continued participation, not allocation alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-103", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "103", "title": "Safety and dignity", "anchor": "103-safety-and-dignity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-103-b001", "type": "PARAGRAPH", "text": "Learners should not be exposed publicly as unable to read or write. Recruitment, assessment and reporting protect privacy. Classes should be safe in location and timing, particularly where travel creates risk.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-103-b002", "type": "PARAGRAPH", "text": "Humiliating testing can reduce participation and invalidate responses as well as violate dignity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-104", "partId": "part-iceqc-r-2006-11-v", "parentId": null, "number": "104", "title": "Inclusion reporting table", "anchor": "104-inclusion-reporting-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-104-b001-tbl-iceqc-r-2006-11-4", "type": "TABLE", "title": "Table 4. 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It requires a common construct, appropriate means and transparent limits.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-105-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-2006-11-106", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "106", "title": "Programme purpose", "anchor": "106-programme-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-106-b001", "type": "PARAGRAPH", "text": "Every literacy programme should identify its population, entry conditions, intended capabilities, language, duration, delivery mode, assessment and progression route. A general intention to improve literacy is too broad to support curriculum or evaluation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-106-b002", "type": "PARAGRAPH", "text": "Purpose is agreed before recruitment claims and outcome targets are set.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-107", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "107", "title": "Entry assessment", "anchor": "107-entry-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-107-b001", "type": "PARAGRAPH", "text": "Entry assessment identifies existing reading, writing, language and numeracy capability and relevant learner goals. It should support placement and planning, not act as an unnecessary barrier. 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Functional contexts are used without limiting learners to one immediate task.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-109-b002", "type": "PARAGRAPH", "text": "Sequence should be visible to facilitators and learners in usable terms.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-110", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "110", "title": "Reading instruction", "anchor": "110-reading-instruction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-110-b001", "type": "PARAGRAPH", "text": "Instruction provides systematic opportunity to recognise words, read connected text, develop fluency and construct meaning. The balance depends on prior capability and language. 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Written problem contexts should not make reading difficulty the unrecognised cause of a low numeracy result.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-113-b002", "type": "PARAGRAPH", "text": "Integrated activities can be educationally valuable while assessment retains domain information.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-114", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "114", "title": "Relevant texts", "anchor": "114-relevant-texts", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-114-b001", "type": "PARAGRAPH", "text": "Materials may include stories, letters, public notices, health information, workplace documents, forms and learner-created texts. 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-2006-11-114-b002", "type": "PARAGRAPH", "text": "Learners also need texts beyond immediate survival tasks to support continuing education and cultural participation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-115", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "115", "title": "Materials supply", "anchor": "115-materials-supply", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-115-b001", "type": "PARAGRAPH", "text": "Programmes require enough durable, legible and linguistically appropriate material for practice inside and outside sessions. Procurement counts are reconciled with delivery, loss and actual use. Community libraries and reading spaces can extend access.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-115-b002", "type": "PARAGRAPH", "text": "Materials are revised when factual errors or harmful representations are identified.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-116", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "116", "title": "Instructional time", "anchor": "116-instructional-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-116-b001", "type": "PARAGRAPH", "text": "Planned hours are converted into sessions feasible for the learner population. 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-2006-11-116-b002", "type": "PARAGRAPH", "text": "The system reports planned, delivered and received time separately where each is material.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-117", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "117", "title": "Pace and intensity", "anchor": "117-pace-and-intensity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-117-b001", "type": "PARAGRAPH", "text": "Very infrequent sessions can weaken continuity; excessive intensity can exclude working adults or leave insufficient practice. Programme design tests the relation among session frequency, independent use, attendance and progression.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-117-b002", "type": "PARAGRAPH", "text": "Variation is permitted where the learning outcome and evidence remain clear.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-118", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "118", "title": "Facilitator knowledge", "anchor": "118-facilitator-knowledge", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-118-b001", "type": "PARAGRAPH", "text": "Facilitators need knowledge of literacy development, the programme language, adult or child learning as applicable, diagnosis, accessible teaching and assessment. Subject knowledge and respect for learners are both necessary.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-118-b002", "type": "PARAGRAPH", "text": "Training attendance is an input; observation and learner evidence test application.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-119", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "119", "title": "Facilitator conditions", "anchor": "119-facilitator-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-119-b001", "type": "PARAGRAPH", "text": "Late payment, temporary appointments, excessive travel and lack of materials can disrupt provision. Workforce reporting covers deployment, attendance, turnover and support, not only the number trained.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-119-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-2006-11-120", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "120", "title": "Attendance and continuity", "anchor": "120-attendance-and-continuity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-120-b001", "type": "PARAGRAPH", "text": "Attendance data identify exposure and barriers. 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-2006-11-120-b002", "type": "PARAGRAPH", "text": "Programmes investigate absence and provide proportionate routes back.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-121", "partId": "part-iceqc-r-2006-11-vi", "parentId": null, "number": "121", "title": "Formative assessment", "anchor": "121-formative-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-121-b001", "type": "PARAGRAPH", "text": "Frequent low-consequence assessment helps facilitators adapt teaching and learners understand progress. Tasks sample the taught capability and lead to action. 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Persons trained but no longer delivering should not remain in the active denominator.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-147-b002", "type": "PARAGRAPH", "text": "Ratios are interpreted alongside group size, contact hours and geographic travel.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-148", "partId": "part-iceqc-r-2006-11-vii", "parentId": null, "number": "148", "title": "Expenditure", "anchor": "148-expenditure", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-148-b001", "type": "PARAGRAPH", "text": "Expenditure is reported as approved, released and spent, with level of government and programme scope defined. 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Modelled small-area results state assumptions and uncertainty and should not be presented as direct observations.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-151-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-2006-11-152", "partId": "part-iceqc-r-2006-11-vii", "parentId": null, "number": "152", "title": "International aggregates", "anchor": "152-international-aggregates", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-152-b001", "type": "PARAGRAPH", "text": "Regional and global estimates require country coverage rules, reference years, population weights and treatment of missing countries. A regional average can improve because countries with data change, not because literacy changes.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-152-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-2006-11-153", "partId": "part-iceqc-r-2006-11-vii", "parentId": null, "number": "153", "title": "Baseline and target", "anchor": "153-baseline-and-target", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-153-b001", "type": "PARAGRAPH", "text": "The Dakar adult literacy goal refers to an improvement in levels by 2015. 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-2006-11-153-b002", "type": "PARAGRAPH", "text": "A target is a policy commitment, not a forecast and not evidence of progress.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-154", "partId": "part-iceqc-r-2006-11-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-2006-11-154-b001", "type": "PARAGRAPH", "text": "An observed value comes from the stated measurement operation; it remains an estimate of the population where sampling is used. An imputed value fills missing data under a method; a projection extends assumptions into a future period.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-154-b002", "type": "PARAGRAPH", "text": "Tables identify these statuses cell by cell where they are mixed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-155", "partId": "part-iceqc-r-2006-11-vii", "parentId": null, "number": "155", "title": "Reference years", "anchor": "155-reference-years", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-155-b001", "type": "PARAGRAPH", "text": "Countries may supply literacy data from different census or survey years. 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-2006-11-155-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-2006-11-156", "partId": "part-iceqc-r-2006-11-vii", "parentId": null, "number": "156", "title": "Revision", "anchor": "156-revision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-156-b001", "type": "PARAGRAPH", "text": "Revisions arise from corrected source data, new population estimates, improved methods or late reporting. 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It identifies the strongest limitation for each headline result and planned improvement.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-157-b002", "type": "PARAGRAPH", "text": "Quality is not conveyed by a general declaration that methods are rigorous.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-158", "partId": "part-iceqc-r-2006-11-vii", "parentId": null, "number": "158", "title": "Reporting dashboard", "anchor": "158-reporting-dashboard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-158-b001-tbl-iceqc-r-2006-11-6", "type": "TABLE", "title": "Table 6. 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Decisions, assigned action and resolved dependency provide the evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-164", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "164", "title": "Statistical independence", "anchor": "164-statistical-independence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-164-b001", "type": "PARAGRAPH", "text": "Official results require professional authority over methods, release timing 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-2006-11-164-b002", "type": "PARAGRAPH", "text": "Method changes are documented before their effect on performance is known where possible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-165", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "165", "title": "Local government", "anchor": "165-local-government", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-165-b001", "type": "PARAGRAPH", "text": "Local authorities can identify populations, operate provision and respond to barriers. National standards establish minimum definitions, learner protection and reporting so that location does not determine whether achievement is credible.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-165-b002", "type": "PARAGRAPH", "text": "Funding formulas consider need and delivery cost, not only historic enrolment.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-166", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "166", "title": "Provider responsibility", "anchor": "166-provider-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-166-b001", "type": "PARAGRAPH", "text": "Public, community and other providers should use common minimum learner and outcome records while retaining methods suitable to their context. Contracts specify access, staff, assessment, data, safeguarding and continuity.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-166-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-2006-11-167", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "167", "title": "Community governance", "anchor": "167-community-governance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-167-b001", "type": "PARAGRAPH", "text": "Community participation supports relevance, trust and oversight. 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-2006-11-167-b002", "type": "PARAGRAPH", "text": "Community contribution should not become an unofficial fee that excludes poorer learners.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-168", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "168", "title": "Learner voice", "anchor": "168-learner-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-168-b001", "type": "PARAGRAPH", "text": "Learners can report scheduling, treatment, language, material and use that administrative data miss. 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-2006-11-168-b002", "type": "PARAGRAPH", "text": "Satisfaction is interpreted alongside learning and access.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-169", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "169", "title": "Planning population", "anchor": "169-planning-population", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-169-b001", "type": "PARAGRAPH", "text": "Finance begins with an estimate of persons requiring opportunity, disaggregated by location, language and current capability. 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-2006-11-169-b002", "type": "PARAGRAPH", "text": "Underestimating the population may produce full classes and a misleading claim of complete provision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-170", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "170", "title": "Cost categories", "anchor": "170-cost-categories", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-170-b001", "type": "PARAGRAPH", "text": "Costs include personnel, preparation, materials, venues, accessibility, transport or learner support, assessment, management, monitoring and follow-up. 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-2006-11-170-b002", "type": "PARAGRAPH", "text": "Omitted costs can make a pilot appear cheaper than an operational programme.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-171", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "171", "title": "Allocation", "anchor": "171-allocation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-171-b001", "type": "PARAGRAPH", "text": "Budget allocation expresses authority to spend. 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-2006-11-171-b002", "type": "PARAGRAPH", "text": "In-year reallocation is recorded with the effect on planned learners.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-172", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "172", "title": "Release and expenditure", "anchor": "172-release-and-expenditure", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-172-b001", "type": "PARAGRAPH", "text": "Funds released late may be recorded as fully spent while missing the teaching period. 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-2006-11-172-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-2006-11-173", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "173", "title": "Distributional finance", "anchor": "173-distributional-finance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-173-b001", "type": "PARAGRAPH", "text": "Per-capita spending should be examined by region and learner group, adjusted for defensible differences in delivery cost. Equal nominal amounts may be inequitable where remote, multilingual or accessible provision costs more.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-173-b002", "type": "PARAGRAPH", "text": "Conversely, higher spending does not prove adequate service; results and operational evidence remain necessary.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-174", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "174", "title": "Unit costs", "anchor": "174-unit-costs", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-174-b001", "type": "PARAGRAPH", "text": "Cost per entrant divides attributable expenditure by distinct entrants. 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-2006-11-174-b002", "type": "PARAGRAPH", "text": "Unit costs are accompanied by entry profiles, quality conditions and scale.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-175", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "175", "title": "Efficiency", "anchor": "175-efficiency", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-175-b001", "type": "PARAGRAPH", "text": "Efficiency concerns the relationship between resources and valid results while protecting equity and standards. 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-2006-11-175-b002", "type": "PARAGRAPH", "text": "Comparisons should use comparable programmes and populations.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-176", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "176", "title": "Procurement", "anchor": "176-procurement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-176-b001", "type": "PARAGRAPH", "text": "Material procurement specifies language, level, accessibility, durability, quantity and delivery date. Inspection at receipt and sampled use guard against unusable books being counted as supplied.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-176-b002", "type": "PARAGRAPH", "text": "Central purchasing benefits from scale but should not override demonstrated local language and context requirements.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-177", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "177", "title": "Workforce finance", "anchor": "177-workforce-finance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-177-b001", "type": "PARAGRAPH", "text": "Budgets cover fair and timely remuneration, preparation, supervision, travel and replacement. Reliance on unpaid labour can create unstable delivery and shift public cost onto communities, frequently women.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-177-b002", "type": "PARAGRAPH", "text": "Workforce assumptions are stated in cost projections and tested in operation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-178", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "178", "title": "Sustainability", "anchor": "178-sustainability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-178-b001", "type": "PARAGRAPH", "text": "A short grant can test a method but should not enrol learners under a promise of progression that cannot be funded. Scale plans identify recurrent national and local commitments and the treatment of staff and records after external support ends.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-178-b002", "type": "PARAGRAPH", "text": "Sustainability is assessed through finance and institutional capacity, not aspiration.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-179", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "179", "title": "External support", "anchor": "179-external-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-179-b001", "type": "PARAGRAPH", "text": "External finance should align with national definitions and strengthen lasting capacity while preserving transparent attribution. Parallel reporting systems can burden providers and produce incompatible learner counts.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-179-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-2006-11-180", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "180", "title": "Fraud and error", "anchor": "180-fraud-and-error", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-180-b001", "type": "PARAGRAPH", "text": "Risks include duplicate learners, invented attendance, substituted assessment, ghost personnel and non-delivered materials. 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-2006-11-180-b002", "type": "PARAGRAPH", "text": "Corrections protect learners whose results or identity records were affected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-181", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "181", "title": "Complaints and review", "anchor": "181-complaints-and-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-181-b001", "type": "PARAGRAPH", "text": "Learners need a route to challenge access denial, treatment, assessment and records. 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-2006-11-181-b002", "type": "PARAGRAPH", "text": "Complaint patterns inform system improvement while personal information remains protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-182", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "182", "title": "Public accountability", "anchor": "182-public-accountability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-182-b001", "type": "PARAGRAPH", "text": "Annual accounts connect expenditure to populations, delivered provision and measured results. 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-2006-11-182-b002", "type": "PARAGRAPH", "text": "Responsible authorities respond publicly within a stated period.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-183", "partId": "part-iceqc-r-2006-11-viii", "parentId": null, "number": "183", "title": "Governance table", "anchor": "183-governance-table", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-183-b001-tbl-iceqc-r-2006-11-7", "type": "TABLE", "title": "Table 7. 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Diffuse participation can strengthen provision, but responsibility for each public claim must remain identifiable.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-184-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-2006-11-185", "partId": "part-iceqc-r-2006-11-ix", "parentId": null, "number": "185", "title": "Improvement question", "anchor": "185-improvement-question", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-185-b001", "type": "PARAGRAPH", "text": "Improvement begins with a specified gap between the literacy standard and observed opportunity or result. “Raise literacy” is not an operational finding. The diagnosis identifies the population, construct, evidence, likely mechanism and urgency.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-185-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-2006-11-186", "partId": "part-iceqc-r-2006-11-ix", "parentId": null, "number": "186", "title": "Baseline", "anchor": "186-baseline", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-186-b001", "type": "PARAGRAPH", "text": "The baseline records current population capability, provision, inequality and data quality before intervention. Its definition and date remain fixed for the evaluation period. 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Treating every variation as failure can suppress necessary local response, while calling every omission adaptation makes the intervention undefined.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-191-b002", "type": "PARAGRAPH", "text": "The review identifies which elements are fixed by outcome and which are adaptable.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-192", "partId": "part-iceqc-r-2006-11-ix", "parentId": null, "number": "192", "title": "Comparison", "anchor": "192-comparison", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-192-b001", "type": "PARAGRAPH", "text": "Change over time can reflect population, economic or policy conditions beyond the programme. A comparison group, phased introduction or interrupted series can strengthen inference where ethical and feasible. 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Learner decisions affected by invalid assessment receive review and remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-213-b002", "type": "PARAGRAPH", "text": "Revision strengthens rather than weakens accountability when the original record remains traceable.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-214", "partId": "part-iceqc-r-2006-11-x", "parentId": null, "number": "214", "title": "Final finding", "anchor": "214-final-finding", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-214-b001", "type": "PARAGRAPH", "text": "Literacy is a defensible system quality standard when it remains connected to the right and purpose of education, a precisely stated capability, fair opportunity to learn and evidence fit for the public claim. 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The integrity of the public account lies in keeping these forms distinct while using them together for action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-215", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "215", "title": "Participation as a condition of plan reliability", "anchor": "215-participation-as-a-condition-of-plan-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-215-b001", "type": "PARAGRAPH", "text": "A local literacy improvement plan is more reliable when the people affected by its priorities can contribute evidence, test assumptions and examine implementation. Participation is not an ornamental meeting held after the principal decisions have been made. It is a means of improving the accuracy of diagnosis, identifying effects that administrative records do not show and establishing whether proposed actions are practicable for learners, families and staff.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-215-b002", "type": "PARAGRAPH", "text": "The form of participation should correspond to the decision. A discussion about attendance barriers requires learners and families who experience those barriers; a decision about instructional practice requires facilitators and literacy institution leaders; a decision about accessibility requires persons who encounter the relevant physical, communication or procedural obstacles. Participation does not transfer the lawful responsibility of the governing authority, but it strengthens the evidence on which that responsibility is exercised.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-216", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "216", "title": "Public purpose and legitimate interests", "anchor": "216-public-purpose-and-legitimate-interests", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-216-b001", "type": "PARAGRAPH", "text": "Planning should begin from the educational rights and public purposes served by the responsible institution. Interests in institutional reputation, administrative convenience or short-term examination performance cannot displace access, participation, learning, safety and equitable treatment.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-216-b002", "type": "PARAGRAPH", "text": "Stakeholders may hold different and legitimate concerns. Facilitators may identify workload and feasibility constraints; learners may identify unsafe routes or humiliating practices; families may identify cost and language barriers; authorities may identify statutory or resource limits. The planning process should record these interests accurately, distinguish evidence from preference and explain how competing considerations were resolved.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-217", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "217", "title": "Mapping affected and responsible groups", "anchor": "217-mapping-affected-and-responsible-groups", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-217-b001", "type": "PARAGRAPH", "text": "The responsible institution should map both affected groups and duty-bearing bodies before consultation begins. The map should include learners by stage and relevant characteristic, parents or carers, facilitators, support staff, programme leadership, governing body, local education authority and providers of services on which the proposed result depends.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-217-b002", "type": "PARAGRAPH", "text": "comparability and baseline, feasibility, action in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 217. Mapping affected and responsible groups to connect evidence with delivery, unequal effect and correction. It is to prevent the plan from hearing only those who are easiest to reach or most accustomed to institutional meetings. A group with little formal power may hold evidence essential to the reliability of the baseline or the feasibility of an action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-218", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "218", "title": "Representation and the risk of proxy voice", "anchor": "218-representation-and-the-risk-of-proxy-voice", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-218-b001", "type": "PARAGRAPH", "text": "equity and members, linguistic, community in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 218. Representation and the risk of proxy voice to connect evidence with delivery, unequal effect and correction. One articulate participant cannot automatically speak for all learners, all parents, all persons with disabilities or all members of a linguistic community.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-218-b002", "type": "PARAGRAPH", "text": "authority and unanimity, actually, established in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 218. Representation and the risk of proxy voice to connect evidence with delivery, unequal effect and correction. The plan should identify the proxy relationship and supplement it with direct observation or other evidence where feasible. Statements made on behalf of a group should not be presented as unanimous unless unanimity was actually established.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-219", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "219", "title": "Learner participation", "anchor": "219-learner-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-219-b001", "type": "PARAGRAPH", "text": "Learners can provide evidence about teaching experience, safety, workload, treatment, accessibility and the practical effect of programme participation rules. Methods should be suited to age, communication needs and the sensitivity of the issue. Group discussions may be suitable for general matters; confidential interviews or anonymous instruments may be needed for bullying, punishment or discrimination.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-219-b002", "type": "PARAGRAPH", "text": "Learner participation must not expose a child to retaliation or require public disclosure of personal circumstances. The responsible institution should explain the purpose of participation, the voluntary nature of sensitive disclosure and the route for immediate protection where serious harm is reported. The Convention on the Rights of the Child supports appropriate regard for the views of the child in matters affecting the child.", "citationIds": [ "REF-26" ] } ] }, { "id": "sec-iceqc-r-2006-11-220", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "220", "title": "Participation of parents and carers", "anchor": "220-participation-of-parents-and-carers", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-220-b001", "type": "PARAGRAPH", "text": "uncertainty and confidence, official, settings in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 220. Participation of parents and carers to connect evidence with delivery, unequal effect and correction. Consultation should not assume literacy, free time, transport or confidence in official settings.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-220-b002", "type": "PARAGRAPH", "text": "Meetings at one time and in one language may systematically exclude the people whose circumstances the plan most needs to understand. Alternative times, short interviews, translated or oral information and trusted community channels may be necessary. The responsible institution should distinguish the number invited, the number reached and the composition of participants.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-221", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "221", "title": "Facilitator professional participation", "anchor": "221-facilitator-professional-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-221-b001", "type": "PARAGRAPH", "text": "Facilitators are responsible for much of the practice through which improvement is expected to occur. They should therefore participate in defining instructional problems, interpreting learner work, judging the feasibility of milestones and specifying the professional support required.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-221-b002", "type": "PARAGRAPH", "text": "Participation should allow professional disagreement. A plan is weakened when facilitators are asked only to endorse a completed design or when concerns about workload and curriculum are treated as resistance. The status and professional responsibilities of facilitators warrant meaningful consultation on educational change.", "citationIds": [ "REF-25" ] } ] }, { "id": "sec-iceqc-r-2006-11-222", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "222", "title": "Non-teaching staff and operational knowledge", "anchor": "222-non-teaching-staff-and-operational-knowledge", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-222-b001", "type": "PARAGRAPH", "text": "authority and difficulties, contacting, families in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 222. Non-teaching staff and operational knowledge to connect evidence with delivery, unequal effect and correction. They may observe late arrival, inaccessible facilities, delayed records, unsafe spaces, material shortages or difficulties in contacting families.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-222-b002", "type": "PARAGRAPH", "text": "distribution and record, service, conditions in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 222. Non-teaching staff and operational knowledge to connect evidence with delivery, unequal effect and correction. Operational knowledge is particularly important where an apparently instructional problem is partly created by timetable, facility, record or service conditions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-223", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "223", "title": "Reaching under-represented groups", "anchor": "223-reaching-under-represented-groups", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-223-b001", "type": "PARAGRAPH", "text": "The responsible institution should test whether participation reflects the population affected by the decision. Relevant checks may include sex, age or grade, disability, language, location, poverty-related vulnerability, minority status and pattern of attendance. These are not quotas for every meeting; they are safeguards against systematic absence from the evidence base.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-223-b002", "type": "PARAGRAPH", "text": "If a group is missing, the responsible institution should identify the reason and use a suitable supplementary method. Silence cannot be interpreted as satisfaction where the means of participation were inaccessible, costly or unsafe.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-224", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "224", "title": "Accessible participation", "anchor": "224-accessible-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-224-b001", "type": "PARAGRAPH", "text": "remedy and sufficient, supported, communication in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 224. Accessible participation to connect evidence with delivery, unequal effect and correction. This may require plain language, translation, sign interpretation, accessible rooms, large print, assistance with forms or sufficient time for supported communication.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-224-b002", "type": "PARAGRAPH", "text": "capacity and planned, rather, participant in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 224. Accessible participation to connect evidence with delivery, unequal effect and correction. Merely admitting a person to a meeting is inadequate if the agenda, documents or discussion remain inaccessible. The cost and responsibility for necessary arrangements should be planned rather than left to the participant.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-225", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "225", "title": "Safe participation and protection from reprisal", "anchor": "225-safe-participation-and-protection-from-reprisal", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-225-b001", "type": "PARAGRAPH", "text": "continuity and concerns, without, retaliation in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 225. Safe participation and protection from reprisal to connect evidence with delivery, unequal effect and correction. Sensitive complaints should not be placed in open minutes without consent and a clear protection purpose. Staff and learners should have a route to raise concerns without retaliation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-225-b002", "type": "PARAGRAPH", "text": "Where a consultation reveals possible abuse, serious safety risk or unlawful exclusion, the responsible institution should activate the applicable protection procedure. The development-plan process is not a substitute for urgent safeguarding action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-226", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "226", "title": "Information before consultation", "anchor": "226-information-before-consultation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-226-b001", "type": "PARAGRAPH", "text": "Participants require enough information to form a considered view. The responsible institution should provide the question to be decided, relevant baseline evidence, known constraints, available options and the intended use of responses. Technical material should be explained without changing its meaning.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-226-b002", "type": "PARAGRAPH", "text": "timing and participants, effectively, withholding in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 226. Information before consultation to connect evidence with delivery, unequal effect and correction. Conversely, presenting an extensive technical file without a usable explanation may exclude participants as effectively as withholding it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-227", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "227", "title": "Deliberation rather than aggregation alone", "anchor": "227-deliberation-rather-than-aggregation-alone", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-227-b001", "type": "PARAGRAPH", "text": "feasibility and lawful, equitable, educationally in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 227. Deliberation rather than aggregation alone to connect evidence with delivery, unequal effect and correction. Participants may need to examine causes, consider trade-offs and revise an initial view after hearing evidence. A majority preference does not by itself establish that an action is lawful, equitable or educationally sound.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-227-b002", "type": "PARAGRAPH", "text": "uncertainty and evidence, public, purpose in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 227. Deliberation rather than aggregation alone to connect evidence with delivery, unequal effect and correction. Where the final decision differs from a strongly expressed view, the responsible authority should give a reason tied to evidence and public purpose.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-228", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "228", "title": "Consultation records", "anchor": "228-consultation-records", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-228-b001", "type": "PARAGRAPH", "text": "capacity and retained, necessary, lawful in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 228. Consultation records to connect evidence with delivery, unequal effect and correction. Names should be retained only where necessary and lawful.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-228-b002", "type": "PARAGRAPH", "text": "comparability and action, decision, register in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 228. Consultation records to connect evidence with delivery, unequal effect and correction. It should be sufficient to show that participation was real and that relevant evidence entered the decision process. Commitments made during consultation should be transferred to the action or decision register.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-229", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "229", "title": "Feedback to participants", "anchor": "229-feedback-to-participants", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-229-b001", "type": "PARAGRAPH", "text": "equity and errors, record, corrected in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 229. Feedback to participants to connect evidence with delivery, unequal effect and correction. Feedback is particularly important when the plan cannot adopt a requested action. It reduces the risk that consultation becomes extractive and allows errors in the record to be corrected.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-229-b002", "type": "PARAGRAPH", "text": "authority and through, community, visits in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 229. Feedback to participants to connect evidence with delivery, unequal effect and correction. A final plan displayed only in an office or on a notice board may not reach those who contributed orally or through community visits.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-230", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "230", "title": "Governing-body responsibility", "anchor": "230-governing-body-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-230-b001", "type": "PARAGRAPH", "text": "timing and conditions, reserved, matters in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 230. Governing-body responsibility to connect evidence with delivery, unequal effect and correction. Approval should not be inferred from attendance at a presentation. The record should show the version approved, date, conditions and any reserved matters.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-230-b002", "type": "PARAGRAPH", "text": "coverage and oversight, material, deviations in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 230. Governing-body responsibility to connect evidence with delivery, unequal effect and correction. Approval of a plan does not remove continuing oversight of material deviations or harms.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-231", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "231", "title": "Leadership responsibility", "anchor": "231-leadership-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-231-b001", "type": "PARAGRAPH", "text": "Literacy institution leadership is responsible for organising the planning process, maintaining the evidence record, assigning operational ownership and ensuring that concerns reach the competent authority. Leadership should protect space for professional and learner evidence, including evidence that challenges the initial diagnosis.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-231-b002", "type": "PARAGRAPH", "text": "The plan should not depend on undocumented personal knowledge held by one leader. Key definitions, decisions and commitments must remain usable during absence or succession.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-232", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "232", "title": "Distributed operational responsibility", "anchor": "232-distributed-operational-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-232-b001", "type": "PARAGRAPH", "text": "comparability and becomes, ownership, practice in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 232. Distributed operational responsibility to connect evidence with delivery, unequal effect and correction. Each action and milestone should have one accountable owner, named supporting roles and an escalation route. Collective ownership without a decision right often becomes no ownership in practice.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-232-b002", "type": "PARAGRAPH", "text": "The owner should have access to the information and authority required for the task. Assigning responsibility to a facilitator for an external staffing decision does not transfer control of that decision; it creates a monitoring or liaison role that should be described accurately.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-233", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "233", "title": "Authority outside the responsible institution", "anchor": "233-authority-outside-the-responsible-institution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-233-b001", "type": "PARAGRAPH", "text": "Some barriers can be resolved only by a local, regional or national authority. The plan should identify the competent body, the request made, supporting evidence, response date and consequence of delay. Matters beyond literacy institution control should not disappear from the plan merely because they are difficult.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-233-b002", "type": "PARAGRAPH", "text": "The responsible institution remains responsible for feasible interim measures and for communicating material risk. The higher authority should receive information in a form that supports a decision, not merely a general complaint.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-234", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "234", "title": "Community contribution and public responsibility", "anchor": "234-community-contribution-and-public-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-234-b001", "type": "PARAGRAPH", "text": "coverage and transparent, consistent, access in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 234. Community contribution and public responsibility to connect evidence with delivery, unequal effect and correction. Such contribution should be voluntary, transparent and consistent with equal access.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-234-b002", "type": "PARAGRAPH", "text": "feasibility and compulsory, contributions, participation in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 234. Community contribution and public responsibility to connect evidence with delivery, unequal effect and correction. A plan should not transfer a public duty to families with the fewest resources or present compulsory contributions as participation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-235", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "235", "title": "Partnerships and role clarity", "anchor": "235-partnerships-and-role-clarity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-235-b001", "type": "PARAGRAPH", "text": "External organisations may provide materials, expertise or services. The plan should state the contribution, duration, conditions, data arrangements, supervision and exit responsibility. The responsible institution's educational objectives and protection obligations remain controlling.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-235-b002", "type": "PARAGRAPH", "text": "capacity and demonstrate, educational, benefit in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 235. Partnerships and role clarity to connect evidence with delivery, unequal effect and correction. Visibility, donated value or number of sessions does not demonstrate educational benefit.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-236", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "236", "title": "Conflict of interest", "anchor": "236-conflict-of-interest", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-236-b001", "type": "PARAGRAPH", "text": "continuity and necessary, record, mitigation in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 236. Conflict of interest to connect evidence with delivery, unequal effect and correction. The plan should require disclosure, an independent decision where necessary and a record of the mitigation used.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-236-b002", "type": "PARAGRAPH", "text": "equity and public, confidence, evidence in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 236. Conflict of interest to connect evidence with delivery, unequal effect and correction. Family relationships, institutional affiliations and reputational benefit may affect judgement. Failure to manage a conflict can weaken both the decision and public confidence in the evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-237", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "237", "title": "Complaint and review routes", "anchor": "237-complaint-and-review-routes", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-237-b001", "type": "PARAGRAPH", "text": "distribution and expected, response, review in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 237. Complaint and review routes to connect evidence with delivery, unequal effect and correction. The route should state where the concern is lodged, the expected response time and the next level of review.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-237-b002", "type": "PARAGRAPH", "text": "timing and individual, resolved, separately in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 237. Complaint and review routes to connect evidence with delivery, unequal effect and correction. Patterns of similar complaints may become a monitoring indicator even where individual cases are resolved separately.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-238", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "238", "title": "Publication and understandable accountability", "anchor": "238-publication-and-understandable-accountability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-238-b001", "type": "PARAGRAPH", "text": "feasibility and removed, summarised, safely in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 238. Publication and understandable accountability to connect evidence with delivery, unequal effect and correction. Personal data, safeguarding details and confidential personnel matters should be removed or summarised safely.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-238-b002", "type": "PARAGRAPH", "text": "uncertainty and version, provided, identify in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 238. Publication and understandable accountability to connect evidence with delivery, unequal effect and correction. Uncertainty, dependency and incomplete baseline coverage remain material to a fair account. A concise public version may accompany the controlled working version, provided both identify their scope and date.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-239", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "239", "title": "Table 9: participation and governance record", "anchor": "239-table-9-participation-and-governance-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-239-b001-tbl-iceqc-r-2006-11-9", "type": "TABLE", "title": "Table 9. Participation and governance assurance record", "columns": [ { "key": "c1-assurance-question", "label": "Assurance question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-minimum-evidence", "label": "Minimum evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-reliability-risk", "label": "Reliability risk", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-required-response", "label": "Required response", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "who is affected", "population and stakeholder map", "easiest-to-reach groups dominate", "targeted supplementary participation" ], [ "what decision is open", "question, options and constraints", "consultation after decision", "reopen the material issue or explain lawful limit" ], [ "whether participation is accessible", "language, format, venue and support record", "formal attendance without usable access", "provide accommodation and repeat where necessary" ], [ "whether views are safely obtained", "confidentiality and protection arrangements", "silence caused by fear", "confidential route and safeguarding action" ], [ "how evidence affected the plan", "consultation-response record", "symbolic participation", "reasoned response and revised plan field" ], [ "who approved", "body, version, date and conditions", "ambiguous authority", "formal decision and version control" ], [ "who acts", "accountable owner and supporting roles", "collective but unowned task", "assign authority and escalation" ], [ "how challenge occurs", "complaint and review route", "errors remain uncorrected", "accessible review and decision record" ], [ "what is published", "public version and disclosure date", "promotional or unsafe disclosure", "completeness and privacy check" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-9-table-9-participation-and-governance-assurance-record.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } } ] }, { "id": "sec-iceqc-r-2006-11-240", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "240", "title": "Participation quality tests", "anchor": "240-participation-quality-tests", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-240-b001", "type": "PARAGRAPH", "text": "equity and stronger, evidence, defined in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 240. Participation quality tests to connect evidence with delivery, unequal effect and correction. A high attendance figure may coexist with poor representation or no influence on the decision. A small, carefully composed discussion may provide stronger evidence for a defined issue.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-240-b002", "type": "PARAGRAPH", "text": "The responsible institution should therefore report both quantitative and qualitative evidence. It should avoid converting participation into a ceremonial indicator detached from the plan's substantive decisions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-241", "partId": "part-iceqc-r-2006-11-xi", "parentId": null, "number": "241", "title": "Governance conclusion", "anchor": "241-governance-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-241-b001", "type": "PARAGRAPH", "text": "timing and providing, routes, correction in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 241. Governance conclusion to connect evidence with delivery, unequal effect and correction. Participation strengthens that chain when it is accessible, protected and linked to an open question. Governance completes it by assigning authority, recording reasons and providing routes for correction.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-242", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "242", "title": "Monitoring as disciplined attention", "anchor": "242-monitoring-as-disciplined-attention", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-242-b001", "type": "PARAGRAPH", "text": "uncertainty and decisions, during, implementation in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 242. Monitoring as disciplined attention to connect evidence with delivery, unequal effect and correction. It is not the accumulation of every available record. The monitoring design should concentrate attention on decisions that may need to be taken during implementation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-242-b002", "type": "PARAGRAPH", "text": "The responsible institution should specify the evidence, frequency, owner, verification and decision rule before results are known. Retrospective selection of favourable measures weakens the integrity of the plan.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-243", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "243", "title": "Monitoring questions", "anchor": "243-monitoring-questions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-243-b001", "type": "PARAGRAPH", "text": "comparability and whether, inequities, appearing in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 243. Monitoring questions to connect evidence with delivery, unequal effect and correction. These normally concern whether resources and authority are available, whether actions reach the intended population, whether implementation quality is adequate, whether practice is changing, whether intermediate results are emerging and whether harms or inequities are appearing.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-243-b002", "type": "PARAGRAPH", "text": "Questions should be phrased so that an answer can alter a decision. “How is the programme progressing?” is too broad. “Has every scheduled group received the agreed weekly literacy period, and what prevented delivery where it did not occur?” directs evidence toward correction.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-244", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "244", "title": "Monitoring levels", "anchor": "244-monitoring-levels", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-244-b001", "type": "PARAGRAPH", "text": "authority and participation, learning, wellbeing in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 244. Monitoring levels to connect evidence with delivery, unequal effect and correction. Input monitoring concerns resources and readiness; activity monitoring concerns delivery; output monitoring concerns immediate products or reach; practice monitoring concerns changed behaviour; outcome monitoring concerns learner participation, learning or wellbeing.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-244-b002", "type": "PARAGRAPH", "text": "distribution and necessary, establish, learning in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 244. Monitoring levels to connect evidence with delivery, unequal effect and correction. Delivery of materials may be necessary, but it does not establish use. Use may be necessary, but it does not establish learning.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-245", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "245", "title": "Frequency proportionate to decision", "anchor": "245-frequency-proportionate-to-decision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-245-b001", "type": "PARAGRAPH", "text": "coverage and defined, instructional, points in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 245. Frequency proportionate to decision to connect evidence with delivery, unequal effect and correction. Attendance may require weekly examination during an acute problem; a stable infrastructure condition may require termly verification; a learning outcome may require evidence at defined instructional points.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-245-b002", "type": "PARAGRAPH", "text": "feasibility and should, interval, decision in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 245. Frequency proportionate to decision to connect evidence with delivery, unequal effect and correction. Infrequent review can allow an avoidable failure to persist. The plan should state why the interval is fit for the decision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-246", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "246", "title": "Monitoring calendar", "anchor": "246-monitoring-calendar", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-246-b001", "type": "PARAGRAPH", "text": "The calendar should align evidence collection with milestones, governing meetings, resource decisions and literacy institution terms. It should account for examination periods, holidays, seasonal access conditions and known reporting obligations.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-246-b002", "type": "PARAGRAPH", "text": "Dates should be fixed where possible. “Termly” may be ambiguous across literacy institutions or years; a defined evidence window and review date permit comparison and timely action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-247", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "247", "title": "Evidence ownership", "anchor": "247-evidence-ownership", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-247-b001", "type": "PARAGRAPH", "text": "continuity and reporting, missing, changed in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 247. Evidence ownership to connect evidence with delivery, unequal effect and correction. Ownership includes maintaining the definition and reporting missing or changed data.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-247-b002", "type": "PARAGRAPH", "text": "equity and proportionate, available, capacity in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 247. Evidence ownership to connect evidence with delivery, unequal effect and correction. Separation should be proportionate to risk and available capacity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-248", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "248", "title": "Data collection at source", "anchor": "248-data-collection-at-source", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-248-b001", "type": "PARAGRAPH", "text": "distribution and stronger, statement, arrived in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 248. Data collection at source to connect evidence with delivery, unequal effect and correction. Attendance recorded contemporaneously is generally more reliable than recollection at month end; material receipt verified at delivery is stronger than a later statement that it arrived.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-248-b002", "type": "PARAGRAPH", "text": "Source records should retain date, population and responsible recorder. Later summaries should be reproducible from the source or accompanied by an explanation of estimation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-249", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "249", "title": "Completeness checks", "anchor": "249-completeness-checks", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-249-b001", "type": "PARAGRAPH", "text": "feasibility and conceal, substantial, incompleteness in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 249. Completeness checks to connect evidence with delivery, unequal effect and correction. A percentage without a denominator and coverage statement may conceal substantial incompleteness.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-249-b002", "type": "PARAGRAPH", "text": "The responsible institution should examine whether missingness is concentrated in a class, location or learner group. Missing evidence from the most difficult setting can produce an unduly favourable account of implementation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-250", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "250", "title": "Consistency checks", "anchor": "250-consistency-checks", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-250-b001", "type": "PARAGRAPH", "text": "capacity and require, resolution, disclosure in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 250. Consistency checks to connect evidence with delivery, unequal effect and correction. Unexpected differences require resolution or disclosure.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-250-b002", "type": "PARAGRAPH", "text": "Consistency does not prove truth, but inconsistency is a useful signal. The correction should preserve the original entry, reason, date and person making the change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-251", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "251", "title": "Direct observation", "anchor": "251-direct-observation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-251-b001", "type": "PARAGRAPH", "text": "equity and preparation, categories, consistently in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 251. Direct observation to connect evidence with delivery, unequal effect and correction. The instrument should define the practice, observation period, sampling approach and recording categories. Observers require sufficient preparation to apply the categories consistently.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-251-b002", "type": "PARAGRAPH", "text": "Observation can itself influence behaviour. A single announced visit should not be treated as representative without supporting evidence. Feedback should support improvement and avoid public ranking of individual facilitators from limited observations.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-252", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "252", "title": "Review of learner work", "anchor": "252-review-of-learner-work", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-252-b001", "type": "PARAGRAPH", "text": "timing and period, should, recorded in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 252. Review of learner work to connect evidence with delivery, unequal effect and correction. Sampling should include work from different attainment levels and relevant groups, not only selected high-quality examples. The review criteria and period should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-252-b002", "type": "PARAGRAPH", "text": "Work review can inform professional discussion without becoming an unsupported judgement of a facilitator or learner. Where scoring is used, moderation should test whether reviewers apply the criteria consistently.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-253", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "253", "title": "Learner and family evidence during implementation", "anchor": "253-learner-and-family-evidence-during-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-253-b001", "type": "PARAGRAPH", "text": "Short, focused enquiries can test whether actions are accessible and experienced as intended. For example, a literacy institution may ask whether a new support period is available at the stated time, whether transport assistance reaches the named area or whether learners understand a revised safety route.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-253-b002", "type": "PARAGRAPH", "text": "Responses should be interpreted with coverage and protection considerations. A satisfaction score alone rarely explains whether the substantive condition has improved.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-254", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "254", "title": "Financial and resource monitoring", "anchor": "254-financial-and-resource-monitoring", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-254-b001", "type": "PARAGRAPH", "text": "The responsible institution should distinguish budget, commitment, expenditure, receipt and use. A paid invoice does not establish delivery; delivered goods do not establish learner use. Material records should link specification, quantity, location and condition to the intended action.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-254-b002", "type": "PARAGRAPH", "text": "continuity and budget, amount, determine in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 254. Financial and resource monitoring to connect evidence with delivery, unequal effect and correction. Underspending may indicate efficiency, delay, non-delivery or an unrealistic budget; the amount alone does not determine which.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-255", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "255", "title": "Monitoring implementation quality", "anchor": "255-monitoring-implementation-quality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-255-b001", "type": "PARAGRAPH", "text": "authority and administration, scoring, consistency in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 255. Monitoring implementation quality to connect evidence with delivery, unequal effect and correction. Training may require relevant content, practice and follow-up; tutoring may require regular attendance, appropriate grouping and aligned instruction; a new assessment may require administration and scoring consistency.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-255-b002", "type": "PARAGRAPH", "text": "The criteria should be observable and limited to what matters for the result. An elaborate checklist that cannot be applied reliably adds burden without assurance.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-256", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "256", "title": "Monitoring reach", "anchor": "256-monitoring-reach", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-256-b001", "type": "PARAGRAPH", "text": "coverage and equity, purpose, exclusion in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 256. Monitoring reach to connect evidence with delivery, unequal effect and correction. The denominator should be the eligible population, not only those who attended. Differences by relevant group or location should be examined where the plan has an equity purpose or exclusion risk.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-256-b002", "type": "PARAGRAPH", "text": "feasibility and increasing, overall, participation in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 256. Monitoring reach to connect evidence with delivery, unequal effect and correction. Corrective action depends on identifying the mechanism rather than merely increasing the overall participation count.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-257", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "257", "title": "Monitoring unintended effects", "anchor": "257-monitoring-unintended-effects", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-257-b001", "type": "PARAGRAPH", "text": "The plan should identify plausible adverse effects and the evidence that would reveal them. Examples include curriculum narrowing, increased learner workload, exclusion of low-performing learners from assessment, diversion of facilitator time, confidentiality breaches or unequal access to a new resource.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-257-b002", "type": "PARAGRAPH", "text": "An unintended effect may require modification even when the principal indicator improves. Public-interest planning weighs the full educational consequence, not a single target.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-258", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "258", "title": "Thresholds and decision rules", "anchor": "258-thresholds-and-decision-rules", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-258-b001", "type": "PARAGRAPH", "text": "continuity and circumstances, materially, differ in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 258. Thresholds and decision rules to connect evidence with delivery, unequal effect and correction. It may trigger verification, additional support, redesign, escalation, suspension or formal review. The rule should be proportionate and should not replace professional judgement where circumstances materially differ.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-258-b002", "type": "PARAGRAPH", "text": "Thresholds should not be set only to label success or failure. Their principal value during implementation is to shorten the interval between evidence and corrective action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-259", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "259", "title": "Tolerance and normal variation", "anchor": "259-tolerance-and-normal-variation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-259-b001", "type": "PARAGRAPH", "text": "distribution and evidence, becomes, available in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 259. Tolerance and normal variation to connect evidence with delivery, unequal effect and correction. A tolerance range can prevent overreaction to a minor fluctuation. The basis for the range should be stated and reconsidered when better evidence becomes available.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-259-b002", "type": "PARAGRAPH", "text": "Tolerance must not normalise rights violations or serious safety risk. Certain events require immediate action regardless of aggregate performance.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-260", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "260", "title": "Exception reporting", "anchor": "260-exception-reporting", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-260-b001", "type": "PARAGRAPH", "text": "feasibility and immediate, response, review in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 260. Exception reporting to connect evidence with delivery, unequal effect and correction. An exception record should state the expected condition, observed condition, evidence, cause, consequence, immediate response, owner and review date.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-260-b002", "type": "PARAGRAPH", "text": "It should not omit satisfactory areas from the underlying record. Nor should it conceal a persistent problem by repeatedly extending the deadline without examining the design.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-261", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "261", "title": "Review meetings", "anchor": "261-review-meetings", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-261-b001", "type": "PARAGRAPH", "text": "capacity and contradicts, preferred, account in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 261. Review meetings to connect evidence with delivery, unequal effect and correction. Participants should receive a concise evidence pack in advance, including missing data, deviations, group differences, risks and proposed responses. Time should be reserved for evidence that contradicts the preferred account.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-261-b002", "type": "PARAGRAPH", "text": "The chair should confirm decisions, owners, deadlines and matters escalated. Discussion without a recorded decision does not change implementation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-262", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "262", "title": "Evidence pack", "anchor": "262-evidence-pack", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-262-b001", "type": "PARAGRAPH", "text": "equity and should, remain, accessible in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 262. Evidence pack to connect evidence with delivery, unequal effect and correction. Definitions and denominators should remain accessible.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-262-b002", "type": "PARAGRAPH", "text": "authority and practice, learner, result in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 262. Evidence pack to connect evidence with delivery, unequal effect and correction. A green status cannot be assigned solely because an activity occurred when the relevant milestone concerns practice or learner result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-263", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "263", "title": "Status classifications", "anchor": "263-status-classifications", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-263-b001", "type": "PARAGRAPH", "text": "timing and reached, current, design in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 263. Status classifications to connect evidence with delivery, unequal effect and correction. “On track” may mean evidence is within the expected range and no material unresolved risk exists; “at risk” may mean the milestone remains attainable only with corrective action; “off track” may mean the milestone will not be reached under the current design.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-263-b002", "type": "PARAGRAPH", "text": "coverage and identified, action, prompt in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 263. Status classifications to connect evidence with delivery, unequal effect and correction. It should not be altered to protect reputation. A plan may be responsibly managed while an indicator is off track if the cause is identified and action is prompt.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-264", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "264", "title": "Corrective action", "anchor": "264-corrective-action", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-264-b001", "type": "PARAGRAPH", "text": "Corrective action should address the observed mechanism of failure. If materials are unused because facilitators lack preparation, additional delivery will not correct the problem. If attendance support misses a remote area because transport eligibility is too narrow, general awareness activity may not change reach.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-264-b002", "type": "PARAGRAPH", "text": "The correction record should identify the evidence, cause, revised action, resource implication, responsible authority and date for renewed review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-265", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "265", "title": "Escalation", "anchor": "265-escalation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-265-b001", "type": "PARAGRAPH", "text": "Escalation is required where the responsible institution lacks authority or resources, where a material risk affects rights or safety, or where repeated local correction has failed. The receiving authority should be given a defined question and supporting evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-265-b002", "type": "PARAGRAPH", "text": "The plan should record acknowledgement, decision date and interim protection. Escalation should not become a means of abandoning local responsibility for feasible action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-266", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "266", "title": "Suspension and stopping rules", "anchor": "266-suspension-and-stopping-rules", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-266-b001", "type": "PARAGRAPH", "text": "authority and produce, intended, result in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 266. Suspension and stopping rules to connect evidence with delivery, unequal effect and correction. A stopping rule may also apply when continued expenditure cannot reasonably produce the intended result.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-266-b002", "type": "PARAGRAPH", "text": "distribution and decision, should, retained in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 266. Suspension and stopping rules to connect evidence with delivery, unequal effect and correction. The original evidence and authority for the decision should be retained.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-267", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "267", "title": "Revision of milestones and targets", "anchor": "267-revision-of-milestones-and-targets", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-267-b001", "type": "PARAGRAPH", "text": "coverage and performance, apparent, success in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 267. Revision of milestones and targets to connect evidence with delivery, unequal effect and correction. Revision should not erase the original value or be used simply to convert poor performance into apparent success.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-267-b002", "type": "PARAGRAPH", "text": "feasibility and combined, without, reconciliation in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 267. Revision of milestones and targets to connect evidence with delivery, unequal effect and correction. Results before and after a changed definition should not be combined without reconciliation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-268", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "268", "title": "Version control", "anchor": "268-version-control", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-268-b001", "type": "PARAGRAPH", "text": "remedy and entered, change, register in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 268. Version control to connect evidence with delivery, unequal effect and correction. Changes to priorities, definitions, targets, actions, resources or review arrangements should be entered in a change register.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-268-b002", "type": "PARAGRAPH", "text": "Readers should be able to determine which version governed a given period. Undated replacement of the plan weakens accountability and makes later evaluation unreliable.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-269", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "269", "title": "Verification", "anchor": "269-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-269-b001", "type": "PARAGRAPH", "text": "continuity and method, exceptions, conclusion in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 269. Verification to connect evidence with delivery, unequal effect and correction. It may include checking a sample to source records, repeating a calculation, observing practice, confirming receipt or reconciling registers. The verifier should record method, exceptions and conclusion.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-269-b002", "type": "PARAGRAPH", "text": "Verification is not a second collection of all data. Its design should be proportionate to the consequence of error and the independence needed for confidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-270", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "270", "title": "Internal challenge", "anchor": "270-internal-challenge", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-270-b001", "type": "PARAGRAPH", "text": "distribution and against, premature, certainty in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 270. Internal challenge to connect evidence with delivery, unequal effect and correction. The purpose is not adversarial inspection but protection against premature certainty.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-270-b002", "type": "PARAGRAPH", "text": "The challenge record should show how material questions were resolved. Unresolved uncertainty should remain visible in the status or decision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-271", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "271", "title": "Reporting to the governing body", "anchor": "271-reporting-to-the-governing-body", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-271-b001", "type": "PARAGRAPH", "text": "feasibility and uncertainty, should, removed in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 271. Reporting to the governing body to connect evidence with delivery, unequal effect and correction. Operational detail may be summarised, but significant uncertainty should not be removed.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-271-b002", "type": "PARAGRAPH", "text": "Reports should distinguish information, recommendation and decision. Minutes should identify the plan version and evidence considered.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-272", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "272", "title": "Public progress reporting", "anchor": "272-public-progress-reporting", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-272-b001", "type": "PARAGRAPH", "text": "capacity and identify, learner, through in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 272. Public progress reporting to connect evidence with delivery, unequal effect and correction. It should protect individual privacy and avoid disclosure that could identify a learner through small cells.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-272-b002", "type": "PARAGRAPH", "text": "comparability and simple, before, change in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 272. Public progress reporting to connect evidence with delivery, unequal effect and correction. Claims should remain within the strength of evidence and should not imply causation from simple before-and-after change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-273", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "273", "title": "Table 10: monitoring and corrective-decision register", "anchor": "273-table-10-monitoring-and-corrective-decision-register", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-273-b001-tbl-iceqc-r-2006-11-10", "type": "TABLE", "title": "Table 10. Monitoring, review and corrective-decision register", "columns": [ { "key": "c1-control-field", "label": "Control field", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-required-record", "label": "Required record", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-review-test", "label": "Review test", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-decision-consequence", "label": "Decision consequence", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "monitoring question", "defined implementation or result question", "can an answer alter action", "remove measures without decision use" ], [ "indicator and source", "definition, population, period and source", "comparable with baseline", "reconcile or disclose break" ], [ "coverage", "expected, received, missing and unusable records", "missingness concentrated", "recover data or qualify conclusion" ], [ "milestone status", "evidence against dated condition", "level of result chain correct", "verify or reclassify" ], [ "equity effect", "result and reach by relevant group", "disadvantage hidden in total", "targeted correction" ], [ "resource status", "allocation, commitment, receipt and use", "finance confused with delivery", "correct record and action" ], [ "unintended effect", "specified risk and observed evidence", "benefit offset by harm", "modify, suspend or escalate" ], [ "corrective decision", "cause, action, owner and deadline", "addresses failure mechanism", "redesign decision" ], [ "version change", "old value, new value, reason and approval", "revision masks performance", "restore original and disclose" ], [ "public account", "dated, complete and privacy-checked summary", "promotional selection", "issue corrected account" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-10-table-10-monitoring-review-and-corrective-decision-register.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } } ] }, { "id": "sec-iceqc-r-2006-11-274", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "274", "title": "Monitoring burden", "anchor": "274-monitoring-burden", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-274-b001", "type": "PARAGRAPH", "text": "The responsible institution should periodically examine the time and cost of monitoring. Duplicate collection, unused indicators and excessively frequent reporting should be removed. A lean system can be more reliable if staff understand definitions and use the evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-274-b002", "type": "PARAGRAPH", "text": "coverage and requests, across, authorities in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 274. Monitoring burden to connect evidence with delivery, unequal effect and correction. Burden is managed by linking every field to a decision, using existing records where fit for purpose and coordinating requests across authorities.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-275", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "275", "title": "Learning from implementation", "anchor": "275-learning-from-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-275-b001", "type": "PARAGRAPH", "text": "uncertainty and revise, result, accordingly in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 275. Learning from implementation to connect evidence with delivery, unequal effect and correction. The plan should allow structured learning: record the new evidence, identify which assumption changed and revise the result chain accordingly.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-275-b002", "type": "PARAGRAPH", "text": "Learning does not mean abandoning standards or continuously changing measures. It means responding transparently when evidence justifies a better account of the problem.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-276", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "276", "title": "Closing a corrective action", "anchor": "276-closing-a-corrective-action", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-276-b001", "type": "PARAGRAPH", "text": "comparability and original, problem, persists in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 276. Closing a corrective action to connect evidence with delivery, unequal effect and correction. Completion of the corrective task is not sufficient if the original problem persists.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-276-b002", "type": "PARAGRAPH", "text": "continuity and closed, unrelated, incidents in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 276. Closing a corrective action to connect evidence with delivery, unequal effect and correction. Recurrent exceptions should be examined together rather than closed as unrelated incidents.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-277", "partId": "part-iceqc-r-2006-11-xii", "parentId": null, "number": "277", "title": "Monitoring conclusion", "anchor": "277-monitoring-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-277-b001", "type": "PARAGRAPH", "text": "Monitoring makes a local literacy improvement plan governable when it connects timely evidence to an authorised decision. Reliability depends on stable definitions, visible missingness, attention to equity and a willingness to correct course. The purpose is improved educational provision, not the appearance that an approved plan proceeded without difficulty.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-278", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "278", "title": "The evaluative question", "anchor": "278-the-evaluative-question", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-278-b001", "type": "PARAGRAPH", "text": "Evaluation examines what changed, for whom, under what conditions and with what plausible relationship to the plan. It should begin with a decision need rather than a preferred method. A governing body may need to decide whether to continue an action; an authority may need to decide whether conditions justify extension; facilitators may need to decide which practice to retain.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-278-b002", "type": "PARAGRAPH", "text": "feasibility and results, different, learners in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 278. The evaluative question to connect evidence with delivery, unequal effect and correction. “Did the plan work? ” is too broad because a plan contains several actions and may produce different results for different learners.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-279", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "279", "title": "Monitoring and evaluation", "anchor": "279-monitoring-and-evaluation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-279-b001", "type": "PARAGRAPH", "text": "remedy and functions, overlap, interchangeable in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 279. Monitoring and evaluation to connect evidence with delivery, unequal effect and correction. Evaluation makes a more considered judgement about relevance, implementation, results and plausible contribution. The functions overlap, but they are not interchangeable.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-279-b002", "type": "PARAGRAPH", "text": "capacity and occurred, conditions, differed in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 279. Monitoring and evaluation to connect evidence with delivery, unequal effect and correction. Without it, an end-point comparison may show change but cannot explain whether the planned action occurred or how conditions differed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-280", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "280", "title": "Relevance", "anchor": "280-relevance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-280-b001", "type": "PARAGRAPH", "text": "continuity and evidence, change, conditions in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 280. Relevance to connect evidence with delivery, unequal effect and correction. It should be tested against the original evidence and any change in conditions.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-280-b002", "type": "PARAGRAPH", "text": "equity and fidelity, inappropriate, design in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 280. Relevance to connect evidence with delivery, unequal effect and correction. Evaluation should not reward implementation fidelity to an inappropriate design.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-281", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "281", "title": "Coherence", "anchor": "281-coherence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-281-b001", "type": "PARAGRAPH", "text": "Coherence concerns the fit among the plan's actions and between the plan and other literacy institution or system obligations. Timetables, curricula, facilitator development, learner support and assessment should not impose conflicting demands.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-281-b002", "type": "PARAGRAPH", "text": "timing and coherence, educational, programme in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 281. Coherence to connect evidence with delivery, unequal effect and correction. A reading initiative that removes learners repeatedly from other essential instruction may improve one measure while weakening the coherence of the educational programme.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-282", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "282", "title": "Implementation fidelity and warranted adaptation", "anchor": "282-implementation-fidelity-and-warranted-adaptation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-282-b001", "type": "PARAGRAPH", "text": "feasibility and response, credible, evidence in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 282. Implementation fidelity and warranted adaptation to connect evidence with delivery, unequal effect and correction. It should distinguish departure caused by failure from adaptation made in response to credible evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-282-b002", "type": "PARAGRAPH", "text": "uncertainty and record, should, explain in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 282. Implementation fidelity and warranted adaptation to connect evidence with delivery, unequal effect and correction. Adaptation is warranted where context requires a different route while preserving the intended function. The record should explain both.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-283", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "283", "title": "Effectiveness", "anchor": "283-effectiveness", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-283-b001", "type": "PARAGRAPH", "text": "capacity and statistically, administratively, visible in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 283. Effectiveness to connect evidence with delivery, unequal effect and correction. Judgement should consider baseline value, target, observed value, coverage, measurement quality and group distribution. It should also consider whether the result is educationally meaningful, not merely statistically or administratively visible.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-283-b002", "type": "PARAGRAPH", "text": "comparability and should, retain, distinctions in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 283. Effectiveness to connect evidence with delivery, unequal effect and correction. The conclusion should retain these distinctions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-284", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "284", "title": "Equity", "anchor": "284-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-284-b001", "type": "PARAGRAPH", "text": "equity and participation, learning, disparity in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 284. Equity to connect evidence with delivery, unequal effect and correction. Evaluation should therefore examine distribution where the plan concerns access, participation, learning or a known disparity.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-284-b002", "type": "PARAGRAPH", "text": "authority and excluded, action, measurement in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 284. Equity to connect evidence with delivery, unequal effect and correction. A favourable result among participants cannot answer whether eligible learners were excluded from the action or from measurement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-285", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "285", "title": "Efficiency", "anchor": "285-efficiency", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-285-b001", "type": "PARAGRAPH", "text": "timing and facing, substantial, barriers in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 285. Efficiency to connect evidence with delivery, unequal effect and correction. It is not equivalent to low expenditure. A low-cost action that produces little benefit may be inefficient, while a more resource-intensive action may be justified for learners facing substantial barriers.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-285-b002", "type": "PARAGRAPH", "text": "Costs should be defined consistently and should include material staff time and displaced activity. Comparisons require reasonably similar purposes and populations.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-286", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "286", "title": "Sustainability", "anchor": "286-sustainability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-286-b001", "type": "PARAGRAPH", "text": "uncertainty and dependence, temporary, assistance in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 286. Sustainability to connect evidence with delivery, unequal effect and correction. It should examine recurrent cost, competence, leadership support, maintenance, data routines and dependence on temporary assistance.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-286-b002", "type": "PARAGRAPH", "text": "remedy and because, become, established in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 286. Sustainability to connect evidence with delivery, unequal effect and correction. A practice should be sustained because evidence supports its continuing relevance and benefit, not merely because it has become established.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-287", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "287", "title": "Impact and the limits of attribution", "anchor": "287-impact-and-the-limits-of-attribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-287-b001", "type": "PARAGRAPH", "text": "Impact may refer to broader or longer-term educational effects. At literacy institution level, many such effects are influenced by maturation, household conditions, policy changes, cohort composition and other programmes. A simple comparison before and after the plan rarely isolates its effect.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-287-b002", "type": "PARAGRAPH", "text": "continuity and different, strengths, inference in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 287. Impact and the limits of attribution to connect evidence with delivery, unequal effect and correction. “Contributed to,” “was associated with” and “coincided with” are not interchangeable concessions; they communicate different strengths of inference.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-288", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "288", "title": "Contribution analysis", "anchor": "288-contribution-analysis", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-288-b001", "type": "PARAGRAPH", "text": "authority and explanations, evidence, better in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 288. Contribution analysis to connect evidence with delivery, unequal effect and correction. It examines whether actions occurred, whether expected intermediate changes followed, whether results moved in the expected direction and whether plausible alternative explanations fit the evidence better.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-288-b002", "type": "PARAGRAPH", "text": "This approach does not prove that the plan was the sole cause. It produces a reasoned judgement from the sequence and consistency of evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-289", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "289", "title": "The contribution claim", "anchor": "289-the-contribution-claim", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-289-b001", "type": "PARAGRAPH", "text": "coverage and supports, evidence, weakens in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 289. The contribution claim to connect evidence with delivery, unequal effect and correction. It should identify evidence that supports the claim and evidence that weakens it.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-289-b002", "type": "PARAGRAPH", "text": "For example, a literacy institution may conclude that structured attendance follow-up probably contributed to improved continuity among the reached group because contact became faster, identified transport barriers were resolved and attendance improved after implementation, while noting a simultaneous seasonal change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-290", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "290", "title": "Alternative explanations", "anchor": "290-alternative-explanations", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-290-b001", "type": "PARAGRAPH", "text": "remedy and programmes, changed, practice in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 290. Alternative explanations to connect evidence with delivery, unequal effect and correction. They may include cohort change, wider policy, staffing change, examination difficulty, economic conditions, regression after an unusual baseline, additional programmes or changed data practice.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-290-b002", "type": "PARAGRAPH", "text": "capacity and reduce, strength, conclusion in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 290. Alternative explanations to connect evidence with delivery, unequal effect and correction. If it cannot be tested, the resulting uncertainty should reduce the strength of the conclusion.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-291", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "291", "title": "Counterfactual reasoning", "anchor": "291-counterfactual-reasoning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-291-b001", "type": "PARAGRAPH", "text": "continuity and limited, counterfactual, information in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 291. Counterfactual reasoning to connect evidence with delivery, unequal effect and correction. A formal comparison group may not be available, but prior trends, phased implementation, comparable classes or unaffected outcomes can provide limited counterfactual information.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-291-b002", "type": "PARAGRAPH", "text": "equity and should, limitations, comparability in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 291. Counterfactual reasoning to connect evidence with delivery, unequal effect and correction. Differences in population, teaching conditions or exposure may explain the result. The evaluation should state the basis and limitations of comparability.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-292", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "292", "title": "Before-and-after comparison", "anchor": "292-before-and-after-comparison", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-292-b001", "type": "PARAGRAPH", "text": "distribution and change, necessarily, effect in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 292. Before-and-after comparison to connect evidence with delivery, unequal effect and correction. It describes change, not necessarily effect.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-292-b002", "type": "PARAGRAPH", "text": "timing and cohort, individual, progression in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 292. Before-and-after comparison to connect evidence with delivery, unequal effect and correction. Where cohorts differ, the evaluation should distinguish cohort-level from individual progression.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-293", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "293", "title": "Comparison within the responsible institution", "anchor": "293-comparison-within-the-responsible-institution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-293-b001", "type": "PARAGRAPH", "text": "Groups, cohorts, periods or sites may provide comparative evidence if relevant conditions are documented. A later-starting group can help examine whether change preceded exposure; variation in implementation can help test whether stronger delivery accompanies stronger intermediate results.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-293-b002", "type": "PARAGRAPH", "text": "Such comparisons should not deny a beneficial action solely for research purposes where provision is needed. The design should serve educational responsibility.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-294", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "294", "title": "Mixed evidence", "anchor": "294-mixed-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-294-b001", "type": "PARAGRAPH", "text": "capacity and coverage, disciplined, interpretation in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 294. Mixed evidence to connect evidence with delivery, unequal effect and correction. Neither is inherently superior. Reliability depends on suitability, coverage and disciplined interpretation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-294-b002", "type": "PARAGRAPH", "text": "Convergence strengthens a conclusion when independent sources point to the same account. Divergence should prompt investigation rather than selective reporting.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-295", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "295", "title": "Sampling for evaluation", "anchor": "295-sampling-for-evaluation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-295-b001", "type": "PARAGRAPH", "text": "equity and sample, response, limits in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 295. Sampling for evaluation to connect evidence with delivery, unequal effect and correction. It may be random, stratified or purposive. The evaluation should state the eligible population, selection method, achieved sample, non-response and limits.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-295-b002", "type": "PARAGRAPH", "text": "Samples of learner work or interviews should include relevant variation. Selection of readily available or exemplary cases cannot support a claim about the whole literacy institution.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-296", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "296", "title": "Measurement change", "anchor": "296-measurement-change", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-296-b001", "type": "PARAGRAPH", "text": "timing and whether, values, reconciled in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 296. Measurement change to connect evidence with delivery, unequal effect and correction. The evaluation should maintain a measurement-change log and determine whether values can be reconciled.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-296-b002", "type": "PARAGRAPH", "text": "coverage and unlike, measures, series in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 296. Measurement change to connect evidence with delivery, unequal effect and correction. The inconvenience of a break does not justify treating unlike measures as one series.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-297", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "297", "title": "Missing outcomes", "anchor": "297-missing-outcomes", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-297-b001", "type": "PARAGRAPH", "text": "uncertainty and described, population, results in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 297. Missing outcomes to connect evidence with delivery, unequal effect and correction. The number, characteristics and reasons should be examined. Complete-case results should not be described as whole-population results.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-297-b002", "type": "PARAGRAPH", "text": "remedy and should, create, precision in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 297. Missing outcomes to connect evidence with delivery, unequal effect and correction. Unsupported imputation should not create false precision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-298", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "298", "title": "Small numbers", "anchor": "298-small-numbers", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-298-b001", "type": "PARAGRAPH", "text": "Small literacy institutions and small subgroups may show large percentage movement from a few learners. Counts should accompany rates, and multi-period evidence may be more informative than a single comparison.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-298-b002", "type": "PARAGRAPH", "text": "continuity and protected, detail, necessary in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 298. Small numbers to connect evidence with delivery, unequal effect and correction. Public reports may need to combine categories or describe the issue without publishing a cell that permits identification. Internal analysis can retain protected detail where necessary.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-299", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "299", "title": "Uncertainty", "anchor": "299-uncertainty", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-299-b001", "type": "PARAGRAPH", "text": "authority and identified, affects, decision in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 299. Uncertainty to connect evidence with delivery, unequal effect and correction. It should be identified where it affects a decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-299-b002", "type": "PARAGRAPH", "text": "distribution and coverage, alternative, explanations in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 299. Uncertainty to connect evidence with delivery, unequal effect and correction. A concise uncertainty statement should also address comparability, coverage and alternative explanations.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-300", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "300", "title": "Confidence in findings", "anchor": "300-confidence-in-findings", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-300-b001", "type": "PARAGRAPH", "text": "coverage and should, accompanied, reasons in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 300. Confidence in findings to connect evidence with delivery, unequal effect and correction. The rating should be accompanied by reasons.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-300-b002", "type": "PARAGRAPH", "text": "feasibility and authority, supported, finding in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 300. Confidence in findings to connect evidence with delivery, unequal effect and correction. Their purpose is to prevent a tentative observation from being presented with the same authority as a well-supported finding.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-301", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "301", "title": "Negative and null findings", "anchor": "301-negative-and-null-findings", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-301-b001", "type": "PARAGRAPH", "text": "remedy and identifying, account, supported in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 301. Negative and null findings to connect evidence with delivery, unequal effect and correction. It may show that the mechanism was weak, exposure insufficient, period too short or barrier misdiagnosed. The next decision depends on identifying which account is best supported.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-301-b002", "type": "PARAGRAPH", "text": "Negative findings should not be removed from publication or reframed as success through activity counts. They protect resources and learners from continued ineffective action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-302", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "302", "title": "Unexpected positive findings", "anchor": "302-unexpected-positive-findings", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-302-b001", "type": "PARAGRAPH", "text": "continuity and action, plausibly, contributed in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 302. Unexpected positive findings to connect evidence with delivery, unequal effect and correction. The evaluation should establish whether the change is credible, for whom it occurred and whether the action plausibly contributed.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-302-b002", "type": "PARAGRAPH", "text": "If pursued in a later plan, the finding becomes a hypothesis supported by preliminary evidence, not a settled result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-303", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "303", "title": "Harm and adverse distribution", "anchor": "303-harm-and-adverse-distribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-303-b001", "type": "PARAGRAPH", "text": "distribution and improvement, primary, indicator in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 303. Harm and adverse distribution to connect evidence with delivery, unequal effect and correction. Harm can outweigh improvement on the primary indicator.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-303-b002", "type": "PARAGRAPH", "text": "The judgement should identify affected persons, severity, reversibility and action taken. Serious harm requires immediate response and should not await the final evaluation cycle.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-304", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "304", "title": "Independence and evaluative responsibility", "anchor": "304-independence-and-evaluative-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-304-b001", "type": "PARAGRAPH", "text": "The person responsible for implementation should contribute evidence but should not be the sole judge of a high-stakes result. Independent review may come from another literacy institution leader, governing member, authority officer or suitably qualified reviewer without responsibility for the action.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-304-b002", "type": "PARAGRAPH", "text": "Independence should be described accurately. A colleague within the same management line provides internal challenge, not external independence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-305", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "305", "title": "Evaluation ethics", "anchor": "305-evaluation-ethics", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-305-b001", "type": "PARAGRAPH", "text": "capacity and proportionate, method, population in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 305. Evaluation ethics to connect evidence with delivery, unequal effect and correction. Consent or other lawful authority, confidentiality, secure records and protection arrangements should be proportionate to the method and population.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-305-b002", "type": "PARAGRAPH", "text": "comparability and answers, question, reliably in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 305. Evaluation ethics to connect evidence with delivery, unequal effect and correction. Existing evidence should be used where it answers the question reliably.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-306", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "306", "title": "Findings, conclusions and recommendations", "anchor": "306-findings-conclusions-and-recommendations", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-306-b001", "type": "PARAGRAPH", "text": "equity and distinct, reasoning, reviewable in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 306. Findings, conclusions and recommendations to connect evidence with delivery, unequal effect and correction. Conclusions interpret those findings against the evaluative question. Recommendations propose action and should identify the authority capable of taking it. Keeping these elements distinct makes the reasoning reviewable.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-306-b002", "type": "PARAGRAPH", "text": "Recommendations should not extend beyond the evidence. A successful action in one cohort may justify continued local use and further testing, not an immediate claim of universal applicability.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-307", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "307", "title": "Management response", "anchor": "307-management-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-307-b001", "type": "PARAGRAPH", "text": "timing and timing, reason, acceptance in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 307. Management response to connect evidence with delivery, unequal effect and correction. The response should state action, owner and timing, or give a reason for non-acceptance.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-307-b002", "type": "PARAGRAPH", "text": "The evaluator should not rewrite the finding to secure agreement. Difference between evidence-based evaluation and management decision should remain visible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-308", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "308", "title": "Evaluation record", "anchor": "308-evaluation-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-308-b001", "type": "PARAGRAPH", "text": "uncertainty and protected, source, records in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 308. Evaluation record to connect evidence with delivery, unequal effect and correction. Calculations should be reproducible from protected source records.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-308-b002", "type": "PARAGRAPH", "text": "Publication may omit confidential detail, but the controlled file should retain the basis for the public conclusion and the date on which evidence closed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-309", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "309", "title": "Table 11: contribution and uncertainty assessment", "anchor": "309-table-11-contribution-and-uncertainty-assessment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-309-b001-tbl-iceqc-r-2006-11-11", "type": "TABLE", "title": "Table 11. Contribution and uncertainty assessment", "columns": [ { "key": "c1-assessment-domain", "label": "Assessment domain", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-evidence-considered", "label": "Evidence considered", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-question-for-judgement", "label": "Question for judgement", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-constraint-on-claim", "label": "Constraint on claim", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "relevance", "baseline, participation and current context", "did the action address a material barrier", "changed or incomplete diagnosis" ], [ "implementation", "reach, intensity, quality and adaptation", "was the intended function delivered", "activity record without quality" ], [ "result", "baseline, follow-up, distribution and target", "what changed and for whom", "missing or non-comparable outcomes" ], [ "sequence", "dated action, milestone and outcome evidence", "did expected changes follow exposure", "timing too coarse or simultaneous change" ], [ "mechanism", "practice evidence and intermediate result", "is the causal pathway observed", "absent intermediate condition" ], [ "alternatives", "contextual and comparative evidence", "is another explanation more credible", "untested external change" ], [ "equity", "reach and result by relevant group", "was benefit shared without harm", "small or suppressed cells" ], [ "efficiency", "cost, staff time and result", "were resources proportionate", "incomplete opportunity cost" ], [ "sustainability", "recurrent resources and institutional routine", "can warranted benefit continue", "temporary person or finance dependence" ], [ "confidence", "source quality, consistency and uncertainty", "how strongly can the conclusion be stated", "cumulative evidence limitations" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-11-table-11-contribution-and-uncertainty-assessment.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } } ] }, { "id": "sec-iceqc-r-2006-11-310", "partId": "part-iceqc-r-2006-11-xiii", "parentId": null, "number": "310", "title": "Evaluation conclusion", "anchor": "310-evaluation-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-310-b001", "type": "PARAGRAPH", "text": "Evaluation completes the accountability cycle by testing results, mechanisms and alternatives. Its authority rests on disciplined limits: comparable evidence, explicit uncertainty and conclusions no stronger than the design permits.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-311", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "311", "title": "The central finding", "anchor": "311-the-central-finding", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-311-b001", "type": "PARAGRAPH", "text": "The reliability of a local literacy improvement plan depends on the integrity of the chain between problem, baseline, intended result, action, milestone, evidence and decision. Weakness at any point can give an orderly document the appearance of control while leaving the educational problem unchanged.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-311-b002", "type": "PARAGRAPH", "text": "Baselines and milestones are especially important because they systematically discipline the beginning and middle of improvement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-312", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "312", "title": "Improvement planning as institutional judgement", "anchor": "312-improvement-planning-as-institutional-judgement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-312-b001", "type": "PARAGRAPH", "text": "No instrument can substitute for educational judgement. The plan should help leaders, facilitators, governing bodies and authorities ask better questions, preserve relevant evidence and record reasons. It should not reduce improvement to compliance with a universal sequence of forms.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-313", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "313", "title": "Priority 1: define the educational condition", "anchor": "313-priority-1-define-the-educational-condition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-313-b001", "type": "PARAGRAPH", "text": "comparability and identify, tractable, problem in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 313. Priority 1: define the educational condition to connect evidence with delivery, unequal effect and correction. Broad labels such as low quality, weak performance, insufficient commitment or poor management do not identify a tractable problem.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-313-b002", "type": "PARAGRAPH", "text": "continuity and without, assigning, advance in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 313. Priority 1: define the educational condition to connect evidence with delivery, unequal effect and correction. It should avoid attributing motive when the evidence concerns behaviour or access. A clear condition permits investigation of causes without assigning blame in advance.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-314", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "314", "title": "Priority 2: test the administrative figure", "anchor": "314-priority-2-test-the-administrative-figure", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-314-b001", "type": "PARAGRAPH", "text": "authority and changes, recording, practice in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 314. Priority 2: test the administrative figure to connect evidence with delivery, unequal effect and correction. The planning team should verify numerator, denominator, coverage, period, definition, source and material changes in recording practice.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-314-b002", "type": "PARAGRAPH", "text": "distribution and meaning, cannot, determined in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 314. Priority 2: test the administrative figure to connect evidence with delivery, unequal effect and correction. An approximate but transparent baseline is preferable to a precise figure whose population or meaning cannot be determined.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-315", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "315", "title": "Priority 3: retain the affected population", "anchor": "315-priority-3-retain-the-affected-population", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-315-b001", "type": "PARAGRAPH", "text": "The eligible or affected population should remain visible from baseline through implementation and result reporting. Exclusion from an intervention, departure from literacy institution or non-completion of an assessment should not remove a learner silently from the denominator.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-315-b002", "type": "PARAGRAPH", "text": "feasibility and choosing, favourable, denominator in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 315. Priority 3: retain the affected population to connect evidence with delivery, unequal effect and correction. Each serves a different question. Their relationship should be documented rather than resolved by choosing the most favourable denominator.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-316", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "316", "title": "Priority 4: disaggregate where decisions require it", "anchor": "316-priority-4-disaggregate-where-decisions-require-it", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-316-b001", "type": "PARAGRAPH", "text": "remedy and become, indiscriminate, demand in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 316. Priority 4: disaggregate where decisions require it to connect evidence with delivery, unequal effect and correction. Selection should reflect the diagnosed issue and safe data capacity. It should not become an indiscriminate demand for small cells.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-316-b002", "type": "PARAGRAPH", "text": "capacity and preserve, decision, privacy in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 316. Priority 4: disaggregate where decisions require it to connect evidence with delivery, unequal effect and correction. Where numbers cannot be published safely, protected internal review and a qualitative public account may preserve both decision value and privacy.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-317", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "317", "title": "Priority 5: record the baseline as a dossier", "anchor": "317-priority-5-record-the-baseline-as-a-dossier", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-317-b001", "type": "PARAGRAPH", "text": "continuity and limitations, verification, approval in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 317. Priority 5: record the baseline as a dossier to connect evidence with delivery, unequal effect and correction. The controlled dossier should include the question, definition, eligible population, period, sources, calculation, coverage, missingness, distribution, limitations, verification and approval date.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-317-b002", "type": "PARAGRAPH", "text": "equity and reconstructed, selectively, results in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 317. Priority 5: record the baseline as a dossier to connect evidence with delivery, unequal effect and correction. It also prevents the starting point from being reconstructed selectively after results are known.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-318", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "318", "title": "Priority 6: make the result chain testable", "anchor": "318-priority-6-make-the-result-chain-testable", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-318-b001", "type": "PARAGRAPH", "text": "distribution and should, remain, distinct in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 318. Priority 6: make the result chain testable to connect evidence with delivery, unequal effect and correction. Inputs, activities, outputs, practice changes, intermediate results and outcomes should remain distinct.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-318-b002", "type": "PARAGRAPH", "text": "timing and conditions, success, depends in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 318. Priority 6: make the result chain testable to connect evidence with delivery, unequal effect and correction. A result chain containing only procurement and a final test score leaves the central mechanism unobserved. Conversely, a chain with numerous minor activities can obscure the few conditions on which success depends.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-319", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "319", "title": "Priority 7: use milestones as decision points", "anchor": "319-priority-7-use-milestones-as-decision-points", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-319-b001", "type": "PARAGRAPH", "text": "feasibility and result, external, decision in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 319. Priority 7: use milestones as decision points to connect evidence with delivery, unequal effect and correction. They may concern readiness, reach, implementation quality, professional practice, intermediate learner result or an external decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-319-b002", "type": "PARAGRAPH", "text": "uncertainty and depends, authority, decision in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 319. Priority 7: use milestones as decision points to connect evidence with delivery, unequal effect and correction. “Training completed” is weak if the required condition is competent use; “request submitted” is weak if progress depends on an authority's decision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-320", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "320", "title": "Priority 8: set targets with safeguards", "anchor": "320-priority-8-set-targets-with-safeguards", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-320-b001", "type": "PARAGRAPH", "text": "capacity and unequal, benefit, plausible in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 320. Priority 8: set targets with safeguards to connect evidence with delivery, unequal effect and correction. They should normally include coverage and distributional safeguards where exclusion or unequal benefit is plausible.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-320-b002", "type": "PARAGRAPH", "text": "comparability and explicit, stopping, required in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 320. Priority 8: set targets with safeguards to connect evidence with delivery, unequal effect and correction. Where these risks are material, a balancing indicator or explicit stopping rule is required.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-321", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "321", "title": "Priority 9: connect actions to authority and resources", "anchor": "321-priority-9-connect-actions-to-authority-and-resources", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-321-b001", "type": "PARAGRAPH", "text": "Every action should state what will be done, for whom, by whom, with what authority, during what period and with what resources. Facilitator time, leadership attention, materials, facilities, finance and external decisions should be treated as real constraints.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-321-b002", "type": "PARAGRAPH", "text": "authority and budget, available, provision in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 321. Priority 9: connect actions to authority and resources to connect evidence with delivery, unequal effect and correction. The plan should not represent an application, verbal assurance or budget line as available provision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-322", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "322", "title": "Priority 10: protect professional work", "anchor": "322-priority-10-protect-professional-work", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-322-b001", "type": "PARAGRAPH", "text": "Improvement depends substantially on facilitator knowledge, planning, practice and feedback. Professional participation should begin with diagnosis and continue through review. Training attendance should not be used as a proxy for changed instruction.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-322-b002", "type": "PARAGRAPH", "text": "coverage and protect, substantive, professional in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 322. Priority 10: protect professional work to connect evidence with delivery, unequal effect and correction. Excessive initiatives, observation and data collection can weaken the instructional conditions they are intended to improve. Authorities should coordinate requirements and protect time for substantive professional work.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-323", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "323", "title": "Priority 11: make participation consequential", "anchor": "323-priority-11-make-participation-consequential", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-323-b001", "type": "PARAGRAPH", "text": "uncertainty and should, enable, participation in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 323. Priority 11: make participation consequential to connect evidence with delivery, unequal effect and correction. Information, language, format, safety and feedback arrangements should enable real participation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-323-b002", "type": "PARAGRAPH", "text": "remedy and consent, access, confidence in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 323. Priority 11: make participation consequential to connect evidence with delivery, unequal effect and correction. Attendance at a meeting is not evidence of influence, and silence is not consent where access or confidence is weak.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-324", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "324", "title": "Priority 12: align responsibility with control", "anchor": "324-priority-12-align-responsibility-with-control", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-324-b001", "type": "PARAGRAPH", "text": "comparability and required, authority, information in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 324. Priority 12: align responsibility with control to connect evidence with delivery, unequal effect and correction. Supporting roles and escalation routes should also be clear. Responsibility should not be assigned to a person who lacks the required authority or information.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-324-b002", "type": "PARAGRAPH", "text": "Where the decision belongs to a higher authority, the responsible institution should record the question, evidence, receiving body and expected decision date. The higher authority should in turn recognise the dependency as part of the improvement system, not as a local failure alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-325", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "325", "title": "Priority 13: monitor for decisions", "anchor": "325-priority-13-monitor-for-decisions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-325-b001", "type": "PARAGRAPH", "text": "authority and should, accompany, reported in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 325. Priority 13: monitor for decisions to connect evidence with delivery, unequal effect and correction. Frequency should reflect the speed and consequence of change. Coverage, missingness and altered definitions should accompany the reported value.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-325-b002", "type": "PARAGRAPH", "text": "distribution and underlying, values, explanation in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 325. Priority 13: monitor for decisions to connect evidence with delivery, unequal effect and correction. Colour or summary status may assist review but should never replace the underlying values and explanation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-326", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "326", "title": "Priority 14: establish correction before implementation", "anchor": "326-priority-14-establish-correction-before-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-326-b001", "type": "PARAGRAPH", "text": "coverage and against, selective, interpretation in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 326. Priority 14: establish correction before implementation to connect evidence with delivery, unequal effect and correction. They should specify when to verify, support, redesign, escalate, suspend or terminate an action. This reduces delay and protects against selective interpretation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-326-b002", "type": "PARAGRAPH", "text": "feasibility and remains, within, tolerance in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 326. Priority 14: establish correction before implementation to connect evidence with delivery, unequal effect and correction. A safety or rights concern may require immediate action even when the aggregate indicator remains within tolerance.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-327", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "327", "title": "Priority 15: preserve version history", "anchor": "327-priority-15-preserve-version-history", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-327-b001", "type": "PARAGRAPH", "text": "remedy and register, reason, authority in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 327. Priority 15: preserve version history to connect evidence with delivery, unequal effect and correction. Changes to definitions, targets, actions, resources or responsibilities should be entered in a controlled register with reason and authority.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-327-b002", "type": "PARAGRAPH", "text": "Original values should remain available. A revised target or corrected baseline may be justified, but it should not overwrite the record that governed earlier decisions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-328", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "328", "title": "Priority 16: evaluate contribution honestly", "anchor": "328-priority-16-evaluate-contribution-honestly", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-328-b001", "type": "PARAGRAPH", "text": "continuity and proportionate, design, alternatives in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 328. Priority 16: evaluate contribution honestly to connect evidence with delivery, unequal effect and correction. Causal language should remain proportionate to design and alternatives.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-328-b002", "type": "PARAGRAPH", "text": "Many literacy institutions will not have a formal counterfactual. They can nevertheless examine sequence, mechanism, implementation variation, prior trend and competing explanations. A well-bounded contribution claim is more useful than an unsupported assertion of impact.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-329", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "329", "title": "Priority 17: treat uncertainty as decision information", "anchor": "329-priority-17-treat-uncertainty-as-decision-information", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-329-b001", "type": "PARAGRAPH", "text": "distribution and different, conclusions, different in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 329. Priority 17: treat uncertainty as decision information to connect evidence with delivery, unequal effect and correction. Missing data, unstable measures, small numbers and contextual change may affect different conclusions in different ways.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-329-b002", "type": "PARAGRAPH", "text": "timing and definitive, public, finding in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 329. Priority 17: treat uncertainty as decision information to connect evidence with delivery, unequal effect and correction. Provisional action and weak evidence should not be converted into a definitive public finding.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-330", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "330", "title": "Priority 18: report unfavourable evidence", "anchor": "330-priority-18-report-unfavourable-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-330-b001", "type": "PARAGRAPH", "text": "feasibility and decisions, public, confidence in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 330. Priority 18: report unfavourable evidence to connect evidence with delivery, unequal effect and correction. They help institutions discontinue ineffective action, redirect resources and refine diagnosis. Reporting only favourable indicators weakens future decisions and public confidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-330-b002", "type": "PARAGRAPH", "text": "uncertainty and measure, institutional, learning in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 330. Priority 18: report unfavourable evidence to connect evidence with delivery, unequal effect and correction. Apparent perfection is not a credible measure of institutional learning.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-331", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "331", "title": "Priority 19: protect privacy and dignity", "anchor": "331-priority-19-protect-privacy-and-dignity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-331-b001", "type": "PARAGRAPH", "text": "capacity and combined, identification, possible in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 331. Priority 19: protect privacy and dignity to connect evidence with delivery, unequal effect and correction. It does not require unnecessary public disclosure. Access to protected records should be limited by function, and published small cells should be suppressed or combined where identification is possible.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-331-b002", "type": "PARAGRAPH", "text": "comparability and deficit, distort, diagnosis in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 331. Priority 19: protect privacy and dignity to connect evidence with delivery, unequal effect and correction. A deficit label can distort diagnosis as well as cause harm.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-332", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "332", "title": "Priority 20: publish a fair account", "anchor": "332-priority-20-publish-a-fair-account", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-332-b001", "type": "PARAGRAPH", "text": "equity and dependent, another, authority in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 332. Priority 20: publish a fair account to connect evidence with delivery, unequal effect and correction. It should distinguish what is complete, delayed, uncertain and dependent on another authority.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-332-b002", "type": "PARAGRAPH", "text": "Public communication should not be promotional selection. A concise account remains fair only if it preserves the material qualification necessary to understand the result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-333", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "333", "title": "A minimum institutional control set", "anchor": "333-a-minimum-institutional-control-set", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-333-b001", "type": "PARAGRAPH", "text": "Literacy institutions and authorities with limited capacity should first secure a small set of controls: one verified baseline dossier for each priority; a result chain with critical assumptions; a defined indicator register; dated milestones with decision rules; an action-resource register; and a review record with corrections and version history.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-333-b002", "type": "PARAGRAPH", "text": "coverage and follow, demonstrated, decision in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 333. A minimum institutional control set to connect evidence with delivery, unequal effect and correction. Reliability depends on definitions, responsibility and use, not on sophisticated software. Additional complexity should follow a demonstrated decision need.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-334", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "334", "title": "Responsibilities of the responsible institution", "anchor": "334-responsibilities-of-the-responsible-institution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-334-b001", "type": "PARAGRAPH", "text": "The responsible institution should organise participation, preserve source evidence, define the priority, assign feasible action, monitor implementation and report fairly. It should communicate promptly when a result depends on authority or resources outside its control.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-334-b002", "type": "PARAGRAPH", "text": "The responsible institution should also protect curriculum breadth, professional integrity, learner welfare and privacy while pursuing measurable improvement. These are not secondary constraints; they are part of educational quality.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-335", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "335", "title": "Responsibilities of governing bodies", "anchor": "335-responsibilities-of-governing-bodies", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-335-b001", "type": "PARAGRAPH", "text": "comparability and responses, authorised, recorded in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 335. Responsibilities of governing bodies to connect evidence with delivery, unequal effect and correction. During implementation they should examine exceptions and ensure that management responses are authorised and recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-335-b002", "type": "PARAGRAPH", "text": "Oversight should focus on educational and public-interest questions rather than the volume of completed forms. Members require accessible evidence and enough time to consider it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-336", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "336", "title": "Responsibilities of education authorities", "anchor": "336-responsibilities-of-education-authorities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-336-b001", "type": "PARAGRAPH", "text": "Authorities should clarify decision rights, resource conditions, reporting definitions and escalation routes. They should respond to dependencies within stated periods and avoid requiring literacy institutions to promise results that depend on unresolved system action.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-336-b002", "type": "PARAGRAPH", "text": "distribution and encourage, exclusion, distortion in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 336. Responsibilities of education authorities to connect evidence with delivery, unequal effect and correction. Common definitions can aid learning and allocation; inflexible targets or rankings can encourage exclusion and distortion.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-337", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "337", "title": "Support and capacity development", "anchor": "337-support-and-capacity-development", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-337-b001", "type": "PARAGRAPH", "text": "Capacity development should combine practical work on the responsible institution's own evidence with technical guidance, moderated review and follow-up. One-off training on plan completion is unlikely to establish reliable diagnosis or evaluation.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-337-b002", "type": "PARAGRAPH", "text": "Support should be differentiated. A literacy institution with weak registers needs source-record and coverage controls; a literacy institution with stable data may need stronger causal analysis or evaluation. Assistance should reduce avoidable burden and strengthen institutional routines.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-338", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "338", "title": "Proportionate external review", "anchor": "338-proportionate-external-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-338-b001", "type": "PARAGRAPH", "text": "remedy and novelty, action, consequence in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 338. Proportionate external review to connect evidence with delivery, unequal effect and correction. Review intensity should reflect the scale of resources, vulnerability of the population, novelty of action and consequence of error.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-338-b002", "type": "PARAGRAPH", "text": "The reviewer should identify material weaknesses and the correction required, not reward stylistic uniformity. Local variation is compatible with a common standard of evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-339", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "339", "title": "Comparative use of literacy institution-plan evidence", "anchor": "339-comparative-use-of-literacy-institution-plan-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-339-b001", "type": "PARAGRAPH", "text": "Aggregated literacy institution-plan evidence can inform system policy when definitions and coverage are sufficiently comparable. It may reveal recurring infrastructure failures, staffing dependencies, transition barriers or measurement weaknesses. Aggregation should preserve uncertainty and avoid treating locally selected priorities as prevalence estimates for the whole system.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-339-b002", "type": "PARAGRAPH", "text": "Comparative use should not convert an improvement instrument into a simplistic ranking. Context, population and starting conditions materially affect results and feasible pace.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-340", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "340", "title": "Annual planning cycles and longer improvement horizons", "anchor": "340-annual-planning-cycles-and-longer-improvement-horizons", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-340-b001", "type": "PARAGRAPH", "text": "distribution and outcome, reasonably, observable in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 340. Annual planning cycles and longer improvement horizons to connect evidence with delivery, unequal effect and correction. The plan should identify which results are expected within the year and which require continued observation. Milestones allow meaningful accountability before the final outcome is reasonably observable.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-340-b002", "type": "PARAGRAPH", "text": "timing and participation, effects, require in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 340. Annual planning cycles and longer improvement horizons to connect evidence with delivery, unequal effect and correction. Implementation quality, reach and intermediate results can be reviewed during the current cycle even when durable learning or participation effects require more time.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-341", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "341", "title": "Renewal of the baseline", "anchor": "341-renewal-of-the-baseline", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-341-b001", "type": "PARAGRAPH", "text": "feasibility and evidence, longer, decision in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 341. Renewal of the baseline to connect evidence with delivery, unequal effect and correction. Renewal is required when definitions, population, programme or conditions change materially, or when the original evidence is no longer fit for the next decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-341-b002", "type": "PARAGRAPH", "text": "Renewal should preserve the earlier series and explain the break. It should not be scheduled merely to replace an inconvenient starting value.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-342", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "342", "title": "When a priority may be closed", "anchor": "342-when-a-priority-may-be-closed", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-342-b001", "type": "PARAGRAPH", "text": "capacity and identify, residual, evidence in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 342. When a priority may be closed to connect evidence with delivery, unequal effect and correction. Closure should identify residual risks and the evidence date.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-342-b002", "type": "PARAGRAPH", "text": "comparability and transferred, allowed, disappear in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 342. When a priority may be closed to connect evidence with delivery, unequal effect and correction. Unresolved system dependencies should be formally transferred, not allowed to disappear.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-343", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "343", "title": "When a plan should be redesigned", "anchor": "343-when-a-plan-should-be-redesigned", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-343-b001", "type": "PARAGRAPH", "text": "equity and longer, credible, result in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 343. When a plan should be redesigned to connect evidence with delivery, unequal effect and correction. Repeated minor amendment should not preserve a design that no longer has a credible path to result.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-343-b002", "type": "PARAGRAPH", "text": "The redesign record should retain what was learned and distinguish failure of implementation from failure of theory. This evidence can prevent recurrence in later plans.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-344", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "344", "title": "Research and knowledge needs", "anchor": "344-research-and-knowledge-needs", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-344-b001", "type": "PARAGRAPH", "text": "Further work is needed on practical reliability tests for small-literacy institution data, methods for examining distribution without unsafe disclosure, and proportionate evaluation designs for ordinary literacy institution settings. Comparative research should examine how authority, information and support interact under different forms of local management.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-344-b002", "type": "PARAGRAPH", "text": "Evidence is also needed on the burden and use of local improvement planning requirements. A reporting system that produces extensive documentation but few corrective decisions may weaken rather than strengthen quality improvement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2006-11-345", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "345", "title": "Table 24: institutional assurance priorities", "anchor": "345-table-24-institutional-assurance-priorities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-345-b001-tbl-iceqc-r-2006-11-24", "type": "TABLE", "title": "Table 24. Institutional assurance priorities for local literacy improvement planning", "columns": [ { "key": "c1-priority", "label": "Priority", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-literacy-institution-evidence", "label": "Literacy institution evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-governing-or-authority-test", "label": "Governing or authority test", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-failure-requiring-action", "label": "Failure requiring action", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "problem definition", "bounded educational condition", "relevance and affected population", "vague or blame-based label" ], [ "baseline", "reproducible dossier", "definition, coverage and distribution", "proxy or unstable denominator" ], [ "result chain", "mechanism and assumptions", "critical link supported", "activity presented as outcome" ], [ "milestone", "dated observable condition", "evidence and decision rule", "calendar event without result" ], [ "target", "baseline-linked result and safeguard", "feasibility, equity and distortion", "incentive to exclude or narrow" ], [ "action", "operation, owner and authority", "capability and dependency", "responsibility without control" ], [ "resource", "time, finance, material and status", "authorisation and sufficiency", "proposal reported as available" ], [ "participation", "accessible evidence and response", "reach, safety and influence", "symbolic consultation" ], [ "monitoring", "decision-linked current evidence", "completeness and correction", "collection without use" ], [ "evaluation", "findings, uncertainty and contribution", "claim proportionate to design", "causal assertion without basis" ], [ "publication", "fair protected account", "completeness and privacy", "promotion or unsafe disclosure" ], [ "closure", "verified stable condition", "residual risk and routine ownership", "expiry treated as success" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-12-table-24-institutional-assurance-priorities-for-local-litera.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } } ] }, { "id": "sec-iceqc-r-2006-11-346", "partId": "part-iceqc-r-2006-11-xiv", "parentId": null, "number": "346", "title": "Final conclusions", "anchor": "346-final-conclusions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2006-11-346-b001", "type": "PARAGRAPH", "text": "Local literacy improvement plans can strengthen educational quality when they function as public evidence agreements rather than administrative promises. Their credibility begins with a baseline that can be reproduced and understood. It is sustained by milestones that expose whether essential conditions are being established while correction remains possible.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-346-b002", "type": "PARAGRAPH", "text": "The framework developed in this report places educational results, equity and institutional responsibility at the centre. It asks literacy institutions to distinguish stock from access, provision from use, attendance from continuity, placement from participation, reporting from safety and expenditure from benefit. These distinctions are necessary because public decisions can otherwise be made on measures that are accurate in calculation but inadequate in meaning.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-346-b003", "type": "PARAGRAPH", "text": "equity and course, publish, account in Institutional Strategies for Sustained Literacy Improvement in Low-Participation Communities require ### 346. Final conclusions to connect evidence with delivery, unequal effect and correction. It requires that uncertainty, dependency and limitation be recorded honestly; that decisions be proportionate to evidence and risk; and that affected persons have a safe and consequential voice. Improvement is demonstrated not by uninterrupted claims of success but by the capacity to identify failure, correct course and publish a fair account.", "citationIds": [] }, { "id": "sec-iceqc-r-2006-11-346-b004", "type": "PARAGRAPH", "text": "For literacy institutions, governing bodies and education authorities, the immediate task is practical: establish defensible baselines, select a small number of critical milestones, connect every indicator to a decision and preserve the evidence needed to judge results. When these disciplines are maintained, the development plan becomes a usable instrument of educational stewardship and public accountability.", "citationIds": [] } ] } ], "technicalAppendices": [ { "id": "appendix-iceqc-r-2006-11-a", "partId": "appendix-iceqc-r-2006-11-a", "parentId": null, "number": "A", "title": "Literacy indicator dictionary and worked national account", "anchor": "technical-appendix-a-literacy-indicator-dictionary-and-worked-national-account", "level": 1, "blocks": [ { "id": "appendix-iceqc-r-2006-11-a-b001", "type": "CALLOUT", "label": "DEFINITION", "text": "A.1 Function", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b002", "type": "PARAGRAPH", "text": "The dictionary fixes the meaning of the principal measures before values are assembled. 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": "appendix-iceqc-r-2006-11-a-b003", "type": "CALLOUT", "label": "DEFINITION", "text": "A.2 Population literacy rate", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b004", "type": "PARAGRAPH", "text": "Name: population literacy rate under the stated method. 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": "appendix-iceqc-r-2006-11-a-b005", "type": "PARAGRAPH", "text": "The preferred public display also gives the total target population and the estimated number classified below the standard. 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": "appendix-iceqc-r-2006-11-a-b006", "type": "CALLOUT", "label": "DEFINITION", "text": "A.3 Direct-assessment proficiency distribution", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b007", "type": "PARAGRAPH", "text": "Name: population distribution across described proficiency ranges in the assessed domain and language. 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": "appendix-iceqc-r-2006-11-a-b008", "type": "PARAGRAPH", "text": "No range should be labelled “illiterate” unless its tasks and threshold correspond to the definition intended and the assessment measures both required capabilities. A reading-only scale does not establish written production.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b009", "type": "CALLOUT", "label": "DEFINITION", "text": "A.4 Participation rate", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b010", "type": "PARAGRAPH", "text": "Name: entry into recognised literacy provision. 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": "appendix-iceqc-r-2006-11-a-b011", "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": "appendix-iceqc-r-2006-11-a-b012", "type": "CALLOUT", "label": "DEFINITION", "text": "A.5 Received instructional time", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b013", "type": "PARAGRAPH", "text": "Name: median and distribution of verified hours received by participants. The record sums sessions attended, using actual delivered duration. It distinguishes planned hours, sessions cancelled by the provider and learner absence.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b014", "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": "appendix-iceqc-r-2006-11-a-b015", "type": "CALLOUT", "label": "DEFINITION", "text": "A.6 Achievement among entrants", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b016", "type": "PARAGRAPH", "text": "Numerator: members of a defined entry cohort who meet the valid completion assessment standard by the specified closing date. 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": "appendix-iceqc-r-2006-11-a-b017", "type": "PARAGRAPH", "text": "Achievement among assessed learners and achievement among completers are companion measures. Neither replaces the entrant-cohort result.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b018", "type": "CALLOUT", "label": "DEFINITION", "text": "A.7 Progression rate", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b019", "type": "PARAGRAPH", "text": "Numerator: cohort members enrolled in a named next learning opportunity within the follow-up period. Denominator: cohort members eligible for that route. Offers, referrals and applications are reported as preceding stages where relevant.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b020", "type": "PARAGRAPH", "text": "The next opportunity should have a defined educational status; occasional attendance at an unrelated meeting is not progression.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b021", "type": "CALLOUT", "label": "DEFINITION", "text": "A.8 Worked population account", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b022", "type": "PARAGRAPH", "text": "Assume a household survey represents 2,400,000 persons aged 15 and over. 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": "appendix-iceqc-r-2006-11-a-b023", "type": "PARAGRAPH", "text": "If all unknown persons were classified below the standard, the rate for the entire population would be 71.25 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": "appendix-iceqc-r-2006-11-a-b024", "type": "CALLOUT", "label": "DEFINITION", "text": "A.9 Worked programme cohort", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b025", "type": "PARAGRAPH", "text": "A programme records 18,400 registrations. 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": "appendix-iceqc-r-2006-11-a-b026", "type": "PARAGRAPH", "text": "Achievement among entrants is 55.9 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": "appendix-iceqc-r-2006-11-a-b027", "type": "CALLOUT", "label": "DEFINITION", "text": "A.10 Worked gender account", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b028", "type": "PARAGRAPH", "text": "Within the represented adult population, the estimated literacy rate is 69.0 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": "appendix-iceqc-r-2006-11-a-b029", "type": "PARAGRAPH", "text": "The ratio describes relative parity; the counts describe the scale of required opportunity. Neither indicates why the gap exists.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b030", "type": "CALLOUT", "label": "DEFINITION", "text": "A.11 Indicator dictionary table", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b031-tbl-iceqc-r-2006-11-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-13-table-a-1-controlled-literacy-indicators.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "appendix-iceqc-r-2006-11-a-b032", "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": "appendix-iceqc-r-2006-11-a-b033", "type": "CALLOUT", "label": "DEFINITION", "text": "A.12 Publication control", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b034", "type": "PARAGRAPH", "text": "Each table carries the indicator version, reference period, source date and status as provisional or final. Revisions retain a public explanation. National summaries link to the dictionary so that short language does not replace the controlled definition.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-a-b035", "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": "appendix-iceqc-r-2006-11-b", "partId": "appendix-iceqc-r-2006-11-b", "parentId": null, "number": "B", "title": "Direct literacy assessment protocol", "anchor": "technical-appendix-b-direct-literacy-assessment-protocol", "level": 1, "blocks": [ { "id": "appendix-iceqc-r-2006-11-b-b001", "type": "CALLOUT", "label": "DEFINITION", "text": "B.1 Decision to assess directly", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b002", "type": "PARAGRAPH", "text": "A direct assessment is justified when policy requires evidence of demonstrated capability that cannot be obtained reliably from self-report, attainment or programme records. 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": "appendix-iceqc-r-2006-11-b-b003", "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": "appendix-iceqc-r-2006-11-b-b004", "type": "CALLOUT", "label": "DEFINITION", "text": "B.2 Assessment framework", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b005", "type": "PARAGRAPH", "text": "The framework defines prose reading, document use, written production and numeracy separately where they are included. 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": "appendix-iceqc-r-2006-11-b-b006", "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": "appendix-iceqc-r-2006-11-b-b007", "type": "CALLOUT", "label": "DEFINITION", "text": "B.3 Target population", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b008", "type": "PARAGRAPH", "text": "The population definition states age, usual residence, institutional and collective dwellings, temporary residents and geographic exclusions. 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": "appendix-iceqc-r-2006-11-b-b009", "type": "PARAGRAPH", "text": "No sampled person should be replaced by a convenient neighbour. Substitution changes selection probabilities and can exclude precisely those with weaker literacy or less stable residence.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b010", "type": "CALLOUT", "label": "DEFINITION", "text": "B.4 Sample design", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b011", "type": "PARAGRAPH", "text": "Strata should represent major regions, settlement types and language or population groups needed for reporting. 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": "appendix-iceqc-r-2006-11-b-b012", "type": "PARAGRAPH", "text": "The design records every stage of selection and the probability associated with it.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b013", "type": "CALLOUT", "label": "DEFINITION", "text": "B.5 Instrument development", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b014", "type": "PARAGRAPH", "text": "Items are drawn from the assessment framework and reviewed for factual accuracy, accessibility, cultural dependence and plausible response processes. 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": "appendix-iceqc-r-2006-11-b-b015", "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": "appendix-iceqc-r-2006-11-b-b016", "type": "CALLOUT", "label": "DEFINITION", "text": "B.6 Translation and adaptation", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b017", "type": "PARAGRAPH", "text": "Each language version is produced through translation, independent review, reconciliation and field testing. 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": "appendix-iceqc-r-2006-11-b-b018", "type": "PARAGRAPH", "text": "Items showing unexplained differential behaviour are revised, removed or reported as a comparability limitation. A declaration that translations are accurate is not empirical evidence of equal demand.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b019", "type": "CALLOUT", "label": "DEFINITION", "text": "B.7 Field trial", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b020", "type": "PARAGRAPH", "text": "The field trial tests respondent understanding, timing, administration, accessibility, item difficulty, missing response and scorer agreement. It includes persons across the intended capability range and the groups most likely to face language or access barriers.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b021", "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": "appendix-iceqc-r-2006-11-b-b022", "type": "CALLOUT", "label": "DEFINITION", "text": "B.8 Interviewer preparation", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b023", "type": "PARAGRAPH", "text": "Interviewers learn selection rules, informed participation, neutral administration, language procedures, accessibility, secure handling and response coding. Practice includes refusal, proxy requests, low confidence, interrupted interviews and suspected inability to use the ordinary form.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b024", "type": "PARAGRAPH", "text": "Performance is observed and corrected before field assignment. Attendance at training is not sufficient evidence of readiness.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b025", "type": "CALLOUT", "label": "DEFINITION", "text": "B.9 Participation and consent", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b026", "type": "PARAGRAPH", "text": "The respondent receives a clear account of purpose, expected time, confidentiality and voluntary status in a form that does not assume advanced literacy. Refusal does not affect access to public service. No household member should answer direct tasks for another selected person.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b027", "type": "PARAGRAPH", "text": "Where a respondent needs communication assistance, the role is bounded so that the assessment response remains their own.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b028", "type": "CALLOUT", "label": "DEFINITION", "text": "B.10 Administration", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b029", "type": "PARAGRAPH", "text": "Field conditions are sufficiently quiet, private and well lit. 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": "appendix-iceqc-r-2006-11-b-b030", "type": "PARAGRAPH", "text": "A partial interview is retained under pre-established coding rather than completed from interviewer impression.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b031", "type": "CALLOUT", "label": "DEFINITION", "text": "B.11 Accessible forms", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b032", "type": "PARAGRAPH", "text": "Large print, Braille, adapted response methods or other arrangements are prepared where they can preserve the construct. 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": "appendix-iceqc-r-2006-11-b-b033", "type": "PARAGRAPH", "text": "Persons who cannot be assessed validly under available arrangements remain in the coverage statement with the reason.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b034", "type": "CALLOUT", "label": "DEFINITION", "text": "B.12 Scoring and quality control", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b035", "type": "PARAGRAPH", "text": "Scorers use explicit rules and are blind to policy targets. 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": "appendix-iceqc-r-2006-11-b-b036", "type": "PARAGRAPH", "text": "Data checks examine range, routing, duplicate records, timing and logical consistency. Corrections retain an audit record.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b037", "type": "CALLOUT", "label": "DEFINITION", "text": "B.13 Scaling and proficiency description", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b038", "type": "PARAGRAPH", "text": "The chosen model should fit the framework and sample sufficiently for the intended population inference. 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": "appendix-iceqc-r-2006-11-b-b039", "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": "appendix-iceqc-r-2006-11-b-b040", "type": "CALLOUT", "label": "DEFINITION", "text": "B.14 Non-response analysis", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b041", "type": "PARAGRAPH", "text": "Response is reported at each stage: eligible households contacted, selected persons contacted, assessment begun and sufficient assessment completed. 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": "appendix-iceqc-r-2006-11-b-b042", "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": "appendix-iceqc-r-2006-11-b-b043", "type": "CALLOUT", "label": "DEFINITION", "text": "B.15 Release table", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b044-tbl-iceqc-r-2006-11-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-14-table-b-1-direct-assessment-release-controls.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "appendix-iceqc-r-2006-11-b-b045", "type": "PARAGRAPH", "text": "Source: ICEQC direct-assessment protocol informed by the methodological functions of and.", "citationIds": [ "REF-06", "REF-07" ] }, { "id": "appendix-iceqc-r-2006-11-b-b046", "type": "CALLOUT", "label": "DEFINITION", "text": "B.16 Release decision", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b047", "type": "PARAGRAPH", "text": "The responsible statistical authority records whether each intended comparison is supported, supported with a named limitation or not supported. A limitation affecting one language or subgroup should not be concealed within a general technical annex.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-b-b048", "type": "PARAGRAPH", "text": "Public tables carry confidence intervals or standard errors and a plain account of exclusions. Microdata access, where provided, protects respondents and preserves enough design information for valid analysis.", "citationIds": [] } ] }, { "id": "appendix-iceqc-r-2006-11-c", "partId": "appendix-iceqc-r-2006-11-c", "parentId": null, "number": "C", "title": "Programme cohort and attrition audit", "anchor": "technical-appendix-c-programme-cohort-and-attrition-audit", "level": 1, "blocks": [ { "id": "appendix-iceqc-r-2006-11-c-b001", "type": "CALLOUT", "label": "DEFINITION", "text": "C.1 Purpose", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b002", "type": "PARAGRAPH", "text": "The audit follows a defined entry cohort through delivery, assessment, completion and progression. 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": "appendix-iceqc-r-2006-11-c-b003", "type": "PARAGRAPH", "text": "The cohort is fixed by entry dates, programme version and learner identity rules before outcomes are known.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b004", "type": "CALLOUT", "label": "DEFINITION", "text": "C.2 Distinct learner count", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b005", "type": "PARAGRAPH", "text": "Registrations are matched within and across providers using lawful identifiers and documented probabilistic rules where exact identifiers are unavailable. 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": "appendix-iceqc-r-2006-11-c-b006", "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": "appendix-iceqc-r-2006-11-c-b007", "type": "CALLOUT", "label": "DEFINITION", "text": "C.3 Entry profile", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b008", "type": "PARAGRAPH", "text": "The programme records assessed starting capability, intended language, age group, sex, location, relevant disability access, prior participation and stated learning purpose. Data are limited to what supports teaching, equity and evaluation.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b009", "type": "PARAGRAPH", "text": "Unknown values remain explicit. A blank field should not be interpreted as absence of a barrier.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b010", "type": "CALLOUT", "label": "DEFINITION", "text": "C.4 Exposure ledger", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b011", "type": "PARAGRAPH", "text": "For each scheduled session the ledger records planned duration, whether it operated, facilitator presence and learner attendance. Received hours are calculated from delivered sessions attended. Independent practice may be recorded separately where the method is sufficiently reliable.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b012", "type": "PARAGRAPH", "text": "The ledger enables a distinction between withdrawal and failure of the provider to deliver the promised course.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b013", "type": "CALLOUT", "label": "DEFINITION", "text": "C.5 Exit categories", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b014", "type": "PARAGRAPH", "text": "Every entrant is assigned one mutually exclusive state at the cohort closing date: active, completed, transferred, withdrew voluntarily, unable to continue because provision ceased, died, permanently moved, or status unknown. Reasons for withdrawal use a controlled list with optional narrative.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b015", "type": "PARAGRAPH", "text": "Categories are not reordered to improve the completion denominator.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b016", "type": "CALLOUT", "label": "DEFINITION", "text": "C.6 Assessment coverage", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b017", "type": "PARAGRAPH", "text": "The audit identifies who was eligible, invited, presented, completed sufficiently for scoring and received a valid decision. Non-assessment may arise from withdrawal, absence, inaccessible form, administrative failure or refusal. These causes are reported separately.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b018", "type": "PARAGRAPH", "text": "Assessment coverage among completers does not describe coverage among all entrants.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b019", "type": "CALLOUT", "label": "DEFINITION", "text": "C.7 Outcome decision", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b020", "type": "PARAGRAPH", "text": "The outcome is tied to a named assessment version and threshold. 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": "appendix-iceqc-r-2006-11-c-b021", "type": "PARAGRAPH", "text": "Provider discretion at the boundary is subject to recorded criteria and review.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b022", "type": "CALLOUT", "label": "DEFINITION", "text": "C.8 Worked cohort reconciliation", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b023", "type": "PARAGRAPH", "text": "Assume 7,600 new entrants. 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": "appendix-iceqc-r-2006-11-c-b024", "type": "PARAGRAPH", "text": "The delivery-coverage rate is 90.0 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": "appendix-iceqc-r-2006-11-c-b025", "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": "appendix-iceqc-r-2006-11-c-b026", "type": "CALLOUT", "label": "DEFINITION", "text": "C.9 Attrition by stage", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b027", "type": "PARAGRAPH", "text": "Loss is examined between entry and adequate exposure, exposure and completion, completion and assessment, and assessment and achievement. 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": "appendix-iceqc-r-2006-11-c-b028", "type": "PARAGRAPH", "text": "Intervention should target the stage supported by evidence rather than treating every difference as an instructional defect.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b029", "type": "CALLOUT", "label": "DEFINITION", "text": "C.10 Missing outcome sensitivity", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b030", "type": "PARAGRAPH", "text": "For the 680 completers not represented by a valid passing result in the example, the report distinguishes 410 assessed below standard and 270 not validly assessed. 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": "appendix-iceqc-r-2006-11-c-b031", "type": "PARAGRAPH", "text": "Imputation may be appropriate for statistical estimation, but administrative certification still requires individual evidence.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b032", "type": "CALLOUT", "label": "DEFINITION", "text": "C.11 Progression follow-up", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b033", "type": "PARAGRAPH", "text": "Progression is measured for learners eligible for a named next route. 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": "appendix-iceqc-r-2006-11-c-b034", "type": "PARAGRAPH", "text": "Learner interviews can explain barriers but should not be converted into administrative enrolment without verification.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b035", "type": "CALLOUT", "label": "DEFINITION", "text": "C.12 Cohort table", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b036-tbl-iceqc-r-2006-11-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-15-table-c-1-cohort-transition-audit.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "appendix-iceqc-r-2006-11-c-b037", "type": "PARAGRAPH", "text": "Source: ICEQC cohort audit. Calculations retain the population and reporting distinctions required by this report.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b038", "type": "CALLOUT", "label": "DEFINITION", "text": "C.13 Audit finding", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b039", "type": "PARAGRAPH", "text": "The final finding states whether learner identity, exposure, exit and assessment records reconcile and whether reported rates use their claimed populations. Material unexplained differences trigger record correction and a wider sample.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-c-b040", "type": "PARAGRAPH", "text": "The audit does not equate low attrition with high quality. Learners can remain in ineffective provision, so cohort evidence is interpreted with valid achievement and learner experience.", "citationIds": [] } ] }, { "id": "appendix-iceqc-r-2006-11-d", "partId": "appendix-iceqc-r-2006-11-d", "parentId": null, "number": "D", "title": "Language and accessibility decision record", "anchor": "technical-appendix-d-language-and-accessibility-decision-record", "level": 1, "blocks": [ { "id": "appendix-iceqc-r-2006-11-d-b001", "type": "CALLOUT", "label": "DEFINITION", "text": "D.1 Purpose", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b002", "type": "PARAGRAPH", "text": "This record establishes whether the language and form of literacy provision and assessment allow the intended capability to be learned and demonstrated. It applies to curriculum design, survey assessment and individual programme decisions.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b003", "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": "appendix-iceqc-r-2006-11-d-b004", "type": "CALLOUT", "label": "DEFINITION", "text": "D.2 Learner language profile", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b005", "type": "PARAGRAPH", "text": "The profile identifies languages understood, spoken, read and written; scripts used; language of prior schooling; and the language needed for the learner's intended progression. Capability should not be inferred from ethnic identity or a household member's language.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b006", "type": "PARAGRAPH", "text": "For young children, family and community information is combined with developmentally appropriate observation.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b007", "type": "CALLOUT", "label": "DEFINITION", "text": "D.3 Programme-language decision", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b008", "type": "PARAGRAPH", "text": "The programme states the initial instructional language, any additional language, transition point, material supply and staff capability. Where learners share no common strong language with the facilitator, interpretation support does not by itself constitute a sustainable literacy programme.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b009", "type": "PARAGRAPH", "text": "The decision explains how understanding will be secured while wider-language opportunity is developed.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b010", "type": "CALLOUT", "label": "DEFINITION", "text": "D.4 Assessment-language decision", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b011", "type": "PARAGRAPH", "text": "The decision begins with purpose. 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": "appendix-iceqc-r-2006-11-d-b012", "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": "appendix-iceqc-r-2006-11-d-b013", "type": "CALLOUT", "label": "DEFINITION", "text": "D.5 Accessible presentation", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b014", "type": "PARAGRAPH", "text": "The ordinary and accessible forms are compared for text content, layout, navigation, response and time demand. 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": "appendix-iceqc-r-2006-11-d-b015", "type": "PARAGRAPH", "text": "No person should receive a failing literacy classification solely because the planned form could not be provided.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b016", "type": "CALLOUT", "label": "DEFINITION", "text": "D.6 Scribe and reader rules", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b017", "type": "PARAGRAPH", "text": "A scribe records exactly what the respondent dictates, including requested punctuation or revision appropriate to the construct, and does not correct language. A reader cannot be used where decoding or reading comprehension is being assessed, but may communicate non-textual instructions where authorised.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b018", "type": "PARAGRAPH", "text": "The assistance used is recorded with the result and reviewed for consistency.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b019", "type": "CALLOUT", "label": "DEFINITION", "text": "D.7 Comparability finding", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b020", "type": "PARAGRAPH", "text": "Forms are classified as supporting the same result, supporting a result with a stated qualification, or measuring a different construct. The finding uses framework analysis, expert review and performance evidence where available.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b021", "type": "PARAGRAPH", "text": "Small samples may prevent statistical confirmation. In that case, uncertainty is reported rather than resolved by assumption.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b022", "type": "CALLOUT", "label": "DEFINITION", "text": "D.8 Worked decision", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b023", "type": "PARAGRAPH", "text": "A reading assessment is available in Language A and Language B. 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": "appendix-iceqc-r-2006-11-d-b024", "type": "PARAGRAPH", "text": "The responsible options are to develop and test a Language C form, restrict the stated target population with a prominent limitation, or conduct a separate study of Language C literacy. Coding interpreted responses onto the same scale would create apparent completeness without construct validity.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b025", "type": "CALLOUT", "label": "DEFINITION", "text": "D.9 Decision table", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b026-tbl-iceqc-r-2006-11-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-16-table-d-1-language-and-access-decisions.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "appendix-iceqc-r-2006-11-d-b027", "type": "PARAGRAPH", "text": "Source: ICEQC language and accessibility record consistent with the equality and adaptability principles in and.", "citationIds": [ "REF-12", "REF-14" ] }, { "id": "appendix-iceqc-r-2006-11-d-b028", "type": "CALLOUT", "label": "DEFINITION", "text": "D.10 Public reporting", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b029", "type": "PARAGRAPH", "text": "Reports give participation, valid assessment and results by assessment language where sample size permits. Exclusions caused by unavailable language or form are shown separately from refusal and other non-response.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-d-b030", "type": "PARAGRAPH", "text": "This disclosure prevents a technically precise estimate for a restricted population from being misrepresented as a complete national result.", "citationIds": [] } ] }, { "id": "appendix-iceqc-r-2006-11-e", "partId": "appendix-iceqc-r-2006-11-e", "parentId": null, "number": "E", "title": "Public reporting casebook", "anchor": "technical-appendix-e-public-reporting-casebook", "level": 1, "blocks": [ { "id": "appendix-iceqc-r-2006-11-e-b001", "type": "CALLOUT", "label": "DEFINITION", "text": "E.1 Purpose", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b002", "type": "PARAGRAPH", "text": "The cases test whether a proposed public statement remains within the definition, population, method and time supported by the evidence. Each case separates a defensible statement from an overstatement and identifies the additional evidence needed for a wider conclusion.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b003", "type": "PARAGRAPH", "text": "The values are hypothetical. They illustrate reporting judgement and do not represent any country or programme.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b004", "type": "CALLOUT", "label": "DEFINITION", "text": "E.2 Case 1: census literacy improvement", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b005", "type": "PARAGRAPH", "text": "A census question asks whether each household member aged 15 and over can read and write a short simple statement with understanding. 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": "appendix-iceqc-r-2006-11-e-b006", "type": "PARAGRAPH", "text": "The observed estimates can be published with their dates and methods. 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": "appendix-iceqc-r-2006-11-e-b007", "type": "CALLOUT", "label": "DEFINITION", "text": "E.3 Case 2: school completion", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b008", "type": "PARAGRAPH", "text": "Primary completion rises from 61 to 70 per cent over four cohorts. 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": "appendix-iceqc-r-2006-11-e-b009", "type": "PARAGRAPH", "text": "The defensible finding is that completion increased and that 58 per cent of sampled completers in the stated year met the reading standard. 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": "appendix-iceqc-r-2006-11-e-b010", "type": "CALLOUT", "label": "DEFINITION", "text": "E.4 Case 3: programme pass rate", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b011", "type": "PARAGRAPH", "text": "Providers report that 92 per cent of assessed completers passed. 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": "appendix-iceqc-r-2006-11-e-b012", "type": "PARAGRAPH", "text": "The public account should report every transition. 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": "appendix-iceqc-r-2006-11-e-b013", "type": "CALLOUT", "label": "DEFINITION", "text": "E.5 Case 4: direct assessment below threshold", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b014", "type": "PARAGRAPH", "text": "A direct adult assessment estimates that 27.4 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": "appendix-iceqc-r-2006-11-e-b015", "type": "PARAGRAPH", "text": "The release may describe the estimated share below the named reading threshold and its confidence interval. 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": "appendix-iceqc-r-2006-11-e-b016", "type": "CALLOUT", "label": "DEFINITION", "text": "E.6 Case 5: language exclusion", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b017", "type": "PARAGRAPH", "text": "A survey covers 96 per cent of households geographically, but its two language forms are not usable by an estimated 11 per cent of the adult population. Most excluded persons live in areas with limited schooling. The technical report describes geographic coverage as near universal.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b018", "type": "PARAGRAPH", "text": "The result does not represent 96 per cent of the intended adult population in a literacy sense. 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": "appendix-iceqc-r-2006-11-e-b019", "type": "CALLOUT", "label": "DEFINITION", "text": "E.7 Case 6: gender parity", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b020", "type": "PARAGRAPH", "text": "Women have a literacy rate of 72 per cent and men 73 per cent, producing a ratio close to parity. 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": "appendix-iceqc-r-2006-11-e-b021", "type": "PARAGRAPH", "text": "The report states near parity in the national aggregate measure and presents age-specific levels, counts and locations. Policy follows the affected cohorts rather than treating disparity as one uniform national condition.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b022", "type": "CALLOUT", "label": "DEFINITION", "text": "E.8 Case 7: rural programme cost", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b023", "type": "PARAGRAPH", "text": "A rural programme costs 40 per cent more per entrant than an urban programme and achieves a slightly lower entrant outcome rate. 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": "appendix-iceqc-r-2006-11-e-b024", "type": "PARAGRAPH", "text": "The unit-cost difference is factual but does not establish rural inefficiency. 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": "appendix-iceqc-r-2006-11-e-b025", "type": "CALLOUT", "label": "DEFINITION", "text": "E.9 Case 8: target projection", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b026", "type": "PARAGRAPH", "text": "A model projects that the adult literacy rate will reach 84 per cent by 2015 if recent cohort change continues. The current observed estimate is 76 per cent. A policy statement says the country “is achieving 84 per cent literacy”.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b027", "type": "PARAGRAPH", "text": "The statement is incorrect. 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": "appendix-iceqc-r-2006-11-e-b028", "type": "CALLOUT", "label": "DEFINITION", "text": "E.10 Case 9: revised population estimates", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b029", "type": "PARAGRAPH", "text": "After a new census, the estimated number of adults below the standard for an earlier year rises from 620,000 to 680,000, while the survey rate and individual responses remain unchanged. The revision reflects a larger population denominator, not a decline in literacy.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b030", "type": "PARAGRAPH", "text": "The correction should state both old and new counts, unchanged rate where applicable, and the population revision. Trend narrative should not interpret the extra 60,000 as newly observed loss of capability.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b031", "type": "CALLOUT", "label": "DEFINITION", "text": "E.11 Case 10: reading frequency", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b032", "type": "PARAGRAPH", "text": "A follow-up survey finds that 70 per cent of programme completers report reading at least weekly, compared with 45 per cent at entry. Only 54 per cent of completers respond to follow-up, and respondents had higher exit scores than non-respondents.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b033", "type": "PARAGRAPH", "text": "The report may state the finding among respondents and the response pattern. It cannot infer the same increase for all completers. Weighting may reduce known differences, but the possibility of continued bias remains.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b034", "type": "CALLOUT", "label": "DEFINITION", "text": "E.12 Case 11: international rank", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b035", "type": "PARAGRAPH", "text": "Country A has an estimated mean score two points above Country B. 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": "appendix-iceqc-r-2006-11-e-b036", "type": "PARAGRAPH", "text": "The comparison should present estimates and intervals, task meaning and exclusions. 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": "appendix-iceqc-r-2006-11-e-b037", "type": "CALLOUT", "label": "DEFINITION", "text": "E.13 Case 12: corrected certificate", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b038", "type": "PARAGRAPH", "text": "A provider discovers that 140 completion certificates were issued after attendance only, although the certificate states that the holder met the literacy outcome. Eighty-seven holders have valid assessment evidence; the remainder do not.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b039", "type": "PARAGRAPH", "text": "The provider verifies and reissues records for the 87 and offers a prompt, accessible assessment and remedy to the others. 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": "appendix-iceqc-r-2006-11-e-b040", "type": "CALLOUT", "label": "DEFINITION", "text": "E.14 Statement test", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b041-tbl-iceqc-r-2006-11-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-17-table-e-1-public-statement-tests.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "appendix-iceqc-r-2006-11-e-b042", "type": "PARAGRAPH", "text": "Source: ICEQC public reporting casebook.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b043", "type": "CALLOUT", "label": "DEFINITION", "text": "E.15 Casebook conclusion", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b044", "type": "PARAGRAPH", "text": "Most misleading literacy statements contain a correct number attached to a broader claim than its denominator or construct supports. Review should therefore test the complete sentence, not only the arithmetic.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-e-b045", "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": "appendix-iceqc-r-2006-11-f", "partId": "appendix-iceqc-r-2006-11-f", "parentId": null, "number": "F", "title": "Finance and resource-allocation workbook", "anchor": "technical-appendix-f-finance-and-resource-allocation-workbook", "level": 1, "blocks": [ { "id": "appendix-iceqc-r-2006-11-f-b001", "type": "CALLOUT", "label": "DEFINITION", "text": "F.1 Scope", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b002", "type": "PARAGRAPH", "text": "The workbook connects resources to the population, service and result they finance. It separates allocation, release, obligation and expenditure and identifies contributions borne by learners, communities and personnel.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b003", "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": "appendix-iceqc-r-2006-11-f-b004", "type": "CALLOUT", "label": "DEFINITION", "text": "F.2 Population and capacity", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b005", "type": "PARAGRAPH", "text": "Planning begins with estimated unmet need by location, language and starting capability. 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": "appendix-iceqc-r-2006-11-f-b006", "type": "PARAGRAPH", "text": "The estimates show scale; they do not assume that one course is sufficient for every learner.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b007", "type": "CALLOUT", "label": "DEFINITION", "text": "F.3 Cost centre", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b008", "type": "PARAGRAPH", "text": "Costs are assigned to curriculum and material development, facilitator preparation, instruction, venues, learner access, assessment, local management, national coordination, statistics and follow-up. Shared costs use a disclosed allocation rule. Capital items are annualised only where that treatment is appropriate and stated.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b009", "type": "PARAGRAPH", "text": "Donated labour and space remain visible because expansion may require them to be financed.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b010", "type": "CALLOUT", "label": "DEFINITION", "text": "F.4 Worked budget flow", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b011", "type": "PARAGRAPH", "text": "Assume an authorised annual allocation of 24.0 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": "appendix-iceqc-r-2006-11-f-b012", "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": "appendix-iceqc-r-2006-11-f-b013", "type": "CALLOUT", "label": "DEFINITION", "text": "F.5 Worked unit costs", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b014", "type": "PARAGRAPH", "text": "If 42,000 distinct entrants receive provision, 31,500 complete and 24,600 meet the literacy outcome, verified expenditure of 19.5 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": "appendix-iceqc-r-2006-11-f-b015", "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": "appendix-iceqc-r-2006-11-f-b016", "type": "CALLOUT", "label": "DEFINITION", "text": "F.6 Distributional allocation", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b017", "type": "PARAGRAPH", "text": "Suppose rural sites receive 7.8 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": "appendix-iceqc-r-2006-11-f-b018", "type": "PARAGRAPH", "text": "An equal per-entrant allocation of 390 would remove 3.12 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": "appendix-iceqc-r-2006-11-f-b019", "type": "CALLOUT", "label": "DEFINITION", "text": "F.7 Learner costs", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b020", "type": "PARAGRAPH", "text": "Although tuition is free, a participant may bear transport, materials, childcare and forgone earnings. 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": "appendix-iceqc-r-2006-11-f-b021", "type": "PARAGRAPH", "text": "Support should be designed against the identified barrier and monitored for receipt, not only eligibility.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b022", "type": "CALLOUT", "label": "DEFINITION", "text": "F.8 Cost-effectiveness", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b023", "type": "PARAGRAPH", "text": "Cost-effectiveness may compare additional learners meeting the same valid outcome for a defined incremental cost. 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": "appendix-iceqc-r-2006-11-f-b024", "type": "PARAGRAPH", "text": "Where programmes serve different entry levels or languages, adjusted and unadjusted results should be shown.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b025", "type": "CALLOUT", "label": "DEFINITION", "text": "F.9 Finance table", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b026-tbl-iceqc-r-2006-11-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-18-table-f-1-literacy-finance-reconciliation.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "appendix-iceqc-r-2006-11-f-b027", "type": "PARAGRAPH", "text": "Source: ICEQC worked financial example. Values are illustrative.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b028", "type": "CALLOUT", "label": "DEFINITION", "text": "F.10 Finance conclusion", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-f-b029", "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": "appendix-iceqc-r-2006-11-f-b030", "type": "PARAGRAPH", "text": "The principal public question is whether resources were sufficient, timely, equitably distributed and converted into valid results without transferring hidden costs to learners or communities.", "citationIds": [] } ] }, { "id": "appendix-iceqc-r-2006-11-g", "partId": "appendix-iceqc-r-2006-11-g", "parentId": null, "number": "G", "title": "Data-quality and publication audit", "anchor": "technical-appendix-g-data-quality-and-publication-audit", "level": 1, "blocks": [ { "id": "appendix-iceqc-r-2006-11-g-b001", "type": "CALLOUT", "label": "DEFINITION", "text": "G.1 Audit objective", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b002", "type": "PARAGRAPH", "text": "The audit tests whether published literacy results can be reconstructed from authorised definitions, source records and documented estimation. It also examines whether limitations are visible at the point where a reader could otherwise misunderstand the result.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b003", "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": "appendix-iceqc-r-2006-11-g-b004", "type": "CALLOUT", "label": "DEFINITION", "text": "G.2 Source register", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b005", "type": "PARAGRAPH", "text": "The register lists every census, survey, assessment and administrative collection used, with owner, collection date, population, instrument version and authority. Derived and modelled datasets identify their input versions. Superseded files are retained under controlled access.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b006", "type": "PARAGRAPH", "text": "Unlabelled spreadsheets or manually copied totals are not accepted as authoritative sources.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b007", "type": "CALLOUT", "label": "DEFINITION", "text": "G.3 Definition audit", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b008", "type": "PARAGRAPH", "text": "The auditor traces each headline term to the indicator dictionary and checks its correspondence with the question, item framework or programme rule. Particular attention is given to read-only measures described as literacy, completion described as achievement and projections described as current values.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b009", "type": "PARAGRAPH", "text": "Definitions in narrative, tables and notes should agree.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b010", "type": "CALLOUT", "label": "DEFINITION", "text": "G.4 Population audit", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b011", "type": "PARAGRAPH", "text": "The target population is reconciled with sampling frames, programme registers and official population estimates. Age, residence, language and institutional exclusions are tested. Weighted totals are compared with external demographic controls by major group.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b012", "type": "PARAGRAPH", "text": "A close national total does not rule out offsetting group errors.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b013", "type": "CALLOUT", "label": "DEFINITION", "text": "G.5 Record audit", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b014", "type": "PARAGRAPH", "text": "A sample of programme records is traced from entry form to attendance, assessment and certificate. Duplicate identity, impossible dates, excessive session hours and altered results are investigated. Samples include high-performing and late-reporting providers.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b015", "type": "PARAGRAPH", "text": "The audit distinguishes clerical error, ambiguous rule and intentional misstatement because the corrective response differs.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b016", "type": "CALLOUT", "label": "DEFINITION", "text": "G.6 Calculation audit", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b017", "type": "PARAGRAPH", "text": "Rates are recomputed from published or controlled numerators and denominators. Weighting, standard errors, suppression and rounding are reproduced. Spreadsheet formulas and manual transfers receive independent checks.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b018", "type": "PARAGRAPH", "text": "The auditor verifies that totals include suppressed cells where stated and that percentages sum within rounding tolerance.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b019", "type": "CALLOUT", "label": "DEFINITION", "text": "G.7 Time audit", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b020", "type": "PARAGRAPH", "text": "Collection, reference and publication dates are checked. 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": "appendix-iceqc-r-2006-11-g-b021", "type": "PARAGRAPH", "text": "Historical comparisons use the version actually applicable to each period.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b022", "type": "CALLOUT", "label": "DEFINITION", "text": "G.8 Classification audit", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b023", "type": "PARAGRAPH", "text": "Sex, age, residence, language and programme categories are examined for stable codes and complete mapping. “Other” and unknown are quantified. A coding revision that moves persons between categories is treated as a possible break in series.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b024", "type": "PARAGRAPH", "text": "Small-cell suppression is checked for confidentiality and analytic consequence.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b025", "type": "CALLOUT", "label": "DEFINITION", "text": "G.9 Narrative audit", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b026", "type": "PARAGRAPH", "text": "The auditor reads headlines, charts and commentary without relying on technical annexes and asks what an informed member of the public would reasonably infer. Scale truncation, colour, rank and placement can overstate a small difference even when the numbers are correct.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b027", "type": "PARAGRAPH", "text": "Every causal or evaluative term is matched to evidence capable of supporting it.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b028", "type": "CALLOUT", "label": "DEFINITION", "text": "G.10 Correction severity", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b029", "type": "PARAGRAPH", "text": "A critical defect changes the population, standard, material result or learner entitlement. A major defect changes interpretation for a group or trend. A minor defect impairs access or detail without changing the principal finding. Classification determines urgency and scope, not whether correction occurs.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b030", "type": "PARAGRAPH", "text": "Affected tables and derivative publications are identified through the source register.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b031", "type": "CALLOUT", "label": "DEFINITION", "text": "G.11 Audit table", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b032-tbl-iceqc-r-2006-11-g1", "type": "TABLE", "title": "Table G.1. Publication audit gates", "columns": [ { "key": "c1-gate", "label": "Gate", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-audit-evidence", "label": "Audit evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-release-condition", "label": "Release condition", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Authority", "approved source, definition and responsible body", "every headline has an authorised evidence chain" ], [ "Population", "frame, coverage, exclusions and weighted totals", "claimed population matches represented population" ], [ "Construct", "instrument and outcome rule", "wording does not exceed assessed capability" ], [ "Calculation", "reproduced counts, rates and uncertainty", "results can be independently recomputed" ], [ "Comparison", "stable method or disclosed break", "trends and ranks remain within comparability evidence" ], [ "Equity", "lawful disaggregation, missingness and suppression", "material group differences are not concealed" ], [ "Narrative", "sentence-level claim review", "factual, causal and evaluative language is supported" ], [ "Correction", "severity, affected products and remedy", "known material errors are resolved or prominently withheld" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-19-table-g-1-publication-audit-gates.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "appendix-iceqc-r-2006-11-g-b033", "type": "PARAGRAPH", "text": "Source: ICEQC data-quality and publication audit.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b034", "type": "CALLOUT", "label": "DEFINITION", "text": "G.12 Audit conclusion", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b035", "type": "PARAGRAPH", "text": "Release is withheld where a critical population, construct or calculation defect remains unresolved. A qualified release may be appropriate for a bounded limitation when the affected claim is restricted and the limitation is prominent.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b036", "type": "PARAGRAPH", "text": "For literacy improvement in low-participation communities, verification should also test continuity between programme records and the decisions made from them. The reviewer selects a number of learners across entry routes, attendance patterns, languages, locations and outcome categories, then traces whether recorded contact, instructional exposure, assessment opportunity and progression are supported by dated evidence. This examination is not intended to judge individuals or disclose their capability. Its purpose is to determine whether the institution can explain how participation became an outcome claim and whether absent learners remain visible in the account. Where records are incomplete, the finding should identify the stage at which evidence was lost and the consequence for interpretation. A missing follow-up record does not establish loss of capability; an unrecorded assessment does not establish success; and a changed identifier should not create an additional learner. Review should further examine whether complaints, facilitator changes, cancelled sessions and shortages recorded elsewhere were reflected in the public explanation of results. If several sources disagree, the institution should preserve the disagreement, investigate its cause and restrict the claim until it is resolved. This continuity test gives governing bodies and communities a basis for distinguishing an imperfect but honest evidence system from one that produces complete-looking figures by excluding inconvenient cases.", "citationIds": [] }, { "id": "appendix-iceqc-r-2006-11-g-b037", "type": "PARAGRAPH", "text": "The audit record itself should not contain confidential respondent or assessment material; it identifies controlled evidence sufficient for authorised verification.", "citationIds": [] } ] } ], "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, 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